Access 2 teacher book
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Teacher' s Book
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Virginia Evans
Jenny Dooley
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Express Publishing
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(i~;~dii~g'g:Ejst;~lnv (~peakin~tF~J~tTonv
o favou ri teobjecb
e Jill', Ilou,,"
.. family n>enlber~
• greelings & inlroductions
.. o bjects
" nllmhen.
• Myslery Inc - Do yoo know
t hem?
• Busy Bee or Couch Potato?
• I . Sunday.
phon" friend,
" tel! lhe time
o pronuflCiation: 3rd person
,ingu lar present , imple
postcards from holiday
• resorts
•
•
0
make a ~eech
- accept an
• InvitE'
invitaMn
Pronunciation:
lot, lu.I
•
a mes<;age boa rd
Moon Festiv~ l - China
.. YO<lr f~vourlt(> c ~ rtoon
character
.. Teenage Life In Brit ain
• (Science) 11me Zone. of
the World
o a description of ~ pictur ..
of a f amity celeb rat ion
o festivals
• US Food F('st i~a lsWatermel.oll HlUm p
• (Art & De~ign) WlJJm l
~
a ,peech
o desQ1l>c past activit ies
•
•
: A Ufe
• Strange Dr(>ams
• Th" Haunted Ship
• The Voke
•
I warming -- Global
•
•
o m'''''''ge, from hol id~y
rcwrls
e advert.
" Taipei 101 malt
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descri t>e a film you s.aw
Intona tion I" qtK'stions
•
•
•
• a strange dream you had
.. a story
o a summary of a myth
~
make predictions
make slIggestions
PrOllundMion: '/I
dero"ibe-
place~
" descri be your holiday
.. Intonation: exclama tions
Cold colo ur;
Legends _ Excalibur
(Hi5lory) Ancient
tgyptliln Kings
in the UK
• Supcrstltkms
(literacy) M~_ths : the-
•
tim!! exprc,;slons
Minotau r
• predictions ilbout life in
•
'100
postcard
.. how you Ilke to trave l
• an arllcle about a buildin~
.. ocdcr of adJE'Ct ives
• II
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·-:'-C!'~·~"i·j'j'~'"i~ 'jb:"1"'\:--r:,-o;,~p«~:':'i':'ioc:oi';'C~:~1:'~~~~~~~~~~=j:'~s;':"':"~~2:~
• Steve n B r~dbllry: The
Accidental Hero
" an email
0
Pronunciation: hi, /01
~
8
(PSHE)
hi
. anlntervjcw with a f,m,.
l-______________________-I:.~'f:"~'~O!:'
' c. ...________________________
• Can5t ruction
g Fashion Good Enough to
" dlscu" wh~t to buy
• 8ive dire<:liOIl~
.. e~cha llge dothe,
.. Pronunciation: 1c:r./ , 1'5.1
• de lcrilx> )lOUr clothes
o an email d eocribing ycur
neighbourhood
.. Fa!T'OJ'" market, in
London
• (f'SHE) Alcohol
• Smart People Play it Sale
• The WEEE Man
• Shou ld every leen have a
mobile phone?
.. buy e\e<:lrlcall ('I('d(onic
equipm"nt
.. Prooond~tion: lin king
sound,
• school rules
• a for·and·against article
• ~ paragraph a bout ~ TV
• Tile Wonderfvl Wor ld
Doctor WHO
.. (Science) Elcuricity
.. Jilmie's Pic ks of the Wee k
~ J ack fi.'lnoo's ilnima l
Adventures
• My favourite oond
.. make arrartgemenls
• Pronunciation: !ro/, 1M
• a short rcvfew of a film
~ Traditional Mosical
• yOII'" favooritc TV ,,::~'.~~'I
Instruments: BagpIpes
• an emaUabout ".oor
" (Sc.lence) l-Iow our ears
favourite band
~,k
• using aJ'O't roplle'
",
seri~
Introduction
Access 2
i~ II
task· based Englis h course based on the
COlll mon European Fra lTlcwor1< of Referl' llCt' alld
dcsign.cd for learners studying Cngli-.h with the ca lC1lOlY
of A2.
Acce.iiS devdops aU lour skills (listening, speaking,
reading and w ri ting ) t hl OURii' II variety of COllllllU:l lc~ti '
tilSks, and systematica ll y recycles key la nguage II ('m~ .
Above aU, It is dc:;igll cd to promote octive (aclivali llg
all new vocabul ary and S l ru ct u r~ in meaningful,
CYtfYdlly si t uations), holist ic (CIlCoo raging the crea t ive
collec tive use of students' brlloins as W('U as the
ttotuistie Millytic.al use of their brains) and humanistic
(aCilUir ing and practis ing lMl/U/l1t(' through pleasant
lasl<.s a rid topics, paylnR Btlenlion to their fK'e(ls,
feel ings ('IIl d desires) learni ng.
The coursebook consists of II st art er un it as wt>ll as ten
modules of six l~ each. There Is also /I 5eIf che<:k
section at the end of eiKh modul.c,
Teacher's Book
The Teacf1.er's Boo k is interleaveteacher's no ll'S, whlcll prlJ"ide:
• the objectives of each module clearty and coociscly
• step· by'step l~ plans iVld Sl.!gllt'Sl ioos on how 10
pre5('nt tile materilll
• ext ra activit ies for stronger &- weaker classes
• games
• a full ke~ to the exer'C lse!; in th e St ude nt's Book and
t ile WQrkbook
" t apescripts of all listening material in tile SItJden t 's
!look and tile ....
' \1I11book
Teacher 's Re:;ource Pad
The Teao;:her 's Resource Pack cOil tai ns exercises to
con:;olida te wha t stuclents have been ta ught in each
moor.Jie, as well as ~rnes, pa irwork actlvitics , portfolio
act ivities , tests and a key to 311 exen: istls,
Gram ma r Book
Student 's Book
The Grammar Book contains detailed tlleory box~,
graded exercise~ for st ude.1 ls t o further prilCtisc the
grammar struct ures presented in the cout'~ and revision
exercfo;es at the end of each module t o provide studen ts
with furll1er prilCtke of the materi
The Student's Book b the main co mponent of the
course, ElICh module is baled on a shtgl(.' t lleme and tile
topics clJ"ered ar(.' of geoeral Inu,'fe\t. AU modules
follow t tll.' same bask: stfU(:Nf(.' ('\I'e Elom lE'1 ,l$ of (l
Module), Mooy t asks indoded In tll(.' Student's !look 111(.'
muUI'SeI1SOfY, eoa bUng st uc\eot s to practise aU four
lanBlIagc Skills as tlley complete the task,
The ( I M~ AlJd io CDs ccmtain an t he rccou led material
which accompaniC'5 tile cour'ie,
Workbook
Stud ent 's Audio CD
Ttli.' WorlllJoOOk
i~
In full colour, It contains ..... Its
corresponding to tilose iIl lhe St udeot's &d, It carl ~
used either In da~s Of" fOf 1I0mework upon o;:ompleUon of
tile rclf!'Voo t unit in the Student'S Book. It alms to
c~idat(.' ttll.' language presented In the St udel'lt 's
Book t hrough a variety of cX~'f'dses, inwrporating al!
lour skiUs, Tra nslation and dktatfon exercises are also
Included,
Class Audio Clh
The Student'~ Audio CDcOflt ains the recorded dialoglle'S,
prooonciation sect ions and the texts of all firSt units in
e
purposes of Ilomework, preparation and pmct ice.
,
Each modUle $larts witll a module presenta lioo p;J'jt(' to
familiarisE' st udents with the language and patt erns in
the module. The module pre-sent at ioo Pi)'jtes alw Whet
st udc11ts' appetit es by famil iarising them wi t h some of
tile text types, pi ctu res and activities found in the
coming mod ule,
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Each module cootarm the
~tjons
dcx ribed below,
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l"llt!!-..
Voc.abll l~ry
Voc,' ll'lilary i~ introouced In a functional arld meaningful
co lllc KI, and is practi sed t torough II variety of ex('rcisC's
such as pic;turc·word associ at ion and completill\l $Ct
phrases in order to hdp stuocoU usc everyd
~re live 500ll shC'C'U
al the back of the St udent 's
Book, coot ai nlng ~oni5 connected to the thcme~ of the
mod ules as wel l 8S . elated tasks. U,tcning to lively, high
Quality songs Is a human istic act ivity whic h lawen t he
students' al k'Ct illC filters and allows the m t o absorb
l/lOsuage more easily.
comx tly.
Learning to learn
R~ n B
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Th rO<.lghollt exh modo.lle lh~rc is Il wide v/IOfie(y of
re;ldinll texts sucli as cmalls, text messages, l('tlcrs ,
a rticles, poems, etc, which allow skills such as re adill!/
(or gist nnd fe
Brief t ips, exp-l~nations and reminders, at various points
th roughout ea ch lnodule , hclp st Udent s 10 develop
stl<'tegie s wh ich improve holistic l e~rnlnll skills a nd
ena ble ~tud~~ts to t)(Xorne autonomous lea rners of t he
Engli5h laugu'lgc.
systema tica ll y pra ctised.
Wr lling
Grammar
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The gI"amm ar items
In cadl module afC first
presented in context, t hen highlighted and clar ified b~
me\lIlS of clea r, cOllci~e theory boxes. Specific c~erclst'S
and
activities
tau~ht
methodically
reinforce
st udents'
uooentalldiog and mastery of each item. There Is a
sludents.
Grammar Reference Se<:tlon at Ihe back of the Student's
Book which oHefs a detailed expt_tion of t'
There are WTitill~ activi t ies thl"OlJ'lhOut the modules,
based on rwltsUC: types and ~tylcs of wrftillg. such as
Liste ning
lettef"S, descriptions, IlOI C"!o , pootcards and artkles.
These progress from short sentences to paragra phs and
;<,
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$LUdcuts dcllClop thetr writing ~ills t hrOll~h the use of
all fCK. larrgua,gc ~iIls.
Guided pra(;tlu: of the relevant vocabu lary is given and
consolidated and followed by a mod~ le~ t which is
thoroughl~ a llil lyMl'd . Plans arc also provldl.'Cl to \/ulde
Students develop t heir li5 tenin~ sk iUs t hrou~h a va riety
01 tasks wh ich cmp(oy the voca bula~ and gram mar
practiSed In the module in re alistic contexts. Thi~
reinforcH students ' urtdCl ~and in~ of lhe lanp!!C
t~ht In the module .
Speaklnll
Controlk'CI speaking ac tlvltiL's have been carefully
deslgllt'(j to allow students gUIded pract ice before
leading them to less stlucttlled ~ klng acl lYltle5.
F"lIlCtional dlaloguc-s scI in cveryday (onte~ts familiarise
st OOCllt5 with natural ta",!!u• . The di3logues also
Pl c-st.'Ilt useful e~pressk>ns so thaI students can pract ise
everyday English .
Pronunciat ion
ProlluflCiaUon activities he lp students to recogllisc tlle
var10us sounds of the English ~ngua~, dist inguish
belweE'!l them and reproduce t he m corlectly.
fi nally to full te~ts, allowing student s to vradua lly hllild
up their wrlt iO!! skills.
Cu lture Cornef sectlon
In t~ interesling and informative pages, ~tudents are
provided with Cult ural infOfmatioo and read about
aspects of En!l!lsh·speaking countries whi ch Me
them.l tka\ly llnked LO t he module. The section also
contains related ta~s lind creative projects. s.uch as
making a poster, which give students the chance 10
procC'ls the (nlorm."Ilion t hey Mve le arnt and compare
it to the cult UJe 01 t hei r own country.
Curricular Cut se<:tion
This section enables studell15 to li nk Ule theme of the
module LO a subject on their sc hool curriculum, thLls
helping them to contextualise t ile langllage t hey hav('
lea,rnt by reta lirlg It to their 0WfI personal frame of
reference. ~ sections contain Ifv('ly and creat ive tasks
which stimulate stul:lenls .lind allow them to consotldate
the I~"!!C lhI.>y have learnt throutrout the module.
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SClf Check
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illustrate the
Th('o;(' o;('ct~ appear ~t tile en d 01 each modu le, and
lein f orce stu(kl'lt~ ' understa ndin g 01 tile toplc~,
vocabu lary and stfllCtur('S t hat have been presenlt,tL An
IInswer key is provided for stoo(>nlS [0 che(~ thei r
ansW('rs and a marki ng scheme allows studeul.'i to
evaluate their own PfOKless and Idrol lfy t lle ir streogths
and WNkf\e'S';Cs,
A - Presenti ng ~w vocabulary
Much of t he new vocabulary in Access is prcwntcd
through pictums, arld students ale asked to matc h t ile
pi ctures to li~ted wonK Vocabul;uy Is a lways pr('senl<:ld
in coot e)(t, and emphasis is pla(cd on coUOGltions and
word assocIation, sinet' memorising new words is ('asic,
when they are Pfcsent('d inle;rical :lets.
Furt h!'r t!'Chnlques that you may lise to introduce new
vocabulary irIClude:
o Miml/lg. Mime the word to be Int rowc('d . For
i lstarICe, to present sing, pretend you are singing
and a\ili studmts to guess tile meaning of tile word .
• Synonyms, oppolit('s, paraphrasing and !living
defini tions. E)(a rnples:
Present store by givinH a s\lnOllyrn: A store is a lJIop,
PreSCflI tall by Hiving it s opposite: He isn't 511ort,
he's taU.
Pre:;ef\t werl.end by paraphrMlng it: I don'l work
at the weekelld. I don'[ WOf~ on Sawrdoy und
Sundoy.
Prestmt garuge bV givill!! a definition: A 'jar
• Con/ext. Place II(ICabuiary items In coote)(t with
e)(ampl~ wtllch nlitke undemandllljl easiff arod ,nore
complete. ror inst~nce, IntnxkICe the words dty ~r1d
town by reft'Trirtg to a city and a town In the stude nts'
own count ry: tNJdrid is a city, but Nerja is a town.
• Visual prQfI!pU. Show photQgraplls or drawings to
make undcr~tandlog easier,
• Use of (bilinguallmoooJiroguul) dictlOOOfY. Encourage
student~ to guess the meaning of a word, tflen use
thei r dlctionarl t'S to check if the ir guess is COIrt~t,
Sketchirl$. Orilw a s.lmple sketch on the board to
word (~ )
to be exp[,l in<"'I1. For installce :
••
tall
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F/o$hcflrd$. Make ft ashCilrcls out of magazine ~
~paper pictures, photographs, !"eady drawi ngs
and ally olhcr ~lsual material which m~y loCI"Ve as
vocabulary teaching tools.
o Use of U. In /I monolingual class, vocabulary can be
e~plalrlCd In thoc students' mottJcr tongue, alt hough
Ihls method should be used only in moderation .
Students also I)(.'(.'(j to compare their mothcf- ton!lllC
t o the English langUil!IC to find $imi larities and/or
d;lferl.'roces.
•
The choice of wchnique depl'nds on t he type of word or
e;r.pre-»ioo,
ex~le, it may be e;!;$ier to ties<:ribe afl
/lCtioo v<'l"b Ullough mim i,,!!, and oot through a 5Yuonyrn
or definit ion.
ror
B - Writing
All wnt lll!l tasllS in Access have bt-en carefully desiglled
to gukle stl.ldeflts 10 Pfoduce a slI(ceMlul piece of
writing.
• Always read t he model text pro~lded and deal in
detail with tht> ~oc abulalY task~. Stude nlS will then
have acquired t he language 11l>C('5:\a ry to cope with
the fiflal wr iti~ ta!;k.
• Make sure that students undernl'lnd t hey are writing
for a purpose. Go through the writing task ill deta il
50 that students a rc fully aware of wh~ they art'
writing and v.1lo t hey are writing to.
• It wou ld be lId¥isable to complete t hc la~ k orally In
das~ befow a~ning It a~ written homc."WQrk .
Studt>nts will then fl'et more confident about
~ductlli a complete piece of writing on thei r own,
C - Assisnins homework
tt is recommeno:\ed that homework Is rcgular ly assliOC'd
and routinety checked according to the ipecific ~ of
the class.
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When ~~~igning w.i till!! l asks, pre pare students a~ welt
a!I possib le in advance. This will help th£>rn a~oid eHon
and gN maximum benefit from the task.
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Commonly assIgned horneworlI l asks Include:
e Vocabulary. StudC'nt,s ml'loofiS<' t ile mcani,,!! of
wOfds and phrases.
o SpeWns. SllKIl'I1u leat ll the s.pctli~ of particular WOlds
witllout mema6W1g the text WI wIlictl they~.
o Reading a/alld. Alsis ted by the Stude nt's CO.
studeflU prac::lise at home" preparation fO( reading
aloud in class.
• WritillS'. After thoro~ preparat ion In elMS, studt!nts
are asked to produce ~ complete pieCe of writing,
0 - CO(l ectlnH students ' work
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Alileamers make erroo; they arc part of the proc@"S~ of
lwrning. The way e rrors lire dea lt with depcl1d~ on t he
actiVIty.
• Oral accuracy. In dr ill work Cl)lre(:t stud l'll15 on the
:;pot, either by providifl!!, the COl'lOO answer Md
asking them to rejX'at it, Of by Indica ting the errO(
rot allowing students to corre( t it. Altt'fflatlvety,
Indicate t he e' tor and ask other students to correct it.
• 010/ fluency. In palrwork 0( frC'e 'SjlCakittg ac t ivities
allow stu dents to fin ish the ta sk without
inlernlpllon, bu t make a rlot e 01 t he errors made
and correct them ~fterw~rds.
~ Writte,r wmlt.. Do not over'COfrect; locus on err
giVin g fecdb
Ask st uoe nts t o do the ta sk ill clos.c<:l pa irs
Coo alO\1nd the cl.lss and help st udellts
Pairs report b~~k t o t he cla ss
• Glor/pWOTk. Groups- of three or more ~t odcn15 won.
t~lher on a t ask or act ivit y. Cl ~ss proje~g or role
pl ay are often most enlty doue in Sroups. Again ,
elbute stUdeflts clearly understand the task iu
~dvancl'".
•
RoIlin~
qU6fi()l'IS . A stu1lent answers a quest ion,
then proceeds to ask a question di rect ed ilt t he next
student Ifl tum. This continues ilround l he class.
F - Using; the Shld«lt's Aud\o CD
•
AU d lalo ~u ~ and pronundatloo sec t ions are recorded
on the Student's CD. Stodt>nu have t he chance to !i~en
to the>e rt.'(;ordlngs at· home liS ffii'lny times iI'i they wa nt
In order to impfOV(: the. pronunciation and intonation.
The sugSe'l ted stages of such self·acce ss ~tudy are:
o The slud etlt li~tens to the re cordi ng and follows t~
lines in the text I)( dialogue.
o The studen t list ens to t he rt'Coid ing with pauses
ilfter each sentence or excM nge. The studerll
repeats as many titnes as needed , trying to i ml t~ le
the spe~ker'~ pr()f)Oflciation and Int onation.
o The st ooent IlSiens to the re(Of ding agai n, then
reads aloud.
Recordings lor the Listening taloks In the Workbook are
abo included fO( stooents to do their homework.
en I"'" board and help the dllSS to correcllhem.
II.emember l hat pr"'ising students and re wa rding good
work is of ~reat import an
st itkers. Pt ~ise effort as well as S(lccess.
E - o.us organts.\t\ofl
• Open poi.s. The d,ns foc uses its attentloo on two
st1J(\cnts dolns t he assigned task togetller. lI:>e this
tcchnlqlll' to pro~ide an e)(ampic of how the ta~k
should be done.
• Closed poirs. Pairs 01 students work together orl 11
t ask or activity, while the te"'Cher moves arOUtld the
classrOO m of Ie r ing assist~rK e ~nd sugg~t loos .
Ensure t he task is dell rly OfIder;tood belore closed
pairwork be-gins.
Sra~~ In pafrwort:
Org/lnise stude nts ioto pairs
. Sfot the task and t lOle limi t
- Rehearse the t ask in open pairs
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At the beginning of the course, sl ud('!1t s ~ho uld \)C asked
to obtain a suita ble falder, a,. sectiooe'd document
wallet , whith they will brlnB to e~ch lesSOfl ilnd which
willliald their pe rSOf\~llanguagc- Portlol\o .
This will be used to store riot orlly tlx- material cut out
of the Pfinted ~plement, My LClIlS'UOSe Portfolio, but
also a wide variety of ot her document s and Illateriai.
In practice. language I'oftfolkY.. may mclude projec15 or
other written work; comput er diskettes with work or
dril(wbliS completed Inside 0( oo..ruide UK' dass; video
'cassettes with the stude nt s' favourite nory, m,ned
performaflCt'S of songs, school plays, E¥",tuat ion Shet'ts
and report s from te1lChers, various reaUa or pict ures
and so on. In short, it is a collection 01 what the
leamers want to keep iI~ cvidence of what t hey are
learn ing t hrorrgh the medium of tile English lilllS""'!!E" .
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Thi~
Lan!luagc Porlfolio ~ thE.' ~tudellt'~ l)fOpcrly. It IS ~
toot to iKcornpallY the st udCfltl; ' language iearnlrlg
UlrOlr~hClut the course and Is suitable fl)( document ing
their le:.nillfl both insrde and out5lde the d amoom, The
mi'l in emphasis is on the prOC(.'5S of leaming, so that whil('
compiling the ir La nguage Portfolios, learn ers devclop the
skill cA working ~tly.
II) Lanlluil!.'<.' 610srap hy
Spend sonle time on e ach SectIOn, lll~ k i ll B sure t he
studen ts know what ' ~ required of I hem.
Here Is a brief CXplll ll
_ All about me; Student s fill in th ei' personal
in formation Md recorcl their exposu re t o the
En~ti~
The aim of tI .e- 1.lIllguage F\:lrtfoUo h; to devciq) l he
lear ocors' autollorn~. Howf'Ver, lhcy $OOJld bf' ~uided al
Ilrst orl how to Griilnisc t~ir work, keep rec()fds, accC'iS
tileir own infotmation, C\C. leaffICI'S are u,'.ually Willing to
('».peri llle nt alrd try new things, but lit the same time, call
be dbcolr.lged il they afC not sure what is required of
thocm. Qrlce a routine IklS been established
' espor1slbility and Ir~. Learners wm still a~eciale
feedbaCk and appraisal thou~h , w il i~ important that
tnetr efforts are
monitored and faclli\ilted.
First Steps
II Is ~ted IMt worl< on the Language Portfolio Is
!Jarted a few weeks Into the cou~, once stud('(lLS ha~
made some prosrcss in the English La nguage . At this le>'et
language . .
_ Hew I learn: Go th ror 'glr the section alo~ with
students, providing any ncces~ary help. The
plllposl' of this sect ion is for both 51udenh and
leacher to be a ble t o deter mine ea ch stude nt 's
ind,jridua! leamirli slyle (I.e. visuol, ~10f)',
((jeli/e/l:irracsthelfc) a nd n(!('m.
- AIY World nf English: Ely updating \lie record,
studen ts gel a sense of achievement ill tile \afiC\
I
_ Now I can: SUidcnts !lave the oppo.-turlily to
IIsse5S their ow n learning. If a student lllOlI('S to ~
new KhooI. h~/her leocher will also be able to
gauge th~ Sllrd cnt's lev eL
_ Future Plaits: Student s record their intelltlons
and ambitions concerning their imprOVel11('flt 'in
the
t ~fl/t't I ~n~uage.
a letter can be..eot home to parellts to Infor m ttrem that
the studenL~ will need a folder, plastk envelopes, etc. At
\hr::' beginning cA the fir« ~siofl, ask th e students to tum
tn page three of their Language Portfolio. GoJ Uvoush the
letter togetl'.ef, IThlking sure th ~t the- sludents have a
thorough I~ldernandintl of the concept of the langu age
PortfoliO. Encourage them to ask Questi nns about
anythil>!l they do not In derstand . Then ghle the sWdents
some time to arrange their LMgllilge Portfolio. Go
afO.lml, providing "n~ ne<:es~ary help.
Once the studenls have arranged the ir Lan~uJge
Portfolio, go ttwollsh each page t~t.hcr, HlIllnle!lling on
tile layout and pictures, and BivinB iI bril!'f expIana Uoo of
the corltent of e (l(h page>. SpeI1d some time going throtlgh
the lortguaj(' Blograpl\l ~tloo, providing ar,,/ necessary
help. Once this has Deerl compleled, e-nc.ourage the
sllldena to do thlo' acl hlitles in the Doss II'r secl '>oo.
Ill) Dossier
nle activlties have
been designe-d to reinforcc
the
'a<"lUlJ!C COVeled in each module . They can be done
upon completion of coch module or ~t a time
con venient to the- t eacher, provided that Si udenb
have covered the correspondIng module.
II Is ~ugge~ted tllat t('aWelS partiCipat e tn the
actMtles by brilljlng in a comp leted yeu ion or an
activity to be pr~ted. Studcnt~ need to be
moti~ a lcd and Inspired, and tilt- following ~ a
sUSBe-stlon on how to approach each ac ti vity. Every
time students present an I\ct Mty, giw: t hem due
pr~ ise :111£1 attention, reward them with st ickers ,
etc. In fI(.'Ileral , mi'lk e them feet tbnt t hey have done
wmethln~ ~ lal; in this way, all the claS!; will be
en cou raged tu do likewise ,
~.
...,I
"'~I!" '
How In awroach eactl ~ ec;tIClO
I) LllnguaQl! Passport
Read out the Intl ooucto ry paragraph 1\5 the stuOenu
follOW silen t ly. Answer an~ QU C'itlom t hey may
have. Elich t lrOP they are ~i\lCfl something for th~
~ctlon, rem ind them to makc a reco rd and file it in
the a pproprill te sect ion of their l.afl!tl.lil~ Portfotio.
ExpewieocOO leactrefs will be aware thllt ~ of their
students learn best by listen ing to new informa t ion, some
prefer t o read about It , Wlle-reas other ~tlIdents need tIO
do wmet hillll with the new infOllTlat ioo. Thl're i!. 00
absolute 'best' method of learnln\!; these are all valid
teamirtg ~tyte-s, as different peoople learn in different
ways, Consequent ly. II coursebook should offer a variety
v
1'~
%'
!I
of
<,
II
••
<
e~crci~
and maleli(ll whidl ~lillWlc all l~ 01
lcafn;n ~ style in order \0 help the lCllmen learn
according 10 their pcr5onallc~ rn ing st yles.
Q
VI$u:l! Leamt'rl rlt'ed to!!ei' the lwcll\.~'s body IarlgU.lgc
.... ld facial expressions to fully undersUlnd the rnntent
of 1M lesson. They think in pictures aoo leam beil frQlll
vi!oUa[ displays, Includifl!t diagrams, Illustrations,
trnnsp~rencies,
videos, flJshc:,,"h al'Kl r.and-(lUt~.
• /llJditory Leamen learn best ttll ollgh verbal
expl3.nations, dISCU$skms, tal~ i ns things 1111 00.1&11 and
listening to whDt o ther1 haV() to $;Iy. Written
Informatw may h31't' little meaning 00111 i1 is heard.
nleY oltt"ll beflt'!il trOO1 reading a l ed aloud and
•
using a CD player.
• Tact llefKinoest/l€/lc LearMrs learn best t hrough a
tlands·on appro ach, aclively exploring the physical
i•
,,
world arOUld t hem. They may find 11 !lard to sit stiU
10( long periods /lnd may become dist racted by the;I
need for ac tivity and ('xplorat\ofl. These learners
express themselVes t hrough movem ent. T11
BV illte ra<: till'l! with the space arOl.llld them, they are
ablE' to remember and pI"OCt'ss informat ion_ Invotve
them ill rote play, paifWOrI< and other d~~sroom
act fvities.
Make as rna",. photocopies as you IlCCd and complN(!
the charts ~s indicated. Write tile names of the
activities you al"C aol ng to evaluate (e.g. di~logucs ,
songs, pairwOfx, e tc) and write the marks obtained wit ll
t he ht'lp of 11K> foUowlng code, using colours if you wish •
c lcompeteoce - g,-een): the ~tudcnt has a full
understanding of the tasll altd responds ap[llopriate\y
w (work ing on - yellow ): the student ha~ an
urtOerstandll1!l of the l as k btl! the response is not
fully accurate
n (l)()f1 ·compctCOte - red ): l ht' !>Iudent does not
urtO(.'rst and the task and is '-'able to lespond
approprl3tely
Cumulattv('
CtMlluiative evaluatioon takes into acCOl, M\t \II(' work the
~tudents have done thooughout the module as well as
their part klpatlon illlCl att itude. The in~trumentli of
E'V
!
"j i
,'
I
Evaluation is /Ill essential part In the teamlni process. It
helps t he leamels rccogn l5l" t heir Pl'OIIress In t he t.a~et
language, how much Ihl!)' haVt' a<:hieved al'ld what arcas
11CE'd further practice . The learn ers' alti tude towards
thei r own learnk1g experience is po5itively Inftueoced a~
they pal t lclpate In the whole process. [v8h....'1tlon also
allows teacht>r5 to reflea on the validity of their
tNching pl iKtices and t he Iype~ of material beiltg used.
Ev~ luation
•
Studt'llt 's Self-Assessment F()(m~: Aitef' the students
haVt' complett'd the Self·Assessment Form se(:t lon
of (.'ach module, they filt 001 the pholocOJliabi@
Self-Assc:;smeot Form, giving thei r slIbJec\lvc
opinion of their own performance. This leaming·to ·
learn tc.:hnil",1e ell1lbies t he students to develop
awareness of t heir progress. The Self·Assessment
FQ(rTlS should be kept in their Utnguage POrtfolio fQ(
futlJe reference. The Sl>l f·As:;cssment FOfms are
printed at the back of the Tea.chE'r's Book.
Progress Report (8 Ids: Aft er stlJdent s complete
each modole al'ld take the cOl'ftospoodillg test ,
photocopy the respec t ive Pr~ress RLopor t Card
from the TeocIler's IlooI\ and filt out a OIrd for e1lCh
student. The stuOcnts shoutd keE'p t~ card!. in
t heir languagE' f>oItfolio for fullM'e reference.
<
The process is divided into thrt't' par t s: In itial
Evalualioll at t he be!l lnni ng of t ile course, Formative
EYalua t lon, which ts done on a d\lY ·t o-day basis, and
Clirnulat iYt' EvalUiltion , upon finishing
<
InitIa l
,
The foUowiflO!l abbreviations are used In the 'Student's
6001<. and Tea.cher's Nolt'S:
Eva l u~ti on
This c~alu ation centres mainly 011 the studenu' rt'~b
from th£' previous school yt'ar. The te",her can assess
tile studeflts' It'Yt'l , work IIlready c
<
Formlltive Evaluat io n
My exerdSt' a snldent does can be used 101 th is type of
C"o'iIhlilt ion. The r~ lIlts are Ihl'll recorded on the
studen t's Form atiVe Evaluation Chart.
T
S(5)
HW
"h
"""""""
"•
Lt
studenb' mother tongue
E,<
e~ercise
pIp)·
pagers)
e.g.
I.e.
for
,"
,b
teacher
studenl($)
e~~r1Iple
thal k
somebody
somethins
~"
.~b
.oj
adjective
phr ...
phrase
phrasal ver b
".
.".'"
ph'
e t cetera
,
VI
t!
It
[
t::
~
~
Greetings & introductions
S
.
0
1
• How arc u name - And you
• Thts Is ., Where Qre
2
Hi! I'm Jaoe. What's you r 1) .... ..... ...... ?
Mary: I'm Mary.
Countries & nationalities
~tch the countries to the
Icapital cities. Ustt'n and check.
".
• Beili"
b Paris
, Nt_
s.-
Britain
Poland
Italy
"'.,
I
•,.:
•
Grooce
I Canada
Turkoy
! Germany
""'''''
) ~ranoo
f1\
•
W~W
•, ""'id
""~.
9
Brasjjg
, An",,,
I
Ramo
k Helsinki
In pairs, ask and answer.
B: It '5 Madrid.
Nice to meet you , Mary. 2) ..... , .. •••. you from?
I'm from loodon. J) ......... .. .. . ,?
I' m from Cambridge. 4) ......... my friend , Suc.
Hi, Sue. 5) ............ ... you?
e
,, e
•
SUe~.;:,i.~;~ 6);~;~~ .: ~: .~:.; than~~:~.,....'''"_~
4
counlrl~s
-ani-ian
~
.,,,,
r!'
e
~ In pairs, write the ni1tiona Utles for th~
in Ex. 3.
It alian, .. ............ ...... ........ .................. ..
,. Spanish , ................ ....... ................ ........
.
other
-
Gwel< , .. ............. ... ................... ............
~
• Number'S
5• 0
.. ~
Writ~ the mtsslog numbers in words. Listen and check.
.
ten
.d}~ filty
~ ninety
15 ' I .... ......... .;,,{Y
"". 5} ............ .
00.
."
9) .......... . ..
•
twenty
h London
... A: W/i(! (" SLilecapi(ol cltyot5/Xlill?
4
,
fine
In groups of three, act
out dialogues similar to the
one in Ex. 1.
})
3
~
Jane:
Mary:
Jane:
Mary:
~
t>
•
~
~
Jan~;
Complete the dialogue with
.i the wordslp hrases below.
Listen and chec::k.
~ 2}
.:tr!,
""29
.. ..... .. ..
t hirty
,fjJ)
If}9
sixly
~ 6} ....... ..... .
'70: seventy
alone hundred
. a / ooe
thousand
.,..:;'
~ ~} ......... .... ;i'~ 7) ............I.~ alone miUioo
~ forty
4) ...... . ......
.@
eighty
. two thousand
!~ three hundred
,
~ 8) .............
and sixty·eight
fMi'
:i
~~.
E,
•• I'
"
Starter unit
.
•
·.
,
!
.'
I
.
• Mon itor the activity around the d ass and then
35k su me groups to act out their d i ~logu(>'; in
front of t ll c class.
t ~opiG .
H
".
In this Stot ler Unit Ss will learn haw to ta lk about
I oountIics ~OO nIIl iooatitic'S, ob)E'cts, 11OllSC'S and
rooms lind families.
m o" ,-'.
Sussested Answer Key
A: Hi! 1'111 Juan. W/!at's your rlame?
1.1: 1'111 Paolo.
A: Nice 10 mCf' t you , Paolo. Wllere orc you /romr
B: I'm l ronl Madrid. Imd you?
A:
f rom Ma las{" Tlli! is my f riend, Alilonio.
B: Hi , ;\11/ 00-110 . How al e yoo ?
,", ~ '< -.
4· 5
a -N\Gf! to meet you:
lesson ob}ective$: To pre5ellt IVld practi!.C vocabulary
for Co.lI1trie'> & natiooaliti('S, 8(eellog~ & introdJctio l\~,
numbers, lhI:.-- ver b to be arid QlI~1on words
VocabulMy: Coun tries (')pa in, 6rifain, PoIond, Iroly,
IJrozil , Grefff', u maoo, Turkey, G£>mlCYlY. FIflltJ/ID,
FraIlC"}, C"Pit at cities (&.>rlln, Par Is, AChe,!s, Warsaw,
I
Madtld, O!lowa, Blmilia , Landen , Ankara, I?OIJll? ,
lle/sink l) Question words (wllo , what, tyhc n, wM re,
I
why, /tow (oI~J) ,
.
.
._
_
_
. .
"01
C: Hi. I'm/lne, Wants.
Gtm JOp r~ent voc~ bu lary for countr ies and
3
c~ pital clUe
1
_~_
• u pialn the task and a lly unknown coontliesl
( it les.
o Do the fi r ~t itcIII as an exa mple, t hen allow S~
Mlffi(' tirTl(' to com plete the til$k ,
• Play tl'lc recordir~ artd chcdl S~' amowen .
• Read Ollt t he e xample e xchange , tllCfl S~ (lsi<.
and answer in pa irs .
6-7 I
·..... 1
!
•
I
An swer Key
!
,
--
".
---_ .....
.
...
-. " ' 1 '';,,'>, <
I Spain - Mac/rifj
2 Brllaln - l olldoo
3 Poland _ Warsaw
4 Italy - /lome
..,
8·'
I
j
5 Brozll - Brasilia
6 Gre~c(! - AtM II5
I
__I
:,- :
7 u lllado - Ott awa
8 TUf~ev - Ankara
9 GE>rmany - Berlin
10 Finland - Helsiukl
11 France - Pa ris
10 1
~~~~;~~~~~~£~~~~ ~u~'~~ry
1
I
4
VOCi'ibulaty:
r~llI lly
membc.- s
(stondrothl"', I
srrl/ldm Dt /!el; f ather, mother, brother, ~Ist er, wlcie, I
00111, hu$~: wl~,._""n: dousltlf'r, couSin)
i
W(lrm up Act ivity
Read t he titl.c aIId U k S~ to look at the pict ure Of] page
prople) .
related to greetings and il'lUoducl iolll
Read the phtMeS in the lht aloud and allow SI
ti me lo reild the dialoglle and compll'tc the gaps.
Play the lCeor din g. Ss ilstco alld check their
•
•
1II'lSWffS.
Answer- Key
,
I
~m ~
Where Ofl!
3 And )'tl(l
4 11lls Is
5 How ore
6 f ine
~ To prllCtisc greetings throu gl l roll' play
• AsI<. S5 to wor k in grollp~ of three and introduce
themselves to eac:h ot her in t he same way il:;
the speakers in the dialogue .
To refr~ vocabulary fOf rlolti<)Ilallt~
• Expl~ ln the task and ask Ss to copy the table
intO the ir ootebooks.
• Read the eJ:amp~ aloud and allow Ss some t ime
to coo npiete the tablt' wit h the nat iooali~ for
the rema ining coUltrics in Ex. 3.
(:ftw
.
_
---_.----onl -Jan Brazil/on. CUJIO rJI6n, Gl'rmWl
Answer Key
..
-~.
- ---
-ish
1 ~m To prCS(.>flt vocabul ary and lilted phr~~
2
•
-~
.
Bririw, Polish, Turkislr, Finnislr
.--- , . .... ....... ,,- ,
-- ~
, olhe~ _~ j~rench
"
f;Ytrn
To ICV&> numbers arid prilc tise
pronun ciation
• ~ complete the task individually.
8 Pl., y the recording for Ss to chet::k their allSfflfi.
,
fi/l eell
t wenty· fhn>e
J t hirt y- eigh t
f arty·one
5 fi fty -six
I
,
tal'"
6 sixty·
7 wventy·sewn
eighty·two
9 ninety· 'llm.>
•
41TI
~
~ ..;~:
a
-'"
,
6
CC
~ To li~te" fo r .pccifiC intornl~ti on
b
• Ex,pIam the la~ and play the recol'ding.
I> SI Iislen and wntl' clICh pc~ n's ~ gc,
Check arn,wer.; with the c\a5s.
'" Askirl!/ Var1o ll'S pairs to reild out thee-lCOangt'S.
15
/.DUf"U - 17
Answer Key
Billy - 13
Marcm . 14
7
(t'firn
, Is, isn't, 's
2 Are, oren't, 'r e
J Are, ore
10 pr3ctise po-&o..nciation of IlUrnben
• Play lhe rccordlng. Ss Usten and identify whkh
ones they hear.
10
it
Six hundred and s(>\Ienty- twv
I'Ive lh0u500d six humJrM and Sl'venly-lwo
Three hundred and sixty-fIve
One l/lrusand eight hundred ulld ninety-scven
Ask various ~ around the di\5.1i to read out the
nunlbers.
fNtw
To practise as~ing and ansW("ring
quenlo~
o Choose two 55 to read out the e~ample
• 5s complete the l<l5k in dO!>«! pa irs.
a Monitor the task around the class and Ihl'n ask
some pilir.; to ask and answer In froot of the
ctass.
• Check 5s ' answef!,.
Who?
Shfi's my best friend.
Whol?
11'5 2296678.
W~n?
It's on 4th May.
He's from Ch fllO.
Where?
Whyl
How old?
8e
I'm 13 yeors old.
b ' ~ To practise quest ion words
• Allow Ss some l ime to complete the tas.k
th en dlCCk Ss'
Kry
2
~'s
'low
... GRAMMAR: Unit 1
fram Porls, Fronet'.
A: Howald Is hflr
B: Hit's 29.
Wherc 's HoS<) from?
8: She's from MOOr/d, Spain.
A: 1/01'1 old is shil l
B; S/Je's25.
k
A: Where's John froml
8: He's f rom LolXion, (1IjIand.
A: How old is hfi?
8: He's 16.
9 a
~ 10 Pft'Selll ami PIattThe' l he vcro 10 ~
" Go through t he t able- and th E'n allow Ss
some Ume to complete SCfItellCt'S 1·5.
• Ask vario\l~ Ss to re~ d out the completed
5I-'1lt eIlCt'l. •
.. Rc-fcr Ss to t he Grammar Refetfi1 cc sect ion
tor more inforrniltion.
Ans wlI'r KfiY
JI
1 Isn't
J is
2 're
4
'm not
5 orlffi'l
~nsWCf5.
Answer KIIY
A: \¥here's Ple[{1! fro m?
fJ:
/;:
~ToPl'esenlq~tklnworcls
1 What
SUS'~'ted AnSwer
.5 are, 'm
6 Is , is
Answer KII'Y
t"lghlpeven
8
.. Relld the table aloud and ask S~ around the
class to Identify each ~tlon word.
• 55 then co mplete the matching task.
Answer Key
•
To pl'"actlK' further aU form~ of thev('fb to be
e Al low Ss wme time to complete the
e~Cf(h.c.
Answer Key
we·
~
J Where
of
Whot
5
""eo
6 Who
,," '
""'
," 6 ()
·
listen lind write e(lch person 's ~~e .
..... ~~~....)
,
b) Comp\ote with the cor rect
form of the verb ' to be'.
.,....~il!~, ,)
Lallri',
~
,
1 A: ..•...•....• she from Greece?
•
B: No, ~he ... ........... She
..... , . . .. ... from Spain.
J
2 A: ....... .... ,. they Fi nnish?
B: No, t hey ... .... . .. .. .. TIley
1
.... ... . ..... Polish.
'"
•
l
3 A: ............. you Spanish?
B: Yes, we ...... .. ...
0
••
4 A: ........... Bill thirteen years
old?
B: No, he ... ........ He ........ .
,•
~
fourteen.
5 AI How old .. ........... you?
•
5
Po- A:
,
Where 's Moira from!
BI She's from Rome , Ito/y.
A, How old Is she!
BI She's 18.
••
•
•
I
•
• Question words
•
10
~,
see ;
12' ,
~.
- )
5,
• The verb 'to be'
9
-= = -
I'm
,...'~
,"',
"..',
iI"
wc' le
you're
a.:"~~
rm not
you are!I'\
heM'!
Sheisn 'l
Am I ..•1
Are)'Oll .. .1
~h(o •• . l
11 I§I \'!
I~
wcarcn' t
youaren'l
tt.er ar~n'~
I~,he. ,, ?
it .. 3
lIVe we ... 1
_
"1
you affl.lNo, you
,: Yes,
,
Yes, "'" It./No, lie Isn I .
When?
Wilere?
Why?
I'm t3 ~ rs Old.
8ecaUSt: I'm tired.
He's '!Urn China.
L::
1I0"~w~[:~~
dJ':I _~on~th ~~" .__ ..-'
M~' I .
i Yes, .I,e ~.lNo, >~ e lsn'l.
I Yes., II b .mQ, It ~n 't .
Ye$,
'I'fI
are.INo. Wfl Brlm 't.
! ~ you ... 1
Af~
-.~
"!fl , lam.l Ho, I'm not.
a) Rl'ad the table. Match
each questI on word wi th
the correct se nte nce .
i,rS:T- ·~f~~~~~~:i:~-~
a) Read the table. The n complete sentences 1·5 with
t he correct form of the verb 'to be'.
N~~~_ Int~~."..c..
".j.,.--;_~~_t .~~rs"
ji
BI I ... .......... 5ixt et'n.
AI ............. Ha ns German?
BI Yes, he ........... .. .
Yu, younr • . INo, youar«l·t.
they ...1 h~, lhey ar.!,/t+o. th;eV.!:fIf1.'!./
1 Mna ............ . from Fraoce. SM's from Spain.
2 They aren't 6rnziUM. They ... .......... Italian.
3 Max ..•••••.•.•.• 18. He isn' t 20.
" I ............. 6riUsh . I'm Canadian.
S Rosa and Marla .......... .. . fou rteen. They' re fifteen.
b) Complete t he gaps with
the correct question word.
I
J
Then, answer the questions.
1 ..... .......... 's your name.•
2 ............... old are you?
3 . ............ .. are you from?
4 ............. . . 's your telephone
number?
. your b·l rt hd ay.•
5 .... .. ......... ~
6 ............... !s he?
5
~:
J;; ; .!
l!O .
•
Vocabulary
• Objects
1
,
Write t he words In t he
correct utegory. Wh kh of
these words can you see in
picture s A-a?
I,
,
e tr~ "skirt "dktion~ ry
.. atlas tI gr~n " pencil
dres~
" watt h
. "orange " eraser .. bik£.>
sharpe ner "scar r " gloves
"schoolbag " helmet
II
objects
p
clothes
_ _. _
1 tooth
2 wallet
J 00' -
)
"
4
Read the theory, then fill in alan.
. "
-
"""'"
• We U~ an before nouns wl lfeh
begin with I V'Owel5OUOO. an
umlKella
_-0.- - . -.~- - ,
•
1 ~ o ~kift
5 ..... .. jacket
•
5
-.
•
'
....... ................
gla~ - ...
.. .. .. .. .
boy - .... ...
child - ...... ... .... ...
, . ,
, "
,
It
"
',
. , .",.""
,
"
,
,
PllII'llI l
r hot 1$
a clOCk,
,
.........
...................
a) Read the examples.
These ore
chai ,',
-
-
This/That - Thcsf!/Those
l 'hiJ is a
.. .. ... alias
8 ... . ... b ike
-
.....
....
.. .. ....... .....
7 boby - ' .......... " .. ,
8 magazine
...... " . , '
shelf - .' '
, '
10 watch " ..... ..... , . , ... ..
11 moo - .. , .... '
, ....
12 po tato -
Siosulil r
J ... diction ary 7 . .. ... . craser
4 ... .... pencil
", "
in tile plural. cup • cups
• t(!('t/l
. .. ......,. "., ...
,"'
5
" We 1_ II ~()fe nouns which
be ~in with a conSO!l1'11lt SoOUrw:I ,
2 ... sharpener
"'l
._n._.. __.__.
_______
b) Write t he words below in t he pl ural .
3 My favourit e colour is ......... .
--
' •. _ _ _ _ ' N .....
• tbulS erlding in a V
·i('S. Gil/my 'coorri('S
o NolnS cndil'll! in ·ff·ff) drop the ·f1 -fe and take .yes,
knl/f' ' knives
o Some plurals have krcvutar forms.
rnwt • fTlf!fI, wo(,lIln - , ,mmen, chi/d ·. childr lll!,
PC($OIl ' people. tootl! .,. tafft/t. foot -- ft>el
·.......... .. .
3
. __
green
2 My fa vourite clothes arc
-
, ,"", ,
• NouI"lS ending in '$, '5$, ·sh, -x, -
, In my schoolbag I hay£.>
·.. ... ... .... .
• NAn
'
• Most nouns t~ ke
Complete the s~ntences. U5e
words from [)(. 1.
Grammar ,.P~!
... ..•,
a) Read t he t heory.
colours
dictionary trousers I
2
4
~
e yetlow • blue • jacket
_
red " coat •
..
d
",. I
l
..
e .I
,
• block " ruler • Walkman
II
I
,•
. -----' ..
~-.
cllvirs.
-
-
.
TilOse ore
Clocks.
, . , .. ,...- •
,
I!O '
~:
,
Warm up Activit y
~ad the title and look at t he pic t ures on page 6. Elicit
wllat the unit is about (everytkJyabjects).
1
a ~ To present
pI'urals
.. Read the theory bo~ aloud and explain the
examples.
.. Rclcr 5s to Ihe Grammar Reference section
for mOIl' infOl11lation if necesscory.
~ To present vacabul ~ry for objects ,
clothes and colours
.. Read tile wordl in t he li st aloud ilnd direct Ss'
iluen tion to the pictllr!'S.
1/ Go through t ile exam ples then ask Ss to copy
the table into their notebooks and complete it
wit h t he words in the Ii~t.
(I Check S5' ~nswers an d then elicit whic h words
Ss can see in the pictures.
Answer Key
objects..>,;
CloJhes.
alias, pencil, ruler, skir"t, coot,
.
.
Wolkmon"', wa tch,
t%u(s ... ,
black , red,
d"ess, jacket, yel/ow,
eraser, bike,
scarf. gloves
bllJ€,
orange
sharpeller,
schoolbag, helmel
Picture A: trousers, skirt, block, Wolktoon, red,
wale/!, blue , ()("OlJ'1e, schoollxl~
Picture B: trOtr.;ers, hlock, red, blue, aron~e, bike,
helmet
2
4
~ To practio;e new vocabulary
1/
Read the !.entence bet:innings aloud and elici t a
variety of answers from 5s arol.l1d the class.
b
fi.Iltw To practise plllrills
(I
55 writ e Ule pl ural's for t he words. Check 55 '
answers on the board.
,
Answer Key
wallets
J boxes
,
glass~~
5 boy>
6 children
1 babies
5 a
8
mo~ozl"es
9 shelves
10 wotches
""
meo
potatoes
~ To presCI1t thls/thall Orese lroose
55' boo ks d.()$ed. Point to somethi ng nCJ r
you. Say; This Is a desk. Eli cit that we usc
this t o refer to sth near us . Point to sth far
from you and say: Thot is 0 poster. mcit
t hat we use tlia! 10 refer to 5th far fronl liS.
C> Read t he e:.:amples in th e table aloud.
., PrOvide further examples, if necessary,
using items in. llle classroom, (e.g. hold up
a pencil olld say: "This /5 a pencil." Then
point to somethinj for away from you such
as 0 S'5 bag and soy: "ThaI is a bog. "),
G
Suggested Answer Ke y
I a dk tiooory, an atlas, a per!c/I, a ruler, on
eraser, a sharpener ele
1 trousers, skirts, dre5scsetc
3 red, blUe, green etc
3
~
To present and practise the in definite
article olan
1/ Read the theory box alood , then ask Ss to
complete the task.
~ ( hed 55' answers. A5 k S5 t o give more exam ples
(e.g. a skirt, 0 wotch, an elephant, a helmet,
ot! oron~e
,
i,,
etc)
1
Answer Key
a sharpener
3 o dictionary
a pencil
5 o jacket
,
,I'
6 on atlas
1 on eraser
8 a bIke
,
I,
6(T)
b
Sti~"'ted An5Wl"
Otw To prac( r<;e thisl thaI I thesE'1 [flosE'
2 Her IlUi, Is brown.
J Thei, IXInles are I-ynn t'a nd Jvlie.
4 T/)(>" hoow Is in Catalonia.
5 My IOY(I(Jrite singer's album Is coiled 'Insamllla'.
" '>S complet e the task indiylduaU~, then
chock answers with the ciIlSS.
AIIswer Kty
, T1IIs, that
4 These, that
2 Thew , !IIOM'
5 These, thor
J Thot, these
6
(:nm
To fu rther
pr~ct;se tlll~1 thot/thesel
rhose
1
o Ask various Ss around tile class to giYe
e~amplcs llSins objects in the classroom.
SuU~S!ed Answer
Key
,
Those are studen/s.
TIll'Se are desks.
This /$ a ruler.
TIlOS(' GTe pencils. erc
7 a
present ~jcctJ objcct / ~sive
pronouns and possessive adjectives
• Read the table ftloud then
trarY.Jau.' the
words Into their L1.
• Chedl5s' ~nswcrs arou nd the class.
Qm To
»
(Ss' own Q/lSwersJ
b
f1fu:n To
fH"acti~ subjectlobjcctfpo:;sesslvc
pronOllflS and pos~s:live adjective.
It Go tlYough the examples in the [3ble.
• »complete the task.
• (heck Ss' answcrs by asking; illdividlal '>S to
read the complet ed sentenct~ alou d.
Answer Key
I He
21
5
6
7
8
3 his
4
her
They
her
Sill'
him
To present ~~
8 a •
II Read thc Iht:ory aloud ilnd wri te the
e~amplcs on the boMd.
o Elicit whethcf the rules are lhco same m'>s'
u.
(5s ' own O/lSwt'rs)
b
f;:nrn
To p.-.,ctise possessIves
o AUQY\I '> s WITIC timc to (omple te tile task,
then dlCCk Ss' all5wt.'n.
Answer 1(6Y
1 rnorhe('s
J fr iends'
1)
.f grondporerW; '
5 slrl!Wr's
Key
c
GRAMMAR: Unit 1
..
,
b) Complete the gaps with this , thot, these
or (hose.
,•
,,
i
r ~'
vk" use"-~'ubJ;ct
I' ·. {I
w(! use object pronouns after
~
:;(,e'5 gol a joc~et,
~rodo-;;s" b;;r;;;;;~~h;~4
I
the verb .
I.ook at' Iwr!
Q
1 ,.. .. ...
I
We use possessive adject ives before nouns. We
I
use poss=ive pronouns at the e nd of the I
sentence.
This Is lIer Jaeker. If's hl1l"S .
)
, __ . 'c_ ._ ._ _, _ _ _ .... _.,_. ___
_.'"
a telephon e and . ....... is a televisio n.
_~,
.~
b) Complete the sente nces with the
appropriate pronoun or possessi ve
,
adjecUve .
........ are laptops and .....•.. are video cameras.
••
I•
I
,.-
•
,
. ,.,., .. are digital cameras and .... .. ..
player.
•
., Possessives
8
"
My na me is Pierre . ........ " . am French .
3 This is Mark's skateboard. It's " ",.,'" . .
Fiona is ill her room. Is Katie with .... .... ... ?
5 Sara and Lisa are friends ........ .. ...... il re
fourteen.
6 Mary's coat is on the bed ilnd ........ .. . scati
and gloves ale on the table.
7 Helen is my sister. . ... , ...... is 17 years old.
8 Look at Jim, Look at ... .. , ..... .
•
3 ' "... ••• is a mobilE' pl10ne and ...••...
!
I
,
•
· 1 Where is Brian? " ...... ... is in the ga rden ,
a) Read the thoor y. Are the rules the same
in your lan!lUil!le7
5 ........ are skateboards and ..... ... Is
tJl
sl 6
Point to objects in your classroom.
Your partnor says what each one is.
Ii
~
(points to an eraser on hisfher desk'
This is on eraser.
• Pronouns/Possessive adj(."Ctiv(."S
7
at Read the tab le. What are these words
in your language?
To $how possession
• sin!!ular noun + 's
Sue is Mary's cousin. IStre's her wusin.)
.. plural noun + '
TIle "irl$' Im/r is Ion". (Tlleir M ir 1$/00".)
" more than one noun + 's
Arma Is Sw and Mary's friend. (She's rlle ir fJimr;J)
_
•
m
....
.
~
"
_
. ,,
. _
b) Choose the correct word. Then answ&r
t he qu estions.
1 Wh1ll colour are your father 's/fathers' eyes?
... f/is eyes are blue.
2 What colo ur is your mother's/mothers' hair?
3 What are your best friend's/friends' names?
4 Where is yo ur grandparent 'S/grandparents'
t
house?
5 What is the name of your favourite singer's!
slnSefs' album?
7
••
Vocabulary
,
.. RD!.!iIrn:
lllml):;"iii::~l obf,l'([:;
• Q. Usbm;snd rop!i!.t't,. Wliu;t Ml:'
."
.J
.
,
th lml' Wl1fd~ II) !tow
.~
1
Grammar
..... '-. ,
• rhere is/There are - SO/lie/Any p. m )
b) Look at Jill's living room in
Ex. 1, Complete t he gaps in
"
= .
"\r,_ ... ._J
2
sQnte nws 1-8 with There is,
There isn't , There are, There
a) Read the tabl e. Are the re similar struct ures in your
langu3b'e?
i·'-..··---'--T-- -s~T;;'"~- ~~~r"~"- -~ ~ 'p~'i"~~"~~"\
I"j Affi'" --,
--I-Th('~boo.oom.
t:.1fI·••~.-.;·~ ~ "I~mp- i;l --ITh•...., a;;'~ l';""P;-I~ thel
rmat
bedroom .
!
~--.-~ ~~-- - ITh~-':;;T"')'l ~ \;mp j;t;;~ - - j ih~~; ~7~;;-;;- a~ - [;"1" Ul
ve ! the
I---~~~~~--~ ~:;:'i~~pj~-t;";-- i~: ~~:::~y l;nPs i~
the
F~,::,ga:,~~~~;;-__
·~_~n!j~~::~ s~m-;-;-th~- - -!
i'-ls ~-"--'-'~"TY~;'--'h;;:;'-'; ;;-.;N;;: tl,~F~~ i affirmative,
!
i
tern •.•
irsn't.
I " We U5e illlY in the
~ A;:;' th~c -_. IVe:>, th~;':; ~;;'.fN-o-,--tl;"r~ J negative ilnd
i
L:L~ ____ J~~~~,.,"" ___ ~. __._, "J "._!n~~~?~_~!,:!: ~~.j
I
aren't.
1 ... ..•••• a sofa ill lhe living room.
2 ...... ...... .... allYmagazines on
the coffee ta ble.
1 ..... .... ....... two cushions on the
sofa.
4 .. ...... ... ... a bookcase.
5 .. ... .... ... .. ... a vase on a table.
6 .. . . .... ~ome flowers in the vasco
7 .. ... . , .... ... thrE'€' armchairs.
8 ........... ... (lilYcupboa rds.
Ii
Warm up Activ ity
,
•
J
Read the tit le and look a l t he picw rc 011 page 6. Eli cit
wtKIt the un it ~ aboot (rooms, f urni ture Ilnd objects in
II house) .
1
2
fM:rn
To prescnl vocabul ary related to roOO1S
in a house and household objects
, Play the recording. $5 listen ~nd re!)Cat. Ask Ss
to give th e Ll equivalent s.
(55'
own (lIlswcrs)
a
~ To presen t
'I"
fhere is /tM' e are and
some/ arJy
o Read the table aloud. Then elicll whet her
J
_.
the re are sim ilar struct ul l'S in Sf L1 .
• Refer Ss to the GrNnmar ReferCllCC se<;;tion
for more Inform.,Ooo.
"c.
(Ss' own UIl'I wers)
b ~ To p!"acttse there i slthen1 Ofe
• ExplaIn the ta~k and allow S5 some time to
complete t he sentences .
.. Ch«:k ~' answers around Ihe cllIS$.
Answer Key
There is
,
,
2 Then~ aren't
3 Tllere are
4 There i51l '(
6 There ore
There Is
7 There lJrlm '/
8 There Q"w '/
o Ju an extcfftlon , a!.k S$ to say what lhere
;S{iID't/oreloren't in each room in the
house us1nt: some/any. (e.j. l'hll't"t' ore
some wpboards In [he kitchen. }.
Memory Game
Ss play in two t(>ams. S1 took at the picture of JiU'5
hW$(! for II minute, thell t/l(>y cto~ thefr books. Te
,,.
il1 l Urps say what there Is ln,each room. EliCh correct
sen tence gets one IXIln t . The ' team w!th ' the mast
points' wins; ,
E:.g. Team AS1 ~ There's a.bookwse In the bedroom.Teacher.' Corrtcr. Team A Set~ I point·.
Team BS1.' - There-'s l! vase In thl ~Jvjll!l r(lOlli'. '
Tcocher : COffee/. Team ~ sets I P9inr.
,,
_.
Tvorn AS]; . Tllere (1 lamp in the Uvlng room.
.,,~
Wrong.
'
"
,•
,'~
, .'.
,,
I
8(T)
AnsWC1" Key
3 a
f:Ylrn To prE'lt'nt prepositio ns of place
c> Elicit the I I equivi'llellt lor each prepo!.iUoll
(rom various S~ arou nd the das$ .
(Ss' own
Orr5Wf!fSJ
b ~U) To practise prt'po!i t iollS 0( pl
e>
Ke y
5 UI'
ned 10
~ To pra( tiw
6 I"
". GRAMMAR: Uni t 1
7 belWf'en
thf!f"f'
isl!~re 0/"(',
SQlI",,'on\,
II: Is there a poster ()fI the wall?
8: No, t here Isn't. TIlfJre'S a paf1lf fl19 on the wu/l.
A: Are lhf>r(' any c~iol/S on Ihe bed?
B: No, Ihere aren't. There is a pillow Onlile bed.
A: Are ti)('r(' some books
B: Ye), there ~H'. IlU
OIl
the bookcase?
To presellt /law ~t
• Go th rou~h the table with S~ th en
5s to translate It il1to thei r L1.
6I:w
3 ~k Ya rio u~
(Ss' own answers)
~
To p, ~ct lse ho ve got
• Exptllin t hE- lilsk and rcae! out the t'M.1111:Ae!;.
• 5s complete the task Individua lly. (heck 55'
aosWef~.
Answer Key
7 a
vidro comera? No, :;he fIo)!t'r.
~. "
• •1
~
1\ '
i
~ II
Suggested Answer Key
has ~t
hove 30t
hasn 't 30t
l/Ovel)'t :JOr
0
(55' OW'VI c1IIswers)
00
J
5
6
""""
5 Has Mox got 0 videO camero? No, he Itasn'l.
• Ask v~ rxM Ss ~ro un [J the cla ss to s;\y wh ich
Items they have Jha'lCfl 't got.
al1 d preposit ions of plaa:
• E)(plaln the {ask and read out the example.
• 5s complete the task in pairs, then ask 50ll oe
pairs to report Oa(k to the class.
6
they hoven '/.
4 HoI'(' Gus 00(/ Max sot 5k.oteboords? Yes. they
b ~ To practise hove got in the fi.st VCfSoo
J opposire
5
J Have Heltm (lno Gus :JO/ 0 di~jtal COlliI'm? Na,
Allow 5s some time tel read the pa.raBrap/l
and complete I.h~ bi l k. Then dlcck $s'
'0_
4
I~
6 lias Mory gol
Ans ~r
,
2 Hove Helen ~no Mo'Y got CD pi("'f'r~! Yes, thEy
p.8.
answoo.
I
•
7 has go(
8 l/Ovell'l gut
9 /ltrSIJ'1 got
10 have got
~ To practis.e t he interrogative forrn of
have!Ol and!Jloft afl$wers
• Expla In the task lind read the example
aloud .
• Dire<:t 5s t o read the tllbll! ilfld comptete
the task.
• (heck Ss' answers.
• As all extcm loo. 5s ask and aoswet" the
quest ioos with t hE- lr partllCf"S.
I
!'. ,
OJ
,
L
C;
i ii
r.: ,
<-
!
a) What are these pre[>Ositioos
3
5
nead the tilule. Say it in your languil!>'t!,
6
Fill in have got, has got, haven't got or hasn't got.
In your language?
o
eJ
- . ..
. ,-
.
,
," ." ,
. ;<:-;i.
.
",
-
..
~" .'."'.
..
.
next to
under
1 Jane po.- hos go/ a chair in her room. (.f)
~
between
in front of
opposlle
behind
2
3
4
5
6
7
al>ove
II) Look at Jill's bedroom In
Ex. 1. Then, read the text and
underline the correct answers.
1) next tOl in
.Th~re is a
t he
j) oppositel
. ; There is a pillow
t he bed. There is a !
,
5) a~ovelon the desk. ,
a TV .6) in/ne)(t to the
bookcase. There is a chair
7) between/behind the desk and
lhe bed.
,~~~
,."
.•..
4
,
~ In pairs, ask and
answer questions abou t Jill's
bedroom.
"'" A: Are there any books on the
desk?
8: No, U){frr? anm'L TIlere's Q
wmlJUter on tile desk.
8
9
10
7
Tom .. hasn't' got any paintings in his room. (Xl
Jerry ..... " ......... ,..... a computer. (,f)
Tony and Stella .. .................... skateboards. (,f)
Phil .... .. ............ ... . a digital camera. (,xl
Joh n and Laura .... .. .. ... .. ....... .. mobile phones. (,x)
Sue .. ..... ..... ,........ . a telephone in her room. (,I)
Bob and Bilt ................ .... .. a CD player. (,xl
Anna ...................... a bike. (,x)
Bart and Steve .... .. ..... .. . ...... .. a video camera, (,f)
a) Look at the the table. Put the words in order to form
complete questions. Then answer the m.
!
camera
!,
,
, : j
1 Max I got I digital camera I has I al
~ lias Max ~o[ a digital m))Jera? Ye~. fie has.
2 Helen and fMry I got I have I CD playel'5?
3 Helen and Gus I a digital camera I got I have?
4 Gus and Max I have I skateboards f gol?
5 Max I got f video camera I has I a?
6 Mary I a I has I video camera / got?
b) What about you? Which of these have/haven't you got?
.. Ihave got ... , butl ....
9
..
,
,
,
"
,
~
,
.
.
';·'~"·~~r "- "
•'
t
••
••
••
•
,
.
/
i
...,.
•
Vocabulary
• Faf'nily members
1
,
o Liste n and repeat. What are these
words in your language?
grllndfather - grandmother
2 father - mother
3 brother - sister
4 uncle - aun t
5 husband - wife
6 SOIl - d~u!lhtl:'r
7 cousin - cousin
2
,
Look al Lyn's fa mily tree. Complete t he
sentences with the correct name(s).
... Mar lon Is l yn's amt.
2 .... ........ and ..... ... .... are Carol'5 parents.
)
1
-4
S
6
7
Ii
9
10
11
12
13
...... ... .. ... .. ...... Is l yo's grandmot her.
••.••••••••.•••••••••• Is Ted and Carol '5 IXIcLe.
.. .. ..... ...... ....... Is Tony's wife.
.. . ...... ...... . ...... is Marlon 's husband .
............. ..... .. .. is Ted and Carol'scousin.
.... ,... .......... , .. is Eve and Tony's daughter.
.. ... . ...... ... ...... is Marlon and Charlie's son.
....... ..... ..... .... Is Marlon and Tony's father.
......... .. .. .. .. .. ... Is Marion's brother.
.... ... ..... ....... ... is Ted's sister.
....... ... ......... is Tony 1'100 Marion's mother.
3
Draw your fam ily tree. Present yo.... famil y
to the class.
,"'j
l .,.
..
1
"
Warm up "'tivity
~ $S to 100II at the pictures. EUcit / [xplain tile)' sho w
(II family tree . Ask va riOus 5s around the class to say
how m.1 ny peo ple are in the ir family.
,I
Giru
1
To
p U"Sellt
YOaI Wary lor famlty
n1('lnber~
•
I
Pl ~y
t he rccordlnc tor 5s \.0 IIW;>n und repeat.
o Elidt 5s' L1 equivai('f1ls.
(Ss' own
I
an~wfrsJ
~
f'iYlrn
2
!
To practise VOCiIbutary for (
10 Allow 55 \.011101.' tillle to stucty the fa mily tree
and complete the task.
• Check Ss' ansW('rl around the class.
1
An$wer Key
, , yo
2 (harli, .. . Marioo
!
, T,"I
!
5 E~
6 (horll('
7
]
3
••
Rita
'"'
f1fun
,.
9
' >d
10 Brion
"
To,
Coral
IJ RIIa
"
To con5Olidatc vocabulary fOf family
ffiClIlbcrs
., Explain the t'lsk and alloW Ss some time to
complete Ulelr famlly tree, using the one 00 p .
10 as a model.
!
e Ask Indi vid ual S5 to present their f amBy tfee to
1
the rest of the class.
o Altemill !Vely, aSSill" as IIW and check in the
nex t lesson.
!
(55' own orl!> wers,
!
1.,
I•
,,
,l
...
{
Optional Activity
:
~--Work i1 p,lirs. ElICh} writes five
,
,-
-' . --
,'
~--'\
piece
~: of P\lpe!'.- Ss ~haTige their pieces of paper, $s, ask
:i-ques~tci ,find out how their partnef is rel
fivep""""e.
, '·
c-"'.
,C" ,
~
;
;
.
••
.! "e.g.
:)
•
.
B: . I~ 8oll-your uncle?:A: - ~, he!5n 't .. ,- "
,
B: IShe;yoor couslnl •
A:: Yes-, he is.
..
I\iIIJl(!S
on a
•
:
.•
:
•
•
II
l O(T)
.1(T)
Day afte r day
What's in tlln modu le?
- .,
.
.
fTl()du lc Ss will
c~ptort'
ttl<'! topic of dally ,
11 .
,
i
Oil
i 5ht:Jwi~,
n~,
Ac.tMlIcs (send leJC t
go
go to Lhe library. surf lhe Net , lrom .
1onS'IOSes, play sports, halg oul with friends, ,I
:
_... _-".-
to t/)ecirlt'll'la,
.
Lenon
,i
~(choD\Il)J
I
12· 13
•
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: To talk 000t11 appearance and
character,
the presen t sllllple, write about ~ i
. favou ri te clIrtoon llilm (Mllleter
f
VocabulilrY: AppeIIllInCe & character {balld, IlClght, !
~, hair,
rail, teenager, old, shor/,
Ions. t hin, slim, I
• blown, plump. curly, fair,
spJrt y.
el~ant, frie ndly, {!.JIIIIY, I
SWl'I't , (001,
II (mart/IJI afts, brains, I
overcome his [eor, set I
solve t!1f! mystery)
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I.,,,.,
.. ---- .• -~ .•• "" I
,
14-15 :
ai;ut t~~oIdCI~;:~~,
!
write a bo.. t a typical
learn ooverb's
Vocabul/ll"y: Chores (w}(c out the rubbl!Jl, dust the
fumiture, mop the f loor, go shoW/nj. CIf!Uf IIIl>
IflX(>, WIIsh tile dishes, walk J Ill!' dog, tidy yotK room,
cook the dinner; se~ .~ 'obit, ~ke 'fOI K.bed'
16
T: Who! carl you see In plCf",e 6? <'/C
Picture 7 (p. 16,
Picture 8 (p .
16,
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Fin d the pale
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, kOlaf /!,
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19 1
I t he t ime
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(jim,' 1.om.'S, to lell
Vocabulary: daytfnJ(', night·t lme . time lOfI('S, rlfYi~,
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midday, Greenwich, o'cl ock, pas t , to,
20
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film charncters (p. 12) Who are they? Whol fil m Ofe
they fmm?Who is ~ favour ite film character? etc
Vocabu lary
skUleboar(llng, ,01/erbiading
18
:
the Items listed. Ask
a Quiz (p . 14) Whot 15 the quiz tboot? Whal two
things rJoc.s the quiz compore ~e la? etc
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about teenage life in
Brit llifl, to writ e 11 short Mtiete
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operos, pupil" Ofter·
{Of
An swer Key
cloci faces (p.19) What tfm(' Is it now? Do you
wear II watch11)o,os II haw 0 (Iod foce 01 Is II
digital' erc
171
soop
fOf ..•
QUestions to clleck Ss' undef'stllnding.
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: teenagers,
number~
o Ss find t ile P
talk about favQU:'ite·'xtlvitit:'!>, .
cllpitat letters, to write about ~
IJI{)I/, online, COOK' rOl6Id, chat
Use the pk t ures 1· 10 to engage Ss' IIUenl/on,
stimula te discussion lind ptClmpt thell intt'l'e st in
the maruII'. [ licit which activities Ss do on a daily
basis. Ask 55 which pictures they can filK! In (tie
module ~nd ttleir page 'lUrnbcrs.
Suggested Answer Key
T: Which of the piaures can you f ind In t'le
module?
51: Picture 5 is from p. M.
T: WOOt can you see ill p ict ure 5?
52: 50me kids ore pl<1)fing basketball.
T: Whoc else can you see on p. 16?
53: Picture 6 Is alliD on p. 16 .
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,
A
about. Ask 55 to relld the Int and check.
s..g!/f!sted Answer Ke y
The title refers (0 dolly rOllt ille S and oct/vilies.
We will learn about ·oppe!Irance and c1lOl'octer,
likes/dislikes, habiB, the present slmp/e , adverbs
of /req!JE'fJ(Y, Brit/sit feuJ(Jgers ' {//es!,y/e etc.
Leso;on oo.\«ttves: Overview of module
!\'ocabutary:
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f>tay tile recordh\fl. A!lk SS \0 lis ten and rcpe~ t. Ss
ttlen E';(plai n t he words In thE-lr L1.
5s worII in pairs and talk about which acli ~ltics
t l'ley like / do n' t li ke etc. Mon itor the acti~ity
MOUnd the clilss then ask SOO1e pairs to report
t heir r>artner 's like-;; / disli kc5 t o t he clllss.
Suggested Answer KilY
I love hangi~ out with my friends. I hailS out
wit h my Mends e very day. I doll't like goIng
shoppi~. I like 5I1rflng Ihe Net. I surf tire Net In
the evenings. I Iw e going to IIle cfnemo. I go to
the cinema once 0 week. etc
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Day after day
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Vocabulary
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What's in t his module?
• appea rance &character
• act ivit ies
•
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likes I dislikes
habits
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British teenagers ' Lifestyles
t ime zonesmaki ng an appointment
Activities
Listen and
• inoyour
language?
re~at.
What a re these
phras~s
• presen t simple
• adverbs of fr equency
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-; - "- -"-- '- '~- " --~ - '~-.---""'
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Use: every do y, at the weekends, once a week, in the
even/nj s.
@ love @I like- @ not mind @ not lik~ @ !>at"
, I play sp(}("ts at tile weekends.
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