Beginner Teacher's Book

Zaavvav

Beginner

Teacher's Book

Amanda Maris

Liz and John Soars

OXFORD

UNIVERSITY PRESS

Contents

              Introduction                                                                                                                           4

             Teaching beginners — tips and techniques                                                                                6

Unit I          am/is/are • my/pur • This is . . . • How are you? • What's this in English?

             Numbers 1—10 and plurals                                                                                                        8

                            Countries • VThereare vou from? • he/she/they • his/her • Numbers 1 1—30                          13

Jobs • am/are/is — negatives and questions • Address, phone number

                    Social expressions                                                                                                                     19

Unit 4 our/their • Possessive 's • Family relations • has/hcnv • The alphabet • On the phone 26 Unit 5 Sports, food, and drinks • Present Simple— I/you/they • a/an

               Languages and nationalities • Numbers and prices                                                                33

Unit 6            The time • Present Simple — he/she/it • usually/sometimes/never

               Questions and negatives • Words that go together • Davs of the week                                 40

Unit 7         Question words • it/them • this/ that • Adjectives • Can I                                                   47

Unit 8         Rooms and furniture • There is/are • any • Prepositions • Directions                                54

Unit 9     Saying years • was/were born • Past Simple — irregular verbs • When's your birthday?      61

Unit 10   Past Simple— regular and irregular • Questions and negatives • Sports and leisure

                    Filling in forms                                                                                                                         68

Unit 11    cnn/can't • Requests and offers • Verbs and nouns that go together

              What's the problem7                                                                                                                76

want and would like • Food and drink • In a restaurant • Going shopping 83 Colours and clothes • Present Continuous • Questions and negatives

              What's the matter?                                                                                                                    90

Unit 14    Present Continuous for future • Question word revision • Travel and transport

              Going sightseeing                                                                                                                     97

StoaN

              Photocopiable materials and Extra ideas 106               Progress tests                 121

            Units 1—4                                                       106               Stop and checks             130

                  Units 5—8                                                        109

             Units 9—12                                                      113                Answer keys                    142

              Units                                                                118

Introduction

New Headway Beginner is a foundation course for adult and young adult absolute beginners. It is also suitable for students who have already learned a little English, perhaps some years ago, but who don't yet feel confident enough to move on. They want to go back before they move forward. New language is introduced gradually and methodically, in measured amounts, and in a logical order. Vocabulary has been selected carefully to avoid overloading. There are many controlled practice activities which aim to give beginners the confidence to proceed, but there is also some simple skills work, which incorporates manageable communicative activities appropriate for the low level. In the Everyday English section, we deal with social and functional language, and survival skills.

Organization of the course

The organization of New Headway Beginner is similar to New Headway Elementary and New Headway PreIntermediate. Each unit has these components:

•     Starter

•     Presentation of new language

•     Practice

 Vocabulary

•   Skills work — always speaking, combined with reading and/or listening and/or writing

•   Everyday English

STARTER

The Starter section is designed to be a warmer to the lesson and has a direct Link with the unit to come. This link might be topical or grammatical, or it might revise input from a previous unit.

PRESENTATION OF NEW LANGUAGE

New language items are presented through texts, mainly dialogues, which students can read and listen to at the same time. This enables students to relate the spelling to the sounds of English, and helps with pronunciation, as well as form and use. Sometimes there are two presentation sections. This is to break up what would otherwise be too large a 'chunk' of new language.

Introduction

The main verb forms taught are:  to be

•    Present Simple

•    there is/are

•    Past Simple

•    can/can't

•    I'd like

•    Present Continuous for now and future

We have chosen not to teach have got, for two reasons. Firstly, its Present Perfect form (have + the past participle) is confusing as have got refers to the present, not the past; secondly, have with its do/does/did forms is perfectly acceptable This pattern has the advantage of fitting in with all the other verbs that students are learning.

There are Grammar Spots in the presentation sections. These aim to focus students' attention on the language of the unit. There are questions to answer, charts to complete, and short exercises. The Grammar Spot ends by cueing a section of the Grammar Reference at the back of the book.

PRACTICE

This section contains a variety of controlled and freer practice exercises. The primary skills used are speaking and listening, but there is also some reading and writing. There are information gap exercises, mingle activities, information transfer listening exercises, questionnaires, and a lot of personalized activities. There are exercises where the aun is overt analysis of the grammar, such as Check it.

VOCABULARY

There is a strong lexical syllabus in New Headway Beginner. The vocabulary is carefully graded and recycled throughout, so that students don't suffer from overloading. Lexical sets are selected according to two criteria. They complement the grammatical input, for example, daily activities with the Present Simple; or members of the family with apostrophe 's. However, they are mainly chosen for their usefulness.

Low-level students need to know the words of everyday life — food, sports, numbers, dates, travel, time, jobs, describing people and places, shopping, sightseeing, saying how you feel.

Skills work

LISTENING

ar unseen listening sections, In dialogue or monologue form, provide further practice of the language of the unit and, later in the course, help to develop students' ability to understand the main message of a text.

READING

At the beginning of the course, the language in the readings is tightly controlled and graded, and only one or two words be unknown to the students, As the course progresses, the readings become longer, with slightly more unfamiliar vocabularv in the texts. This gives students practice in dealing with new words and prepares them for the longer texts in New Headway Elementary.

SPEAKING

In the presentation sections, students have the opportunity to practise the pronunciation and Intonation of new language In the practice sections, less controlled exercises lead to freer speaking practice-

There are many speaking exercises based around the listening and reading activities. There is speaking to do before a text, to launch the topic and make students interested; and there are speaking activities after a text, often in the form of discussion.

WRITING

Writing exercises are usuallv, but not always, small in scope. Students are invited to write about their best friend, a postcard, a short introduction to their home town, and a description of a holiday,

EVERYDAY ENGLISH

This is a very important part of the syllabus of New Headway Beginner. There is language input and practice of several kinds:

•     survival skills, such as numbers, saying dates, the alphabet, saying prices, filling in forms, and asking for directions

•     social skills, such as social expressions and greetings

•     functional areas, such as making requests, going shopping, and saying how you feel

There is sometimes an element of 'phrasebook language' in these sections. We are not asking students to analyse too deeply how a piece of language operates. For example, in Unit 7 we introduce Can I in a variety of situations. We don't want teachers or students to worry too much about a modal verb that inverts in the question and doesn't take do/does. We merely want students to see how this phrase can be used to get what you want in a polite manner.

GRAMMAR REFERENCE

This is at the back of the Student's Book, and it is intended for use at home. It can be used for revision or for reference.

REVISION

There ate four Stop and check tests on PPI 30—139 Of the Teacher's Book. There are also three Progress tests, on pp121—127

Workbook

All the language input — grammatical, lexical, and functional — is revisited and practised. There are also vocabulary, pronuncut:on. and listening exercises.

iVorkbook Cassette/CD accompanies the

There are listen and repeat exercises, and also unseen lister,ings. The cassette/CD is particularly beneficial to students who lack confidence in speaking and who have listerung or pronunciation problems.

 Most the exercises in the Workbook can be completed Without the cassette/CL.). However, a small number (e.g. the unseen will require students to listen to the rec07±z. Students for whom this is not possible can refer to the upescripts on p81.

Teacher's Resource Book

cor:atns photocopiable games and activities to supplement the main course material.

Video

A            Headway Beginner Video, Video Guide, and Activity

Book available to accompany the course. The video takes of six episodes centred around four people sharing a souse Oxford. The first episode can be shown after

4. and subsequent episodes after Units 6, S, 10, 12, and 14.

Finaihy!

The Sasic criterion for selection of every activity in New

Beginner is its usefulness for the survival of a IOWlevel student in an English-speaking environment. The book a package that     fit neatly in the suitcase! We are to lav the foundations for what we hope will be a successtul and enjoyable language-learning future.

Introduction 5

A step-by-step approach

Beginners require a very careful, staged approach with plenty of repetition, practice, and revision to help them internalize new language and to give them confidence. Suggested stages are as follows:

STARTER

This short warmer to the lesson must not be allowed to go on too long. Generally speaking, five minutes is the maximum.

PRESENTATION OF LANGUAGE POINT

You can vary the presentations if you like, Sometimes it is useful to play a recording first while the students look at the picture with the text covered. Then, after that, they can read and listen. This method may be helpful for some non-European students who are not very familiar with Roman script.

LISTENING AND REPEATING (DRILLING)

When introducing a new item of language, stop and practise pronunciation when students have grasped the meaning. You can use the recording as a model, or provide the model yourself. There are short pauses on the recording; you will need to stop the tape/CD to give students time to repeat at an appropriate pace. Allow students to listen to the word, phrase, or sentence two or three times before you ask them to repeat it. For example, to drill the sentence HOW are you? Play the recording and/or model the sentence yourself two or three times using the same pronunciation and intonation, then ask the students as a class to repeat the phrase, i.e. choral drilling. Don't say it with them, but instead listen to what they are saying. Say Again for them to repeat a second time. If it sounds as if they have got it right, ask one or two students individually to say it again for you to check,

i.e. individual drilling. If the choral repetition doesn't sound right, remodel the phrase for students to listen to again, then have them repeat chorally again, before moving on to individual drilling.

PRACTICE

Move carefully from controlled to freer practice. Beginners require plenty of practice in order both to get their mouths round new language and vocabulary, and also to internalize and remember it, Don't stint on practice or revision, but equally do not spend too long on any one thing, or the students may get bored and switch off. You can always come back later and do more work on it.

Introduction — Teaching beginners

The following techniques ensure enough practice as well as variety.

pairwork

A lot of work can be done in pairs. Open and closed pairwork are often referred to in the teaching notes.

Open pairwork

As a stage after drilling and before closed pairwork, you can call on two students at a time to practise the lines of a dialogue, ask and answer a question, etc. across the room, with the rest of the class listening.

Do open pairwork:

•   to set up and demonstrate a closed pairwork activity

•   to check understanding of a task

•   to check students' grammar, pronunciation, and intonation before they go on to closed pairwork

•   after a closed pairwork activity or a written exercise to check performance of the task.

Don't call on the whole class to perform open pairwork. Two or three pairs of students, each performing one or two exchanges, should be sufficient to check language. More than this may make the activity drag and become boring.

Closed pairwork

With closed pairwork, students talk and listen only to eaCh other. This gives them more speaking time and a chance to practise with a peer without having to 'perform' in front of you and the class. It is important, though, for you to monitor students' performances unobtrusively. This will help vou to identify persistent errors and misunderstandings- Do not interrupt and correct students while you monitor unless absolutely necessary, as this inhibits fluency Instead, make a note of persistent errors and put some of them on the board for students to correct afterwards. ( It is probably not necessary to identify the culprits!)

Chain practice

This is a good way of using flashcards in a practice speaking activitv. It offers variety, a change of pace, and a lot of speaking practice of the language point without becoming boring. The following example describes a way of using flashcards of famous people.

I Stand in a circle with the students, with the flashcards in vour hand.

2    Turn to Sl on your left. show the first card, and ask a question, e.g. name? SI answers, and receives the flashcard from vou.

3    Sl then turns to S2 and asks the same question. S2 answers, and receives the card.

4    While Sl is asking £. turn to SA on your right, show the second card, and ask the question What's his/her name?

SA answers, receives the card, and turns to ask SB.

5    mile SA is asking turn back to SI with the third flashcard, and ask same question,

6    Continue the process until all the flashcards are in circulation and the students are asking and answering. There will be a bottleneck when the student opposite you starts getting from both sides at once, but it's part of the fun. Even:uallv the flashcards should all come back to you. This prac:ise game can get fast and furious!

Classroom practices

iThether you have a monolingual or a multilingual class, it will save a great deal of time and effort if, at the beginning, vou set up clear classroom practices and establish familiar routines. This will quicklv provide comfort and reassurance for beginners who can find it nerve-racking to deal with a new and alien language. Also. many complete beginners are adults who haven't been in the classroom for a long time, and whose previous experience of learning a language was probably very different.

CLASSROOM LANGUAGE

Numbers 1—30 and the alphabet will have been introduced bv Unit 4 so that you can refer students to page and exercise numbers in English, and spell words for them. You could also spend a little time at the beginning pre-teaching some useful

classroom language, e.g. Sorry, I don't understand, Can you spell it, please? and instructions, e.g. Work with a partner, Read, Listen, Repeat, All together, Again, Homework, etc. All of this will enable you to keep an 'English' atmosphere.

When having to give instructions for an activity, rehearse them beforehand so that they are simple, clear, and concise, and demonstrate rather than explain wherever possible, Avoid repeating vourself or over-explaining, as it tends only to create further contusion-

EXPLAINING NEW VOCABULARY

Explanation of new vocabularv to beginners can be problematic. particularly in multilingual classes, and/or where vou have no knowledge of the students' mother tongue, Make sure that students have a simple bilingual

Use pictures and/or draw on the board whenever possible. DO not worry if you are not a brilliant artist — simple line drawings are very quick and effective. Start collec:mg flashcards, posters, photos, etc. to help you. Example sentences with the new word in context are often better than explanations. Giving a similar word or the opposite can also be useful, e.g. finish = stop, go to bed.

PRONUNCIATION OF NEW VOCABULARY

introduce new vocabulary, make sure you drill the pronunciation of the words as well. This should be done after the meaning has been established so that students are not mouthing words that they do not understand. It is also a good idea to get yourself into the habit of highlighting and marking up on the board the main stress of new words, and having students copy this down, e.g. teacher or te_gcher.

USE OF MOTHER TONGUE

There can be no doubt that it is useful to know the students' own language (1.1), especially if you have a monolingual class. How much you use it is another matter. It is probably best to use it sparingly:

     Perhaps in the first lesson talk to students in LI about the course, how they will work, etc. and explain that you will be using English with them.

     Perhaps use Ll to check instructions for a new and unfamiliar activity, or to check understanding of a new language point, but only after using English.

     You can use Ll for translation of new vocabulary (where there is a one-to-one direct translation) and to deal with students' queries, particularly when it would waste a lot of time trying to explain in English. Otherwise, you may find that ifbeginners feel that it is acceptable to use their own language freely in the classroom, they are inhibited from taking the plunge and speaking English to you and to each other, and it becomes more difficult for them to make that important leap.

Introduction — Teaching beginners

Introduction to the unit

Starting Unit I of New Headway Beginner probably marks the beginning of a new course with a new group of students. The title of Unit I is 'Hello!' and aims to let the students get to know

each other and you, and for you to get to know them of course! The context of greetings and introductions in different settings allows students to do this and shows them how they can communicate in English in a meaningful way with even quite basic language.

Key language aims are also fulfilled with the introduction of parts of to be, the introduction of some basic vocabulary (including some international words), numbers I—10, and -s/-es plural endings.

1 •

am/are/is, my/your • This is .. How are you? • What's this in English? Numbers 1—10 and plurals

Language aims

Grammar — am/are/is The verb to be is introduced in the singular with the subjects I, you, this, and it (he/she/they are introduced in Unit 2). The focus is on the positive and on questions with the question words what and how. (The question words are introduced through the fUnctions of meeting people and greeting: What's your name?, How are you?, and talking about objects; What's this in English? Other question words are introduced and reviewed systematically throughout the course.)

Possessive adjectives My and your are introduced in the unit, with the other possessive adjectives being presented across the first four units of the course. Vocabulary A set of key everyday words is introduced, some of which are international words, e.g. camera. There is an opportunity to extend this basic set via the classroom context.

Everyday English Numbers 1—10 and -s/-es noun plurals are introduced and practised. Students are introduced to the pronunciation of the -s/-es plural endings:

/z] books           houses

Workbook To be and my/yourare consolidated through further practice on greetings and introductions; key vocabulary, numbers          O and -s/-es plurals are also practised.

Notes on the unit

Smile, greet the class, and say your own name — Hello, I'm (Liz). Point to yourself to make the meaning clear. Point to the speech bubbles and play the recording.

Invite students to say their own name, including the greeting Hello. If you have a very large group, you could ask a few students to say their name and then get students to continue in pairs. Keep this stage brief as students will have the opportunity to introduce themselves and each other in the next section.

am/are/is, my/your

1Focus attention on the photos of Sandra and Hiro. Point to the conversation on p6 and ask students to read and listen. Play the recording through once

Play the recording twice more, first pausing at the end of each line and getting the students to repeat as a class. Students then repeat lines individually before practising the conversation in open and then in closed pairs (see Teaching Beginners Tips and Techniques, TB p6). Encourage an accurate voice range — the amount by which pitch of the voice changes. (Many languages do not use such a wide voice range as English so this needs to be actively encouraged.) Also make sure students can accurately reproduce the contracted forms I'm and name's. If necessary, model the sentences again yourself to help emphasize the pronunciation in a visual way.

GRAMMAR SPOT

Focus attention on the contractions. Ask students to circle the contracted forms in exercise l. Demonstrate

this by writing the conversation on the board and puttting a circle round the first contraction I'm.

2     This is a mingle activity. Demonstrate the conversation with one student for the rest of the class. Then ask another two students to repeat the conversation in open pairs (see Teaching Beginners Tips and Techniques, TB p6). Demonstrate the meaning of 'stand up' and get the students to move around the class practising the conversation. You may like to encourage them to shake hands as they introduce themselves, particularly if they don't know each other. Monitor and check for pronunciation.

This is ...

3     This section focuses on introducing people in a slightly more formal context, giving surnames as well as first names. Give your first name again: I'm Liz Write it on the board: Liz is myfirst name. Then say your surname and write it on the board: My surname is Brown. Repeat I'm Liz Brown — Liz is my first name, Brown is my surname. Then ask a student whose first name you know: Mayumi — Mayumi is your first name, what's your surname? Elicit surnames from other students.

Focus attention on the photo of Sandra, Hiro, and John on p7. Point to the conversation and ask students to read and listen. Play the recording through once. Play the recording again and get students to point to the correct characters as they are referred to in the conversation.

Play the recording twice more, first pausing at the end of each line and getting the students to repeat as a class. Students then repeat lines individually before practising the conversation in open and then in closed pairs.

Encourage accurate pronunciation of the short sound /1/ and of the linking:

/1//1/

this is John Mason

4 Point to the gapped conversation. Choose two confident students to demonstrate the conversation with you for the rest of the class. Introduce the students to each other and encourage them to shale hands when they say Hello. Choose two more groups of three to practise the       conversation in front of the class.

Divide the class into groups of three and get each student take it in turns to introduce the other two. Monitor and check for pronunciation and intonation. Depending on the class, when the activity is over, you         may like to ask one or two groups to go through the conversation again while the whole class listens.

How are you?

5      Focus attention on the photo of Sandra and John on p8. Check students can remember the names of the characters by asking Who's this? Point to the speech bubbles in the photo and ask students to read and listen. Play the recording through once.

Play the recording twice more, first pausing at the end of each line and getting the students to repeat as a class. Students then repeat lines individually before practising the conversation in open and then in closed pairs. Encourage accurate stress and intonation on the       questions:

How are you?

And you?

6     Focus attention on the photo of John and Hiro          on p8. Check students can remember the names of the characters. Follow the same procedure as for exercise 1.

7     Ask individual students How are you? to elicit the answer

Then get students to ask and answer you and each other in open pairs across the class. It may be helpful to gesture to your partner when you say And you? to aid comprehension.

8     This is another mingle activity. (You may like to develop a gesture which means finingle'.) Focus attention on the speech bubbles. If necessary, check comprehension of OK, fine, very well with simple board drawings of faces — a straight face for OK e, a half smile for fine e, and a frill smile for very well@. Demonstrate the conversation with one student for the rest of the class. Then ask another two students to repeat the conversation in open pairs. Get the students to move around the class practising the conversation. Monitor and check for pronunciation and intonation.

Introductions

I Focus attention on the photos and conversations. Give students 30 seconds to read. Hold up the book so the class can see the photos. Read out the first line of the first conversation and point to the female character in the photo. Ask Anna or Ben? Point to the male and ask Who's this? Elicit the identities of Carla and David for the second photo.

It is a good idea to write the first conversation gap-fill on the board and do it with the whole class, as students may not be familiar with this kind of exercise. Write students' suggestions (right or wrong) in the gaps.

Play the conversations for students to listen and check. See if they can hear and correct any mistakes themselves before you offer correction. Then check the answers with the whole class.

I

Get students to practise the conversations first in open pairs and then in closed pairs. Monitor and check for accurate pronunciation. If necessary, model the conversations again, either yourself or from the tape, and get students to practise again.

2 If students had few problems with the gap-fills in exercise l, you could put them in pairs to try to complete the conversations in exercise 2 together. Go round and monitor, but don't correct any mistakes yet.

Play the conversations for students to listen and check before you check the answers with the whole class.

Answers and tapescript

I B Hello, Anna. Hwareyou?

A Fine, thanks, Ben. And pa?

Get students to practise the conversations first in open pairs and then in closed pairs. Monitor and check for accurate pronunciation. If necessary, model the conversations again, either yourself or from the tape, and get students to practise again.

3Focus attention on the conversation and play the recording. Make it clear that students should just listen the first few times and not try to fill in the answers. Play the recording twice more, then write the first line up on the board and elicit what the second should be. Get them to fill in the number 2 on the correct line in their books, then finish the exercise individually or in pairs. Play the recording again for them to check their answers. Elicit the whole conversation in the correct order from the class and put it on the board for the practice stage which follows.

As this is a longer conversation than the students have practised up to now, play the recording two or three times and get the students to repeat chorally and individually. Then get them to continue in groups of three. (If appropriate, get them to stand up as this often encourages a more dynamic performance!) Let students refer to the correct order on the board, but discourage them from reading it word for word, as they will lose the correct intonation and not make eye contact with the other students. Monitor and check for accurate pronunciation and intonation. If you think more practice is needed at this stage, get students to repeat the conversation using their own names.

Read Grammar Reference 1.3 on p121 together.

ADDITIONAL MATERIAL

Workbook Unit I

Exercises 1—5 These provide further practice on greetings and introductions.

Whats this in English?

I Manyofthe words in the lexical set maybe known to the students as they are 'international' words or may be similar in their own language. Focus on the example and then get students to work individually or in pairs or groups of three to match the rest of the words to the photos. Monitor and check for correct spelling. Check the answers with the whole class-

Play the recording and get students to listen and repeat the words, Check for accurate word stress and, if necessary, explain the system of stress marks used in New Headway by writing the words with more than one syllable on the board and highlighting the stress:

photograph

sandwich

television

hamburger

computer

camera

3Focus attention on the speech bubbles. Demonstrate the conversation by pointing to the example in I and asking What's this in English? Elicit the reply It's a photograph. Play the recording and get students to repeat. Point to different pictures on p 10 and get students to ask and answer in open pairs. Check for accurate pronunciation of It's a and if students produce * Is a, repeat the drill.

Students then continue asking and answering about the objects in exercise I , working in closed pairs.

4 Pick up a book and ask What's this in English? Elicit the reply It's a book. Pick up another object that students don't know how to say in English and elicit the question What's this in English? Give the answer It's a (dictionary). Students then continue picking up or going to objects in the classroom and asking and answering. Write up the words on the board and highlight the word stress if necessary. (Try to avoid words beginning with a vowel and the need for students to use an. Also, try to limit students' questions to vocabulary that will be useful to them at this stage in their learning, e.g. pen, dictionary, and try not to let the activity go on too long!)

ADDITIONAL MATERIAL

Workbook Unit I

Exercises 6 and 7 These provide further practice on vocabulary and pronunciation.

Exercise 8 In this exercise students translate sentences containing the main grammar points presented in the unit.

I Hello! 11

Numbers 1—10 and plurals

1Play the recording once and get students to read and listen to the numbers. Write two and eight on the board and put a stroke through the w and the gh to show that they are silent. Play the recording again and get students to repeat. Get students to say the numbers round the class, starting again at one once they reach ten. You can also get students to say the numbers in reverse order if appropriate. If students need more practice, write figures at random on the board and get students to say the numbers as you write.

ADDITIONAL MATERIAL

Workbook Unit 1

Exercises 9—11 These provide further practice on numbers.

2 This exercise presents and practises formation of plurals with -s/-es, and reviews the vocabulary from this unit and numbers 1—10. Focus attention on the pictures and get students to count the objects/people and say the correct number, e.g. 1 ten.

Look at the example with the whole class. Then get students to complete the rest of the exercise, referring back to the list of numerals and words at the top of the page. Monitor and check for correct spelling.

Play the recording and get students to check their answers. Get students to write the words on the board as a final check.

I

3Play the recording through once and let students just listen. Play the recording again and get the students to repeat chorally and individually.

Refer students to Grammar Reference 1.4 on p121 and highlight the use of the - ies plural, e.g. city — cities.

ADDITIONAL MATERIAL

Workbook Unit I

Exercises 12 and 13 These exercises provide further practice on plurals. Exercise 13 recycles numbers.

Don't forget!

Word list

Ask the students to turn to p128 and look at the word list for Unit I. Explain that this contains important words from the unit. GO through the words in class and then ask students to learn the words for homework. Test them on a few of the words in the following lesson.

Introduction to the unit

The title of Unit 2 is 'Your world' and it focuses on countries and cities, and talking about where people are from. The characters introduced in Unit I are shown again in a different context. The syllabus of Wh- question words is reviewed and extended, and students continue with numbers 11—30. In terms of skills, students meet their first unseen listening task and also a short reading text. These are important first steps in developing listening and reading skills and help to prepare students for handling progressively longer listening and reading texts across the course.

Countries

Where are you from? • he/she/they his/her • Numbers 11-30

Language aims

Grammar — Where are you from?; he/she/they Students build on the Whquestions introduced in Unit I with the introduction of Where are you from? The verb to be with I and you is consolidated and also extended to include he/she/they.

Possessive adjectives His and her are introduced and my and your are reviewed from Unit l.

Vocabulary A set of common cities and countries are introduced.

Everyday English The numbers syllabus is extended to cover 11—30.

Workbook The key lexical set Of countries and cities is reviewed, including focuses on spelling and pronunciation.

He/she and his/her is consolidated through gap-fill activities.

Talking about where people are from is further practised through gap-fill activities, and reading and listening tasks.

Numbers 11—30 are practised in a range of activities.

Notes on the unit

I Focus attention on the countries in the box and on the map on pl 3. Demonstrate the activity by getting students to locate Australia on the map. Students continue locating the countries in exercise I on the map, working in pairs. If there is any disagreement, check the answers with the whole class.

Get students to write their own country on the map. Remind them of the question What's in English? from Unit 1 so that they can ask you for the name of their country, e.g. What's (Belgique) in English? (If you do not recognize the name of the country in the students' mother tongue, then ask them to point it out on the map.) Write up the names of the countries on the board and drill the pronunciation as necessary.

2 T 2.1 Play the recording and get the students to repeat chorally and individually. Pay particular attention to stress. If you have a lot of students from other countries, get them to say the name of their country and check their pronunciation.

1 This conversation introduces the second person question form. Focus attention on the photos of Sandra and Hiro, who appeared in Unit I. Point to the conversation and ask students to read and listen. Play the recording through once. Play the recording again and then ask Where's Spain? Where's Japan? Get students

4

Encourage accurate reproduction of the contrastive stress in the questions, and of the falling intonation:

Where are you from?

Where are you from?

This is another mingle activity. If you have a multilingual class, make sure that all the students' countries are written on the board and practised beforehand. If you have a monolingual class, you might like to teach them I'm from (town/city) in (country) to vary the answers. Demonstrate the conversation with one student for the rest of the class. Then ask another two students to repeat , the conversation in open pairs. Get the students to move around the class practising the conversation. Monitor and check for pronunciation.

Focus attention on the photos of Hiro and Sandra. Point to the sentences and ask students to read and listen. Play the recording through once. Play the recording again and get students to repeat. Encourage students to reproduce the long and short sounds in his and he's

/i:/

His name's Hiro. He's from Japan.

Write the sentences about Hiro on the board. Circle his and he. Repeat His name's Hiro, he'sfrom Japan and model the sentence on another male class member: His name's Erdi, he's from Turkey. Now contrast with a female student: BUT Her name's Ali, she's from Indonesia. Write up the sentences about Sandra and circle Her and She. Elicit more examples from the class to consolidate the use of he/she and his/her.

Focus attention on the passport photos on p13. Read sentence I with the whole class, Students continue working individually and then check their answers in pairs.

to point to the correct part of the map.

Play the recording again, pausing at the end of each line and getting the students to repeat as a class. Students then repeat lines individually before practising the conversation in open and then in closed pairs.

 Play the recording through once and let students check their answers, Play the recording again and get students to repeat chorally and individually.

ADDITIONAL MATERIAL

Workbook Unit 2

Exercises 1—3 These provide further practice of the countries introduced in the Student's Book.

Exercise 5 This introduces the countries in the United Kingdom.

Questions

5     T 2 5 This exercise introduces third person question forms. Play the recording and get the students to repeat chorally and individually. Check students can reproduce the falling intonation of the wh- questions.

6     Go through the photographs on p13 yourself first asking What's his/her name? and Where's he/she from? and eliciting the answers, before getting students to do the same in pairs. Monitor and check for correct use of he/she and his/her.

Ireland). Canada is also included from later in the unit. You can either just use the cards with the countries introduced in the Student's Book, or pre-teach/check the other countries.

•  Review the exchanges What's your name? My name's (Robert). Where are you from? I'm from (the United States), writing them on the board if necessary. Also review when to use he/she.

•  Give the role cards out to the students, telling them this is their new name and country. Ask students to stand up and go round the class asking and answering the question. Tell them they must try to remember everyone's new name and country.

•  When students have finished, point to various students and ask the class What's his/her name? and Where's he/she from? If the class is good, you can also check with the student in question whether the class has remembered correctly, asking Is that right?, and having them answer Yes or No.

•  Alternatively, or in addition to the above suggestion, you could bring in pictures Of famous people for further practice. You could use them for open pairwork, or you could try a question and answer chain as follows:

SD

    9                                        sc

      52                                                         SB

I Stand in a circle with the students, with the pictures in your hand.

2      Thrn to SI on your left, show the first card and ask What's his/her name? and Where's he/she from? Sl answers, and receives the picture from you.

3      SI then turns to S2 and asks the same question. S2 answers, and receives the picture.

4      While Sl is asking S2, turn to SA on your right, show the second picture, and ask the question What's his/her name? and Where's he/she from? SA answers, receives the picture, and turns and asks SB,

5      While SA is asking SB, turn back to SI again with the third picture, and ask the question.

6      Continue the process until all the pictures are in circulation and the students are asking and

ADDITIONAL MATERIAL

Workbook Unit 2

Exercise 6 This consolidates he/she — his/her.

Exercise 7 This focuses on Where are you from? and also reviews the greetings from Unit I.

Cities and countries

I Focus attention on the names of the cities on p14 and drill the pronunciation chorally and individually. Model the conversation and get students to repeat chorally. Students repeat the conversation with a different city, e.g. Paris, in open pairs. Students continue working in closed pairs.

Play the recording and let students check their answers.

Answers and tapescrípt

       Whereg Nyo?                   It's in Japan.

     Wherek Paris?                   It's in France.

     Where's Barcelona?          It's in Spain.

Milan?            It's in Italy. Where's Oxford?           ^oles in England.

Wherds Rio de Janeiro? It's in Brazil.

Where' Boston? It's in the United State WherúSythey?L Vs in Australia.

2 This is the first information gap exercise that students have encountered in the book, and it therefore needs careful setting up. Make sure students understand that they shouldn't look at each other's pages until the end of the activity. Each student has the name and country/city of four of the eight people in the photos, The aim is for each student to find out about the other four by asking their partner• If possible, explain this using the students' own language and demonstrate a couple of question and answer exchanges with a good student yourself first. Remind students of the forms they will need to talk about the men and women in the photos ( What's his/her name? and Where's he/shefrom?). Drill all four questions again if necessary.

Divide the class into pairs and make sure students kaww if they are Student A or B. Student A should look at p 14 in the unit and Student B at pl 38 at the end Of the book.

Students can refer to each photo by saying the number. They should write their answers in the spaces provided.

While the students are asking and answering about the people in the photos, go round monitoring and helping out. If the names cause problems, get students to write them on a separate piece of paper and show it to their partner. When they have finished, you can check by asking individual students to tell you about one of the people in the photos. Say Tell me about number one, etc.

Talking about you

3 Point to a few students and ask the class What's his/her name? and Where's he/she from? Focus attention on the speech bubbles and get students to practise the questidns and answers in open pairs across the class. Then get students to replace the examples in exercise 3 with students' names and countries and to include the name of a city/town if appropriate. Students continue working in closed pairs.

ADDITIONAL MATERIAL

Workbook Unit 2

Exercise 4 This reviews towns and countries.

Questions and answers

4 Focus attention on the photo of Sandra and Luis on p 15. Ask students What's her name? about Sandra and elicit the answer. Ask What's his name? about Luis and use the opportunity to elicit/teach I don 't know. Play the conversation through once and get students to complete as many gaps as possible. (With a weaker group, you may want to let them listen through once before they fill in the gaps.) Play the conversation again and get students to complete their answers, Check the answers with the whole class.

Answers Ed tapa•t

      S          tm Sandra                name?

L My nun* Uis.

    S WIo;Luis         are pufi•m?

L rmftun$üL

     S Oh, fm fr«n              rmfrom Madrid

Play the recording again, pausing at the end of each line and getting the students to repeat as a class. Get a couple of pairs of students to practise the conversation in open pairs and then get the class to continue in closed pairs.

5This exercise consists of three short conversations with people from different countries and it is the students' first unseen listening. They should be well prepared for the language by now, but some students tend to panic without the support of the written word. Explain that they only have to listen for two countries in conversations I and 2, and one country in conversation 3. Tell them not to worry if they don't understand every word!

Play the first conversation and elicit where Akemi is from (Japan). Play the rest Of the recording and let students compare their answers in pairs. Play the recording again as many times as is necessary to let students complete their answers.

6 Look at the example with the whole class. Elicit the match for question 2 (Her name's Irena) and then get students to continue working individually before checking their answers in pairs.

Play the recording and let students check their answers.

Check it

7 Focus attention on the first pair of sentences as an example. Check students understand that the convention of ticking (V) indicates that something is correct. Students continue working individually to choose the correct sentence.

Get students to check their answers in pairs before checking with the whole class.

I This is the first reading text that the students have encountered in the book. It presents the subject pronoun they. Focus attention on the photo and get students to guess where Miguel and Glenna are from. Get students to read the text through quickly and check (Miguel — Brazil, Glenna — Canada). Check comprehension Of Canada by getting students to locate it on the map on p13.

 Play the recording and ask students to read and listen. Then explain any new words. Words and phrases not previously introduced are married, doctor, hospital, teacher, school, and in the centre of. Married can be explained by referring to a famous married couple. To explain doctor, you can turn to PI 8 of the Student's Book (the start of Unit 3), where there is a picture of a doctor. Ask students Where? about the doctor to elicit/explain hospital. Teacher and school should be easy to explain in the context of the classroom. In the centre Ofcan be illustrated on the board.

Unit

2      Students work in pairs to complete the sentences about the text. Make sure they understand they can give the country or city as the answer to number l. Go over the answers by asking individual students to read out their completed sentences.

Answers

 Miguel is from Brazil/Rio.

2               He's a teacher.

3               His school is in the centre of Rio.

4               Glenna is from Toronto in Canada.

5               She's a doctor.

6               Her hospital is in the centre of Rio.

7               They are in New York.  8 They are married.

3      Focus attention on the questions in the speech bubbles in exercise 3. Highlight the use of the contraction 's. Get students to ask and answer in open pairs. Students then work individually to write questions about Miguel and Glenna, using the prompts. Then get students to write other questions using What ... ? and Where ? Monitor and help as necessary. Students ask and answer in closed pairs. Monitor and check for correct use of he/she and his/her, and for falling intonation on the wh- questions.

ADDITIONAL MATERIAL

Workbook Unit 2

Exercises 8 and 9 These provide further reading and sentence completion practice.

Exercise 10 This is an exercise to practise listening for correct information.

Exercise I I In this exercise students translate sentences containing the main grammar points presented in the unit.

Numbers 11-30

1 Get students to say numbers 1—10 round the class, repeating as many times as necessary until students can say them without hesiiation.

2Focus attention on numbers 11—20. Remind students of the system used in the book for highlighting word stress. Play the recording and get students to listen, read, and repeat chorally. Play the recording again and get students to repeat individually. If necessary, remind students that the gh in eighteen is silent by writing the

3     Give students a number dictation. (See Unit I Everyday English Suggestion TB p 12.) Then write a random selection of numbers 1—20 (as figures) on the board and get students to say the numbers first chorally, then individually.

4     Focus attention on the example. Then get students to continue matching in pairs.

T 2.12 Play the recording through once and get students

to check their answers. Play the recording again and get them to repeat, first chorally then individually, Check students can distinguish the word stress on thirteen and thirty:

       thirteen            thirty

Get students to say numbers 1—30 round the class. Get them to repeat as many times as necessary until they can say the numbers without hesitation.

5Focus attention on the panel of numbers in exercise 5. Play the first number as an example and focus on the answer ( 12). play the recording through once and get students to tick the numbers. Let students check their answers in pairs and then play the recording again if necessary. Check the answers with the whole class.

 Answers and tapescript

I twelve

2 sixteen

3 twenty-one

4      seventeen

5      thirty

6      Get students to do a number dictation in pairs using numbers 1—30 (See Unit I Everyday English Suggestion TB p 12). Student A should say the numbers and Student B write. Then get students to change roles. Monitor and check for accurate pronunciation and comprehension of the numbers. Note any common errors, and drill and practise the numbers again in the next lesson.

ADDITIONAL MATERIAL

Workbook Unit 2

Exercises 12—16 These exercises review and consolidate numbers 11—30.

Don't forget!

Word list

Ask the students to turn to p128 and go through the words with them. Ask them to learn the words for homework, and test them on a few in the following lesson.

Introduction to the unit

The title of Unit 3 is 'Personal information' and the main aim of the unit is to allow students to exchange more information about themselves. This includes job, age, address, phone number, and whether students are married or not. The grammar of the verb to be is recycled and extended to include the we form, negatives, wh- and Yes/No questions and short answers. In terms of skills, students get practice in listening and speaking, and reading and speaking.

The lexical set of jobs is presented and the Everyday English syllabus is extended to include social expressions.

Language aims

Grammar — am/are/is The verb to be is recycled and extended to include the subject pronoun we in the negative and positive, negative forms 'm not, isn't, questions with question words including How old and Who, Yes/No questions and short answers.

Possessive adjectives My, your, his, and her are reviewed from Units I and 2. Vocabulary A set of common jobs is presented and there is an opportunity to extend this set with students' own jobs.

Everyday English This section focuses on social expressions including greetings at different parts of the day ( Good morning, etc.) and key situational language like Pardon?, Sorry, etc.

Workbook The lexical set of jobs is recycled.

The forms of to be are fully reviewed with exercises on the negative, questions, and short answers.

Students are given extra practice in listening and reading.

There is an exercise on word stress.

The social expressions from Everyday English are reviewed.

Notes on the unit

I This section introduces some job vocabulary and practises the question Vthat's yourjob? Students will already be familiar with doctor and teacher from the Reading in Unit 2, so use these as examples to demonstrate the activity.

If you think students might know some of the jobs, put them in pairs and ask them to match any jobs they know and guess the others. Then check answers with the class. If you think students won't know any of the vocabulary or won't want to guess the answers, then do the matching activity as a whole-class exercise.

3

Answers and tapescript  a teacher

2     a taxi driver

3     a police officer

4     a businessman

5     a doctor

6     a shop assistant

       7 a nurse                      

8 a student

T 3.1 Play the recording and get students to listen and repeat the words, first chorally and then individually. Concentrate on correct pronunciation and word stress. Make sure students don't get confused by the spelling of nurse and businessman and pronounce the u incorrectly:

nurse /na:s/ businessman /'brzmsman/

2 Focus attention on the speech bubbles. Write the sentences up on the board and circle the a in each answer to emphasize that we use an article before jobs. Drill the question and answers chorally and individually. Quickly check if students have jobs which are different from those in the Student's Book. If students want to use a job beginning with a vowel, e.g. engineer, point out they will have to use an — I'm an engineer.

Negatives — isn't

1     Briefly review his and herby pointing to a man and a woman in the Starter pictures and eliciting What's his job? and What's herjob? Play the recording, pausing at the end of each line and getting the students to repeat chorally and individually. Make sure students include the article a each time. Students practise talking about the people in the pictures in open and then in closed pairs. Monitor and check for correct intonation and use of his/her and a.

2     Point to the teacher in the Student's Book and say He isn't a student. He's a teacher, Shake your head as you say the negative sentence to make the meaning clear. Point to the doctor and say She isn't a nurse. She's a doctor.

3

Play the recording, pausing at the end of each line and getting the students to repeat chorally and individually. Make sure students can reproduce the negative form correctly and that they include the article a each time. Write the following cues on the board to demonstrate the activity:

Number 2 He / shop assistant X / taxi driver

Number 3 She / teacher X / police officer

Get students to give the above sentences in full (He isn't a shop assistant. He's a taxi driver and She isn't a teacher. She's a police officer.). Students then continue talking about the pictures in closed pairs. Monitor and check for correct intonation, pronunciation of isn't, and use of a.

ADDITIONAL MATERIAL

Workbook Unit 3

Exercises 1—3 These exercises review jobs, the questions What's his/her job?, and is/isn't.

Questions and short answers

3     Focus attention on the website file details. Read through the information with the class. Check comprehension of address, phone number, and age and drill the pronunciation of these words. Remind students of married from the Reading in Unit 2.

4     Focus attention on the example in number l. Put students into pairs to complete the questions and answers. Note that students will have to generate the question Where's she from? for the Country category on the website file. This question should not be a problem for them, as they have already practised it several times. The question How old is she? is also new and is given in full so that students can familiarize themselves with it before they practise it. The short answer No, she isn't is included in this exercise. Again, students will be able to generate the question (Is she married?) for this answer, and Yes/No questions and short answers are covered in the following exercise. (With a weaker group, you could complete the questions and answers with the whole class first and use the 'Listen and check' phase for repetition.)

Play the recording, pausing after each question and answer and get students to check their answers.

Answers and tapescript  I Whaes her rume? Amy Roberts.

2     Where she from? England.

3     Whatsher address? 18, Market Street, Manchester• 4 What her phone mnnber? 0161 929 5837.

 S How old is she? Shds 6 Whaesberjob? Shdsa student. 7 Is she No, she isnt.

Play the recording again and get students to repeat all the questions and answers. Do this chorally and individually. Point out that in English we give our phone numbers using single figures 0—9, and that 0 is pronounced ^soh'. Get students to ask and answer about Amy, working in open and then closed pairs.

GRAMMAR SPOT

Focus attention on the questions and short answers. Make sure students understand that we don't repeat the key word from the question in the short answer. Ask students to circle the short answer in exercise 4.

5 Yes/No questions and short answers, which appeared in exercise 4, are covered in full here.

Focus attention on the speech bubbles. Ask students to read and listen. Play the recording through once. Play the recording again, pausing at the end of each line and getting the students to repeat as a class. Check for accurate reproduction of the rising intonation on the question and falling intonation on the answer:

Is Amy from America? No, she isn't,

Focus on the question cues in number I and demonstrate the first q uestion and answer exchange with a confident student — Is she from London? No, she isn't. Students continue to ask and answer about the other cities in question l, working in open pairs. Students continue asking and answering the other questions in closed pairs. Monitor and check for correct intonation and correct use of short answers.

Answers

I Is she from London? No, she isnt. Is she from Liverpool?               No, she isn't. Is she from Manchester? Yes, she is.        

2 Is she 16?    Not she isnt Is she 18?       No, she isn't.

            Isshe20?                    Yes, she is.

 Is she a teacher? No, she isn't. Is she a nurse? No, she isn't. Is she a student? Yes, she is.

     4 Is she married?             No, she isn't,

6 This exercise practises the positive and negative forms in sentences. Focus attention on the two examples in number I. Students complete the sentences with the information about Amy. Get students to check their answers in pairs before checking with the whole class.

2      Herphone numberisn't0171 929 5837. It's 0161 929 5837.

3      Sheisn't 18. Shek20. 4 She isn't married. ADDITIONAL MATERIAL

Workbook Unit 3

Exercise 4 An identity card exercise to practise personal information,

Exercise 5 A third person question formation exercise.

Exercise 6 An exercise to practise third person short answers.

WHAT'S YOUR JOB?

Negatives and short answers

I      Yes/No questions in the second person and short answers in the first person are presented here. Focus attention on the information about Jeff. Give students time to read it through.

Play the recording through once and ask students just to listen. Play the recording again and get students to complete as many questions and answers as they can while they listen. Get them to compare their answers in pairs and help each other to complete the conversation, using the information about Jeff.

Play the recording again and get students to check their answers and/or complete any they missed. Check the answers with the whole class.

Answers and tapeseript A Is your name Jeff?

J      Yes, it is.

         A Are you from England, Jeff?    

 J No, I'm not from England. I'm from Houston, Texas.         

         A Areyoua police officer?

J Yes, lam.

 A Are you 23?

J No, I'm not. I'm 25.

 A Are you married? J Yes, I am.

2      This is a 'Listen and answer' exercise where students reply to your questions. Focus attention on the speech bubbles. Ask the question to a number of students and elicit true short answers Yes, I am or No, I'm not, Drill the pronunciation of the short answers. Then ask the students further questions to generate a range of true short answers. These can include:

Name: Are you (Yoshi)?

Country: Are you from (Spain)?

City: Are you from (Rio)?

Job: Are you a (teacher)?

Age: Are you (28)?

Married; Are you married?

3      In this exercise students mingle and ask each other Yes/No questions. Focus attention on the speech bubbles and get students to ask and answer in open pairs. It's a good idea to give students time to prepare their questions before they mingle, especially with a weaker group. Get students to write five questions using the questions in the book as a model and substituting information where possible.

Get students to stand up and do the activity. Monitor and check for correct intonation and use of short answers.

3

ADDITIONAL MATERIAL

Workbook Unit 3 Exercise 7 This exercise provides practice of first person short answers.

Exercise 8 A second person question formation exercise.

Exercise 9 This exercise provides practice of first person answers to questions with question words.

Listening and speaking

1 Focus attention on the photos of Giovanni and Diana. Get students to read through the information in the table so that they know what they have to listen for. Explain that they are going to hear two conversations, one with Giovanni and one with Diana. These are a little longer than in previous units, but reassure students that they only need to complete the information in the table and they don't have to understand every word.

Ask students to listen for the country Giovanni is from. Check the answer ( Italy). Play the first eight lines of conversation I and then pause. Play the recording again from the beginning and get students to complete the information about Giovanni. Pause before moving on to conversation 2.

Play conversation 2 through once and get students to complete the information about Diana. Get students to compare their answers in pairs. Play the conversations again, pausing after conversation I and get students to complete/check their answers.

Check the answers with the whole class.

Giovanni Tomba  Diana Black the United StatE

I I Good morning.

G Hello.

 I Wha€s your name, please?

G My names Giovanni Tomba.

I Thank you. And where are you from, Giovami?

G rm from Rome, in Italy.

I Thank you. And your telephone number, please?

G 06 944 8139.

I How old are you, Giovanni?

G tm twenty-three.

I And... whaesyourjob?

G rmataxi driver.

 And are you married?

t Ah! So youfrefrom the United States.

D Yes, lam.

 I What's your phone number?

D 2124639145.

I Thank you. How old are you?

D rm twenty-nine.

I Whatsyour job, Miss Black?

D rm a shop assistant.

I And are you married?

          D Yes, I arn        

I Thaesfine.Thankyou very much.

2 Demonstrate the activity by asking a confident student the first question. Students continue asking and answering in closed pairs. Monitor and check. If students have problems with intonation or with the short answers, drill the questions and answers across the class and get students to repeat.

Check the answers with the whole class.

    No, he isnt Yes, she is.

    No, imt. No, she ism. Yes, it is.             Yes, she is,

Talking about you

3      Focus attention on the example. Tell students they need a question word, e.g. Where, What, in all the questions except number 6. Get students to complete the questions in pairs. Check the answers with the whole class.

Answers

1      Whaesyour name?

2      Where are you from?

3      Whaesyour phone number?

4      How old are you?

5      Whaesyour job?

6      Are you married?

Check the pronunciation of-the questions. Make sure students know to use falling intonation on the Whquestions and rising intonation on the Yes/No question (number 6). Divide the class into groups of three and get students to interview each other, using the questions. Get students to write down information about one student to use in exercise 4.

4      Get students to use the information they found in exercise 3 to write a short description. This can be done in class time or for homework.

Check it

5 Focus attention on the first pair of sentences as an example. Remind students of the convention of ticking (V) to indicate that something is correct. Students continue working individually to choose the correct sentence.

Get students to check their answers in pairs before checking with the whole class.

Answers

I Her name's Janelle.

2    Shes a teacher.

3    Are you from Spain?

4    His phone number is 796542.

5    HOW Old is she?

6    She isn't married.

7    Are you married? Yes, I am.

ADDITIONAL MATERIAL                                                   

Workbook Unit 3

Exercise 13 This provides further listening practice.

Exercise 14 This provides further practice Of third person short answers.

READING AND SPEAKING                                                                             G       No, no. We arent from the United States. We're from

A pop groupEngland. Sorry. How old are you both? CI'm 21 and George is 20. I Check comprehension of the title 'A pop group' by      Y         And I'm 19.

asking students to give names of groups they know.Thanks. Now, who's married in 4 x 4? Focus attention on the photo and make sure studentsWell, I'm not married.

understand that it shows a pop group called 4 x 4 (saidC and G We aren't married! 'four by four'). Pre-teach/check on tour, great, and who?  I Melanie, are you married? The text also introduces the subject pronoun we and the M Yes, lam!

preposition at. Students should understand these from          I • Well, thank you, 4 x 4 Welcome to New York! context, but be prepared to explain if necessary.         All It's great here. Thanks! Ask students to read the text through fairly quickly.

2 Elicit the answer to number 1 (is 4 x 4). Students complete the rest of the sentences, working in pairs. Check the answers with the whole class.

      I The name of the group is 4 x 4.              

2    Melanie Ryan is from Australia.

3    Cathand George Walters are from England.

4    Yves Lacosteis from France.

5    'Wúe on tourin the United States.'

3Get students to read the questions through before they listen. If necessary, review numbers 11—30 to help students when picking out the ages of the characters.

Answersgroup. For the answer to What are your names?

           I Melanie is 22. encourage students to use I'm   and This is . . . to avoid  2 Cathis21andGeorgeis20.      the need for our, which is presented in Unit 4.

 3 Yvesis19.

Then get the groups to ask and answer about their pop

 4 Melanie is married. Yves, Cath,and George arentmarried.                      groups. Monitor and check. Get one or two groups to describe themselves to the rest of the class.

3

ADDITIONAL MATERIAL

Workbook Unit 3

Exercise 15 This provides further reading practice.

EVERYDAY ENGLISH

Social expressions

I Focus attention on the gapped conversations and the expressions in the box. Focus attention on conversation I and elicit the second part of the answer (Good morning, Mr Brown.) Students continue completing the conversations in pairs, using the pictures to help.

and tapescript

Play the recording and get students to check their answers. Students then practise the conversations in open and then in closed pairs.

2Focus attention on the first photo and on the gapped conversation. Play the first conversation on tape as an example and elicit the answer (I don't know). Play the rest of the recording, pausing at the end of each conversation. Students complete their answers using the words given.

If necessary, play the recording again to allow students to check/complete their answers before checking with the whole class.

Answers and tapescript

I A Whaes this in English?

B I don't know.

A It's a dictionary.

2    C Hogyhívnak?

M I don't understand. Sorry.

C Wha€s your name?

 M My name's Manuel. I'm from Spain.

3    A Thehomeworkisonpage.:.oftheWorkbook. B Pardon?

is on page thirtyofthe Workbook.

3 If necessary, play the recording again and get the students to repeat. Students then practise the conversations in open and closed pairs.

ADDITIONAL MATERIAL

Workbook Unit 3

Exercises 16—18 These exercises review and consolidate the social expressions from the Everyday English section.

Don't forget!

Workbook Unit 3

Exercise 10 In this exercise students translate sentences containing the main grammar points presented in the unit.

Exercises 11 and 12 Word stress exercises.

Word list

Ask the students to turn to p 129 and go through the words with them. Ask them to learn the words for homework, and test them on a few in the following lesson. Stop and check I for Units 1—3 (TB PI 30).

Introduction to the unit

The title of this unit is 'Family and friends' and it aims to extend the range of personal information students can give. The unit introduces the possessive 's with family vocabulary, has/have, and irregular plurals. Students get practice in all four skills with listening and speaking tasks, reading texts on family and friends, and a guided writing task. The lexical set of family is presented and another important communicative tool — the alphabet — is introduced in Everyday English. This section also covers phone language.

our/their • Possessive 's Family relations • has/have

The alphabet • On the phone

Language aims

Grammar — possessive The possessive 's is introduced via the context of family. The way Of expressing possession in English is different from many other languages and so students may initially have problems with this. Students are given lots of controlled practice in the Student's Book and Workbook, and the Grammar spot highlights possible confusion with 's as a contraction of is. has/have Has/have are introduced in the affirmative. We introduce have rather than have got, as have can generate a broader range of uses, e.g. I have three children (possession), and I have lunch at 12 (have as main verb). Have got operates differently and may cause confusion when students meet the Present Simple and have to deal with do/does forms. This is avoided in New Headway Beginner as the Present Simple is introduced in Unit 5 after students have practised has/have in the affirmative. Apart from in the third person singular affirmative, have will operate like all the other verbs presented in the Present Simple and so students won't be overloaded by new language. Have got is covered in New Headway Elementary.

Irregular plurals These are introduced as part of the presentation on families and are covered in Grammar Reference 4.3.

Possessive adjectives Out and their are introduced in this unit, and there is a review of all possessive adjectives and subject pronouns.

Vocabulary The lexical set of the family is introduced and practised and there is also a focus on the language of describing a friend. Basic adjective + noun combinations are introduced via the reading texts, e.g. a good job.

Everyday English The alphåbet is introduced and practised and there is also a focus on phone language.

Workbook The lexical set of the family is recycled.

Possessive 's is consolidated. There are exercises to help with potential confusion between both the possessive 's and the contracted form of is, and plurals.

Possessive adjectives and subject pronouns are consolidated.

Has/have are reviewed and consolidated.

There is a vocabulary categorizing exercise to review vocabulary from Units

Students are given extra practice in listening and reading.

There are exercises on word stress.

The alphabet and phone language from Everyday English are reviewed.

Notes on the unit

1     T 4.1 This section reviews all the possessive adjectives students have seen in Units 1—3 and also presents our and their. Focus students' attention on the subject pronoun column and briefly review I, you, etc. by pointing to yourself and students and eliciting the correct pronoun, Focus attention on the examples in the table. Get students to continue completing the table, working in pairs. Play the recording and let students check their answers. Play it again and get students to repeat chorally and individually, Make sure they can distinguish you/you, they/their, and that they can pronounce our correctly.

Answers and tapeseript

     "jectpronout        I          you he she we they

Possesiveadjeetive my your his her our their

2     Focus attention on the examples in the speech bubbles. Say the sentences, pointing to relevant objects and getting students to repeat. Elicit more examples by pointing to objects that belong to the students and objects in the classroom.

Possessive ' s — family relations

I Focus attention on the photographs.

Play the recording and ask students to follow the text in their books. Check comprehension of husband, bank manager, children, and college.

Point to one member of the family and ask Who's this? to elicit the person's name. Take the opportunity to further practise How old is . ? and (I think) She's by asking How old is (Sally)?, etc. to elicit possible ages.

2 Elicit the answers to questions I and 2 ( Yes, she is, and It's in London.). Get students to continue answering the questions in pairs.

Answers and tapescript I Is Sally married?

Yes, she is.

2 Where's their house?

Ys in London.

 What is Sally's job?

She's a teacher.

4 Where's her school?

It's the centre of town. 5 What is Tom's job? a bank manager. 6 Where is his bank?

Ys in the centre of town.

 Are their children doctors?

No, they aren't. Theyre students.

Play the recording and get students to check their answers.

3Focus attention on the words in the table. Play the recording and get students to repeat as a class.

4Focus attention on the family tree. Ask Who's Sally? and get students to point to the correct person in the photo. Now focus attention on the example and play sentence I on the tape, Continue playing the sentences, pausing at the end of each one and getting students to write the correct words, Play the recording again and get students to check their answers.

Answers

5 Write the following on the board to reinforce the use of possessive 's. Whos Nick? 's = is

He's Kirstys brother 's = possessive, not is

Drill the question and answers in open pairs. Then drill a plural example, e.g. Who are Tom and Sally? They're Nick's parents. Get students to continue asking and answering about Sally's family in open pairs. Make sure that they give all possible answers about the different relationships and that they include plural examples, too.

Students continue asking and answering in pairs. Monitor and check for correct use of possessive 's and is/are.

ADDITIONAL MATERIAL

Workbook Unit 4

Exercises 1 and 2 Further. practice of family vocabulary.

PRACTICE (SB

The family

I Focus attention on the photo of Rachel ChangÏs family and on the names. Ask some general questions about the family: Where are they from? What are their names? Focus attention on the table and make sure students understand what information they have to listen for by eliciting possible answers for each category, e.g. name — Bob, age— 16, job — student.

Play the first part of the recording as far as He's a student at college. Elicit the answers about Rachel's brother (Steve, 15, student). Play the rest of the recording and get students to complete the table.

Check the answers with the whole class.

 Age

        Rachelk brother Steve             15

        Rachelk mother Grace             42

       Rachersfather                             44

Hello! My name Rachel, and I'm from the United States. This is a photo of my family. Our house is in San Diego. This is my brother: His name is Steve, and hek 15. a student. This is  my mother. Her nameg Grace. She's forty-two, and shega doctor. And this man is my father, Bob. Heg forty-four, and a businessman.

As a follow-up, point to each of Rachel's relations and get students to give a brief description, e.g. This is Steve. He's Rachel's brother. He's 15 and he's a student.

2      Focus attention on the example and then get students to complete the sentences in pairs.

Check the answers with the whole class, making sure students have included possessive 's where necessary.

2         Her mothe* name is Grace.

3         Grace is            wife.

4         'Whats job?'          a businessman.'

5         'Wher€sthùhouse?' 'It's in San Diego.'

3      Demonstrate the activity by writing the names of your own family on the board and talking about them. Give the inforrnation quite slowly but naturally and then ask a few questions to check understanding, e.g. Who's this?, What's herjob?, etc.

ADDITIONAL MATERIAL

Workbook Unit 4

Exercise 3 Further practice of possessive 's.

Exercises 4 and 5 Exercises to help with potential confusion between possessive 's and the contracted form of is, and possessive 's, the contracted form of is, and plural -s.

my/our/your.

4      This section consolidates the possessive adjectives covered in the Starter section. Focus attention on the example and then get students to complete the sentences. Ask students

to check in pairs before checking with the whole class.

2         'Whatare                names? 'Our names are Kirsty and Nick.'

3         Jean-Paul and André are students. Their school is in Paris.

4         'My sisteðs married.' Whaes her husbands name?' 5 'My brothedsofficeis in New York.' his job?' 6 We are in our English class.

7 'Ml-an and Dad are in Rome.' 'What tfEir phone number?'

ADDITIONAL MATERIAL

Workbook Unit 4

Exercises 6 and 7 Further practice of possessive adjectives.

has/have

I This section recycles the family vocabulary, possessive 's, and possessive adjectives, and also presents has/have, Point to the picture of Sally on p24 and ask Who's this? Elicit the answer It's Sally Milton. Tell students they are going to read about Sally's brother.

Focus attention on the photograph Of David and his family and play the first line of the recording as an introduction. Play the rest of the recording through to the end. Check comprehension of farm and dogs by pointing to the photo, and check students understand that child is the singular of children.

3This is a dictation activity. Each sentence is recorded twice, once at normal speed and once more with time for students to write. Demonstrate the activity by playing the first sentence and getting students to listen only, then play it again and get them to write it down. Tell students there are seven sentences in total. Play the rest of the sentences in the same way. Write the sentences on the board and get students to check their answers.

Answers and tapescript I Ihavea small farm in Wales.

2    My wife a job in town.

3    We have one son.

4    We have two dogs.

5    My sister and her husband have a house in London.

6    He hasaverygoodjob.

7    They have a son and a daughter.

Play the recording again, pausing at the end of each sentence and getting the students to repeat as a class. Students then repeat the lines individually.

4 In this exercise students write about themselves. Focus attention on the examples in the speech bubbles. Write a few more examples about yourself on the board and list the categories students can write about: brothers/sisters, children, home, job, animals. Go round helping and checking.

Then ask a few students to tell the rest of the class about themselves and their family.

PRACTICE (SB p28) has/have

1     Focus attention on the example. Students then complete the exercise working alone.

Get students to check their answers in pairs before checking with the whole class.

Answers

 2 My parents have a house in the country.

 My wife has a Japanese car. 4 My sister and I have a dog.

5    Youhavea very nice family.

6    Our school has fifteen classrooms.

7    We have English classes in the evening,

2     Focus attention on the examples in the speech bubbles. Drill the sentences chorally and individually. List the categories students can talk about on the board: number of teachers/students/classrooms; size of school; equipment at your school (e.g. TV, video, CD player, computer. You will need to modify the examples to include equipment that students know you have at your school so that they only generate affirmative sentences.) Divide the class into pairs and get students to talk about their school. Monitor and check for correct use of has/have.

ADDITIONAL MATERIAL

Workbook Unit 4

Exercises 12 and 13 Further practice of has and have.

Questions and answers

3     This exercise reviews the question words students have covered to date and also includes a Yes/No question. Focus attention on the example and then get students to match the other questions and answers.

Play the recording and get students to check their answers. Then let them practise the questions and answers in pairs.

Answers and tapescript 1 How is your mother?

She's very well, thank you.

2 Whaes your siste/s job?

She's a nurse.

3 How old are your brothers?

Thefre ten and thirteen.

4     Who is Sally?

 Shes Davids sister.

5     Where is your office?

 in the centre of town.

6     Areyouand your husband from Italy? Yes, we are.

Check it

4 Focus attention on the first pair of sentences as an example. Remind students of the conven tion of ticking (V) to indicate that something is correct. Students continue working individually to choose the correct sentence.

Get students to check their answers in pairs before checking with the whole class.

Answers

 I Maryschildren are married.

2    Whatsyour daughters name?

3    Whaeshisjob?

4    Theyre from Germany.

5    Their parents have a house in Bonn.

6    My brother has a good job.

7    Our house is in the centre of town.

ADDITIONAL MATERIAL

Workbook Unit 4

Exercise 8 This provides further listening practice.

Exercise 9 A vocabulary categorizing exercise that reviews lexis from Units 1—4.

Exercise 10 and I I Word stress exercises.

Exercise 14 In this exercise students translate sentences containing the main grammar points presented in the unit.

My best friend

I Working alone or in pairs, students read the text and check the new words (in bold in the text), (If students have done the dictionary work for homework before the lesson, ask them to do the reading and matching straightaway. )

2      Demonstrate the activity by eliciting the photo that goes with paragraph a (photo I). Students continue to match the other photos and paragraphs, and say who they think the people in the photos are. Check the answers with the whole class.

Photo I — paragraph a (Andy and Carrie) Thoto 2 — paragraph d hotO 3 — paragraph c (Andfs sisters, Alison and Molly) hotO 4 — paragraph b (AndYs parents)

3      Focus attention on the example sentence. Students complete the activity working individually and then check their answers in pairs. Check the answers with the whole class.

1 a student, nice, funny

     2 two sisters, a girlfriend, a lot of CDs              

3    Andy's girlfriend, American, beautiful             

4    a flat, three children

5    a fan of Mood a fan of Manchester United

4      Focus attention on the speech bubble and then get students to give more information about Andy. Divide the class into pairs and get students to take it in turns to talk about Andy, using the information they underlined In exercise 3. Monitor and check for correct use Of he/she/they, his/her/their, is/are, has/have, and possessive 's.

5      Prepare students for the writing phase by eliciting what sort of information can complete each sentence. If you have time, build up a connected description on the board of an imaginary person to provide the students with a model. Get the students to write their description in class or for homework.

ADDITIONAL MATERIAL

Workbook Unit 4

Exercise 15 A short reading providing further practice Of family vocabulary, possessive 's, and have.

EVERYDAY ENGLISH

The alphabet

This section covers the alphabet and spelling. Once students have learnt the alphabet, take the opportunity whenever possible to spell new words to the students and to get them to spell words in class.

1Tell the students they are going to practise the alphabet in English. Play the recording, pausing after each letter and getting the students to repeat as a class.

Review the letters that students find confusing and drill these thoroughly:

2 The letters in this exercise are arranged according to sound. Demonstrate this by reading the first group of letters /eW. Say these letters again and get students to repeat as a class. Repeat for the other groups of letters and then get individual students to read different letter groups aloud.

Write different letters on the board at random and elicit them from the students. Pay special attention to the vowels as these often give problems, Then put some

known words on the board and elicit the spelling. (You could feed in How do you spell        ? at this point.)

3Check comprehension offirst name and surname and tell students they are going to hear five people spelling their names. Play the recording of the first name as an example. Then play the other names, pausing at the end of each surname. Students write the names and then check their answers in pairs. Then check the answers with the whole class by writing the names on the board and getting students to spell them aloud.

Answers and tapescript

What's your name? Sally Milton.

How do you spell your first name? S-A-L-L-Y.

How do you spell your surname? M-I-L-T-O-N. What's your name? Javier Ruiz.

How do you spell your first name? J-A-V-I-E-R.

How do you spelt your surname? R-U-I-Z.

What's your name? Quentin Wexham How do you spell your first narTE? Q-U-E-N-T-I-N

How do you spell your surnarTE? W-E-X-H-A-M. Whats your name? Sumiko

How do you spell your first rwne? S-U-M-I-K-O.

     How do you spell your               M-A-T-S-U-D-A.

What's your name? Fabien Lecterc.

     How do you spell               first name? F-A-B-I-E-N.

How do you spell your surname? L-E-C-L-E-R-C.

4     Focus attention on the examples in the speech bubbles and drill the exchanges chorally and individually. Students practise spelling their own names in open and closed pairs.

5     Focus attention on the examples in the speech bubbles in exercise 5. Drill the exchange chorally and individually. Students practise the exchange with different words from the text, working in open pairs. Students continue working in closed pairs. Monitor and check for accurate pronunciation of the letters.

6     Focus attention on the example. Students continue with the other countries. Get them to check their answers in pairs before checking with the whole class. Get the students to give the spelling of each country, rather than just the name.

Answers

        I France              3 Brazil

        2 Spain •           4 Japan

ADDITIONAL MATERIAL

Workbook Unit 4

Exercises 16 and 17 Further practice of the alphabet and spelling.

On the phone

7Focus attention on the first business card and ask What's his name?, Where's his company?, and What's his phone number?. Play the recording through once and get students to follow in their books. Make sure students understand that And your name is? is a polite way of asking What's your name? over the phone.

Play the recording again, pausing at the end of each line and getting students to repeat chorally and individually, Students practise the conversation in closed pairs. Repeat the above procedure for the second conversation, but use the feminine forms What's her name?, her company?, and Mat's her phone number? about the second business card.

8 Ask students to write their own information on the blank business card. They should include first name, surname, address, and phone number and they can invent a company name if they like.

Get students to practise conversations I and 2 in open pairs, using their own information. Students continue working in closed pairs.

ADDITIONAL MATERIAL

Workbook Unit 4

Exercise 18 Further practice of the phone language in the Everyday English section.

Don't forget!

Word list

Ask the students to turn to p 129 and go through the words with them. Ask them to learn the words for homework, and test them on a few in the following lesson.

Video

A video accompanies New Headway Beginner. It takes the form of six episodes centred around four people sharing a house in Oxford. The first episode can be shown after the end of Unit 4, and subsequent episodes after Units 6, 8, 10,

12, and 14.

Episode I Three plus one

Helen, David, and Matt are looking for a fourth person to share the house. The interviews go rather badly, with a stream of unsuitable applicants, until Jane turns up, and gets the room.

Introduction to the unit

This unit introduces the Present Simple with I, you, and they in statement forms. Wh- questions, and Yes/No questions and short answers are also practised. At this point the Present Simple is used with a limited range of verbs so that students can get used to the new tense. Students get skills practice with reading and listening, and listening and speaking tasks.

Sports, food, and drinks vocabulary is introduced in the context Of likes and dislikes. The lexical sets of languages and nationalities are also presented. The Everyday English section extends numbers from 31—100 and also focuses on prices.

Language aims

Grammar — Present Simple I The Present Simple is the most used tense in the English language and it is therefore important to introduce it to beginners in an accessible way. In New Headway Beginner, the tense is presented over two units, starting in this unit with the subjects I, you, and they. The affirmative and negative forms are covered along with wh- and Yes/No questions. The third person singular forms are covered in Unit 6.

 Students have met a/an + job in Unit 3 and this focus is extended to cover a/ati + adjective and noun.

Vocabulary Students practise the lexical sets of sports, food, and drinks in the context of likes and dislikes. Countries are recycled and languages and nationalities are introduced.

Everyday English Numbers 31—100 and prices are introduced and practised.

Workbook The lexical sets Of sports, food, and driñks are recycled.

The Present Simple with I, you, they is further practised along with exercises on question formation.

Languages and nationalities are consolidated in a Vocabulary and pronunciation section.

Students are given extra practice in reading and listening.

Numbers and prices from the Everyday English section are reviewed.

Notes on the unit

STARTER

I Focus attention on the photos. Demonstrate the activity by matching the first word in each category to the appropriate picture (tennis— I, Italian food — 13, tea — 4). Students match as many words as possible, working individuallv or in pairs. Encourage them to guess if they are not sure. Ask them to compare their answers before checking answers with the whole class-

Answers and tapescript

      Sports             Food

      1 temis            13 Italian food

     8 football         Il Chinese food10 coffee

        14 swimming 2 pizza                       12 Coca-Cola

      7 skiing              3 hamburgers            9 beer

                                15 oranges             6 wine

5 ice-cream

5 les my

                     Play the recording and get students to repeat            Demonstrate the activity by giving examples of what you

1Focus attention on the speech bubbles and      rising intonation on the Yes/No questions. pictures. Play the recording once or twice before you ask students to repeat. Play the recording again and get students to repeat chorally and individually.

5 Focus attention on the examples in the speech bubbles.

2Focus attention on the photo of Bill and ask                               Get students to ask you the questions, drilling the

3 Drill the example in the speech bubble chorally and individually. Make sure students can reproduce the sentence stress accurately:

I like tennis, but I don't like football.

5 l€smy

Reading and listening

1Here students are introduced to more Present Simple verbs: come from, live, work, eat, drink, play, speak, and want. Have is also recycled from Unit 4. Other new words are waiter, drama, restaurant, language, and actor. The languages/nationalities Italian, English, and French are also introduced in context,

Students read the text and listen to the recording once or twice. Try to get students to understand the new vocabulary in context and get them to refer to the information in the photos for help. Check comprehension of live and work by making sentences about yourself, e.g. I live in (town, country), I work in ( this school), etc. Eat, drink, play, and speak should be understandable from the context, but if students need further help, mime the actions. (It is probably not worth going into the fact that drink is a verb here but a noun on p32.) Students should be able to understand waiter, drama, restaurant, and actor from the photos. If they query language and Italian, English, and French write the

corresponding countries on the board and link them to the languages. You may need to translate want to if students query this. If students query the pronoun it in I don't like it, check they understand what noun it refers back to (beer). (Object pronouns itand them are presented in full in Unit 7.)

2Play the recording, pausing at the end of each question and getting students to repeat chorally and individually.

 Get students to complete Gordon's answers. Then play the recording and check the answers with the whole class,

Answers and tapescript I Yes, I do.

2     No, I don't. I live in London.

3     Yes, I do. I live in a flat near the centre.

4     No, I don't. I work in an Italian restaurant.

5     Yes, I do. I like it a lot.

6     No, I don't. I want to be an actor.

7     No, I don't. I don't like it.

8     I speak French but I don't speak Spanish.

3     Before putting students into pairs, demonstrate by asking individual students the questions from exercise 2. Make sure they answer with information about themselves. Get individual students to ask you the questions and answer with true information. Students continue asking and answering in open pairs. If necessary, drill the pronunciation and intonation Of the questions again before getting students to continue in closed pairs. Monitor and chêck for correct use of the Present Simple.

Talking about you

4     This exercise introduces the Present Simple in whquestions. Briefly review the question words where, what, and how many by giving short answers and eliciting the appropriate question word, e.g. a dictionary / an actor — What? Australia / in a hospital — Where?

three sisters / ten books — How manv?

Play the recording, pausing at the end of each line and getting the students to repeat as a class. Students then repeat the questions individually. Make sure students can reproduce the falling intonation on the wh- questions.

Demonstrate the activity by giving the answer to the first question yourself. Get students to write their own answers to each question, using the language in Starter exercise I where appropriate. If students need extra vocabulary, e.g. languages, be prepared to feed these in.

Demonstrate the question and answer phase with a confident student by asking and answering the first two questions. Students continue in open and then in closed pairs. Monitor and check for accurate use of the Present Simple.

Roleplay

5 You will need to photocopy the role cards on TB pl 09. There is a male and a female role for Student A and for Student B. These are repeated on the page to cut down on photocopying. Make sure you cut out and copy the appropriate number of cards for the gender balance in your class.

Divide the class into pairs and give each student their card, making sure everyone has the correct role in terms of gender. Focus attention on the table on p35 and elicit the questions students will need to ask:

What's your name? How do you spell it?

Where do you live?

DO you live in a house or a flat?

What's your job?

Where do you work?

How many languages do you speak? What sports do you like?

5 It's my

Drill the questions, making sure students can reproduce falling intonation.

Ask a confident pair of students to demonstrate the activity in open pairs. Students then continue in closed pairs, completing the table in the Student's Book with information about their partner's character. If possible, get students to stand up to do the roleplay as if they were at a party. Students can then compare role cards to check they have the correct information.

Check it

6 Focus attention on the first pair of sentences as an example. Remind students that the convention of ticking (V) indicates that something is correct. Students continue working individually to choose the correct sentence.

Get students to check their answers in pairs before checking with the whole class.

Answers

I Do you live in Berlin?

2    Where do you come from?

3    Do you speak French?

     4 1 don't speak French.

 5 'Do you like football?' 'Yes, I do.' 6 'Are you married?' 'No, I'm not.' 7 He's an actor.

Languages and nationalities

1 Check comprehension of Germany, China, and Portugal by referring students back to the map on p13. Focus attention on the example. Students continue the matching activity, working individually.

Play the recording through once and let students check their answers.

Answers and tapescript

      England                        English

Germany         German  Italy        Italian

Mexico Mexican Brazil  Brazilian

JapanJapanese

 PortugalPortuguese

 China                                Chinese

      France             

     The United States      American

      Spain                            Spanish

2

3

4

5

Remind students of the system used in New Headway to highlight word stress. Play the recording again and get students to repeat the pairs of words as a class. Make sure they can reproduce the change of stress from the country to the nationality/language:

Italy              Italian

Japan            Japanese

Portugal Portuguese

Play the recording through again and get students to repeat individually.

Focus attention on the photos and on the examples in the speech bubbles. Point to the photo of the woman carrying beer and drill the examples chorally and individually. Elicit another pair of examples about different people in the photos. Students continue talking about the people in pairs.

This exercise includes the they form of the Present Simple with the verb speak. Students shouldn't have any difficulty with this form, as it's the same as the I form they have already practised.

Check comprehension of Mexico and Switzerland. Focus attention on the example. Students continue making sentences working individually.

I Play the recording and get students to check their answers.

Answers and tapescript

I In Brazil they speak Portuguese.

2    In Canada they speak English and French.

3    In France they speak French.

4    In Germany they speak German.

5    In Italy they speak Italian.

6    In Japan they speak Japanese.

7    In Mexico they speak Spanish.

8    In Portugal they speak Portuguese.

9    In Spain they speak Spanish.

10 In Switzerland they speak French, German, and Italian. Il In the United States they speak English.       

Drill the question form in the speech bubbles. Then get students to practise a few examples in open pairs.

Students continue in closed pairs, taking it in turns to

ask each other about the countries in exercise 3. Monitor

and check for correct use of the question form and for pronunciation of the countries and languages.

This exercise consolidates the nationalities and also

highlights adjective + noun word order. Focus attention

5         It'smy

on the photos and the example. Students complete the exercise by writing the correct nationalities.

play the recording and get students to check their answers.

Answers and tapescript

6

Refer students to Grammar Reference 5.4 on PI 23.

6         This exercise gives students the opportunity to practise the Present Simple, nationalities, and noun + adjective word order in a personalized way.

Write the verbs have, eat, and drink on the board and elicit adjectives and nouns that can go with each verb,

e.g.

have a/an Japanese/American/German/French car an Italian/American bag a Japanese camera an English dictionary eat          Chinese/ItaIian/Japanese/French food

Spanish oranges

American/ltalian ice-cream drink French/Italian/German/Portuguese/Spanish wine

French/German/English/American beer

Brazilian coffee

Chinese tea

Give examples of your own with have, eat, and drink. Trv to highlight the use of a/an, e.g. I have a Japanese camera. I don't have an Italian car. Then get students to write their own examples. Monitor and help. Check for accurate use of a/an and correct adjective + noun word order.

7 Focus attention on the example questions in the speech bubbles. Give students time to write at least four questions of their own using have, eat, and drink Monitor and help.

Drill the questions and answers in the speech bubbles. Get students to practise in open pairs across the class and then in closed pairs. Monitor and check for correct use of the Present Simple, a/an and adjective + noun word order.

ADDITIONAL MATERIAL

Workbook Unit 5

Exercise 5 A reading text to practise the Present Simple — they.

Exercise 6, 7, and 8 Exercises to practise wh- questions and answers, and Yes/No questions.

Exercises 13 and 14 Further practice of languages and nationalities.

Exercise 15 Further practice of like and nationality adjectives nouns.

LISTENING AND SPEAKING

At a party

I This is a fairly long, though fairly simple, unseen listening. Set the scene by pointing to Alessandra and Woody in the illustration. Get students to say what nationality they think they are (I think he's/she's ... ).

Play the recording through once and let students check their predictions (Alessandra is Italian and Woody is English.)

Give students time to read the pairs Of sentences 1—6. CheCk pronunciation Of Brighton in number 2 and comprehension Of love in number 5 and very much in number 6. Play the first part Of the recording again, and focus attention on the example. Make sure students understand they have to focus on what Woody says. Play the rest of the recording and get students to select the correct sentence from each pair.

Get students to check their answers in pairs before checking with the whole class. Go over the answers by playing the conversation again and pausing the recording after each correct answer.

1      1 work in London.

2      I live in Brighton.

3      I'm an actor.

4      You speak English very well.

5      I love Italy.

6      I like the food and the wine very much.

                                                                                   5    Ifsmy

    A Hello. I'm Alessandra.         

   W Hi, Alessandra. I'm Woody. Woody Bates.

A Do you live here in London, Woody?

W No, I don't. I work in London but I live in Brighton.

         A Whaesyour job?

W Pm an actor. Whaes your job?

A I work ina hotel.

         W You aren't English, but you speak English very well. Where do you come from?

A I'm Italian. I come from Verona.

W Oh, I love Italy.  A Really?

W Oh, yes. I like the food and the wine very much.

2        Turn to the tapescript on PI 14 and get students to practise the conversation in pairs.

Roleplay

3        Tell students to imagine they are at a party in London. Explain that they have to invent a new identity. Give an example by copying the role card onto the board and writing the information for your new identity. Ask students to complete the role card with their new details. Demonstrate the activity with a confident student, starting with the language in the speech bubbles. Build up a list of possible questions on the board which students could ask each other.

4        Get the class to stand up and complete the roleplay. Monitor but do not expect perfect accuracy or pronunciation. Make notes of major errors to feed back on later but try not to spoil students' enjoyment of the roleplay. If some pairs do well, you could ask them to act it out in front of the class.

ADDITIONAL MATERIAL

Workbook Uilit 5

Exercise 10 Students gap-fill another conversation at a

party.

Exercise I I Further listening practice.

5        Ifs my

Numbers and prices

I Review numbers 1—30 by getting students to count round the class. Repeat until they can say the numbers accurately without hesitation.

2Focus attention on numbers 10—100. Play the recording and get students to repeat chorally and individually. Get students to count to one hundred in tens round the class.

3 This is a pairs number dictation. See Unit I Suggestion TB p12 for instructions for this task.

4This exercise presents prices under and over one pound in English. Play the recording and let students read and listen. Focus attention on the use of p pi:/ for prices under a pound. Also point out the plural pounds, and that we do not say pounds and p in the same price,

i.e. we do not say * one pound sixty p but one pound sixty. Play the recording again and gets students to repeat chorally and individually.

5      Demonstrate the activity by getting students to say the first two prices aloud. Students then continue saying the prices in closed pairs. Monitor and check students can distinguish the stress on:

seventeen pounds and seventy pounds

T 5.15 Play the recording and get students to check their answers. If students had problems with pronunciation, play the recording again and get them to repeat. (With a weaker group; you could say the prices as a class activity, drilling the pronunciation as you go along, and then play the recording for reinforcement.)

6      This is a discrimination exercise which gets students to distinguish between prices that sound similar. Focus

attention on the objects and prices. (With a weaker group, you could elicit the prices for each object orally first and then get students to listen and tick.)

Play the recording through once and get students to tick the prices they hear. Play it through a second time so that students can check their answers. Get them to check in pairs before checking with the whole class.

Answers and tapescript I The cheese sandwich is 90p.

2     The football is £14.

3     The camera is £90.99.

4     Thebeeris£160.

5     The chocolate is 60p.

6 The mobile phone is £24.74.

7      The dictionary is £10.75.

8      ThebagisBO.99:

7 Focus attention on the speech bubbles. Drill the question and answer chorally and individually. (If students query the use of How much . . . explain that this is the question we use to ask about prices. Do not go into an explanation of the difference between How much/How many at this stage.)

Practise two or three exchanges in open pairs. Then get the students to continue in closed pairs. Monitor and check for correct numbers and prices.

ADDITIONAL MATERIAL

Workbook Unit 5

Exercises 16—19 Consolidation of numbers and prices.

Don't forget!

Workbook Unit 5

Exercise 9 A review of is, are, and do.

Exercise 12 In this exercise students translate sentences containing the main grammar points presented in the unit.

Word list

Ask the students to turn to p 130 and go through the words with them. Ask them to learn the words for homework, and test them on a few in the following lesson. Progress test I for Units 1—5 (TB p 121).

5 It's my

Introduction to the unit

The title of this unit is 'Every day' and it covers the language of daily routines. It presents the third person singular form of the Present Simple and so follows on from the language covered in Unit 5. Basic frequency adverbs, telling the time, and days of the week are also introduced.

The vocabulary syllabus is extended with a focus on an important aspect of English — collocation. The lexical set is of daily routine verbs, allowing students to talk about their own routine and ask about other people's.

6 •

Language aims

The time The unit opens with a section on telling the time in English. This is done with digital time so that students can use the numbers they already know to tell the time, e.g. five fifteen, and not have to worry about quarter to/past, half past, etc.

Grammar — Present Simple 2 The I/you forms are reviewed and the presentation of the Present Simple is completed with he/she/it in the positive, negative, and question forms (both wh- and Yes/No questions). The third person singular form is the one that causes most problems for students and so it is divided out into a section of its own for the initial presentation. All forms of the Present Simple are reviewed and recycled across the course so that students can deal with the differences in the I/you/we/they and he/she/it forms. Frequency adverbs Usually, sometimes, and never are introduced and practised as part of the function of talking about routines.

Vocabulary The vocabulary section focuses on words that go together and so introduces an important aspect of English — collocation. The section includes words that go with common verbs to produce a useful lexical set for talking about routines.

Everyday English Days of the week and prepositions of time are presented and practised.

Workbook The time is reviewed in a range of exercises.

The he/she/it forms of the Present Simple positive are reviewed along with the frequency adverbs from the unit. Students are also given the opportunity to personalize the adverbs and review the I form.

Students practise third person singular Present Simple negative and questions, and also review the use of the auxiliary verbs do/does/don't/doesn'tin all forms.

Vocabulary from the units covered to date is consolidated in a crossword.

Students get skills practice with a listening and a guided writing task

The days of the week and prepositions from Everyday English are reviewed and consolidated.

Notes on the unit

The Student's Book presents digital times so that students can tell the time with the numbers they already know, without having to deal with quarter past/to and halfpast. The section includes times on the hour, half hour, and quarter hour. The other times, e.g. (9).05, ( I I ) .25, etc. are covered in a photocopiable task on TB pl 10. See the Suggestion notes opposite.

1Focus attention on the clocks. Play the recording of the first five times, pausing after each one and getting students to repeat chorally and individually. Highlight the use of o'clock for times on the hour and make sure students can pronounce it accurately.

Get students to complete the remaining five times, following the examples given in 1—5. Play the recording of numbers 6—10 and get students to check their answers. Play the recording again, getting students to repeat chorally and individually.

Answers and tapescript

         I Its nine o'clock.                        6 les two o'clock.       

      2 Ys nine thirty.                  7 Its two thirty.

3   les nine forty-five.8 Its two forty-five.

4   les ten o'clock.           9 Its three o'clock. 5 les ten fifteen.       10 les three fifteen.

2Focus attention on the conversation. Play the recording once and get students to listen and read. Play the recording again, and get students to repeat chorally and individually. Demonstrate the pairwork with one student. Ask students to give two or three more examples in open pairs before continuing in closed pairs.

Present Simple — l/you

I This section presents daily routine verbs. Focus attention on the pictures. Elicit some basic information about the character: What's her name? (Lena). How old is she, do you think? (She's about 16.)

Explain that students are going to hear Lena talking about her school day. Review telling the time by getting students to read the pairs of times aloud. (The Starter section didn't present (8) .40, which appears in number 3, but students should be able to read the time as they

already know the numbers.)

Focus on the example and play the first line of the recording. Play the recording to the end and get students to continue circling the correct times. Get students to check their answers in pairs. Play the recording again and get students to check against the tape.

Check the answers with the whole class.

Well, on schooldays I get up at seven forty-five. I have     breakfast at eight and I go to school at eight thirty. I have

lunch in school with my friends, thaes at twelve fifteen — Ys early in our school. I leave school at three thirty in the afternoon and I walk home with my friends. I get home at four thirty. I go to bed at eleven o'clock on school days, but not at the weekend.

Say the sentences aloud or play the recording again and get students to repeat chorally and individually. Make sure students aren't confused by the spelling of breakfast and pronounce it correctly /'brekfast/. Students practise the sentences in closed pairs.

2      Demonstrate the activity by telling students about your day, giving the same information as in the pictures. Do this in a natural way, but do not add in any new language. Focus attention on the example in the speech bubble and elicit a few single sentences from students about their day with the verbs from exercise 1. Students continue talking about their day working in pairs. Monitor and check for correct use of the Present Simple and the times.

3      This exercise practises the question What time .P with the Present Simple. Focus attention on the questions and get students to listen and repeat chorally and individually. Make sure they can reproduce the pronunciation of do you /dju and the falling intonation on the wh- questions.

Drill the question and answer in the speech bubbles and elicit the other questions students can ask. If students need help, write the verbs on the board:

get up, have breakfast, go to work, have lunch, leave work, get home, go to bed.

Get students to practise the questions in open pairs. Students continue in closed pairs, working with a different partner from exercise 2. Monitor and check for correct use of the Present Simple and the times.

ADDITIONAL MATERIAL

Workbook Unit 6

Exercises I and 2 Practice of the time.

Exercise 3 First person singular of the Present Simple and further time practice.

Present Simple — he/she/it, usually/sometimes/never

I This section presents the he/she/it positive forms of the Present Simple. Focús attention on the photos of Karl and get students to read the description of him. Check comprehension of millionaire, director, 24-hour, shopping site, and Internet.

Focus attention on the pictures of Karl's day and check comprehension of have a shower, work late, buy, and go

6

out. Focus attention on the example sentence. Get students to continue writing the times, working individually.

Ask students to check their answers in pairs before checking with the whole class.

Answers

1     six o'clock5 eight o'clock

2     six forty-five  6 nine fifteen     

3     seven fifteen

4     one o'clock

ADDITIONAL MATERIAL

Workbook Unit 6

Exercise 4 Present Simple he/she/it forms.

Exercises 5 and 6 Present Simple and frequency adverbs usually/sometimes/never.

Questions and negatives

2      This section introduces does/doesn't in the question and negative forms. Both wh- and Yes/No questions are presented at the same time, as students are dealing with the third person singular form only at this stage, and they have already had a lot Of practice of the individual question types.

Refer students back to the pictures of Karl. Read question I aloud and elicit the answer (gets). Students continue completing the answers, working individually. Get them to check in pairs before playing the questions and answers on tape. Play the recording through once and let students check their answers.

Play the recording again, pausing after each question and answer exchange, and get the students to repeat chorally and individually. Make sure they can reproduce the falling intonation on the wh- questions and the rising intonation on the Yes/No questions. Students practise the questions and answers in open and then in closed pairs.

Answers and tapescript

I    What time does he get up?

He gets at six otlock.

2 When does he go to bed?

He goes to bed at eleven forty-five. 3 Does he go to work by taxi?

Yes, he does.

4    Does he have lunch in a restaurant?

No, he doesnt

5    Does he go out in the evening? No, he doesn't.

3      Focus attention on the language in the speech bubbles. Drill the question and answer. Elicit two or three more examples with students working in open pairs. Students continue asking and answering in closed pairs. Monitor and check for correct use of third person -s and of does/doesn't in the questions and negatives.

Play the recording and get students to check their answers. If students had difficulties With questions and answers 1—7, drill the questions and answers and get students to practise them in pairs again.

Answers and tapeseript

I    What time does he have breakfast? He breakfast at six forty-five, 2 When does he leave home?

He leaves home at seven fifteen.

3 Does he go to work by bus?

No, he doesn't. He goes to work by taxi. 4 Wtwe does he have lunch? has lunch in his office.

S he usually work late?

he does.

6 he eat in a restaurant?

he doesn't. He sometimes buys a pizza and eats it tn-ne.

 7 Mut does he do in the evening?

 He works at his

GRAMMAR SPOT

6 serious problems with pronunciation, drill the sentences with the whole class and get them to repeat.

Negatives and pronunciation

3 This exercise practises the negative form and also

Katya's day

I Remind students of Karl from the previous section.

Point to the photos of Katya and ask Who is she? (She's Karl's sister.) Pre-teach/check artist, country, early, toast, go for a walk, paint, studio, cook, and play the piano. Read the heading of the text aloud. Ask How old is Katya? and What's herjob? (She's 25. She's an artist.) Focus attention on the example. Elicit the second verb (gets up) and then get students to complete the text, working indivi dually.

Get students to check their answers in pairs before playing the recording and letting them check against the tape.

 Answers and tapescript

Katya is twenty-five. Shes an artist. She lives in a small house  in the country. She usually gets up at ten o'clock in the morning. She never gets up early. She has coffee and toast for breakfast and then she goes for a walk with her dog. She gets  home at eleven otlock and she paints in her studio until  seven o'clock in the evening. Then she cooks dinner and  drinks a glass of wine. After dinner, she sometimes listens to music and she sometimes plays the piano. She usually goes to bed very late, at one or two o'clock in the morning.

highlights the importance of contrastive stress when correcting or disagreeing with a statement. Focus attention on the example and ask positive or negative? about each sentence in the answer (first sentence— negative, second sentence — positive). Explain that the circles indicate where the main stress falls in each sentence.

Pre- teach stay at home for sentence 8. Elicit the answer to sentence 2 (He doesn't get up at ten o'clock. He gets up at six o'clock) Tell students to continue correcting the sentences, referring back to the information about Karl and Katya on pp42 and 44. (With a weaker group, you could do this as a class activity on the board and then play the tape for reinforcement.) Tell them not to worry about the stress in the sentences at this Stage.

T 6.10 Play the recording through once, getting students to check their sentences for grammatical accuracy. Then write the pairs of sentences for numbers 2 and 3 and elicit where the main stress falls with the whole class. Remind students that the stress helps to indicate the main difference in the information in the pairs of sentences, and so falls on the key words.

Get students to work in pairs and mark where they think the main stress falls in the rest of the pairs of sentences. Play the recording again and get students to check their answers. Also, check the answers orally with the whole class in case students have problems hearing the main stress.

Play the recording again and get students to repeat chorally and individually.

Answers and tapescript

I She doesn't live in          town She lives the country.

2    He doesn't get up at ten otlock. He gets up at six dclock.

3    She doesnt have a big breakfast. She has coffee ard toast.

2 Focus attention on the two examples. Make sure students realize that he refers to Karl and she to Katya. Get students to complete the answers and then check in

    pairs. Check the answers with the whole class.                     

Ask a few students to read the sentences aloud. Then get students to practise the sentences in pairs. If they have

4    He doesn't have a dog. She has a dog.

5    She doesn't work in an office. She works at home.

6    He doesn't cook dinner in the evening. He buys a pizza 7 She doesn't go to bed early. She goes to bed tate.

8 They dont go out in the evening. They stay at

Talking about you

4                     Demonstrate the activity by writing the names of two people (one male, one female) from your family on the board. Get students to ask you questions about them, using the language in the speech bubbles and the cues in the Student's Book. If students have problems switching from questions with be to the Present Simple questions, drill the language as a class.

Get students to write the name of two family members on a piece of paper. Remind them to choose one male and one female. Students work in pairs and ask and answer about the family members. Monitor and check

for correct use of he/she, his/her and the third person singular Present Simple forms.

Check it

5                     This exercise consolidates the auxiliary forms do/don't and does/doesn'tin Present Simple questions and short answers. Focus attention on number I and elicit the answers (Do, do). Students continue completing the questions and answers, working individually.

Ask students to check their answers in pairs before checking with the whole class.

1                    'Do you like ice-cream?' 'Yes, I do.'

2                    she work in London?' 'Yes, she does.'

 3 'Where does he work?' 'In a bank.'

4 'Do you go to work by bus?' 'No, I don't.'

5 'Does she go to bed early?' 'No, she doesn't.'

6                     'Do they have a dog?' 'Yes, they da'

7                     he speak German?' 'No, he doesn't.'

 'Do they live in the US? 'No, they don't.'

ADDITIONAL MATERIAL

Workbook Unit 6 Exercise 7 Word order in he/she/it forms of Present Simple wh- questions.

Exercise 8 A reading task to consolidate Present Simple he/she/it forms.

Exercises 9 and 10 Present Simple he/she/it forms in the negative.

Exercise I I he/she/it forms Of Present Simple Yes/No questions.

Exercise 12 A review of do/does/don 't/doesn't.

VOCABULARY AND SPEAKING (SBp46)

Words that go together

I Check comprehension of shopping. Focus attention on the examples. Students continue working in pairs to match the verbs and nouns/phrases.

Play the recording and get students to check

toeat in restaurants watch TVdrink beer cookplay the piano officestay at home

2      This is a questionnaire activity to practise Yes/No questions. As a variation, students use Yes, usually., Yes, sometimes., and No, never. in their answers, rather than Yes, I do./No, I don't. This allows them to practise the frequency adverbs in a simple but meaningful way,

Focus attention on the questionnaire, Play the recording and get students to repeat chorally and individually.

3      Focus attention on the language in the speech bubbles. Drill the question and three possible answers. Get students to ask you a few of the questions and give true answers, Demonstrate how to record the answers by putting the three adverbs on the board and ticking under the appropriate one.

Students then work in closed pairs, asking and

answering, and filling in their partner's answers.

4      This follow-up phase allows students to talk about themselves and their partner and so get practice in switching from first to third person. Focus attention on the example and then elicit more information from individual students about themselves and their partner.

ADDITIONAL MATERIAL

Workbook Unit 6

Exercises 14 A crossword to review vocabulary covered in Units 1—6.

Days of the week

1    Explain that students are going to learn the days of the week in English. Play the recording and get students to write the days in the correct order. Play the recording again and get students to repeat chorally and individually. Make sure they can distinguish Tuesday and Thursday and that they only produce two syllables in Wednesday / ' wenzdel/.

Answers and tapescript

Monday Tuesday Wednesday Thursday Friday

Saturday Sunday

Students practise the days again with each student saying one day of the week in the correct order.

2    Elicit the answer to question 1 as an example. Students do the exercise in pairs. Have a brief feedback session by getting students to give their answers to individual questions.

3    Here students learn which prepositions are used with the days, parts of the day, and times. Elicit the answer for times and the weekend (at) and then get students to write the correct preposition for the other phrases.

Play the recording and get students to check their answers. Highlight the difference between in the evening but on Saturday evening, in the afternoon but on Friday afternoon, etc.

Answers and tapescript on Sunday on Monday on Tuesday on Saturday evening on Thursday morning on Friday afternoon

at nine o'clock at ten thirty at twelve fifteen at the weekend in the morning in the afternoon in the evening

4    Elicit the answer to number I (at) and then get students to complete the other sentences with either in, on, or at. Check the answers. .

Answers l at 2 on 3 in 4 on 5 at

6

Focus attention on the example answers in the speech bubbles. Get students to practise asking and answering questions 1—5 in closed pairs. This allows them to practise the we form of the Present Simple. Get them to complete the sentences in writing about when they do have English lessons. Encourage them to include the day, part of the day, and time: We have English lessons on (Monday evening) at (seven thirty).

5    Students complete the questions with the correct preposition, then ask and answer the questions in closed pairs. Monitor and check for correct question formation, use of short answers and prepositions of time. If you have time, conduct a brief feedback session to allow students to talk about their partner and so practise the third person singular.

ADDITIONAL MATERIAL

Workbook Unit 6

Exercises 17 and 18 Days of the week.

Exercise 19 Prepositions of time in/on/at.

Don't forget!

Workbook Unit 6

Exercise 13 In this exercise students translate sentences containing the main grammar points presented in the unit.

Exercise 15 Further listening practice.

Exercise 16 A guided writing task to consolidate the language of routines.

Word list

Ask the students to turn to PI 31 and go through the words with them. Ask them to learn the words for homework, and test them on a few in the following lesson.

Video

Episode 2 Home movie

Jane has a video camera and is making a film about the new house (and the people in it) for her sister, Alison. David's a reluctant interviewee, Helen rather enjoys it, and Matt has an unpleasant surprise.

Stop and check 2 for Units 4—6 (TB p133).

Question words • it/them this/ that • Adjectives Can I .

Places I

Introduction                         Language aims

to the unit                                                   Question words The question words introduced in previous units are reviewed and how to refer to manner and why are introduced, Who in subject

The title of this unit is 'Places I like' and questions is also included for recognition. it gives practice in describing places.

The grammar input includes revision    Object pronouns Subject pronouns (I, you, he, etc.) are reviewed and object and extension of question words, the           pronouns (me, you, him, etc.) are introduced. Grammar Reference 7.2 also lists introduction Of Object pronouns, and   possessive adjectives so that students can see potential areas of confusion.

the demonstratives this and that. this/ that This and that are introduced in the context of asking about objects: Students get skills practice with a What's this/that? reading and writing section linked to

Vocabulary A set of key everyday adjectives and their opposites is Introduced. the focus on places.

This gives an opportunity to review objects introduced in earlier units. Useful adjectives and their opposites    Students also review the use of a/an + adjective + noun. are introduced and I practised. ? is the Makingfocus of        Everyday English Requests with Can I ? are introduced and practised in a requests with Can         range Of situations. the Everyday English section.

Workbook There are exercises to practise object pronouns and help students with potential confusion with subject pronouns and possessive adjectives.

This, that, and objects are consolidated.

Students practise question words in matching and word order exercises,

Students are given an opportunity to give their own answers to questions. There is an exercise to practise the newly-introduced question word why and answers with because.

The adjectives from the unit are consolidated in a range of exercises.

Students get skills practice with a listening and a reading task.

Requests with Can I ? from Everyday English are reviewed and consolidated.

Notes on the unit

STARTER

1     Focus attention on the example to demonstrate the activity. Students continue to match the questions and answers, working in pairs,

T 7.1 Play the recording and get students to check their answers.

Answers and tapescript

I What is the capital of Australia?

 Canberra.

2 How old are the Pyramids?

 4,500 years old.

 3 What time do Spanish people have dinner?

Late. At 10.00 in the evening.

4    Where does the American President live?

In the White House.

5    How many floors does the Empire State Building have?

86.

6 How much is a hamburger in the US?

7 Who lives in Buckingham Palace? The Queen of England.

If you feel students need practise with the intonation of wh- questions, play the recording and get them to repeat the questions and answers chorally and individually.

2     Give an example by talking about your favourite town or city. Include known adjectives, e.g. big, small, beautiful, etc., and information about what the place has, e.g. restaurants, hotels-etc. Take the opportunity to pre-teach why and because, which will be used in the next section. Check the pronunciation of because /bl 'koz/.

Elicit another example from a confident student. Students then continue in pairs. Monitor and check, but only feedback on major errors. Let students have the opportunity to say what they can in a relatively free way.

I LOVE IT HERE!  

it/them, this/that

 This exercise reviews questions and answers, including why and because. Review these words but don't pre-teach all the new vocabulary unless you feel students will have difficulty understanding from context. If this is the case or if you have a weak group, you can pre-teach/check the following by referring to a film star students will know: famous, film star, journalist, fantastic, nice, first, movie (American usage), visit (verb), vacation (American usage), wedding, happy, together.

Focus attention on the photo of Céline. Ask questions to get students to predict information about her: ( What's her job? Where is shefrom? Where is she now? Is she married? Does she have children?)

Play the recording through once and get students to check the predictions above: (She's a film star. She's from the United States. She's in her house in London now.

Yes, she is. Yes, she does.)

Play the recording again and get students to complete the conversation.

Get the students to check in pairs before checking with the whole class.

Answers and tapescript

G This is a very beautiful house.

C Thank you. I like it very much, toa

G Céline, you're American. Why do you live here in Londm?

C Because I just love it here! The people are fantastic! I love  them! And of course, my husband, Charles, is     and I  love him, too!

G Thatsa very nice photo. Who are they?

C My sons. Thaes Matt, and thaesJack. They go to school here. My daughters at school in the US. Her names

     G Why does Lisa-Marie goto school in        US?

C Because stE lives with her father. My first husband, you know, the actor Dan Brat. I hate Hm and all his movies

I never watch them

G I see. And does Lisa-Marie visit you?

C Oh, yes. She visits me every vacation. She's here with  me now.

G And is this a photo of you and Charles?

C Oh yes. Ys us in Hawaii. Ys our wedding. We're so happy together!

2      Get students to practise the conversation in closed pairs while you monitor. If students have problems with pronunciation and intonation, drill key sentences and then get students to continue practising the conversation in closed pairs.

3      This exercise reviews Present Simple questions and answers, and also practises object pronouns and why and because. Focus on the example and remind students of the use of does in the third person question. Students complete the sentences, working individually.

Get students to check their answers in pairs before checking with the whole class.

3

4      Where do her sons go to school?

In England.

5      Why does Lisa-Marie go to school jn the US? she lives with her father.

What's that?

I Pre-teach/check the use of What's this? by holding an object/picture of an object close to you and eliciting the answer It's a (book). Repeat the procedure for What's that? by pointing to an object/picture of an object at a distance from you. Drill the questions and answer It's a/an . chorally and individually. Make sure you include an object/picture of an object beginning with a vowel so that students review It's an (ice-cream).

Focus attention on the picture. Review the names of all the objects, without asking What's this/that?at this stage, and check the pronunciation. Focus attention on the examples in the speech bubbles. Drill the examples in open pairs and then get students to ask and answer about the objects in the pictures in closed pairs. Monitor and check for correct use of What's this/that? Check the answers by getting students to ask and answer across the class.

Whats that? Ifs a dog / camera / bag / photograph / glass /

What's this? Its a/an phone / television / orange / sandwich / dictionary / cat.

2 Focus attention on the examples in the speech bubbles. Drill the language across the clåss and then get students to continue asking about Objects in the classroom in closed pairs. Encourage them to use the possessive 's where appropriate, e.g. It's Juan's book, Monitor and check for correct use of What's this/that? and the possessive 's.

ADDITIONAL MATERIAL

Workbook Unit 7

Exercises 4 and 5 this and that.

I like them!

3     This section practises object pronouns and allows students to personalize the language by talking about people and things. Pre-teach/check hate and of course. Focus attention on the example and make sure students understand what the answer it refers back to (ice-cream). Students complete the other sentences, working individually.

 Get students to check their answers in pairs before letting them check against the tape. Ask students what the pronoun refers back to each time (given in brackets in the key below). Sentence 5 assumes the teacher is a woman. Check what pronoun would be used if the teacher were a man (him).

 Answers and tapescript             

I Do you like ice-cream?

Yes, I love it. (ice-cream) 2 Do you like dogs?

No, I hate them. (dogs) 3 Do you like me?

Of course I like you! (me)

4     Does your teacher teach you French? No, she teaches us English. (you) 5 Do you like your teacher?            

We like her very much, (your teacher)

What do you like?

4 Check comprehension of the items in the list. Focus attention on the speech bubbles and check comprehension of love, hate, and all right. This can be done with simple board drawings of faces — a smiling face for love, a neutral face for all right, and a frowning face @ for hate.

Drill the language in the speech bubbles chorally and individually. Check for correct sen tence stress in the answers:

Yes, I do. I love it.

No, I don't. I hate it.

It's all right.

Get students to give two or three more examples in open pairs across the class. Then get students to continue in closed pairs. Monitor and check for the correct use of object pronouns.

ADDITIONAL MATERIAL

Workbook Unit 7

Exercises 1—3 Consolidation of object pronouns.

Questions and answers

5     Pre-teach/check champagne, marry, maths, homework, present (noun). Focus attention on the question in the example and review the fOrmation Of the third person Present Simple question. Focus attention on the answer and review the use of third person -s and the object pronoun it. Check students know what the pronoun refers back to (champagne).

Give students time to write the questions and answers individually and then ask and answer in pairs. Monitor and check for grammatical accuracy. Play the recording and get students to check their answers.

•

 Answers and tapescript        

1    Why does Céline drink champagne?

            Because she likes it.

2    Why do you eat oranges?

Because I like them.

3    Why does Annie want to marry Peter?

Because she Coves him.

4    Why do you eat Chinese food?

Because I like it.

5    Why don't you like your maths teacher?

Because he gives us a lot of homework.

6    Why does Miguel buy presents for Maria?

         Because he loves her.

If students had a lot of problems with the question formation or the object pronouns, go over the key grammar in each question and answer and then get students to listen and repeat each exchange.

6     Pre-teach/check learn, start (verb), a lot (of groups). Check comprehension of How? to refer to manner by focusing on the answer to question I (By bus.). Then get students to continue matching the questions and answers, working individually.

Play the recording and get students to check their answers.

Answers and tapescript

I How do you come to school?

By bus.

2     What do you have for breakfast?

Toast and coffee.

3     Who is your favourite pop group?

I don't have a favourite. I like a lot.

4     Where does your father work?

 In an office in the centre of town.

5     Why do you want to learn English?    

Because it's an international language.

6 How much money do you have in your bag?

Not a lot. About two pounds.

7     When do lessons start at your school?

They start at nine o'clock.

8     How many languages does your teacher speak?

Get students to practise the questions and answers in closed pairs. Monitor and check for correct pronunciation and intonation. If students have problems, drill the questions and answers chorally. Demonstrate the personalization phase by getting the students to ask you the questions. Students then continue in closed pairs, talking about themselves.

7 Focus attention on the first pair of sentences as an example. Students continue working individually to choose the correct sentence.

Get students to check their answers in pairs before checking with the whole class.

I What do you do at the weekend?

2    Who is your boyfriend?

3    How much money do you have?        

4    1 dorftdrinkbeer. I don't like it.

5    ax teacher gives us a lot of homework. 6 loves me and I love her.

ADDITIONAL MATERIAL

Workbook Unit 7

Exercises 6—8 Further practice of question words.

Exercise 9 why and because.

Adjectives

I This exercise introduces some key adjectives and their opposites and also reviews it's and they're. Focus attention on the pictures and the example. Get students to tell you any other of the adjectives they recognize or let them guess. Pre-teach the remaining adjectives, using mime. Elicit a plural example to remind students of the use of They're. Make sure students understand they only have to write It's/They're and the appropriate adjective, not the name of the objects.

Play the recording and get students to check their answers in pairs.

4 Therre new.9 Theyre expensive. 5 Its big.10 Theyrecheap.

Drill the pronunciation of the sentences chorally and individually.

2 Focus attention on the adjectives and opposites. Elicit the opposite of new as an example (old). Get students to write the other opposites in the table and then to check their answers in pairs.

cold

ADDITIONAL MATERIAL

Workbook Unit 7

Exercises 11—13 Consolidation of adjectives from the unit.

A postcard from Dublin

I This section extends the focus on adjectives in the context of a description of a place. Focus attention on the photos and elicit information about the places shown, e.g. Is it a hot place? Is it in the United States? Where do you think it is? Tell students they are going to read and listen to the postcard. Encourage them to guess the meaning of new words.

Play the recording and get students to follow in

their books. Check comprehension of the following, using the context to help where possible: on holiday, comfortable, friendly, delicious, building, weather, wet, see you soon.

2      Elicit the answer to question I as an example (It's from Dona and Sergio.) Get students to answer the other questions, working individually. Check the answers with the whole class.

Answers

I Its from Dona and Sergio.

2   Theyrein Dublin.

3   They're on holiday.

4   Yes,itis.

5   The weather.

3      Focus attention on the adjectives Dona and Sergio use to describe their hotel. Get students to continue finding the appropriate adjectives. Point out that for Dublin they will need to use a negative formed with not.

Adjectives friendly delicious good lovely beautiful, big, not expensive horrible, wet, cold

2Explain that students are going to hear Keiko, a Japanese girl, in different places in town. Focus on the example and play the first conversation. Play the other four conversations, pausing after each one. Get students to complete their answers, choosing from the options in exercise l. Play the conversations through again if necessary. Check the answers with the whole class. Highlight the use of at with railway station, rather than in.

           Where is she?              What does        want?

        I Ina café.                        To have a ham sandwich.

       2 Ina clothes shop.         To try on a jumper.

3 In an Internet café.        To send an email.

       Ina bank                   TO change a travellds Cheque.

5 Ata railway station. To buy a return ticket

Irish people the food Irish music the beer Dublin the weather

4 Focus attention on the skeleton of the postcard. Check comprehension of beach. You can get students to write their postcard in full in class, feeding in vocabulary where relevant, or give it for homework. With a weaker class, you could draft the postcard as a class activity on the board, and then get students to write a different postcard for homework, based very closely on the draft.

Workbook Unit 7

Exercise 15 Further reading practice.

Can I

I This section focuses on requests in everyday situations. Students are introduced to Can I . . . but do not give a detailed explanation of the grammar of can at this stage. Check comprehension of the vocabulary in the activities list by reading out each activity and getting students to point to the correct picture. Check comprehension of any other individual words, e.g. ham, return ticket. Repeat this procedure for the places vocabulary, Students then write the correct numbers and letters for each picture. Check the answers.

Answers (clockwise from top left)

5a 2c Id 4e 3b

3     Focus attention on the gapped conversations. Preteach/check changing room, PC (personal computer), pay, at the end, Can I help you?, change (noun in money context). Elicit as many answers for conversation I as the students can remember. Play the recording and get students to check. Students continue to complete the other conversations, working in pairs.

Play the recording again and get students to check] complete their answers.

Answers and tapescript I A Yes, please!

A OK.

A Two

K There you are. A Thanks a lot.

C   OK. PC K How

D  OK.

5

E   Swe.

K Thank you.

•

Get students to practise the conversations in closed pairs. Monitor and check for correct pronunciation and intonation. If students have problems, drill key sections chorally and then get students to repeat the closed pairwork-

4     Check comprehension of jacket, T-shirt, and single ticket. Put students in pairs and assign a role, A or B, to each student. Make sure they understand that they have to ask about the things in their list. Check students know which item can go with which conversation: conversation I — a coffee, an ice-cream conversation 2 — this jacket, this T-shirt conversation 5 — a return ticket to Edinburgh, a single ticket to Manchester

Elicit likely prices for a coffee and an ice-cream. Choose a pair of students to demonstrate the conversation with Student A asking for a coffee. Then choose another pair, with Student B asking for an ice-cream. Get students to continue practising the conversations, working in closed pairs and taking it in turns to be the assistant and the customer. Monitor and check for correct pronunciation and intonation. If students have problems, drill key sections of the conversations and get them to practise again in pairs.

ADDITIONAL MATERIAL

Workbook Unit 7

Exercises 16 and 17 Further practice in making requests with Can I ?

Don't forget!

Workbook Unit 7

Exercise 10 Further listening practice.

Exercise 14 In this exercise students translate sentences containing the main grammar points presented in the unit.

Word list

Ask the students to turn to pl 32 and go through the words with them. Ask them to learn the words for homework, and test them on a few in the following lesson.

Unit •

Introduction to the unit

The title of this unit is 'Where live' and the theme is homes. There is/are and any are introduced in the context of talking and asking about rooms and furniture. Prepositions of place are reviewed and extended. There is a range of skills practice, including a reading and speaking section on the city of Sydney, and a listening and writing section on the students' own home town.

The lexical set is of rooms and furniture. The language of asking about local amenities and giving directions is introduced and practised in the Everyday English section.

•

Rooms and furniture

There is/are • any

Prepositions • Directions

Language aims

There ware There is/areare introduced in the positive, question, and negative forms.

any Any is introduced for negatives and plural questions with the structure there is/are. It is not used with any other structures at this stage so that students have the opportunity to get used to using it. Some is included for recognition, but is not given a full presentation or contrasted with any, as this is covered in New Headway Elementary.

Prepositions Of place In, on, under, and next to are introduced and practised in the context of talking about furniture in rooms.

Vocabulary The lexical set is of rooms and furniture. Students are given the opportunity to personalize the language by talking about their own home.

Everyday English This covers the language of asking about local amenities and giving simple directions.

Workbook The lexical set of rooms and furniture is consolidated.

There is/are and any are practised in a range of exercises.

There is a word stress exercise, reviewing key language from this and earlier units.

The prepositions of place from the unit are practised.

There is further practice in reading and writing.

The language of local amenities and directions from

Everyday English is consolidated in a range of exercises.

Notes on the unit

I Focus attention on the questions in exercise I. Pre-teach/ check garden and the difference between house and flat. You can draw these on the board to highlight the difference. Demonstrate the activity by talking briefly about your own home. Only include language that students have already met, e.g. adjectives big, small, etc. As a class, students talk briefly about where they live.

2Focus attention on the picture of the house. Play the recording and get students to point to the correct room and repeat the words chorally and individually. Check for accurate pronunciation of: kitchen       kLtfn/ toilet        Ptõllat/

Tapescript living room room

toilet

3 Focus attention on the example. Then get students to find the rest of the things in the house and write the correct number, working in pairs. Check the answers with the class.

         I abed                                  4 aTV

6 a CD playerIl a picture

12 a cooker3 a shower

7 an8 a magazine

       9 a sofa                             10 a table

2 a lamp5 a video recorder

Students listen and repeat the words chorally and individually. Check for accurate pronunciation and word stress on: shower /' Jaua/ picture / 'plktJa/ sofa /'saofa/ magazine mæga'zi:n/

There is/are, any

I Focus attention on the photograph and the rubric for exercise I. Ask What's her name? (Nicole) and Where is she? (In her living room.).

Play the recording through once and get students to read and listen to the text, not writing anything at this stage. Write the sentence There's a sofa atld there are a lot of books on the board. Underline There's and there are. Focus attention on the first gap and elicit the answer ( There). Play the recording again and get students to complete the text. Check the answers with the whole class.

 Answers and tapeseript

My living room isn't very big, but I love it. There's a sofa, and there are two armchairs. Therú a small table with a TV on it, md ttære are a lot of books.      a CD player, and there

CDs. There are pictures on the wall, and there are lamps. It's a very comfortable room.

If students query the use of some, ask How many CDs? and elicit We don't know to get over the idea of indefinite quantity.

2 Focus attention on the speech bubbles. Write the sentences on the board and ask Singular or plural?

There's a sofa — singular and There are two armchairs— plural). If you know the students' mother tongue, you can translate There is/are. If you don't, they should be able to pick up the meaning from the context.

Drill the language in the speech bubbles chorally and individually. Check students can accurately reproduce the linking in both forms:

There's a sofa.

There are two armchairs.

Elicit more singular and plural examples from the class, using the other nouns in the exercise. Students then repeat the sentences working in closed pairs. Monitor and check for correct use of there is and there are.

Get students to practise there is and there are with the objects in the classroom. Write lists on the board of the things vou have in your classroom, e.g. Singular a picture, a table, a TV, a photo

       Plural        lots of books, chairs, desks, bags

Students work in pairs and take it in turns to make sentences about objects in the classroom. Monitor and check for correct use of there is and there are.

3In this exercise, students practise the question

and individually. Check students can accurately reproduce the intonation in the question, and the linking in the short answers:

Are there any photographs?

Yes, there is.

No, there isn't.

Yes, there are.

No, there aren't.

Highlight the singular and plural forms and point out that we use any in questions in the plural. Get students to practise the questions and answers in closed pairs. Monitor and check for correct formation of the questions and short answers, and the correct use of any.

4     Tell students they are going to talk about Nicole's living room. Check comprehension of the items in the list. Focus attention on the speech bubbles and get students to ask and answer the questions in open pairs. Elicit one or two more exchanges using different nouns and then get students to continue in closed pairs. Monitor and check for correct formation of the questions and short answers, and the correct use of any,

Check the answers with the whole class by getting students to ask and answer across the class.

Is there a radio?No, there isdt.

     Is there a CD playeê?                   Yes, there is.

      Is there a telephone?                   No, there isn't.

Is there a video recorder?Yes, there is,

Are there any lamps?Yes, there are.

Are there any photographS?No, there arent.

5     Demonstrate the activity by describing your own living room. Include positive and negative sentences. Get students to work in closed pairs. Encourage students to ask questions if their partner runs out of things to say. Monitor and check for correct use of there is/are in all forms, any, and pronunciation and intonation. Feed back on any common errors with the whole class.

ADDITIONAL MATERIAL

Workbook Uni t 8

Exercises 1—3 Further practice of rooms and furniture vocabulary.

Exercises 4—8 Further practice of there is/are and any in a range of exercises.

Prepositions

I Focus attention on the prepositions. Check students understand the difference between in and on by putting something in your book and then on your book and eliciting the correct preposition.

2      Focus attention on the photograph. Ask mat room is this? (Nicole's bedroom.) Briefly review the vocabulary in the picture by pointing to the objects/furniture and eliciting the correct word. Pre-teach/check the new vocabulary in the gap-fill: car keys, drawer, and floor.

Focus attention on the example. Students then complete the sentences, working individually.

Get students to check in pairs before checking with the whole class.

Answers and tapescript I Nic¾ mobile phone is on the bed 2 The magazine is next to the phone.

3 Her CD player is on the floor nexttothe bed, 4 Her car keys are in the drawer.

5 Herbagismthefloortmderthechair. 6 The books are under her bed.

Students practise the sentences, Monitor and check for accurate pronunciation. If students have problems, drill the sentences and get students to practise them again.

3      This exercise practises questions with Where? and the prepositions, Focus attention on the speech bubbles. Remind students of the singular form is and the plural

form are. Highlight the use of It's in the singular answer and They're in the plural. Drill the questions and answers

chorally and individually. Make sure students can

reproduce the falling intonation on the questions. Check

comprehension of the items in the lists. Elicit two or

three more exchanges using the nouns in the list.

•

Students then continue in closed pairs. Monitor and check for correct use of is/are, It's/They're and the prepositions.

Check the answers with the whole class by getting students to ask and answer across the class.

I WhereSherCDpIayer?ItSonthefloornexttothebed.

2                              Where are her CDs? Theyre on the floor.

3                              her lamp? It's the table next to the computer.

4                              Where are her car keys? Theyre in the drawer.

5                              her pens? Therre in her bag.

6                              Where are her shoes? Theyre under the bed.

7                              Where's her computer? les on the table.

8                              Where are her clothes? Theyre on the chair.

9                              Where are her credit cards? Therreinthedrawer.

4 Give students time to write about six questions each. Demonstrate the activity by closing your eyes and getting students to ask you one or two questions. Then get them to continue in closed pairs. Monitor and check for correct use of is/are, It's/They're and the prepositions.

ADDITIONAL MATERIAL

Workbook Unit 8

Exercises 10—12 Further practice Of the prepositions of place from the unit.

Questions and answers

I Focus attention on the example. Then get students to write the words in the correct order to form questions.

Play the recording and get students to check their answers.

Answers and tapescript

 Do you live in a house or a flat?

2     How many bedrooms are there?

3     Is there a telephone in the kitchen?

4     Is there a television in the living room?

5     Is there a video recorder under the television?

6     Are there a lot Of books in your bedroom? 7 Are there any pictures on the wall?

2 Demonstrate the activity by asking a few students the questions in exercise I. Students continue asking and answering in closed pairs. Encourage them to ask different questions from those in exercise I. Monitor and check.

Different rooms

3 This is an information gap using different pictures. Tell students that they are going to work with a partner and ask questions to find the difference between two similar pictures of a room. Pre-teach/check window. Divide the class into pairs. Refer the Student As to p59 and Student Bs to p 139. Tell them they shouldn't look at each other's picture. Focus attention on the examples in the speech bubbles and drill the language. Tell students to circle the differences they find in their pictures. Students work in pairs to find all six differences. Monitor and check. Students compare their pictures to check they have found the differences.

4Tell students they are going to hear a description of one of the rooms and that they have to decide which one it is. Play the recording through once and get students to vote for either picture A or B. If there is disagreement, play the recording again. Check the answer with the whole class.

Answer

Student A's picture, p59

The living room

Therds a cat on the sofa and ther& a telephone on a small table next to the sofa. a CD player with some CDs under it. Not a lot of CDs. There isn't a television and there aren't any pictures or photographs the walls. There's one lamp, its next to the table with the telephone. There are two tables and two armchairs. There are some books under one of the tables.

Check it

5 Focus attention on the first pair of sentences as an example. Students continue working individually to choose the correct sentence.

 Answers

I Is there a sofa in the living room?

2    Therega CD player.

3    Are there any lamps?

4    Your keys are in the drawer.

5    The lamp is next to the bed.

8 •

Sydney

I Ask students What do you know about Australia? and let students give any information that they know. Focus attention on the photos. Ask students to find the Opera House as an example and then get students to find the other things in the lists, working in pairs. Monitor and help as necessary,

2 This text is slightly longer than in previous units and there are some new words. Tell students not to worry if they don't understand every word and just to focus on the matching task. Check comprehension of the headings. Get students to read the text as far as it is very hot. Elicit what heading goes in the first space ( When to go). Students continue reading and putting in the headings.

Play the recording and get students to check their answers.

Answers and tapescript

How to have a good time in.

Sydney

Sydney has everything you want in a city. Its beautiful, it has old and new buildings, there are fantastic beaches, and the food is delicious.

When to go

The best times to visit are spring and auturnn, In summer it is

very hot. Where to stay

There are cheap hotels in Kings Cross. A room is about $0 a night. There are international hotels in the centre. Here a room is about $150 a night.

What to do

Sydney has theatres and cinemas, and of course, the Opera House. The best shops are in Pitt Street.

Go to the harbour. There are beaches, walks, parks, and cafés and, of course, the wonderful bridge,

Sydney has the famous Bondi Beach. People go swimming, surfing, windsurfing, and sailing.

For night-life, there are clubs and bars in Oxford Street.

What to eat

There are restaurants from every country — Italian, Turkish, Lebanese, Japanese, Thai, Chinese, and Vietnamese. Australians eat a lot of seafood — ifs very fresh!

How to travel

There are fast trains and slow buses. The best way to see Sydney is by ferry.

Check comprehension of the following vocabulary: everything, spring, autumn, summer, theatre, walk, park, surfing, night-life, club, Turkish, Lebanese, Thai, Vietnamese, seafood, fresh, fast, train, slow.

3     Focus attention on the examples in the chart. Students continue finding the nouns and adjectives, working in pairs. Check the answers with the whole class,

Answers

hotels in King's Cross

hotels in the centre

Bondi Beach

4     Elicit the answer to the first question as an example (The best times to go are spring and autumn.) Students ask and answer in closed pairs. Monitor and help where necessary. Check the answers.

Answers

I The best times to go are spring and auturrn 2 No. There are cheap hotels in Kings Cross.

3     People go shopping in Pitt Street.       

They go swimming, surfing, windsurfing, and sailing at the beach.

They go to clubs and bars in Oxford Street.

4     There are Italian, Turkish, Lebanese, Japanese, Thai, Chinese, and Vietnamese restaurants in Sydney. 5 The best way to see Sydney is by ferry.

LISTENING AND WRITING

My home town

1Focus attention on the photograph. Ask What's his name? (Darren) and Where does he live? (Bondi, Sydney). Focus attention on the example. Play the tape as far as We live in Bondi and we all love surfing. Tell students they are going to listen to the rest of the recording, Tell them to focus just on the list of things at this stage and not to worry about the details of what Darren says. Make sure students understand they have to write for the things Darren talks about and X for the things he doesn't. Play the recording through once and get students to complete the task. Let them check in pairs and play the recording through again if necessary. Check the answers with the whole class.

Darren talks about: his brother, surfing, train, the Harbour,

Opera House, his girlfriend, Oxford Street, ferry, Manly Beach

Focus attention on the information Darren gives about his brother. Tell students to listen to the recording again and to focus on the details of what Darren says about each thing. Play the recording through again if necessary. Check the answers with the whole class.

says:

his brother: Darren lives in a house with his brother and a friend.

surfing: They (Darren, his brother, and a friend) alt toye surfing. They often go surfing in the morning before work train: He goes to work by train.

the Harbour: His office is in Macarthur Street, very near the

the Opera House: They go running near the Opera House.

his girlfriend: His girlfriend likes to go shopping on Saturday.

Street There are some great clothes shops in Oxford

Street

Manly Beach: They go to Manly Beach on Sunday if the weather is good.

ferry: They go to the beach by ferry.

G'day! My name is Darren, and I live in a house with my brother and a friend. We live in Bondi and we all love surfing.

We Often go surfing in the morning before work. I'm an engineer. I work in the centre of Sydney for a big international company. I go to work by train. My office is in Macarthur Street, very near the Harbour. On Monday, Wednesday, and Friday I go running at lunchtime. Its very hot in summer, but its beautiful. I sometimes go with friends from work. We run near the Opera House.

My girlfriend likes to go shopping on Saturday. There is a great market in Paddington, and there are some great clothes shops in Oxford Street. On Saturday night, we often go to Chinatown. The food is fantastic, and really cheap. Or we stay in Bondi because there are a lot of really good little Thai and Italian restaurants here.

I usually relax on Sunday. When the weather is good, we go to the beach, Manly Beach. We go by ferry. When ifs wet, we go to the pub.

2 Get students to ask you the questions in the Student's Book and give true answers. Write up relevant vocabulary on the board in the categories given below and get students to add to each list, e.g.

Where/live? house with a garden, flat, in the centre, near the beach

Where/work/go to school? in a hospital/office/school/ shop/restaurant/café, from home, in the centre of town, near my house

What do/with your friends? go to restaurants/the cinema/theatre/lnternet café, watch TV/videos, play football/tennis, go shopping/swimming/sailing/surfing/ windsurfing

Where/go shopping? in the town centre, at the supermarket/department store/clothes shop/market

What do/when go out? see friends, go to clubs and bars (also see above examples of pastimes with friends.) Put the students into groups and get them to talk about their home town or a town they like. Get them to refer to the ideas on the board to help them, but also encourage them to say as much as they can for themselves. Monitor and check, but only help if asked, as it's important for students to have the opportunity for free practice and to rely on each other for help. Feed back on any common errors but only focus on things which are potential blocks to communication. Correcting everv small mistake will only discourage the class.

3 This writing task can be done in class or for homework. Téll students they are going to write about a town they know. Focus attention on the paragraph headings and the ideas. If you have time, you might like to build up a full writing model on the board, based on the town where students are studying. If the writing is done in class, get students to exchange their descriptions with a partner for checking/editing. If vou check the writing, feed back on any general errors, but again do not pick up on every small mistake.

ADDITIONAL MATERIAL

Workbook Unit 8

Exercises 13 and 14 Further reading and writing practice.

Directions

 Pre-teach/check the items in the box. Drill the pronunciation chorallv, Demonstrate the activity by getting students to find and point to the bank and the chemist. Students continue locating the places on the map,

2 Focus attention on the signs. Copy them onto the board and drill the pronunciation of turn left, turn right, and go straight on.

Answers a turn left b turn right

c go straight on

8 •

3   Tell students they are going to listen to some directions which they have to follow on the map. Tell students to find the start point YOU ARE HERE on the map. Play the first conversation as an example and get students to follow on the map.

Play the rest of the conversations, pausing after each one and getting students to write in their final location. Get students to check in pairs. Play the recording again and get students to check/complete their answers.

Check the answers with the whole class. If students had problems, go over the exercise again, holding up your book and following the route as you read the tapescript aloud.

Answers I Atthe chemist.

       2 At the park.                

3     At the railway station.

4     At the Chinese restaurant.

5     At the Internet café.

I Go down Kings Road. Turn right at the Grand Hotel into Charles Street. les next to the cinema.

2 Go straight on, past Charles Street and past Park Lane. on the left, next to the supermarket.

     3 Go down King's Road. Turn right at the church. Go down Station Road. It's a big building on the right.

4 Go down Kings Road. Turn left at the bank into Charles Street. Its on the right, next to the theatre.

5 Go straight on. les on Kings Road, on the left, next to the post office.             

Refer students to the tapescript on pl 16. Get students to practise in pairs. Monitor and check. If they have problems with pronunciation, drill key phrases and then get them to repeat the pairwork.

4      Focus attention on the language in the speech bubbles. Drill the language chorally and individually. Check students can reproduce the falling intonation on Excuse me! and the rise on Is there a . near here?

Excuse me!

Is therea ... near here?

Elicit the directions to the cinema and the post Office as examples. Students continue in closed pairs. Monitor and check.

5      Focus attention on the speech bubbles. Check comprehension of get to, bus station, go out, and far. Drill the language chorally and individually. Briefly review the numbers 1—50 by getting students to count round the class in fives. This will help students with the numbers of minutes. Get one pair of students to practise the conversation in front of the class. Students then continue in closed pairs. Monitor and check.

ADDITIONAL MATERIAL

Workbook Unit 8

Exercises 16—18 Further practice of giving directions.

Don't forget!

Workbook Unit 8

Exercise 9 Word stress,

Exercise 15 In this exercise students translate sentences containing the main grammar points presented in the unit.

Word list

Ask the students to turn to PI 33 and go through the words with them. Ask them to learn the words for homework, and test them on a few in the following lesson.

Video

Episode 3 Do it yourself

Helen is tired of her bedroom but isn't the decorating kind.

Jane, David, and Matt offer to decorate it for her. So while Helen goes out for the day, the other three choose the colour, paint her room, and wait for Helen to return. VThen Helen does get back, her reaction isn't quite what they had bargained for.

Introduction to the unit

The title of this unit is 'Happy Birthday!' and it focuses on the birth dates and lives of famous people. This is the vehicle for the presentation of was/were born, which is extended to general uses of the past of to be. The positive forms Of Past Simple irregular verbs are also presented in a story context. Students learn how to say dates In English with focuses on months, ordinal numbers, and years. Skills practice is provided in the Vocabulary and reading section.

Language aims

Saying years The Starter section teaches students how to read dates in English, This highlights dates before 2000, e.g. 1961 — nineteen sixty-one, and the use of and in dates after 2001, e.g. 2008 — two thousand and eight.

was/were The past of to be is introduced in all forms. Students' first contact with the past forms is with was/were born, and then students move on to general uses of was/were.

was/were born The equivalent structure in students' own language is often different, leading students to say *I am born or * I born. The unit provides a whole section on this structure to help students become familiar with the correct forms.

Past Simple — irregular verbs The unit introduces the Past Simple in the positive, The focus is on a limited number Of irregular verbs which are presented as a lexical set in a story context. This allows students to get initial familiarization with some of the highest frequency irregular past forms before

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they move on to the use of did in negatives and questions in Unit 10.

Vocabulary This is the small number of irregular past forms which students use to complete a story,

Everyday English This covers months of the year, ordinal numbers in dates, and personalizes the language by talking about students' birthdays.

Workbook Saying years is consolidated in writing and listening exercises. A listening exercise reviews family vocabulary and further consolidates years.

was/were born is further practised.

was/were is consolidated through a range of exercises, including guided writing, question formation tasks, cued sentences, and gap-fill. Some of these exercises are based on profiles of famous people from the past.

Irregular pasts are further practised.

Vocabulary from earlier units is reviewed and consolidated in a categorizing activity.

The Everyday English section focuses on months, ordinal numbers, and dates,

Notes on the unit

1 Briefly review numbers 1—20 round the class. Write numbers in the 30s, 40s, 50s, etc. on the board to review numbers up to 100. Pre-teach/Check a thousand. Play the recording for the first date and focus attention on the answer. Play the rest of the recording and get students to underline the correct date.

Get students to check their answers in pairs before checking with the whole class.

Answers and tapescript

I fourteen twenty-six

2     seventeen ninety-nine

3     eighteen eighty

4     nineteen thirty-nine

5     nineteen sixty-one         

6     two thousand and seven

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2 Elicit the answers to the questions. The second question includes was for recognition. If students query it, just tell them it's the past of be, but do not go into a full presentation of was/were at this point.

was/were born

1 T 9.3 Focus attention on the photos. Ask Who was he/she? about each of them to check the names. Check comprehension of Men were they born? Focus attention on the information about the people. Check comprehension of painter, scientist, and Poland. Tell students that they will hear a short description of each person and that they have to write the year they were born. Play the recording and get students to write the years. Check the answers with the class.

Answers and tapescript

Leonardo da Vinci was a painter and scientist. He was born in 1452 in Tuscany, Italy.

Marie Curie was a scientist. She was born in 1867 in Warsaw,

2Focus attention on the sentences. They present the I/he/she forms with was. Play the recording and get

students to repeat chorally and individually. Encourage students to reproduce the weak form la/ in was.

3     Focus attention on the speech bubbles. Get students to ask you the questions and give the answers. Drill the language chorally and elicit a few exchanges in open pairs. Students continue in closed pairs. Monitor and check for correct use of am and was and correct pronunciation,

4     T 9.5 This exercise presents the you and they forms with were, the wh- question form, and also reviews datesPlay the recording and get students just to listen. Play the recording again and get students to repeat chorally and individually. Encourage students to reproduce the weak form /a/ in was and were, and the correct intonation and sentence stress:

My name's Calico. I know, i€s a funny name! I was born in 1987.

My two brothers are Henry and William, they were born . . . er

Get students to practise the questions and answers in open pairs and then in closed pairs. Monitor and check for correct reading of dates, pronunciation, and intonation.

5Focus attention on the photo. Ask What's her name? (Calico Jones.) How old do you think she is? (Students guess age — about 15.) Draw a family tree on the board and review the following vocabulary: brother, sister, mum, dad, grandmother. Focus attention on the names of Calico's family. Read the names aloud so that students can recognize the pronunciation. Tell the students they are going to hear Calico describing her family. Ask When was Calico born? Play the recording as far as I was born in 1987 and elicit the answer. Play the next part of the recording as far as one year later in 1993. Elicit the answers about Henry and William (Henry — 1992, William — 1993). Play the rest of the recording and get students to complete their answers.

Get students to check their answers in pairs. Play the recording again if necessary to allow students to check/complete their answers. Check the answers with the whole class.

Answers

Calico Jones

Calico's family

Henry and William

Cleo

Linda and Alan

Violet

. Henry in 1992 and William just one year later in 1993. Ugh — they're horrible! My little sister is Cleo, she's OK. She was born in 1999. Mum and dad are Linda and Alan. My mum was born in 1961 and my dad er. . . I think he was born in 1961, too. And my grandmother... er, she was born in 1930 something... yes, 1932. Her name's Violet. J think it's a beautiful name.

Focus attention on the speech bubbles. Highlight the uses of present and past forms. Ask the questions and get students to give complete answers (She was born in 1999. They're her parents. Linda was born in 1961. Alan was born in 1961, too.)

Drill the questions and answers chorally. Elicit some questions and answers about the other people in Calico's familv with students working in open pairs. Students continue in closed pairs. Monitor and check for correct use of is/are, was/were born, dates, pronunciation, and intonation.

6      Demonstrate the activity by writing the names of some of your family on the board, Focus attention on the speech bubbles. Elicit similar questions about your family from the class. Briefly review he/she if students have problems with this and make sure they use is and was correctly. Students work in closed pairs and ask and answer about their respective families. Encourage them to make brief notes of the dates when people were born in preparation for the next exercise. Monitor and check for correct use of is/are, was/were born, dates, pronunciation, and intonation.

7      This is a transfer activity to consolidate the third person singular form. Elicit information from several students about their partner's family.

ADDITIONAL MATERIAL

Workbook Unit 9

Exercises I and 2 Further practice of writing and understanding years.

Exercise 3 A listening exercise to review family vocabulary and years.

Exercises 4 and 5 Further practice of was/were born in positive and question forms.

1999

1961

1932

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PRACTICE SUGGESTION

Who were they?

I Pre-teach/check the words in the box, and India. Drill the pronunciation chorally and individually. Focus attention on the example. Get students to continue matching the people to the jobs in the box.

Answers

1     writer

8 politician

3 musician

2     painter

7 racing driver

4 actor

6 princess

2Tell the students they are going to hear when each Of the people in exercise I was born. Play the first sentence and elicit the answer ( 1564). Play the rest of the recording and get students to write the other years. Get students to check their answers in pairs. Play the recording again if necessary to allow students to check/complete their answers. Check the answers with the whole class.

 Answers and tapescript

I Shakespeare was born in England in 1564, 2 Van Gogh was born in Holland in 1853.

3     Beethoven was born in Germany in 1770.

4     Marilyn Monroe was born in the US in 1926, 5 Elvis Presley was born in the US in 1935.

 6 Diana Spencer was born in England in 1961.

7 Ayrton Senna was born in Brazil in 1960.  8 Indira Gandhi was born in India in 1917.

3This exercise extends wh- question forms with was. Play the recording and get students just to listen. Play the recording and get students to repeat chorally and individually. Encourage students to reproduce the weak form /a/ in was and the correct intonation and sentence stress.

Get students to practise the questions and answers in open pairs and then in closed pairs. Monitor and check for correct pronunciation and intonation.

Focus attention on the speech bubbles. Ask the question about Van Gogh and elicit the answer (He was a painter.) Elicit the other questions with Where and When and get students to practise in open pairs. Students continue asking and answering in closed pairs. Monitor and check for correct question formation and intonation, and for correct reading Of the dates.

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Negatives and pronunciation

4      This exercise introduces the negative forms and highlights the change in pronunciation of the vowel from positive to negative. It also highlights the need for contrastive stress when students correct information.

Focus attention on the examples. Remind students that the circles indicate the main stress of each sentence. Play the recording and get students to repeat chorally and individually. Encourage them to reproduce the correct sentence stress and strong vowel forms in wasn't and weren't.

5      Elicit the answer to number I as an example (No, he wasn't. He was a racing driver.) Remind students they will need a plural verb form in numbers 3 and 5. Students continue correcting the information working individually.

Play the recording and get students to check their answers.

Answers and tapescript

1    Ayrtm Senna was an actor.

No, he wasn't. He was a racing driver.

2    Marie Curie was a princess

            No,       wasnt. She wasa scientist.

3    Marilyn Monroe and Elvis Presley were Italian.

No, they weren't. They were American.

4    Beethoven was a scientist.

No, he wasn't. He was a musician.

5    Leonardo da Vinci and Van Gogh were musicians. No, they weren't. They were púters.

6    Indira Gandhi was a singer.

No, she wasnt. She was Prime Minister of India.

Play the recording again and get students to repeat. If students have problems, highlight the weak and strong verb forms in the Caution Box again and elicit where the main stress goes on each sentence. Then get students to repeat again. Get students to practise the sentences in pairs, Student A reading the first sentence and Student B the correction. Monitor and check for correct sentence stress and correct pronunciation of the past verb forms.

ADDITIONAL MATERIAL

Workbook Unit 9

Exercises 6 and 7 A gap-fill and guided writing task to consolidate was/were and was/were born.

Exercise 8 Further practice of was/were in questions, short answers, and positive forms.

Exercise 9 Further practice of was/were in positive and negative forms.

Exercise 10 Consolidation of was/were in all forms.

Today and yesterday

6 Pre-teach/check yesterday and briefly review the days of the week round the class. Briefly elicit other items that can fit in the table, e.g.

Today/Yesterday , ,

I'm/l was in town/at the shops/at the cinema/in the country/in the park the weather is/was good/all right/bad my parents are/were (see above examples) Demonstrate the activity by saying where you and your parents are today and were yesterday. Elicit an example of the days of the week and the weather and then get students to continue in closed pairs. This exercise can be extended also to practise the negative. Monitor and check for correct present and past verbs forms, and for correct pronunciation.

Check it

7 Elicit the answer to number I as an example (was). Students complete the Other sentences, working individually.

Get students to check their answers in pairs before checking with the whole class. Get students to read the complete sentences out in order to get more pronunciation practice.

I Where was your mother born?

2         When were your parents born?

3         No, my parents weren't both born in 1951. My fatherwas      born in 1951, and my mother in 1953.

 4 Yes, I was in New York in 1999.

5    Was he at home yesterday? No, he wasn't,

6    Were you at work yesterday? Yes, we were.

7 Were they at school yesterday morning? No, they weren't.

Past Simple - irregular verbs

I This section introduces a small set of irregular past forms in a Story context. Students access the verbs through their knowledge of the •v;erbs in the Present Simple and the main focus is a lexical rather than grammatical one. It is therefore not advisable to go into a detailed presentation of the Past Simple at this stage. This is covered in Unit 10.

Check the meaning of present and past and review the meaning of the verbs in their present form. Demonstrate the activity by eliciting the past of is and are ( was and were). Refer students to the irregular verb list on p142.

Get students to match the verbs forms, working in pairs. Play the recording through once and get students to check their answers.

Answers and tapescript

were

is buybought               went say               said  saw take took

Play the recording and get students to repeat chorally and individually. Make sure students aren't confused by the spelling of bought— /bo:t/. Say the present forms and get students to say the past equivalent round the class.

Refer students to Grammar Reference 9.2 on p 125.

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2     Pre-teach the new vocabulary in the sentences: market, painting, expert (noun), be worth, million, franc, upset, dirty, for sale, using the pictures where appropriate.

Focus on the example to demonstrate the activity. Students continue matching the pictures and sentences, working in pairs. Check the answers with the whole class.

    Answers

Id 2f 3a 4c 5e 6b

3     Tell students they are going to read a report of the story

about the painting. Focus attention on the example to demonstrate the activity. Tell students to complete the rest of the story, working individually. Encourage them not to worry if they Come across new words and to try to understand them from the context.

T 9.12 Get students to check in pairs before checking with the whole class.

Answers and tapescript

In August 1999 three friends, Jacques Proust, Guy Fadat, and

François Leclerc, were on holiday in the town of Laraque in France. On Sunday they went shopping in the market and they saw a dirty, old painting of the Virgin Mary. They bought it for 1,400 francs and they took it to Paris. In Paris, an expert     said that the painting was by Leonardo da Vinci and it was worth 500,000,000 francs. The man in Laraque market said: 'I was happy to sell the painting but now I'm very upset. I don't  want to think about it!'            

Check any vocabulary students had problems with. Students then read the story to a partner. Monitor and check for pronunciation. If students have problems, drill key sections and get students to repeat the task.

4 Get students to cover the text in exercise 3. Focus attention back on the pictures. You can either re-tell the story as a class activity first and then get students to repeat in pairs. Alternatively, set up the pairwork first and then re-tell as a class in a checking phase. Either way, when you monitor, don't expect students to reproduce the story with complete accuracy. Do not over-correct in the feedback stage — just pick up on common errors in the irregular past forms. ADDITIONAL MATERIAL

Workbook Unit 9

Exercises 11 and 12 Further practice of irregular past simple forms.

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When's your birthday?

I Focus attention on the months. Pre-teach calendar and elicit the second month of the year (February). Get students to continue writing the months in order on the calendar.

Play the recording and get students to check their answers.

Answers and tapescript

January, February, March, April, May, June, July, ¼ust,

 September, October, November, December.

Focus attention on the stress marks on each word. Play the recording again and get students to repeat chorally and individually. Get students to say the months in order round the class. Check for accurate pronunciation and drill the months again if necessary.

2     Focus attention on the speech bubbles. Check comprehension of So is my birthday! Drill the language chorally and then get students to stand up and practise the language in a mingle activity. Get them to note down the months of other students' birthdays as they ask. Elicit the answers to the follow-up questions and establish which is the most common month for birthdays in your class.

3     This exercise presents ordinal numbers. Check students understand the difference between cardinal numbers and ordinal numbers with the following examples: There are seven days in a week and there are twelve months in a year.

The first day is Monday and the seventh day is Sunday.

The first month is January and the twelfth month is December. Get students to tell you the ordinal numbers (first, seventh, and twelfth).

Focus attention on the numbers and on how we form the abbreviations with the numeral and the last two letters of the ordinal number. Play the recording and get students to repeat chorally and individually. Write the abbreviated numbers on the board in random order and elicit the ordinal from individual students.

4     Elicit the first ordinal as an example (sixteenth). Get students to say the other ordinal numbers, working in pairs. Monitor and check and note any common errors.

Play the recording and let students check their answers. If necessary, drill any ordinals students had problems with.

5     T 9.16 This exercise presents how we read dates English. Tell students they are going to hear eight dates and that they should write down the correct ordinal. Play the first date and focus on the example answer (thefirst ofJanuary). Play the rest of the dates and get students to complete the task.

Get students to check their answers in pairs before checking with the whole class.

Answers and tapeseript the first of January the thW of March the sevetth of April the twatid of May the second of June

the twelfth of August the              of November the Wrty-frst of December

Elicit the dates in exercise 5 orally and then get students to continue practising in closed pairs. Monitor and check for correct use of the, correct ordinals, and pronunciation of the months.

6 Focus attention on the speech bubbles. Get students to ask you the questions and give answers. Drill the language chorally and then get students to practise in open pairs. Students continue in groups. Monitor and check for correct falling intonation in the questions and for the correct use of prepositions — on + date and at + time. Tell the class again the date and time of your birth, following the example in the last speech bubble. Elicit more examples from the class.

ADDITIONAL MATERIAL

Workbook Unit 9

Exercises 15 and 16 Consolidation of the months of the year.

Exercise 17 Consolidation of ordinal numbers.

Exercise 18 Consolidation of dates.

Exercise 19 Further practice of ordinål numbers.

Don't forget!

Workbook Unit 9

Exercise 13 In this exercise students translate sentences containing the main grammar points presented in the unit.

Exercise 14 A review of the key lexical sets from

previous units.

Word list

Ask the students to turn to p 134 and go through the words with them. Ask them to learn the words for homework, and test them on a few in the following lesson.

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Introduction to the unit

The title Of this unit is 'We had a good time!' and the overall theme is leisure and holidays. The unit follows on from Unit 9 with the introduction of all forms of the Past Simple with both regular and irregular verbs. Skills practice is provided with speaking, listening, and writing tasks.

The lexical set of sports and leisure is reviewed and extended. The Everyday English section focuses on filling in an application form.

10 • We had agoodtime!

Past Simple — regular and irregular

Questions and negatives

Sports and leisure • Filling in forms

Language aims

Grammar — Past Simple regular and irregular; questions and negatives The set of irregular past forms from Unit 9 is extended and the regular forms are also introduced. The unit covers positive, negative, and question forms. Students' knowledge of the Present Simple usually helps them with the Past Simple, in that students are already familiar with the uses of the auxiliary do, and so will grasp how did functions. The past auxiliary is easier in that it is the same in all persons. It is important for students to see the contrast in the use of Present Simple and Past Simple and practice in using the two tenses in parallel is provided in the unit.

Vocabulary The lexical set of sports and leisure activities is reviewed and extended. Students focus on sports/activities collocations with go/play, e.g. go swimming, play hockey, etc.

Everyday English This section fOcuses on filling in an application form. The theme of leisure and sports is maintained with a form to join a sports centre.

Workbook Regular and irregular Past Simple verbs in the positive are reviewed and consolidated in a range of exercises.

short Reading negative and positive Past Simple forms.

                                                                                                                                   1        got late

There is further practice in filling in forms in the Everyday            2    Fed a big breakfast

English section.                                                                             3 ætt shopping

                                                                                                                                   4       stayed at home

Notes on the unit                                       5 bwght a newspaper

6            listened to music

7            watched TV

8

I This section reviews days and dates, Present and Past                        cooked a meal

Simple forms, and key time expressions. Focus attention 9 went to bed early on the questions and elicit the answers. Make sure students use is/was correctly, pronounce the daysI had a

was Sunday, so I got up late, eleven thirty.

     correctly, and use ordinal numbers and the in the dates.                                                                                     I

                                                                                                                                   big                orange juice, toast, eggs, and coffee. Then

2 Focus attention on the sentences. Go through shopping, to the supermarket, and I bought some and ask Past or present? about each one, and also elicitand a Sunday newspaper, the Sunday Times In the which verb is used in each sentence. Demonstrate the afternoon I listened to music for a bit and then I watched a activity by eliciting the time expression for line I ( now). just for a

Betsy did yesterday• Students then take it in turns to say

Answers and tapescriptwhat Betsy did, working in closed pairs. Monitor and

1 at school now.check for pronunciation of the -ed regular endings but 2 You were at home yesterday. do not overcorrect if students have problems during this 3 1 went to Australia in 1997. initial production stage.