Uruguay in Focus 1 - Teachers Book

InglésPrimer Año de Ciclo Básico Guía Didáctica 1 Inglés Primer Año de Ciclo Básico Guía Didáctica Fran Linley Brian Abbs Chris Barker Ingrid Freebairn with Gabriel Díaz Maggioli Rosario Estrada Laura Motta Shirley Romano 1 © Pearson Education S.A. 2003 Longman es un sello editorial de Pearson Education S.A. Queda hecho el depósito que dispone la ley 11.723 ISBN-10: 9974 76942 6 ISBN-13: 978-997-4769-42-7 Pearson Education S.A. Casa Juana de América 8 de Octubre 3061 Montevideo 11600, Uruguay Equipo editorial responsable: Alicia Díaz, Silvina Ferrante, Karina Liste, Enrique Morrone Diagramación: Discript, Eclipse Gráfica Creativa Queda prohibida cualquier forma de reproducción, transmisión o archivo en sistemas recuperables del presente ejemplar, ya sea para uso privado o público, por medios mecánicos, electrónicos, electrostáticos, magnéticos, o cualquier otro, total o parcialmente, con o sin finalidad de lucro, salvo expresa autorización del editor. .................................... B ........................................................................................... 3 Music ......... 5 Natural Science ........................................................................................................................................ 4 Art ......................................................................................................... Workbook key ..................................................................................................................... Unit 2 Can you spell that...................................................................................................................................................................... 3 ............... Lesson plan ...................................................................................................................................................... please? ...................................................................................................................................................................................................................................................................... Unit 4 Do you like heavy metal? .. Unit 8 It was brilliant! ................................................................................................................................ Consolidation 3 .......................................................................................................................................................Contents Introduction ........................................................................................... SB Contents map ............... ............................................. Consolidation 4 ........................................... Unit 6 Welcome to Brighton............... Student evaluation sheet ................. Unit 3 I’ve got two sisters....................................................... Diagnostic test: Check yourself ....... Song 1 Song 2 ................................................................................................................................................................................................................. ........................................................................ ....................................................... Consolidation 2 .................................... 2 Maths ......................................................................................................................................................................... Consolidation 1 ............................................................................................................................................................................................................................................................................................................................................................... Unit 7 What are you doing? ... 22 28 34 40 45 47 53 58 60 66 71 73 79 84 86 87 88 89 90 91 92 93 4 16 17 18 20 Unit 1 I’m French-Canadian......................................... Unit 5 Can I come too? ................................................................................................................................................................................. Curriculum Curriculum Curriculum Curriculum Curriculum In In In In In Focus Focus Focus Focus Focus 1 Social Science .................................................. Welcome to English! A ............................................................................... ............ Most teenagers have untold energy and enthusiasm for topics in which they are interested. Many have emotional ups and downs involving conflicts with friends. Large classes In a significant number of schools. they are sensitive to being patronised and if they feel that a task or text is beneath their intellectual level. the characteristics of the teaching situation. a Cassette and a Teacher’s Book. which is an important motivator for the learners since they can see how English is used in real-life academic contexts. Consequently. The materials offer a balanced approach to language learning. large classes are the norm rather than the exception. There are also opportunities for cross-curricular work. they can see and do things that would have been inconceivable twenty years ago. Teaching and Learning Theories There is as yet no theory that can account for how people learn languages. Students expect the teacher to provide this kind of feedback. the course has: • a Students’ Book • a Class Cassette/ Audio CD • a Workbook with multi-level exercises • this Teacher’s Book The teaching situation Our teaching situation in Uruguay is generally characterised by the following: Background to the course One of the most challenging aspects of writing a language course for the 12–16 age group is to provide material which genuinely takes into account the needs of the students and teachers who will use the course. thus ensuring success. Diversity Each class is a cosmos of different learning styles and abilities. may present an important threat to motivation. Surrounded by sophisticated equipment that they use with speed and ease. The techniques used have been selected from best practices in language teaching for teenage learners. . they show a marked lack of interest and quickly ‘switch off’. which is oriented towards the development of the students as whole persons. Of these. and can become experts in their particular fields of interest. They are well able to absorb fact and detail. All the materials have been specifically adapted to the curriculum guidelines and syllabus specifications of Plan 1996. family and authority. 4 Learners’ low motivation Most students consider learning foreign languages a difficult task. Monitoring progress In order to ensure the success of all learners. need to encourage students to take responsibility for their own learning and progress through instances of self-evaluation. They contain a wealth of age specific resources that cater for different learning styles and modalities. and the information provided by theories of language learning and acquisition. Large classes make it difficult for teachers to ensure all students participate adequately during class time. some may have been successful. The self-concept that teenagers have about themselves as learners. music and fashion. most theories seem to suggest the following conditions are necessary for the acquisition of languages to take place: • exposure to samples of authentic language used in real-life communicative settings • motivation to use the language for comprehension to turn into communication • opportunities to use the language in realistic situations and in contexts which favour their motivation • focus on how the language works to help consolidate learning and increase communication Principles behind the course Taking into account the nature of the students. However. and as language learners in particular. which is not always possible. Teaching materials for teenagers need to acknowledge their concerns. Many of today’s teenagers live in a world bombarded by sounds and visual imagery. four key principles need to be followed if language learning material is to be effective for teenagers. They are preoccupied by their changing physical appearance and are trying to establish and develop a sense of self. Some of your students may have had English lessons before starting school. It comprises a Student’s Book and Workbook. while others may have not been so. They expect the materials they use in class to reflect this world. Teachers. For each level. The students In some ways teenagers today appear to be dramatically different from the teenagers of a generation ago. Learners will acquire language at different paces and will choose to do so in many different ways. like football. therefore. All students of this age group are in the process of growing up. in general.Introduction About Uruguay in focus Uruguay in focus is an English language textbook for young teenagers beginning to learn English in Uruguay. constant feedback must be provided. Course components Students’ Book Units Students’ Book 1 contains an Introductory Unit and eight core units organised in four blocks of two units each. Uruguay in focus achieves this by: • providing a Workbook with three levels of exercises: Consolidation. Further Practice and Extension • including regular projects in the Students’ Book which enable both weaker and stronger students to express themselves creatively • giving clear presentations of grammar in the Students’ Book • providing extra activities in the Teacher’s Book for those students that need reinforcement (Reinforcement activities) and extra activities for more able students that can achieve higher levels (Extension activities) • providing instructions on how to adapt activities according to the levels of different students • providing two introductory units (Welcome to English! Parts A and B) and a diagnostic instrument which allow teachers to evaluate their students’ level and ability at the beginning of the course. ➡ ➡ ➡ Consolidation Unit pages: Practise and present new language Photostory/Games/Projects: Recycle language in a communicative context Consolidation: Reinforces and consolidates language and skills in communicative contexts 5 . Uruguay in focus achieves this by: • providing clear learning goals so that students know what their learning objectives are • encouraging students to assess their own progress through frequent Self-evaluation tasks in the Workbook • giving advice on how to study more effectively through regular Learn to learn exercises in the Students’ Book and Workbook • helping learners realise how much English they already know at the very start of the course through the Welcome to English sections. Cross cultural topics No language learning can be totally separated from the culture of the language. Uruguay in focus achieves this by: • involving students in the understanding and learning of grammar through problem-solving tasks • providing activities like games and information-gap exercises which stretch the students’ minds as well as their linguistic skills • featuring real-life communicative exchanges which students can put into practice immediately • personalising the language which students are learning through controlled Over to you tasks that allow the students to talk about themselves and give their own opinions. Introductory unit: Welcome to English! At the beginning of the book there is an introductory unit which gives an opportunity for students to revise some basic language learned at previous levels. Each core unit in the Students’ Book block is organised like this: Unit 1 Unit 2 Unit pages Unit pages Wide Angle on the World Photostory Game/ Project 3 Dealing with diversity In classes where students are of mixed levels and mixed abilities. products and perspectives produced by the communities of native speakers in their different locations. Native speakers create and shape cultural practices and imprint them in their language. 4 Setting goals. the course material should make it possible for every student to achieve success at his or her own level of ability. It also allows you to carry out an initial evaluation of your class. 2 Holding students’ attention The learning tasks within the course must involve and challenge students both linguistically and intellectually to sustain their interest and ensure that learning is effective. gain a sense of achievement. no language learning is complete without the learners’ gaining an understanding of the culture of the target language. Uruguay in focus achieves this by: • introducing a group of teenage characters with whom students can identify • focusing on situations and emotions which students will recognise and respond to • presenting real language and expressions which young British people use in conversation with each other • including topics which interest students and expand their knowledge. but as the practices. and develop independent learning strategies. Hence. and encouraging learner independence The material should enable students to monitor their progress. providing ways to monitor progress. Culture in this conception is not viewed just as literary or artistic masterpieces.1 Capturing students’ attention The design of the course and the topics and issues that it deals with must capture the students’ attention and overcome any initial problems with low motivation which they may have. This is no easy task because it involves complex motor operations. contents and cross-curricular topics covered in the unit. These are for students whose knowledge of the language is above average or for those who finish early.) All students should do the Consolidation exercises. Further practice activities are those which provide additional practice on a language aspect which has already been worked on and understood by most students. it is fundamental that students are provided with opportunities to learn the sounds of the new language. It has exercises at three levels: Consolidation. Further Practice and Extension.g. 2 Pronunciation Most teenagers perceive their success in learning a foreign language by how well they can speak it. Again. In this sense. alternative procedures are suggested for presenting language to more able students. See below a suggested sequence for a repetition exercise: • Teacher/Cassette models-students listen • Teacher/Cassette models-students repeat in chorus • Teacher/Cassette models-different students repeat one at a time • Teacher/Cassette models-whole class repeats. One way of doing this is to use the technique of backchaining. etc. whenever possible. Curriculum in focus: On pages 82–91 there are five extra units which serve as a bridge to other disciplines in the curriculum. repetition is a good technique to help learners increase their level of confidence in pronouncing the new language. tapescripts and ideas for extra activities. Say after me everybody: … start? … film start? … does the film start? What time does the film start? The key to effective backchaining is to keep your intonation consistent. repetition is a technique which involves all learners in speaking the language thus gaining confidence and fluency. the listening exercises. helping teachers coordinate work with their colleagues from other subjects. Repetition can help to reinforce a sound or structural pattern. simultaneously. Extension activities are more demanding and go beyond the minimum objectives of the unit. Make the technique fun by involving different learners in the chorus repetition. Where appropriate. and repeating chorally can help students gain confidence before they are asked to perform individually. This means that students’ talking time is increased dramatically and extensive practice can . teachers use the cassette as an additional model for listening and repeating. Learn to learn spots for learning tips. Follow-up sections give suggestions for extra language practice. Teacher’s Book This Teacher’s Book contains unit-by-unit lesson notes. It gives extra practice in Grammar and Communication. e. which may be set for homework. stress and intonation. and has been specifically written for large mixed level classes. 1 Repetition and Choral Practice Even though extensively criticised. The items that follow are suggestions for teachers to select from as appropriate. such as • half the class at a time • vertical or horizontal rows • groups • only boys/only girls. the photostories and the songs. The notes include answer keys. in a chain (S1–S2–S3). At the beginning of each unit there is a box which includes the learning objectives. Workbook The Workbook has a Welcome to English unit plus eight units that correspond to those in the Students’ Book. The Workbook section also contains Self-evaluation tables. We suggest that.Additional material Songs: On pages 80 and 81 there are two authentic songs which can be used for further language practice as well as to provide an opportunity for students to relax and take a break. The key to the Workbook exercises is at the back of this Teacher’s Book. More able students can also do the Extension exercises while the less able students do the Further practice activities. Class Cassette/ Audio CD The Class Cassette contains all the recorded material from the Students’ Book: the dialogues. 6 4 Pairwork Many of the exercises in Uruguay in focus are designed so that students can work in pairs. The Students’ Book has plenty of opportunities to help learners master the new sounds. 3 Questioning patterns In any teaching repertoire it is important to build up a sequence of question and answer patterns. (See Dealing with diversity above. These units help learners consolidate and expand their knowledge and use of English in contexts they are familiar with. starting from the end and building up to the complete utterance. Pronunciation exercises give students extra practice in pronunciation. These units also provide a link to the different themes found in the official syllabus for 1st Grade. and Culture corners for cross-cultural comparison. However. One pattern might be: • Teacher to self (T–T) • Teacher to student (T–S) • Student to teacher (S–T) • Student to student (S–S) • Student 1 to Student 2 to Student 3. in which students repeat an utterance – usually a sentence – in parts. Teaching techniques The teacher’s choice of teaching techniques obviously depends on the individual classroom situation and the preferred teaching style. the pronunciation exercises. repetition should not be abused by using it indiscriminately or as the sole teaching technique. be done by all students in a short space of time. or identify as correct a sentence that contains a mistake. If the sentence is correct. the group must indicate so . Do not assume that they can do it themselves. • set a time limit for the task and warn students a minute or so before the time is up • ask students to appoint a group reporter if the task requires it • when the group work is in progress. Remember that the more they are. However. At the controlled practice stage. One fun way of doing this is to hold a ‘Mistakes Auction’: . but not in mid-speech. correction can be immediate. huh! •… • • • • • Listen carefully Interrupt politely Nod to show agreement Keep eye contact Ask your classmates to repeat if you don’t understand •… 7 Giving instructions It is important to be systematic in your use of English in class. For example. have students work together according to proximity. This chart can be expanded as the course progresses so that it incorporates more expressions and behaviours. students should not be interrupted during their work. This can be done in several ways: • by discussing general mistakes with the whole class • by highlighting mistakes from individual students. You can also list appropriate non-verbal behaviour. the fewer opportunities each group member will have to participate. Students can work in closed pairs (side-by-side.if students fail to correct a mistake in a sentence. Some useful tips to remember when setting up groupwork: • make sure groups are heterogeneous in terms of sex. task-based activities. items of clothing.each group receives x number of credits to spend on ‘mistakes’ . This sentence may or may not contain a mistake . dates of birth or any new vocabulary item to form the groups) • use a deck of cards for quick group formations • where it is not possible to move classroom furniture around. Remember that exposure to the language is important in the language acquisition process. When giving instructions you may want to follow this procedure: • make sure all students are paying attention • enunciate the instructions carefully • accompany verbal instructions with body language to make them clear 7 . etc. collating them on the board and then dealing with them systematically. Give your instructions in English and involve learners in using that language to interact with each other in class. questionnaires. projects and games. The list of Classroom Language below is a good starting point. talking in front of the rest of the class). where the emphasis is on accuracy. In large classes. withdraw and monitor unobtrusively • contribute only when asked to by the different groups • take note of students’ errors for a later feedback session • provide feedback on the process of groupwork as well as on the content and the language • involve learners in self-evaluating their work and in evaluating their peers’ participation and effort • allow time to discuss the answers to these process questions. The teacher can monitor unobtrusively.divide students into groups of four or five . When working in groups… Say Do • Can you repeat that.the winner is the group that has the most sentences when every other group has run out of credits. Just ask learners to turn around and face the two students behind them. the ideal number of participants per group is between three and five. Again. they lose one credit and the sentence . Forming groups Give students instructions on how to organise themselves in groups.students bid to buy the sentence. If the sentence contains a mistake the group must give a correct version of the sentence. making a note of mistakes to be dealt with later.the teacher writes a sentence on the board. interests. Some patterns are: • A to B side-by-side • A-A B-B (pairs turn round and face the pair behind them) • A-B-B-A (pairs turn round and talk across to each other) • Random pairs across the class. groups are an excellent opportunity for students to increase their talking time in class. especially in role-plays. discussions. 6 Oral correction There are no fixed rules for oral correction. Here are some ideas on how to set up the groups: • give each learner a number and get all the students with the same number to form a group (You can add variety here by using colours. language level. • give clear instructions and make sure that students have understood them • give learners extra help in using English for communication while in groups by writing on the board a chart with expressions they can use. In conversations and group activities. Remember that many classroom management problems can be minimised by careful planning on the part of the teacher. groupwork must be carefully planned and organised. where the emphasis is on successful communication. please? • Whose turn is it? • Do you agree? • Uh. 5 Groupwork Students will be often asked to work in groups. talking to each other) or open pairs (side-by-side. adjectives. Discipline. Don’t look at the dialogue. Try again. physical responses (TPR) to commands • model the use of target structure in context • elicit student use of language • help students predict what will happen next • scramble sequenced pictures for students to place in order . it is a good idea to prepare them in class beforehand by giving help with any new vocabulary or expressions which may be needed. • select an individual student’s work and write it on the board for the class to correct together • mark compositions by using symbols which the students know and understand (see the Write section on page 12). note the mistakes. Spell it. Suggested procedure • check comprehension through non-verbal. Remember the saying: ‘A picture is worth a thousand words’. prediction.• ask learners what it is that they have to do. Work on your own. many teachers will prefer to adapt the order to suit their own situation. There are also extra suggestions for homework in the Teacher’s Book lesson notes. 8 Classroom language Here is a comprehensive list of essential classroom language: Classroom instructions Look at this. and exercises from the relevant unit in the Workbook. Student language Can I/we (go to the toilet/work in groups)? Shall I clean the blackboard? Can you repeat that. please? Sorry. Read this/the text silently. Write the answers in your notebooks. Listen and say/repeat after me. Act the conversation. If open-ended writing tasks are assigned for homework. I don’t understand. please. Well done! Excellent. Ask a few students to read out their work to the class. Put a tick in the right column. Work in pairs/groups of three. Come to the front. please. The other students listen. Feedback and encouragement Good. please? Can you wait. Do (Exercise 5) for homework. Students can then think about their mistakes and work out the corrections for themselves. Copy this into your notebooks. Open/Close your books. please. Change parts. Other ways in which you can use pictures—either the ones in the book or those which you or your students prepare—are suggested below. Speak English. However. They can tell you in L1. In this way co-operation and sharing is fostered. How do you spell X? What’s …. teachers can assign the writing tasks from the Students’ Book. As well as prompting oral work.. please? Me. Don’t speak (Spanish). and help to correct them. if necessary • repeat the instructions and get students to start working./Very good. revision. the photographs allow students to make cultural comparisons between their own country and Britain. Is this correct? Can I borrow (a pen)? 8 10 Sequencing The teaching sequence suggested in the detailed lesson notes follows the order of presentation in the Students’ Book. Learn this by heart. Listen to this/the dialogue. They can be used for scene-setting. in English? Can you help me. No talking. please. 9 Homework and homework correction For homework. Fill in the chart. the dialogues can be presented after the main language work. and for presenting new language. Stand up/Sit down. Say it again. Ask and answer in pairs. Read it aloud. Make two teams. Homework can be corrected in the following ways: • exercises can be checked orally in class • students can correct their own or their partner’s work with the aid of a (photocopied) key • written paragraphs and compositions can be corrected by the whole class. Students’ Book suggested procedures 1 Photographs The photographs which accompany the presentation material at the beginning of each unit are an important teaching resource. please. Sit next to (Marcos). For example. That’s right/not quite right. Be quiet. Work quietly. Suggested questions for exploiting the photographs occur throughout the lesson notes. check the answers to your focus questions. write it on the board with some words erased.g. without requiring students to use the particular structures in focus. Talk about your family. pausing the tape for students to listen and repeat chorally and individually. It is advisable to check general comprehension of the dialogue first. Where is Daniel from? What nationality is he? etc. Specific suggestions for using dialogues are given in the lesson notes. suggestions for picture exploitation. • Ask the students to read the dialogue aloud. Family members. none of them is effective. and later in generating sentences and stories based on it. One or two can be chosen to perform it in front of the class. • Play the dialogue a third time. the grammar. • Play the dialogue a second time without stopping. Explain in L1 any cultural points which may arise from the Background notes. e. See how much the students can remember without looking at the dialogue in their books.g. Personal appearance (Unit 3) and ask which words they would expect to occur in the unit. if this is most appropriate. • Use the Picture exploitation suggestions in the lesson notes to ask about the photographs and (after the initial lesson). including the Grammar section. ask what they would want to say when talking about these things. 2 Learning goals The Learning goals highlight the main points of Communication. While you play the dialogue: • Ask the students to close their books while you play or read the dialogue aloud. and Vocabulary in a unit.• engage students in information gap A/B pair work • help students organise themselves in groups. They are designed to make students aware of the language they are going to learn and so encourage learner independence. In L1 if necessary. • When the students have completed the unit. e. This is an especially useful technique for getting students to memorise the Useful phrases. The students should learn these as fixed items. further comprehension questions which require specific use of the new grammar can be asked. The following guidelines are for handling dialogues in general. None of them is more important than the others. Each student circulates with a single picture which they have been given and seeks classmates whose pictures belong to the same set or sequence • involve groups in composing and recording collaborative stories about the picture • involve groups in reading and comparing their stories about the picture • have students choose two or more unrelated pictures and relate them with an original story • play ‘Concentration’ games for matching pictures to words • create and label photographs in personal or class albums • students create their own photo stories • help students develop role-plays in scenes suggested by pictures • involve students in identifying and classifying vocabulary suggested by a picture. Do not attempt to explain the grammar behind the phrases unless the students ask you specifically for 9 . revise what the students already know about the characters. if necessary. • Check the answers to the comprehension task. Grammar. until the students can recite the dialogue from memory. Later on in the lesson. and to explain the meaning of any Useful phrases (see below). play the dialogue again. such as their names. Elicit or remind students of the words they already know. Talk about people’s appearance (Unit 3). • If you wish. and Background notes. and ask them to give examples for each of the goals listed. and relationships. ages. Notice that the approach of Uruguay in Focus does not give any of these three areas special priority. • Students open their books and look at the comprehension task. • To help students memorise all or part of the dialogue. what they look like. Suggested procedure • Draw students’ attention to the items in the Communication section. It is our belief that communicative competence can be achieved by balancing the three components suggested here. what they are wearing and what has happened in the story so far. e. Suggested procedure Before you play the dialogue: • Check the lesson notes for dialogue-specific notes. Continue. In later units you can ask what the characters are doing. if taught in isolation. 3 Listen and read dialogues 4 Useful phrases The dialogues in Uruguay in Focus develop the storyline and present new structures and functions in context. However. After you have played it through once. Discussion of the Learning goals may be conducted largely in L1. progressively making more gaps. • Present any vocabulary and expressions that you think the students may have problems with. • Ask a few focus questions of your own. Specific suggestions for presenting and exploiting learning goals are given in each unit. to prepare the students and to encourage them to listen for gist when you play the dialogue for the first time.g. stopping at intervals to clarify. once the students are familiar with The Useful phrases are a selected list of words and expressions from the dialogue which are either common collocations or colloquial expressions. refer back to the Learning goals. • Then refer students to the word groups listed in the Vocabulary section. in pairs or groups. using L1 if necessary. This will enable you to detect any problems the students may have with the structure. In early units. • Ask the students to complete the rule and to answer any other questions that may be included in the Grammar box. • A fun way of reviewing these useful phrases every once in a while. inviting where appropriate comparison with Spanish. this can be done in the students’ own language. with special attention to pronunciation. • Play the tape and ask the students to repeat the phrases chorally and individually. 8 Communication The Communication sections focus on the important communicative functions to be practised in the unit. if appropriate. This may be suitable on some occasions. of the point in question using the students themselves and the classroom environment. • You may also want to write isolated words on the board and invite learners to come up with different sentences by using the grammar points in the Grammar Box and the words on the board. It is best to do this in class orally rather than set it for homework. The dialogues are then role played in front of the whole class. then elicit the rule. • Move on to the practice material immediately. They are usually contextualised in short sentences and supplement the main Grammar boxes. stress and intonation. is to ask learners to write up to three of these phrases and expressions on slips of paper and put them all in a bag. We therefore recommend that the Grammar boxes are used after the presentation and contextualisation of the new grammar through a dialogue or text. • Read the exchanges aloud and at normal speed. 6 Grammar The Grammar boxes focus on the main grammar point of a unit and are presented in tabular form for easy access and understanding by the student and are normally used for the presentation of the major verb tense systems. Suggested procedure • Refer the students back to the contexts in which the sound or sounds occur in the dialogue. • Point out any particular difficulties which you know your students will encounter. The Grammar boxes are always followed by practice exercises. • Invite learners to use the new grammar in sentences about themselves and their own lives. • Write a gapped version of the dialogue on the board or provide a photocopy omitting the Useful phrases. • Comment on any points of usage (see lesson notes) and ask the students to make a usage rule if appropriate. 5 Pronunciation The pronunciation exercises isolate and practise problem sounds. Suggested procedure • Explain the communicative function which is to be practised. • Ask them to study the example. it is also possible to postpone detailed study of the Grammar boxes until the end of the unit. A table is usually followed by a discovery task to encourage students to draw their own conclusions about the grammar rule involved. but beware of introducing too much new vocabulary. • Practise the exchanges chorally. • Make up other sentences of your own which include the sound in focus. See if the students can fill in all the expressions in the right place. Special tips for producing each sound are included in the lesson notes for each unit. Also. They must improvise a dialogue using the phrases they have picked from the bag. • Keep a list of the Useful phrases presented during the course so that you can use them yourself and revise them at regular intervals. Students then work in groups and take six slips of paper from the bag. The communication exchanges either develop the grammar from the unit in a communicative context or exemplify communicative sentences without emphasis on the underlying grammar. • Give further practice.information of this kind. but as a general rule students may be demotivated if lessons always begin with a grammar table and a grammar rule. blanked-out version of the table on the board and ask different students to complete the missing elements. inviting comparison with L1. Some teachers may wish to start a unit with the main grammar point and then move back to the dialogue. On occasions. suggest that students keep a section of their class notebook to record the Useful phrases. . they tend to remember the language better. When students are given the chance to talk about themselves. using forward or backward chaining to help students with overall rhythm and intonation. • Play the relevant Pronunciation track and help students to produce the sound in question if they are having difficulty. • Ask the students to think about the grammar rule or rules involved. • Refer the students back to the dialogue or presentation text to find examples of the relevant structures. Useful phrases are recycled in appropriate contexts in the rest of the unit or in the subsequent units. 10 Suggested procedure • Remind the students of the context (dialogue or text) in which the grammar was presented. Suggested procedure • Prepare a skeletal. 7 Grammar flashes The Grammar flashes introduce other grammar points. Suggested procedure • Check that the students understand the meaning of the expressions by eliciting a translation in their own language. • Make sure that the students understand what they have to do. Tell Student Bs to turn to the relevant page at the back of the Students’ Book. The information for the other half of the pair (Student B) is in a special section on page 92 at the back of the Students’ Book. whereas the Over to you exercises solicit the students’ own contributions and are aimed at improving fluency and encouraging students’ involvement in the topic. you may want to group Student As and Student Bs separately at this preparation stage. These exercises are best done orally in pairs or groups. in the normal course of conversation. • Give an example of a couple of exchanges and demonstrate that students should note down the missing information. so that teachers can monitor the students’ pronunciation and intonation. and is accompanied by a simple task such as completing a chart or answering comprehension questions. Practice exercises are generally controlled and place the emphasis on accuracy. the successful completion of the task by both halves of the pair. but the interest is more on the development of the story. so that each group can collaborate on any problems or difficulties. • Make sure that the functions are recycled in subsequent lessons.) • Tell Student As to look at the relevant exercise. first in closed pairs. • Students read the instructions and their part of the information. an extract from a radio programme and so on. Although Uruguay in Focus is extensively illustrated to help students learn vocabulary. The relevant page numbers are always referred to in each Interaction exercise. 9 Vocabulary Vocabulary is presented in lexical fields and practised through exercises and tasks linked to the grammatical or communicative focus of the unit.• Ask students to practise the subsequent conversation in pairs or threes. 10 Practice and Over to you The main language focus sections. then in open pairs with the whole class listening. or there will be no point to the exercise. It is essential to keep a regular check on vocabulary so that new words are continually recycled. The conversation usually includes the language in focus. These interviews are important as they introduce students at an early stage to the flow and rhythm of natural speech and encourage them to listen for gist rather than to listen at word level. This may be a telephone conversation. Suggested procedure • Set the context of the listening text. Suggested procedure • Divide the students into pairs. The second type is a recorded continuation of the storyline. i. are followed by Practice or Over to you exercises. • Allow time in early units for setting up an Interaction exercise. using the techniques suggested in the relevant Learn to learn sections in the Students’ Book and Workbook. Students may like to keep a small notebook in which they list new words. The emphasis should be on the outcome. • Emphasise to the students that they must not show their respective texts or charts to each other.e. (Make sure these pairs are changed frequently during the year to avoid boredom or frustration. The third type features an authentic interview. teachers may like students to write the conversations as well. Ask general questions to generate interest. featuring the main characters. other techniques for presenting new words can include: • the use of real objects in the classroom environment • showing flashcards or magazine pictures • sketches and diagrams on the blackboard or overhead projector • miming and acting • explaining in simple English • explaining in L1 or translating certain words • asking the students to use dictionaries • encouraging learners to keep a personalised thematic picture dictionary in their notebooks. They should not just pause and wait for their partner to supply the missing information unprompted. and tasks are set with this end in mind. the exercise will take less time to conduct. The information for one half of the pair (Student A) is given at the appropriate place in the unit. The aim of these exercises is to provide realistic practice of the language in focus. The choice of technique will depend on classroom conditions and the type of word or expression. Go round and help quietly with any difficult words. However. 12 Listen 11 Interaction Interaction exercises are information-gap tasks which require students to work in pairs. • Point out that it is essential the students ask a question to obtain the required information. To avoid this. • Teachers may like to go round monitoring the pairs and taking note of any special or recurring errors to discuss with the students afterwards. such as the Grammar boxes and Grammar flashes. • Show how the exercise works by taking the part of Student A yourself and selecting a capable Student B to work with you. 11 . after the oral practice. The first type is specially written to include the structures and functions in focus. They have to complete the information by asking relevant questions. by giving incomplete information to each half of the pair of students. Once the students are familiar with the routines. There are three types of listening text in Uruguay in Focus. Identify a Student A and a Student B in each pair. See below the suggested 5-E Approach to Skills Development. • Ask students to read the sample piece of writing and compare it to their brainstorming ideas. Help learners evaluate their performance in the task. It gives confidence and motivates learning. they either write or speak. • Play the tape for students to grasp the general gist. 13 Read The importance of reading cannot be underestimated. different ways of recording vocabulary. complete charts. • Revise the new language at the beginning of the following lesson. they answer questions. • Students copy the plan in their notebooks and write their own pieces. the teacher will need to spend some time preparing the students especially if it is to be set for homework. The purpose of this stage is to have learners interact with their material or task. suggesting pre-questions. For expression tasks (Speaking and Writing) engage students in brainstorming possible contents. corrections should be minimal. etc. etc. Ask a few simple comprehension questions. either individually or in groups. Writing tasks are frequently linked to reading tasks. Allow learners to ask you questions or to consult their textbooks or notebooks before engaging in the task. • Check the answers to the task. show them examples of corrections so that they understand the meaning of the symbols clearly. complete diagrams. This is the time to reflect not only on the accuracy of the learners’ comprehension or production. • Read any new phrases or words aloud to the students and practice chorally or individually. listing expressions and/or vocabulary to use. but also on the process. in L1 if necessary. Explore 14 Write Explain Writing tasks are provided with a twofold purpose: either to consolidate the language in focus. Most important of all. • Present any new words that are essential to the understanding of the text. Suggested procedure • Ask a few ‘warmer’ questions to set the context of the reading text. Ask peers to answer these questions about their partner’s writing: What do you like about your partner’s text?.= sentence is too long / = separate ? = not clear You may also want to work on mistakes you have found in correcting students’ work. at key points. it is a stimulus for ideas and discussion. . Suggested procedure • Explain the purpose of the activity.• Present selected key words and expressions. etc. They cover areas such as asking the meaning of words. ww = wrong word wo = wrong word order ^ = something is missing here t = wrong tense —. engage learners in predicting. newspapers and magazines. identify pictures. 15 Further tips for the development of the four language skills Skills development needs to be carefully monitored. or guessing titles. Learners carry out the task. an advertisement. looking up words in the dictionary. What can your partner do to improve his/her writing? • Use a marking code to correct your students’ writing. or where students need to record information. The reading texts in Uruguay in Focus are varied in type and length and are mostly adapted from authentic sources such as brochures. for example. • Play the tape again. • Encourage students to help you build a plan for the writing task on the board. From time to time this can be done by means of a brainstorming activity in which students pool all the words they know which relate to the subject of a text. a letter. In the case of comprehension tasks. • Invite students to brainstorm ideas about the content of what they want to write. Give learners time to check their predictions and/or try out their initial ideas. or to help students to produce specific text types. it provides the context for new language and acts as a model for writing.g. You may also want students to use these symbols when editing the work of their peers. When presenting this marking code to students. You may want to involve students in planning writing or speaking. stopping where necessary. • Encourage students to self and peer edit their writing before handing it to you for final marking. Elaborate Suggested procedure • Read the instructions for the writing task together with learners. Engage For comprehension tasks. What do you find difficult to understand?. In the case of expression tasks. Use any accompanying pictures to help you. We suggest you follow the guidelines suggested for Oral correction on page 7. Where the writing task is free standing. Here is a sample marking code for beginning writers: 12 Evaluate 16 Learn to learn The Learning to learn sections are designed to help students become better language learners. and so on. At this stage. drawing in the reading text as a model for writing. Replay parts of the tape if necessary. e. while at the same time reinforcing.’ i. or fill in a bingo board and then listen to the song and check the words they hear). 21 Curriculum in focus The Curriculum in focus pages are opportunities for students to integrate their learning of English with other areas of the curriculum. Projects The projects relate to the overall theme of the previous units. • Play the tape for learners to check their predictions and ask students to reflect on their answers. • Explain that the students’ version of the dialogue may be perfectly acceptable. Projects can be done individually or in groups.g. If possible. Students then produce finished drafts of their work. • Ask students to read the photostory silently and confirm their predictions about the situation. The purpose of the photostories is to consolidate previously learnt language and to encourage students’ prediction skills. • Ask students to spot missing/extra words in a line. On the agreed date. • Ask students to put stanzas or lines within a stanza in order. are exploited in different ways for detailed listening practice. what a good project will look like. 20 Songs Listening to songs and noting down the lyrics is something that teenagers frequently do in their spare time. if possible. • Write questions for each line and ask learners to suggest an answer (in full) then listen and check. Read the text with the students and work on the meaning of any difficult words or expressions. 13 . Help learners set deadlines for completion of the project and monitor these deadlines so that they do not get sidetracked. display all the projects. games and Wide angle on the world sections. have groups present their project to the rest of the class. which are included in the recorded material. as homework or as a combination. started in class and completed for homework. It is advisable to help students infer meaning from the context rather than to explain everything to them. give learners time to read the lyrics in detail and discuss the overall meaning of the song. Wide Angle on the World This section incorporates further skills work using short texts about people and places from around the world. If students have produced their work individually. Explain how the project will be carried out. • Collect the suggestions from the class and write them on the board. This is an opportunity for students to assess their own progress based on their perception of their general performance. i. The two songs. • Spot extra words in a line. several words or even a full sentence in each gap. The lesson notes provide suggestions for procedure. speaking and writing. learner independence and co-operation with other students. entirely in class. They provide students with an opportunity to produce a piece of work based on their own input and ideas. • Play the tape again and ask learners to read along. From time to time the teacher should discuss the students’ own rating with him/her and you can compare your own rating of the students’ performance and any discrepancies can be discused. This way.e. Project work can contribute to students’ general educational development by fostering creativity.17 Photostories Photostories occur after every two units. e. • This may be a good opportunity to draw on cultural differences between the students’ culture and that of the characters’. • As a follow up. • Suggested procedures • Help students recall the story so far. • Exploit the different pictures in the photostory using some of the techniques suggested in the section on how to work with pictures. The Consolidation units consist of projects. Suggested procedure • Present the theme of the project and. then listen and check. a photo display for other classes in the school. 18 Self-evaluation The Self-evaluation tables appear in the Workbook at the end of all even units and are cross-referenced in the Students’ book. 19 Consolidation The Consolidation sections in the book present students with opportunities to revise and consolidate the language they have learnt so far and give additional integrated skills practice in reading. consolidating and expanding on the language they have learnt. even if it does not match the recorded version exactly. Discuss with students how long they think they will need to complete the work. they can exchange their work with their peers for comments. They feature activities and adventures of the main characters with which teenagers can readily identify. or information for pen friends or visitors from abroad. then listen and check. • Ask students to predict rhyming words. give learners a few words from the lyrics and ask them to make a sentence. • • • • • • the project. an article for a school magazine. Point out that there may be one word. jumble the sentences and create a matching exercise.e. create an appropriate and meaningful purpose for Suggested procedure • Start by doing some global listening activity (e. Go through the sample Project in the Students’ Book and involve students in discussing ‘Success criteria. They should try at this stage to predict the missing language in each gap.g. • Break up each line in two. responsibility is shared with the students. • Ask students to put the lines of the stanza in order. a ‘word of the day’ to illustrate. you need to keep learners actively involved and interested in classroom tasks.’ In order to reduce behaviour problems to a minimum. or an expression which you have recently taught.Practise: go over the procedure with students until they are aware of the routine . the following points should be recorded: • Your aims: what you intend to teach in this particular class • Your objetives: what you expect students to learn or be able to do after your class • The materials: what elements you will use • A step by step list of classroom activities . You may want to talk to 14 the student privately after class. etc. This does not only show respect for learners. This is mainly because learners are used to working in a certain way in primary schools and the expectations in secondary schools are different. You may follow three simple steps: . You may want to move closer to the student or calmly remind the student that a rule is being broken. or a song. so surprise students every now and then by including a ‘Surprise’ section in the schedule.Explain: name the procedure and explain why it is needed . they should ask a classmate before asking you. and to preview tomorrow’s activities. On one of the sides students write PLEASE HELP ME. • Misbehaviour II Misbehaviour is bound to occur with teenagers in a classroom. or encourage them to use help cards (fold a piece of paper to make a triangle which stands on a desk. discuss with the subject/area teacher what the best content to concentrate on is. don’t begin the new activity until the transition is completed. a focus question for them to answer. be consistent about enforcing rules. it can also lead to boredom. Keep seatwork challenging and meaningful. • Transitions Here are a few suggestions for transitions in between activities: review the schedule for the day. Planning your classes It is always necessary to plan your classes. Explain why rules are necessary. give students notice before an activity ends (tell them how much time is left. It is a good idea to finish class five minutes before the bell rings to reflect on what has been learnt. Instead of using the usual ‘Present!’ or ‘Here!’ you may ask learners to answer with a colour.Suggested procedure • Share the materials in this section with your colleagues from other subjects at the beginning of the school year and plan with them how and when to teach these contents. or raising your hand and asking learners to do the same. monitor the class at all times. some of these procedures may help: clapping hands. arrange for early finishers to do extra activities. a riddle. Start by telling learners what you expect from them. You may give learners words for them to form a sentence. Teach the procedures. address learners’ interests in your lesson. • Rules Establish classroom rules. The surprise may be a short game. on the other side they write THANKS. • Use the Research sections as an opportunity for learners to learn more about the content. but it also helps you by giving your class a structure. Off to a good start: further ideas to develop a super course! Classroom management Most teachers of teenagers experience problems with classroom management. It is also advisable to inform your principal and colleagues of these rules and reach an agreement with them as to their enforcement. do not just list them. You may choose to close the day with a song. While predictability helps ensure safety. When such a situation arises. • Misbehaviour I ‘An ounce of prevention is worth a pound of cure. As learners complete each activity erase it so as to give them a sense of progress. adjective. What follows are a few tips to help you manage your groups: • After the bell rings Make sure you give learners something to concentrate on while you get ready to start the class. a short reading or something learners like.Reinforce: tell learners how they are doing. • The lesson notes provide specific suggestions on how to better exploit the units. demonstrate and highlight expected behaviour. on the very first day of class. Students put the card on their desks and turn it towards their partners whenever they need help. provide feedback and keep to the rules firmly. let learners know that you are aware by making eye contact or signalling for silence. Again. This is also a good time to remind learners of homework assignments. or even to build learners’ confidence in using the language is to give them a cue with which to answer when you take attendance. what they are to do once they finish and how to get ready for the next activity). • Getting students’ attention When students are working and you want them to pay attention to you. • Classroom routines and procedures Teaching classroom procedures from the very first day helps establish an adequate atmosphere for learning. You can either use the Three before me technique (students ask three classmates before asking you). • Class schedule Give the class a structure by writing what is to be done on the board. • Students needing help If learners need help while working individually. Whatever the format you give to your lesson plan. • Purpose Ensure that activities have a clear purpose and are closed adequately when learners finish. Negotiate with them a set of about five rules and agree on possible consequences for not complying with rules. number. • Taking attendance A good way to review what has been taught. Always be polite but firm. Related information.. Venn Diagram This well-known diagram helps learners spot connections between facts..• How you plan to close the class. learners complete the third column as a way of reflecting on what and how they have learnt.? Chain organiser Chain organisers work well as a pre-.. examples. KEY WORD OR CONCEPT Related information. taking notes.. examples. Fact 1 Using graphic organisers Graphic organisers have been described as ‘words in pictures.? What do we want to learn about ………. it can be used as a note-taking device before speaking or writing activities or it can be used as a summarising device after listening. etc. ideas or events...…? What have we learnt about …………. …… 15 .. Related information. writing or discussion session to complete the first column with what they know about the theme or content. for other groups to answer. It is also useful as a pre-activity for skills development learners can brainstorm around the title of a reading or listening text. etc. …… How can we learn about ……………………. Related information. examples.. See sample chart below. etc. etc. doing a project.).…. Main idea Related information. Supporting idea 1 Supporting idea 2 Supporting idea 3 Detail Detail Detail Supporting detail K – W – H – L Chart Teachers ask learners before a reading. etc. examples. At the end of the activity. reading or writing activities. …… Challenge questions about ……………. Then learners fill out the second column with what they would like to learn about this new content or theme while also thinking about effective ways of learning (by reading. while. Facts 1-2-3 Fact 2 Fact 3 Hierarchical organiser This organiser helps learners distinguish between main and secondary facts. concepts or ideas.. This type of organiser helps learners sequence information in a logical pattern. listening.? Finally. …… But. speaking. examples. Word web/Concept web This graphic organiser can be used in teaching vocabulary or in teaching new concepts.. Related information..’ These graphic representations help learners explore their background knowledge. and post-activity. See the photocopiable lesson plan on page 16. What do we know about ……………………. examples. register new knowledge and match the two. This information is shared with the class and learners proceed to work with the new theme or content.. etc. First. However. etc.... …… Then.. etc. 16 ©Pearson Education S.A.. 2003 Photocopiable .Uruguay in focus Lesson plan Teacher: Aims Class: Date: Objectives Materials Procedure What the teacher does What students do Comments Closure Comments about this class Reminders for next class Exercises or activities to be finished/checked/etc. next class Homework assignments. A.. 2003 Photocopiable 17 .Uruguay in focus Student evaluation sheet Name: Class: Progress tests Test Initial 1 2 3 4 5 6 Grammar Vocabulary Communication Total Comments Continuous assessment Date Reading Writing Listening Speaking Grammar Vocabulary Communication Learn to learn Attitudes Mark Date Mark Date Mark ©Pearson Education S. 2003 Photocopiable .. b) Now circle three (3) more colours. R e d 1 2 3 4 football OR Y GR LL GE UE IO T 5 2 Think and match.Check yourself Name: Class: Date: 1 English words I know. 3 Colours a) Complete the rainbow.A. Look → ↓. J O S E A D O S Z S X M B L A C K A C I B X B Z B B M A E P C W X R C H U E Y L D B A W K E T B A E B I G U E I N D L A R E P P I N K P J A O S T football ZOO jeans tennis W E M W M W S G E D S W H I T E O O R N tiger V lion RESTAURANT coffee sandwich jacket S C Q T-shirt SHOP elephant monkey V hamburger Z P SPORTS CLUB 18 ©Pearson Education S. eight 4 - . Use the numbers in the box. sixteen three four five six ten twelve 1 hello thirteen eight fifteen 2 seventeen two . 2 old are you? 3 4 thirteen.one 6 one .five .seven 3 5 ..twelve 9 twenty - - 10 b) Complete the classroom words.nine ten 7 8 - .twenty . yellow. What’s I’m (x2) is (x2) How (x2) black board 1 p_n 2 b__k 3 e__s_r 4 d__k 5 s c _ _ s _ rs David: María: David: María: 1 old are you? twelve. olleh 1 pu dnats 2 netsil 5 Numbers Fill in the blanks.4 The English classroom a) Write the classroom language.four 3 etirw 4 kool 5 eybdoog nine .A. Use words from the box. David: My favourite colour 5 What’s your favourite colour? María: My favourite colour 6 ©Pearson Education S. 2003 Photocopiable 19 . your favourite colour? blue. 6 Communication Complete the dialogue. behind. a lot.Contents Unit Communication Greet people and exchange names Grammar Verb to be singular Question words: What? How old? Demonstrative pronouns: this/ that Indefinite articles: a/ an Possessive adjectives: my. their Genitive apostrophe s: plural (s’) Verb have/ has got some and any Question words: How many? Linkers: and. 38 4 Do you like heavy metal? 44 Talk about likes and dislikes Consolidation 2 Game: Find my family 49 Wide angle on the world: Life at the tip of the planet Ask for permission Ask and say the time Buy things in shops Present simple with fixed times Question words: How much? Preposition of time: at Verb can (permission) 5 Can I come too? Welcome to Brighton. opposite. in the centre of. because Present simple Adverbs of degree: very much. your. at all Object pronouns: me. its Genitive apostrophe s (’s) Prepositions: in. Can you spell that. next to. but. us.. you. her. him. sometimes Consolidation 3 63 Project: My town in focus Wide angle on the world: Quito Talk on the phone Present continuous 7 What are you doing? It was brilliant! Consolidation 4 Game: Collect animals 66 Make contradictory statements 72 77 Verb to be past simple Past simple of regular/irregular verbs 8 Wide angle on the world: Saving the panda Curriculum in focus 1–5: pages 82-91 Songs 1 and 2: pages 80-81 .. 52 6 58 Ask and say where places are Prepositions of place: in/ on (a road).. and . please? Consolidation 1 Talk about your nationality and say where you are from 24 Ask for and give telephone numbers Ask for and give names and addresses 30 35 Plurals of nouns Verb to be plural 2 Verb can (request) Question word: When? Preposition on with days of the week Project: My life in focus Wide angle on the world: From one country to another Talk about your family Talk about people’s appearance Possessive adjectives: our. in front of. Make suggestions with let’s on the corner of. your Question words: Where? Who? Possessive adjectives: his. at A Welcome to English! B 12 Introduce people Greet people you know Ask where people and things are Game: Heads or tails? 23 1 I’m FrenchCanadian. never. Ask and talk about places and facilities near. them Imperative 3 I’ve got two sisters. between . on.. there is and there are Indefinite pronoun: one Verb want + infinitive Frecuency adverbs: always. it. her. wrong. hot. pronunciation. don’t Pets Read about cyberpets Listen to a conversation about pets Using a dictionary / N / song Adjectives and their opposites Read about a mysterious incident Listen to a report about a strange incident and write about it / w´z / / wÅz / was Student B section (Interaction exercises): page 92 Pronunciation exercises: page 93 Indexes A/B: pages 94-95 . thirsty. small. doesn’t Clock times Fast food and drinks English money Places in towns Leisure activities Find out from a dictionary how to pronounce words / œ / can / A… / can’t / ´U / no. and meaning / ø / does. tired Ask the names of things in English / j / you. thirteen Family members Personal appearance Read and write a letter to a penfriend Listen to a personal description Speak about appearance / D / brother / d / daughter Types of music Write about the favourite music of family and friends Read an article about a young musician Write a paragraph about a favourite band Ask about spelling. big. hungry.Vocabulary Common objects and furniture Classroom language Skills Learn to learn Pronunciation / S / she / h / he Common adjectives: right. cold. your Countries and nationalities Compass points and places Read and write a formal letter Capital letters Greetings through the day Numbers 20–100 The alphabet Days of the week Listen and write telephone numbers Read an advert Listen to a telephone conversation and complete a form Ask for help in class / T / three. and then in larger groups. • Introduce the scene in L1. pausing to explain or translate as necessary. • Classroom objects. how (old)? • Demonstrative pronouns: that. Grammar in focus • Verb to be singular. (They can see Stansted on the luggage trolley and may be able to guess that the full name is London Stansted. • Play the tape while Ss listen and follow in their books. Each time you cover an item you can refer Ss back to the box. • Ss practise reading the dialogue aloud in groups of four. Vocabulary in focus • Greetings. 1 Listen and read Tell the class to look at the photograph but to cover the text. • Check the answers with the whole class. Attitudes • Showing an interest in using L2 for communication. • Question words: what. • Common objects: furniture. I’m … and Hello. • Sounds: sh /∫ / and h/j/. • Play the tape again. origin. • Indefinite articles: a/an. • Greet people and exchange names. • Give personal information: age. • Spell words using the letters of the alphabet. • Understand simple classroom English. In this way they will be aware of their own progress. • Talk about age. Gatwick (to the south-east) and Stansted and Luton (to the north). whereas Hello is neutral and can be used with people of any age. Introductions • Introduce yourself to the class. 2 Comprehension • Ss match the names to the people. colours and classroom objects. which is always very motivating. if the class is new. • Then ask Ss to read the dialogue with the tape. • Developing an interest in other countries. There are four main airports for London and the south of England: Heathrow (to the west). to each other. Objectives Students will be able to: • Classify and write word-related numbers. You may also ask the more able Ss to help you with translation. 22 Libro del alumno p 12 .A Welcome to English! • Point out that Hi is an informal greeting normally used only among young people. • Organise information into different categories in a chart. • Ask and answer about common objects. Pronunciation • Letters of the alphabet. If possible. this. • Ask and answer about age and name. Part A Read the box with the Ss and tell them these are the things they are going to see in Welcome to English! Part A. • Exchange information about common objects. • Infer information to complete a text. my name’s … . • Analyse grammar rules to complete sentences. asking ‘warmer’ questions such as: Where are they? What are they doing? Have you ever been to an airport? Why did you go there? What sort of things did you see? • Point out the yellow signs on the left of the picture and ask if Ss can read them and guess what they mean. • Talk about films and pop stars. Te a c h i n g p o i n t s Communication in focus • Ask and answer about age. • Developing a positive attitude and respect towards classmates’ work. Say: Hello.) Background notes Stansted Airport: Daniel arrives at Stansted Airport. They can do this in pairs. • Ask Ss to find the name of the airport in the picture. just outside London. • Ss then introduce themselves to you and. Skills practice • Match written information with pictures. try to have at least one or two good Ss in each group. • Read and write a pen friend advertisement. • Possessive adjectives: my/your. because they will force the group to do the activity and not talk about something else. Answer key 1 Emily 2 Daniel 3 Luke 4 Charlie • Developing a positive attitude towards overcoming problems linked to the L2 learning process. • Ss look at the dialogue in their books. • Introduce themselves. so Ss can practise the dialogue with books closed. Erase some words and ask Ss to practise it again. • If necessary. chorally and individually. • Ask Ss to give equivalent expressions in L1. e. • Ss then read or listen to the dialogue again to check their ideas. They act out the conversation. Welcome … (country). • Write the phrases in a jumbled order on the board. B: Thanks. Extension activity a) Ss practise the dialogue with books closed. and then to put them in the order in which they occur in the dialogue. Stop at each phrase and ask Ss to repeat.A 3 Useful phrases See the Introduction for suggestions on presenting this section. • Tell Ss to substitute the words in blue for their own names and country. • With books closed. demonstrate the dialogue yourself with one student. Encourage Ss to add to it if they can. … great … … here. … … name? B: … … (José). A: … me. • When you feel the dialogue is established. Elicit the question: What’s your name? and the responses: I’m … and My name’s …. Ss practise in pairs. Ss try in pairs to recall who said the phrases. • Ss practise briefly in pairs. 4 Communication Greeting people • Remind Ss of the introductions which you taught them previously. • Now play the tape of the individual phrases. Reinforcement activity Write a gapped version on the board. • Explain or ask Ss if there are any problem phrases in L1. A: Hi! … (John). • Ask Ss to read the dialogues in their books. Libro del alumno p 13 23 .g. b) Ss choose a famous person they would like to meet. Tu veneno and Turmalina. dictionary. use pictures as examples of the sounds. You’re Andrea. Refer Ss back to the grammar section if necessary.Natalia Oreiro. You are Charlie./Are you a teacher?/Yes. and Dangerous Minds.g. I am. a) • Ask warmer questions to see if they recognise or know any of the people in the photographs. Rainman and The Firm. questions and short answers and add them to your table on the board. They will then breathe out gently enough to make the correct sound. • Ask Ss if they know any of the films these people have starred in. devise your own sentences. 6 Mariano Martínez is an Argentinian actor who has starred in Son Amores.) in a contrasting colour. and that full forms are normally used in compositions and formal writing. I am. Write the phrases in full on the board and the contractions (I’m. Answer key Long forms = I am Daniel. • Play part A for Ss to practise the sounds separately. • Practise the questions and short answers briefly across the class. 5 Natalia Oreiro is a Uruguayan actress. This helps to make sure Ss are making their lips round enough to produce the sound easily. For /j/. It helps if Ss imagine they are going to breathe on a pair of spectacles to clean them. read through the grammar and complete the rule. it can help Ss to put their finger in front of their mouth as an English person does when asking someone to be quiet: ssh. elicit the positive forms I’m Alicia. or ask Ss what other English words they know containing these sounds. so that Ss can try saying them before they hear them on the tape. Answer key 2 Julia Roberts 3 Antonio Banderas 4 Tom Cruise 5 Natalia Oreiro 6 Mariano Martínez 24 Libro del alumno p 14 . The sounds /∫ / and /j/ she. in pairs or groups. She is also a singer. • Point out in L1 that contractions are usual in speaking and in letters to friends. 7 Pronunciation.A 5 Grammar • After teaching verb to be singular go back to the presentation dialogue on page 12 and highlight positive form. • This can be done in pairs or small groups (or completed at home and checked the next day). contractions and making and answering questions with the verb to be. e. Answer key 2 He’s 3 not 4 ’re 5 am 6 She’s 7 I’m 8 It’s WB Grammar 1. where he was a young Uruguayan who fell in love with one of the starring actresses. • Ss complete the exercise in pairs. I’m. The Pelican Brief and Steel Magnolias. • Elicit the negatives. 3 & 5 Reinforcement activity Ask Ss to imagine they are a famous person. • Check the answers with the class. • Ss now open their books. He also played a part in El Faro. He’s Henry. look at the forms and decide the rule. 4 Tom Cruise is an American actor who has starred in Top Gun. • Draw Ss’ attention to the grammatical forms. the problem is often that the sound is too guttural and strong. the following techniques may help. I’m not. 2 Julia Roberts is an American actress who has starred in Pretty Woman. another person in their class or another teacher at school.g. She had a leading role in the soup opera Ricos y Famosos and in 2002 starred Kachorra. • If Ss need more practice. Tequila Sunrise. e. b) • Do the example with the whole class. not the contracted form Yes. Interview with the Vampire. etc. Ask them to guess their partner’s name by asking Yes/No questions. write the words and phrases on the board. • Ss.g. • Using yourself and the Ss as examples. e. 3 Antonio Banderas is a Spanish actor who has starred in Evita and The Mask of Zorro. Language note: Check that Ss realise the short answer is Yes. Are you a girl?/No. he The tapescript appears on SB page 93. Write these cues on the board for Ss to follow. hello. • To help Ss remember the sounds. negative form. She’s Sharon. She is Emily./etc. 2. She has launched three albums . • If Ss have difficulty with the sounds. For /∫ /. etc. 6 Practice Background notes 1 Michelle Pfeiffer is an American actress who has starred in Batman Forever. • Before playing part B. Answer key 1E 2 A 3D 4B 5F 6C Extension activity Ask Ss to design a poster with the five top film stars of the class. while this refers to things which are nearer. to match the pictures with the vocabulary. using the questions What’s this? / What’s that? • Drill the questions What’s this? / What’s that? Encourage Ss to use the contraction and help them with the pronunciation of th if necessary (they put their tongue between their teeth). & 7 Libro del alumno p 15 25 . • Check the answers with the whole class. • Ask Ss to decide what the difference is between the two groups. Language note: Explain that that usually refers to things which are further away from the person asking the questions. Answer key 1 It’s a pen 2 an envelope 3 a book 4 a chair 5 a dictionary 6 an eraser 7 a desk 8 an apple 9 It’s a blackboard 10 an umbrella 11 a table 12 an atlas 13 a pencil 14 an exercise book 15 a computer 16 a bag Reinforcement activity Ask Ss to play hangman with the words they have learned.A Grammar flash • Show objects or draw pictures of the words in the Grammar flash and elicit/teach the words. • Check their answers. in closed pairs. Label the groups a and an. • Check their answers. 8 Practice • First ask Ss. • Teach this/that using the illustrations in the Grammar flash and/or objects in the classroom. 9 Vocabulary Classroom language • Ask Ss to match the instructions with the pictures. • Write the words on the board in two groups: items beginning with a consonant and items beginning with a vowel. See suggestions in the Introduction section. WB Grammar 4. • Ss then practise in closed pairs or in a chain drill round the class. • Word web: use a word web to organise vocabulary on common objects. 6. They can then add their own information. 10 & 11 • Elicit or teach I’m from. 11 Speak Talk about films. More support can be given by reading through the first text with them. 9. Extension activity Ask Ss to draw a table like the one in Exercise 10 and ask five Ss in the class to supply the information.C. Sydney is a large city on the south-east coast of Australia.. Ss write their own advertisements. • Do a brief feedback with the whole class. Mel Gibson is an Australian film star whose films include the Lethal Weapon series and Braveheart. Encourage most Ss to complete both. But the capital of Australia is Canberra. Combat! and Die Hard 1-4. • If you have a class noticeboard. WB Communication 8. in the province of New South Wales. You may also ask Ss to fill in the information about one person at least. not New York. • Ss then read the short texts about each person and complete the charts individually. It is famous for its opera house and its nearby surfing beaches. • Ss then discuss the questions in pairs. Refer them back to the texts in Exercise 10 if necessary. if necessary. • Ss check their answers in pairs. It is part of the UNESCO World Heritage. not Sydney. you may want to display the advertisements there. The capital of the USA is Washington D. 2 Rob: 13 / New York / Bruce Willis / Titanic / Box 356. • Start by asking Ss for the names of films they have seen recently. Answer key 1 Miranda: 13 / Sydney / Mel Gibson / Braveheart / Box 749. Ss discuss the information they will give. New York is a large city on the east coast of the USA. correct the advertisements first and let Ss rewrite the correct version. Bruce Willis is a German actor whose films include The Jackal. which person they would like as a pen friend and why. encouraging Ss to give reasons for their personal choices. Its beauty lies in its colonial buildings and nineteenth-century pebbled streets. The Empire State Building and the Statue of Liberty are situated here. 26 Libro del alumno p 16 . • In small groups. • Either in class or for homework.A 10 Read 12 Write Background notes Colonia is a historical colonial city in the south west of Uruguay. • Ask Ss in L1. If so. Picture 3 DANIEL: How old are you? EMILY: I’m fourteen. • Ss act out the conversation. Emily? EMILY: Yes. Emily. Children begin primary school in Year 1 (age 4/5). Daniel? DANIEL: My number one star? I like Eddie Murphy! What about you. More support can be given by giving the answers in a jumbled order. You can make the activity more demanding if you ask Ss to substitute their own choices of names and stars. aged 15. Picture 2 DANIEL: Are you at school with Luke. Picture 4 CHARLIE: Who’s your number one film star. Trading Places and The Nutty Professor. Mortal Kombat is a well-known computer game which is very popular with both children and young adults. His films include Beverly Hills Cop. I like Mortal Kombat. Each number represents a different age group. Emily? Picture 5 EMILY: I like Brad Pitt. Tapescript Listen to the story and see if you were right about the missing words. is in Year 10. Eddie Murphy is a black American film star who specialises in comedies.PHOTOSTORY A At the airport Background notes Class 9/Class 10: In many English schools. I’m in Class 9 and Luke’s in Class 10. School is compulsory until Ss are aged 16 (usually at the end of Year 11) although many Ss stay at school for an extra two years after this. Ss read all the speech bubbles and try to guess what the missing phrases are. It has also been made into a feature film. What’s your name? CHARLIE: My name’s Gorgo. where they are and what they are doing. Welcome to England. Encourage the use of English but allow some L1 at this stage. Picture 8 DANIEL: Hello. • Ask Ss to look at picture 1 and see if they can remember who the characters are. classes are identified by numbers. is in Year 9 and Luke. CHARLIE: He’s old. They leave primary school at the end of Year 6 and begin secondary school in Year 7 (age 10/11). • Play the tape for Ss to check their answers. aged 14. • In pairs. Picture 6 CHARLIE: Daniel! DANIEL: Yes! Picture 7 CHARLIE: Say hello to my monster. • Elicit suggestions from individual Ss and write them on the board. It’s great to be here! Libro del alumno p 17 27 . DANIEL: Thank you. In informal situations young people do not usually shake hands. hot. 1 Listen and read Background notes Introduction: When you first meet someone in the UK there are different greetings according to the formality of the situation. Ms. Sometimes people may kiss. Te a c h i n g p o i n t s Communication in focus • Introduce people. is eight or nine hours behind UK time while Toronto. but we tend not to add diminutives. Skills practice • Read and write sentences about members of a family. • Ask how to say something in English. • Showing respect for other students’ work. singular. Vancouver. big. Miss. in the east of Canada. Vocabulary in focus • Common adjectives: right. your. pausing to check Ss’ answers and explain any unknown words or phrases. • Ask where people and things are. on.g. Answer key 1 True 2 False 3 True 4 True 5 False Part B Read the box with the Ss and tell them these are the things they are going to see in Welcome to English! Part B. • Genitive apostrophe: ’s • Question word: Where? • Prepositions: in. • Play the tape in sections for Ss to repeat chorally and individually. Use the picture as an introduction to the dialogue. Ss do the activity in pairs. in L1 if necessary: Where are the people now? Who is the woman? What are they doing? • Pre-teach any difficult vocabulary. jet-lagged. it’s usual to say Hello or Hi. In an informal situation it is usual just to say Hello. I’m just a bit jet-lagged: The time difference between Canada and London explains Daniel’s jet lag. small. Mrs. In this way they will be aware of their own progress. • Play the tape while Ss listen and follow. tired. • Ask Ss to read the True/False statements in Exercise 2 and guess the answers before they hear the tape. • Titles: Mr. is five or six hours behind UK time. She’s called ‘Em’ for short: It’s common practice in the UK to shorten certain names. • Possessive adjectives: my/your/his/her. • Ask how to say something in English. Pay special attention to intonation. You may also ask more able Ss to help you with the translation. wrong. • Ask where people and things are. 2 Comprehension • Play the tape while Ss follow the dialogue in their books. • Ss practise reading the dialogue aloud in groups of four. hungry. e. Ask Ss. Attitudes • Showing an interest in using L2 for communication. In a formal or fairly formal situation you say How do you do?. thirsty. but this isn’t very common. Grammar in focus • Verb to be. • Developing a positive attitude towards problems. 28 Libro del alumno p 18 . at. • Play the dialogue again.B Objectives Students will be able to: • Greet people they know and to introduce each other. it is usual to shake hands when you are first introduced. which is always very motivating. • Role-play a dialogue. Pronunciation • Sound: /j/ you. or Nice to meet you. cold. • Ss look at the dialogue in their books. In a formal situation and with older people. Tell them to tick the item when they have seen it. Greetings: When you meet someone you know. in the west of Canada. B 3 Useful phrases b) Greeting people you know • Ask Ss to read the second dialogue quickly. • Select two Ss and act out the dialogue with them to establish the procedure. Libro del alumno p 19 29 .) • Read the dialogue out loud while Ss follow in their books. You may need to use mime to ensure the meaning is clear. Language note: Tell Ss that many women choose to use Ms (/mız/ or /mEz/) instead of Mrs or Miss. They then read their dialogues to the rest of the class. • Write a skeleton for the first conversation on the board. • Remind Ss of the appropriate formal and informal phrases. omitting the titles and names. • With books open. Clara. (Only one student of the pair is introduced. Make sure Ss take turns in introducing each other. • Ask them: Do you think the people know each other or not? (Yes. How are you? CLARA: I’m fine. ask Ss to cover the dialogue. ask Ss to write a short dialogue incorporating three of the phrases.) • Do this in groups of up to six Ss. because Ms does not indicate if they are married or not. Extension activity In pairs. Help them with suggestions for British names. • Using your own name. Miguel. they do. thanks. is meeting an adult. Bob. • Ss practise the dialogue in pairs. not the first name. How are you? MIGUEL: Not bad. Ask: Can you remember who said these phrases? • Ss check the dialogue text to see if they are correct. 4 Communication a) Introducing people • Explain the situation: a teenager. • Play the tape of the phrases for Ss to listen and repeat. • Drill the dialogue briefly to establish the stress pattern: MIGUEL: Hello. See the Introduction for suggestions on presenting this section. show them that in English Mr/Mrs/Miss is used with the family name. • Give Ss time (in pairs) to think of some names for their friends. Make sure Ss recycle this greeting at the beginning of subsequent lessons. Reinforcement activity Ss practise the dialogue with books closed. Ensure they practise both sides of the dialogue. thanks. • Read the dialogue out loud while Ss follow in their books. ceiling.g. as you play the game. 7 Practice • Ask Ss if they know the words in the list. • Ss must find the fly by asking you questions. in front of. You can mime this or show Ss a picture. on. e. Extension activity If Ss know these adjectives. Include a little new vocabulary here to interest the Ss. • Ss look at the pictures in their books and decide which adjective goes with each picture. • Go through the example with the class. • Teach the question: Is it … (on the chair)? • Ss ask you questions until someone guesses the correct position of the fly. • That student then decides where the fly is. • Use realia for further practice. Include desk. 6 Practice Note: Ss will need lots of practice with the short answers as they are difficult in English. etc. bag here. and the others ask him/her questions. under. • You can teach a few more prepositions. Particular care should be taken with hungry (/h8ngri/) and thirsty (/{x:sti/). then use the pictures in the book for further practice. • Teach any extra vocabulary. Extension activities a) Ask Ss to write three true and three false sentences about the objects in the picture. • In feedback. happy/unhappy. e. • Check that Ss know the vocabulary. at • Go back to the dialogue and have Ss focus attention on the use of prepositions and the question word Where. They should give them to a friend who reads the false sentences without looking back at the picture. make sure that Ss can pronounce all the adjectives correctly. wall.g. • Ask Ss to practise the questions and answers in pairs. floor. etc. Ss ask: What’s this/that? in open pairs to check. young/old. • Using a large bag and a desk/table. Grammar flash Prepositions: in. They could also draw a picture for each adjective. demonstrate and elicit the answers: It’s on the desk/It’s in the bag... • Ss ask and answer some of the questions in open pairs so that you can check they are answering correctly. who answers. next to. etc. chair.B 5 Vocabulary Common adjectives • Introduce common adjectives by miming them. • Elicit and drill the question: Is she/he thirsty? and the Yes/No responses. Answer key 1 hungry 2 hot 3 small 4 cold 5 thirsty 6 big 7 wrong 8 right Alternative procedure • Use your own objects to teach these prepositions. Elicit and drill: You’re/It’s … . b) Invisible fly • Teach fly (the insect). you can always add some more.g. e. • Ask the example question to one student. fat/thin. but only you can see it. 30 Libro del alumno p 20 . You can only reply yes or no. • They then practise all the questions and answers in closed pairs.? • Elicit the examples from the Ss. but be careful not to overload the Ss. • Tell the Ss that there is a fly in the room. tall/short. 5 Leonardo da Vinci (1452–1519) was an Italian Renaissance painter.g. giving one parent’s name. • Ss practise briefly. teach or elicit: That’s my … • Go on to teach and practise: Is this/that your …? Yes. • Practise the question and demonstrate the stress and intonation: What’s his/her first name? (It’s William. most of them poetry. • Point out the difference between the verb to be (third person singular). Gabriela Mistral and Alfonsina Storni are known as the ‘Latin American Literary Trilogy’. giving an example or two for its. Number 1. Dali /da:li/.) • Check the pronunciation of the names: Curie /kj*Erı/. Juana de Ibarbourou. get them to say /ıu/ first then /u:/. to see how much they can tell you about them. Explain this in L1 if necessary. • Use the numbers. Libro del alumno p 21 31 .g. Hamlet and Twelfth Night. • Draw attention to the ’s. da Vinci /davin1i/.g. to help Ss. • Ss then do this free activity in pairs or groups. WB Grammar 1 & 3 Grammar flash Genitive apostrophe s (’s) Write the following on the board: My/My father’s/My mother’s name is … and fill in the names for you and your family. She published over thirty books. it isn’t.g. • When a student claims it. • Elicit examples from the whole class. e. Then tell them to put the two sounds together and they will produce the sound /j/ in between.B 8 Grammar • Collect objects from some Ss and then hold up one object silently./No. Shakespeare /1eıkspıE/. In 1953 the Union of American Women in New York gave her the title of ‘Woman of the Americas’. 9 Practice Background notes 1 William Shakespeare (1564–1616) was a famous English playwright and poet whose plays include Romeo and Juliet. • Ask Ss to go back to the opening dialogue and look for examples of possessive adjectives in use. He was assassinated while watching a play in a theatre. • If Ss find this sound difficult. /ıu/. He painted ‘surrealist’ paintings. /j/. 4 Juana de Ibarbourou (1892-1979) was a Uruguayan writer. e. • Introduce It’s his/her … by holding up objects and asking Ss to say the sentence and point to the owner of the object.g. you. 6 Abraham Lincoln (1809–65) was an American president. 3 Marie Curie (née Sklodowska) (1867–1934) was a Polishborn French scientist. architect and inventor. She became so popular that in 1929 she became known as ‘Juana de América’. • Ask Ss in L1 about the people. what’s his first name? • Ss ask and answer in open pairs. e. She also wrote her memoirs and stories for children and she worked hard for women’s rights. sculptor. This is my brother. Lincoln /lınkEn/. • Go through the grammar box with Ss. Working with her husband Pierre. • Ss look at the illustrations and at the first names and surnames in pairs. • Give them a few minutes to match the first names in the text with the pictures. 2 Salvador Dali (1904–89) was a famous Spanish painter. Check Ss understand it is a possessive. 10 Practice • Demonstrate this by asking one student the questions yourself. she discovered radium. You can make this activity more demanding if you encourage Ss to add information to the basic questions and to take notes on one other person in the group as they listen. it is. WB Grammar 2 & 4 11 Pronunciation The sound /j/ you. /u:/. • Ask Ss what words they know with this sound. if necessary. e. yes. e. your The tapescript is on SB page 93. His paintings include The Mona Lisa and the unfinished Adoration of the Magi. This is his ball. (genitive ’s). My brother’s in his room and My brother’s camera is in my bag. About 20% of the population is of British origin. Ask and answer: What’s Daniel’s mother’s name? His mother’s name is Catherine. • Ss practise asking and answering in pairs. • Get Ss to practise the question forms. • Go round the class to check they have no problems. Encourage Ss to use dictionaries. • Ask Ss to think of three interesting words they want to know the meaning of in English. Explain that either question is suitable for asking the meaning of single words. • If possible. How do you spell …? 13 a) Write • Tell Ss to read the texts in Exercise 12 again. so that other members of the class can read them. • Ask them to write their own versions for homework. music. and what they are doing. in pairs. which was also made into a film.g. The school was the subject of a TV series. Most people in Montreal are of French origin. • Use the photographs and ask Ss where they think the people in each picture are. 32 Libro del alumno p 22 . b) • Give Ss an example by reading the sentences in the book and telling them about a member of your own family. Fame. Answer key B1 C4 D3 Reinforcement activity Ask Ss to compile a list of “Useful Classroom Language” with all the sentences and phrases that they need to use in class. Note: Support can be given by asking less able Ss to match at least two captions. Montreal has a strong artistic and cultural tradition and is sometimes called ‘the Paris of the New World’. • Ss cover the captions and guess who the people are.g. etc. • Ss do the same with the other members of his family. • They then read each text to find the correct caption for each picture. It is an island at the junction of the Saint Lawrence and Ottawa rivers. The New York School of Performing Arts is a famous school which gives its students a general education and also trains them in all the performing arts: acting. They speak French and English.B 12 Read WB Communication 5. How old is he? to prepare for the next activity. display some of these on your class noticeboard. e. and some words they don’t know for the second. and what their connection is to Daniel. 14 Learn to learn • Go through the example with some words Ss know for the first exchange. or across the class. • Ss check their answers in groups. • Do the example with Ss before they begin. Ask more questions. e. whereas only the first is suitable for phrases. 6 & 7 Background notes Montreal is in Quebec Province in Canada. the game can continue until the second player finishes. using L1 if necessary.GAME Objectives Heads or tails? • To consolidate answering questions about oneself. • If you have time and the Ss enjoy the game. Libro del alumno p 23 33 . the game can be played again in small groups. • Play the game later in the course for revision. This game can be played in small groups. but if they are wrong they must move back to their previous square. The other calls heads or tails. Check they understand the meaning of the different coloured squares. Make sure everybody understands the rules of the game. Ask one or two pairs to demonstrate this to the class. • The student who is correct tosses the coin again and moves their counter two squares for heads or one square for tails. check Ss understand heads (the ‘front’ of the coin) and tails (the other side). too. Note: You can use dice instead of coins to vary the procedure. but it doesn’t end if one student gets there. • Tell Ss to choose a counter for each one and put them on the start square. Explain in L1 if necessary. • To practise basic vocabulary. • Show Ss that if the answer is correct they can stay where they are. • Go through the instructions in the Students’ Book. Players who have finished can start the game again and try to overtake their partners. • One student in each pair tosses the coin. but it is better in pairs so that Ss can interact with each other easily. • With the whole class. tell them to change partners and play a new round. Follow-up activities • When one student wins the game. • To practise numbers. They have to follow the game till their partner arrives there. The winner can start again and try to overtake their partner. • The aim of the game is to get to the finish. • Ss follow the instructions on the square. finish early. Show Ss how to play the game: you read the instructions while each pair follows them. Give them a coin for each pair. • After an initial game in pairs. Answer key 1 a) Mexican. • Write the adjectives on the board and highlight the endings: the USA — American. many origins • Names. Vocabulary • Common nouns with irregular plurals. Spanish.g. b) • Write four countries on the board and invite Ss to guess the nationality adjectives. Grammar • Verb to be. Portuguese. Chilean. • Divide the class into pairs and tell Ss to write down as many capital cities as they can. Canadian. Portuguese 2 Greek. their nationality and origin. Then see how many countries Ss can name on the map. Brazilian. • Ask Ss to tell you one or two capital cities. • Ss complete the exercise in pairs or small groups. • Countries and nationalities. Canada — Canadian. plural. Cuban. • Check the answers with the whole class. Learning goals Tell Ss to read the learning goals and. • Check they have identified the two different adjectives correctly. Japan — Japanese. • Capital letters. in their notebooks. • Compass points and places. 1 Vocabulary Countries and nationalities Note: Use your own large map of the world so that Ss’ attention is focused on one map in front of the class. e. Turkey — Turkish. French 34 Libro del alumno p 24 . individually. Answer key Argentina/Argentinian Brazil/Brazilian Canada/Canadian Chile/Chilean France/French Cuba/Cuban Ecuador/Ecuatorian Greece/Greek Italy/Italian Japan/Japanese Mexico/Mexican Poland/Polish Portugal/Portuguese Spain/Spanish Uruguay/Uruguayan Turkey/Turkish the UK/British the USA/American Cross-curricular topic Uruguay: one country. • Ss then write as many of the other nationality adjectives as they can. They can use dictionaries or ask you for help — or both! Check any difficult spellings. Italian. Skills practice • Read and extract specific information. South America. e. It’s number 2 on the map. • Developing a positive attitude towards overcoming problems. British d) Japanese. Turkish. Uruguayan b) Argentinian. Check their pronunciation of each country. • Showing respect for other students’ work. • Write a formal letter. Attitudes • Seeing the value of English as a means for communicating with people from other countries and cultures.1 I’m French-Canadian.g. Ecuatorian c) Polish. Answer key Otawa/Canada (2) Athens/Greece (16) Brasilia/Brazil (6) Buenos Aires/Argentina (8) London/the UK (12) Quito/Ecuador (5) Mexico City/Mexico (1) Lisbon/Portugal (10) Paris/France (13) Tokio/Japan (18) Santiago/Chile (7) Warsaw/Poland (15) Havana/Cuba (4) Ankara/Turkey (17) Rome/Italy (14) Montevideo/Uruguay (9) Madrid/Spain (11) Washington DC/the USA (3) • Realising the importance of focusing attention on what we understand in a text. nationalities and origins. to write down one example of each goal. • Ss check their answers in small groups. American. 2 Practice • Ss answer questions 1 and 2 in the SB. A: Ottawa is the capital of Canada. • Work with statistics. a) • Ask Ss to look at the map and to name the continents: North America. Objectives • Students will be able to exchange information about Te a c h i n g p o i n t s Communication • Exchange information about nationality and origin. etc. • Plurals of nouns. Are you English? A: No. What’s your name? B: Victor. I’m not English. • Drill for stress and intonation as necessary. e. Nationality: American. • Draw Ss’ attention to the irregular plurals in the Grammar flash and check their pronunciation. • Play the tape once so that Ss can check their answers. They should write the information about their partner in their notebooks. But nouns ending in: s/ss/ch/sh/x: add -es. (Play the tape a second time if necessary. Nouns ending in a consonant + -y: drop -y and add -ies. • Ss look at the examples of regular plurals in the Grammar flash and decide the rules in pairs: Nouns ending in a consonant. referring to the examples in Exercise 3a when they need to. You may want them to discuss this in small groups in L1. • Ask one student the questions in the book and elicit true answers.g. WB Grammar 1 Libro del alumno p 25 35 . Ss then ask and answer questions to find out who their partner is. b) • Elicit the first missing word as an example. day/days. • Check their answers and correct pronunciation if necessary. address/addresses.1 3 Communication Talking about your country and nationality a) • Read the dialogue while Ss follow it in the book. e.) 4 Practice • Ss work on this individually. Answer key 2 people 3 men 4 houses 5 brothers 6 buses 7 classes 8 countries 9 pens 10 taxis 11 nationalities 12 parties Tapescript A: Hello. and where they are from. Reinforcement activity Tell Ss to write down about 20 English nouns they have learned so far on different pieces of paper. When they finish. Hometown: Los Angeles. • Ss compare the rules with the formation of plurals in their own language. A: What nationality are you? B: I’m Spanish.g. Grammar flash Plurals of nouns • Write some different examples of regular singular/plural and -y endings on the board. e. • Ss complete the dialogue. book/books. I’m Scottish. Where are you from in Uruguay? • Ss practise both the printed dialogue and their own dialogue in pairs.g. what their nationality is. country/countries. bus/buses. Reinforcement activity Who am I? Ask Ss to imagine they are a famous person. Name: Leonardo di Caprio. A: Where are you from in Spain? B: I’m from Salamanca. they should give the pieces of paper to their partner who has to write the plural form of each word. vowel or vowel + -y: add –s. and several cafés. It is an arcade on the sea front which is full of old-fashioned slot machines. Ask the Ss if they can answer some of them. they close their books and discuss (in pairs or threes) who they think the boy with rollerblades is. The pier has an amusement arcade. There are deck chairs for hire on the beach and along the pier. e. See the Introduction. • Check the answers with the whole class. (They will also need to look at the pictures again. • Ask the whole class for some suggestions. • They discuss their answers in pairs. Look out! When do you say this? (When there is danger. The beach at Brighton is not sandy but pebbly (made of small stones). Chilli is wearing rollerblades. The Palace Pier (built in the nineteenth century) is in the background. Rollerblading and skateboarding are popular pastimes on parts of Brighton sea front. Check Ss’ answers. Encourage Ss to copy the intonation and expression where appropriate.) Are mobile phones popular in our/your country/town? Do people in our/your country dress in a similar way? Write down the important words on the board.) • Play the tape. • Clarify the meaning of the phrases if necessary by explaining them in L1 and/or by asking questions. where? Are the beaches in our/your country the same or different? What’s the boy wearing on his feet? (Rollerblades. 6 Comprehension • Do the first True/False item with the class as an example.) How do you know? What else can you see? Have you ever been to a beach in the UK? If so.) • See you!: Do you say this when you meet a friend or when you leave them? (Leave. Alternative procedure for more able Ss • Ss cover the dialogue in their books and look at the main picture and the small picture. • They open their books and read the dialogue while you play the tape.) Write the True/False questions on the board while they do this. Support can be given by asking less able Ss to answer at least two questions.1 5 Listen and read See the Introduction for the suggested procedure to follow. in L1 if necessary: Where are the people in the picture? What time of year is it? (Summer. Ss write down one thing they think they know and one question to ask him. Ss listen to check their ideas and collect information about Chilli. • Ss read the True/False questions.g. The sign on the left of the photograph says Old-fashioned Penny Palace.) Can you rollerblade? Is it popular in our/your country? Do you own a pair of rollerblades? What has the boy with rollerblades got in his hand? (A mobile phone. • Ss then complete the exercise. You can make this activity more demanding if you encourage Ss to correct the false items. • After a minute. Background notes The photograph was taken on the sea front in Brighton. Answer key 1 True 2 False 3 True 4 False 5 False 7 Useful phrases Picture exploitation • Ask Ss to look at the photograph and ask them ‘warmer’ questions.) Why? (To tell someone to be careful. 36 Libro del alumno p 26 . shops selling items like sweets and food. • Play the tape. etc. they are. but I can speak a little English and my French is quite good …. you are. • Go through the examples in the book with the Ss. • Ask Ss to take notes. • Use the names of places in your country to elicit/teach the points of the compass. 5.g. With a large class you can ask for reports from some Ss. • Give each member of the group a new identity (see above). After the group work. you can vary this activity by giving Ss a new identity on a slip of paper. 6 & 7 37 Libro del alumno p 27 . 9 Over to you • Ask Ss to look again at the information Daniel gives about himself.g. look at the grammar box and complete the table.g. 11 Practice • Divide the class into pairs and go through the example with one pair. Then ask one student to tell the class about him/herself. Are you. drawings on the board) and/or the names of places which Ss know. Support can be given by providing less able Ss with the answers. 4. teach a big city called ….g. etc. but not all. • If you can photocopy these. Answer key 1 Are 2 Are 3 Is 4 Are 5 Are 6 Is 7 Are Extension activity As your class will probably all come from the same place. Where?: north / Turkey Languages: Turkish. etc. we aren’t/we’re not. If Ss are short of ideas.g. • Ensure that the correct verb forms are being used each time. check the answers and look with the whole class. they aren’t/they’re not.Guess the city Ss think of a major city and give clues. • Ss ask each other across the class in open pairs. English. you will only need four ‘identities’ as each group will have the same four.g. in pairs.1 8 Vocabulary and places Compass points • Draw a compass on the board. e. Name: Oguz Nationality: Turkish Hometown/City: Istanbul WB Grammar 2. Other Ss have to guess which city it is. we aren’t. are not Reinforcement activity Tell Ss. a little German • Divide the class into groups of 3–4. • Ask Ss in pairs to open their books. • Ask Ss to find all the plurals of the verb to be in the dialogue. Answer key They’re. and by making them match the verb to the appropriate sentence. Both are correct. • Tell Ss to complete questions 1–7 by asking and answering in the same way. to ‘test’ each other on places in their country or even places in other countries. Answer key we are. Where’s New York? It’s on the east coast of the USA. to check the answers. 3. • Ss repeat whole sentences to practise the prepositions. 10 Grammar Verb to be plural See the Introduction. e. • Ask Ss to write their own sentences using I live in… • Ask several Ss to say their sentences to the whole class so that you can check they are correct. e. • Now explain that there are two possible negative forms: you aren’t/you’re not. e. • Using pictures (e. but in the wrong order./ It’s on the north coast. e. Note: You can make this activity more demanding by asking Ss to add information. It’s an old city … My first language is Spanish. ask a student from each group to report on one of the others to the whole class. we’re Extension activity Game . You: Where’s Santander? Ss: It’s in the north of Spain. • Make sure all Ss understand that there are long and short forms. give them prompt cards. he isn’t/he’s not. It’s on the west coast of the USA. but the aren’t/isn’t forms are more usual in spoken English. • Ask each group to put the letter in the correct order. See detailed teaching notes on page 88. • Ss read the text in Exercise 12 again and answer the questions. If not. There is more than one possible order for the letter. • Tell Ss to read the letter and compare it with their own ideas. 12 • With books closed. They’re from Uruguay. make sure they know this could also be correct. • They can tell you the correct answers as a whole class. • In small groups Ss look at the examples and decide the rules.g. write one version of the sentences and then photocopy it before cutting it up. Alternative procedure for more able Ss • Ask Ss to close their books and form groups. they are. My … She’s …). they aren’t. • If you take in the letters to correct them. they’re not. they can tell the class about it. e. 6 No. If possible. Ss can be asked to do these activities in class or at home. Susana). 38 Libro del alumno p 28 . Answer key 2 Yes.g. at the beginning of sentences (e. Uruguayan). they are./No. one sentence per piece of paper and give out copies of the slips of paper to the groups. 13 Speak • Ask Ss to read through the six questions. • Write the mistakes on the board and ask Ss to decide on the correct version in pairs. correcting information as necessary. they’re not. • Check the answers with the whole class.g. For people’s names: Antonia. This will save a lot of time. • Write the letter on slips of paper. 9. • Give one example.1 Skills work Read 14 Write • Ss write their letters individually or in pairs. • Deal with any questions. 10 & 11 15 Learn to learn Capital letters • Ask Ss where they think capital letters are used in English. They’re thirteen. 5 Yes. they’re not. they aren’t. Then do the example with them./No. • Ask less able Ss to copy the letter in Exercise 12 and change only the names and titles to suit their star. • Ss check the order of their letter with the one in the book. They’re from Paysandú. • Then ask them to work in pairs and answer the questions. Is it the same or different? Support can be given by asking Ss to work in heterogeneous pairs. they aren’t. 4 No. Rocha). the pronoun ‘I’. Answer key In English we use capital letters for: people’s names (e. ask Ss if they are ‘fans’ of anything or anyone: Have they ever written a fan letter? If so./No.g. 3 No. • Check the answers with the whole class. WB Communication 8. so if Ss have another which makes sense. many origins (SB p 82-83) If you wish.g. select some of the common mistakes for a brief correction slot in your next lesson. nationalities (e. ask them to think what they would want to say to their favourite star. Curriculum in focus 1 — Uruguay: one country. place names (e. • Ask Ss to identify the science laboratory and get them to tell you what they are currently studying in their science classes. Picture 3 KIRSTY: Where’s he from? EMILY: Montreal. Picture exploitation • Draw Ss’ attention to the uniform which Emily and Kirsty are wearing. Science is a National Curriculum core subject. • Write Ss’ suggestions on the board and see which are the most common. KIRSTY: Hi.g. navy blue or dark green). Picture 4 KIRSTY: What’s he like? Is he good-looking? EMILY: Yes. Emily and Kirsty go into the science laboratory. bearing in mind that only Yes/No questions are allowed. ask them to imagine what Emily will talk to Kirsty about when she next sees her. • Play the tape for Ss to check their answers. he’s here! KIRSTY: Who? EMILY: You know. is he? How old is he? EMILY: Fifteen. Daniel. Both boys and girls wear a blazer (jacket) of specific school colour (often maroon. a white blouse and a school tie in winter. French: French is the most common second language studied in British state secondary schools. Picture 1 EMILY: Hi. The exchange student. Tapescript Listen and see if you were right about the missing words. a white shirt and a school tie. Ss stick his/her card on his/her forehead and get into pairs. he is. Kirsty. he’s French-Canadian. German and Spanish may also be studied. Emily! Picture 2 EMILY: Well. Who will she talk about? What will she say? • Ss read the speech bubbles and guess what the missing phrases are. • Before Ss look at the dialogue. Girls wear a dark skirt or trousers. • Less able Ss can act out the same dialogue and more able Ss can act out a similar one in pairs. Libro del alumno p 29 39 . I speak French. and a dress in summer. Boys generally wear dark trousers. EMILY: Ha ha! Very funny. which means that all state school students are required to study it up to the end of Year 11. He/she is asked not to look at it. He’s very nice. like the one which Emily and Kirsty are wearing in the photostory. Reinforcement activity Each student is assigned a card with the name of a famous person. Picture 7 KIRSTY: Mmm. Picture 6 KIRSTY: Fifteen? Is he American? EMILY: No. Picture 5 KIRSTY: Oh. e. • Ask Ss’ opinion of wearing school uniform. EMILY: Oh yes? KIRSTY: Yes! Je t’aime.PHOTOSTORY 1 At school Background notes School uniform: Most secondary school students in Britain wear school uniform. Each student has to ask his/her partner as few questions as possible in order to guess who he/she is. etc. • Realising the importance of focusing one’s attention on the part of the text one understands. • Read an advertisement. afternoon and evening: morning = usually till 1. but there are reductions for senior citizens. • Listen to a telephone conversation and complete a form. • Put Ss in pairs to compare answers.m.g. For 0 We say ‘o’ /o*/ not zero. in L1 if necessary: Where are the boys? What are the boys doing? What are they going to play? Do you play any sports? If so. • Ask Ss some ‘warmer’ questions.2 Can you spell that. and after. telephone number and address. Objectives Students will be able to: • Exchange information about their name. e.) What day is it? (Monday. a sauna. Skills practice • Listen and write telephone numbers. • Days of the week. Attitudes • Valuing English as a means of communicating with people from other countries and cultures. (i. swimming and aerobics lessons. to other people who live in the same house. Pronunciation • Sound /{/ three. • Developing a positive attitude towards overcoming problems linked to the L2 learning process. a sports club has a number of facilities which usually include swimming pools. We say Good night when we go to bed.00 or 6. Vocabulary • Greetings through the day. Te a c h i n g p o i n t s Communication • Ask and answer about names. squash courts.) What’s on the desk? (A computer. Greetings: Ss may not be familiar with the British distinction between morning. A sports club can also provide some classes. etc. Learning goals Tell Ss the title of the unit and ask them to guess what language they are going to learn.00 p. • Preposition on with days of the week. e. please? 1 Listen and read Background notes Sports Club: Found in most English towns and cities. Grammar • Verb can (request). • Spell words in English.) What’s Daniel’s surname? (Cresson. thirteen. students and the unemployed. • Showing respect towards cultural differences.g. Then ask them to read the learning goals and see if their guesses were correct.00 p. 40 Libro del alumno p 30 . a cafeteria. For 33.) • Play the tape while Ss read the dialogue and answer the general questions. evening = 5. • Question word: When.m. telephone numbers and addresses. 88 … we say ‘double three’.00 – 5.) • Give Ss some general questions to answer about the dialogue. before lunch) afternoon = 1.00 or 6.e. British phone numbers: 01273 here is the code for Brighton.00 p.m. • Numbers 20–100. exercise rooms. Picture exploitation • Ss look at the picture of Luke and Daniel. 66. • The alphabet. which ones? Are you a member of a sports club? How often do you do sport/go to a sports club? What can you see in the background of the picture? (A drinks/snack machine. or when we say goodbye to friends late at night. Is Luke a member of the Sports Club? (Yes. Then go through the answers with the whole class. People pay to use the facilities. • In groups or pairs. Sussex. it’s all about the story of the Beatles. 5 Pronunciation Tapescript Listen and write. • Explain that when giving phone numbers. as in the number 01273 332 5806: oh—one—two—seven— three double three—two. and write this on the board: 19 nineteen. • Play the tape without pausing. 26 twenty-six. the police station. 01894 67 45 90. Ask Ss to find out the telephone numbers for homework. thirteen The tapescript appears on SB page 93. • Introduce the sound / { / by writing three on the board. Number two. afternoon and evening. • Elicit how to say them. ninety. and write the places on the board. and asking them to write them in the appropriate place. Ask the class to repeat it. Ss repeat the numbers and rap. five—eight—oh—six. And now it’s rappin’ time at Radio 942. 01894 67 45 26. • Read the dialogue out loud while Ss follow in their books. Ss ask each other’s telephone numbers.g.g. Are you ready? Are you ready for the top hits number? Number three. • Divide the class into pairs or small groups and tell Ss to complete the information in the pass. BN2 5BL Telephone number: 01273 3325806 Member’s name: Luke Freeman 6 Communication Giving your telephone number • Remind Ss of ‘double three’ and ‘oh’. • Play the tape again. That’s right! 01800 55 66 11. yeah! The number is … IS … 01894 67 45 26. • Check the numbers with the whole class. Number four. Libro del alumno p 31 41 . the school. MALE DJ: Radio 942! Big. two three four six not twenty-three. Answer key Title: Mr First name: Daniel Surname: Cresson Address: 55 Church Road. • Ss work in pairs to compare their answers. • Tell Ss to listen to the tape and write the missing numbers. Draw special attention to different stress patterns. It’s four. 4 Vocabulary Numbers 20–100 • Introduce this exercise by writing a selection of numbers on the board. etc. ensuring that Ss are pronouncing them correctly. explaining and drilling the expressions as necessary. • Drill the dialogue chorally and individually. • Play the dialogue again so that they can fill in any information they do not have. She Loves You yeah. e. pausing after each number as necessary. Tell them each number is repeated twice. • Check the answers with the whole class. 3 Useful phrases 7 Reinforcement activity Listen • Ask Ss to look at the chart. • Show Ss that they put their tongue between their teeth to produce this sound correctly. whereas less able ones can have their books open. Brighton. e. 90 ninety. yeah. • Explain how the phone number is written and said (see the background notes at start of this unit). Number one. Ss should say each numeral separately. • Ask Ss what greetings we give in the morning. • Play the tape. Play the tape. Elicit examples of useful phone numbers. Yes. The sound /{ / three. Nintendo Hot Line 01891 54 37 50. Note: Support can be given by providing less able Ss with answers. TV Star Gossip 01894 67 45 90. It’s Radio 942! Here are the hot numbers for today.g. • Read the numbers out loud pausing at each number for Ss to repeat. the local railway station. See the Introduction. e. The most important rock group of all time. It’s two.2 2 Comprehension • Copy the day-pass or write it on the board so more able Ss can do this task with books closed. forty-six. It’s the Beatles Factfile. 01891 54 37 50. The Top Hits number is 01800 55 66 11. big city Radio 942! It’s nine. nineteen. so Ss can remember them more easily. • Classify the letters according to the sounds. v • 3 f / e /: l. Each small district has its own postcode which is written after the name of the town or city. p. • Choose a good student to read the exchange aloud with. 10 Communication Giving your name and address Background notes In a British address.g. j. g.g. m. s. h. y.g. • Practise any letters Ss find difficult. please? • Ss play the game in pairs. e. e. r. w • 7 r / a: / • Play the tape. pausing after each letter for Ss to repeat. e. jaguar. that they only get one point if they ask you to repeat it. 42 Libro del alumno p 32 . e. q. 9 Over to you a) • Point out the three categories and elicit another example of each. b) • Using your own example. There is no need to write the symbols.2 8 Vocabulary The alphabet • Write the letters of the alphabet on the board and elicit the names of the letters from the Ss if possible. k • 2 b / i: /: c. and to write them down. n. d. • Show Ss how the scoring works. i. just arrange the letters in seven columns if you prefer. z • 4 i / ai /: y • 5 o / E* / • 6 q / u: /: u. e. g. • Tell Ss to think of one more example individually in each category. w. j. the number is given before the name of the street.g. • Ask Ss to read the dialogue silently. zigzag. 20 Southey Road. write. Ask Ss to spell. spell a football team. z. give them two points and explain. • 1 a / ei /: h. in L1 if you like. • Read the note under the dialogue and explain about the address and postcode (see the Background notes above). e. If they get it right first time. London N15 5LH. quiet. x. t. why. • Ss work in pairs with the conversation and use the dialogue to talk about themselves. • Revise the phrase: Can you spell it again. Now answer the questions • Write today? on the board and elicit the question and answer. Make sure they include it and use the correct preposition on (to answer question 3). • Ss work through the exercise to complete their charts. Ask Ss to identify how many soap operas there are in your schedule. Ss complete the chart for Sally and Roberto. WB Communication 6 & 7 Libro del alumno p 33 43 . Neighbours is set in a street in a small Australian town and follows the lives of the people who live there. • Label Monday number 1. Friends: American soap. • Ss ask and answer question 4. • Check the answers for Sally and Roberto by question and answer across the class. Background notes Soap opera: A story on TV (or radio) which continues over a number of weeks. Remind them that they must ask questions and not just show each other the information. round the class. • Drill the question chorally and individually to ensure Ss remember to include it. Using your own material or the examples in the book. New Baywatch is an American soap. It shows the adventures of a group of lifeguards on the coast of California. • Individually. 401. WB Grammar 3. check/teach soap opera. and recite the days of the week in order. • Divide the class into pairs and make sure Ss know how to do the activity. no: 55/Apt. • Ask Ss some general ‘warmer’ questions. and ask Ss to come up to the board and number the other days in the correct order. • With the whole class. Will Smith plays the role of a black rapper from West Philadelphia who is sent West to live with wealthy relatives in prestigious Bel Air. It shows the lives of six friends who gather to talk about life and love. Extension activity In (closed) pairs. Answer key Title: Mrs/Dr First name: Sally/Roberto Surname: Freeman/Estevez House/Flat/Apt. Ss listen and repeat. Australian and American soap operas like Neighbours and New Baywatch are popular in Britain.2 11 Practice • Ss compare the British-style address with the American one. Alternative procedure • Write the days of the week jumbled on the board. • Ss now ask and answer the first three questions in pairs. on the two envelopes at the top of the page. in pairs. • Teach the school subjects and practise their pronunciation. months or even years. Fresh Prince of Bel-Air: another American comedy. Sometimes soap operas are simply referred to as ‘soaps’. • Tell Ss to turn to SB page 92. in L1 if necessary: Do you watch/like soap operas? Which ones do you watch? Do you recognise any of these soap operas? • Practise the names of the soap operas. • Ask Ss to cover the page. • Ss then complete the last column of the chart about themselves. Ss exchange personal information by asking and answering the questions. discuss the differences and their own way of writing addresses. 9229 Street/Road: Church Road/Sunset Boulevard City/Town: Brighton/Los Angeles County/State: Sussex/California (CA) Postcode/Zip code: BN2 5BL/CA 90061 Country: UK/USA WB Grammar 1 & 2 13 Interaction See the Introduction. It debuted in 1994 and in 2002 the show won the Emmy for outstanding comedy series. You can deal with any questions or queries in L1. 4 & 5 12 Vocabulary Days of the week • Play the tape to the whole class and stop after each day is named. • Bring in your own local newspaper page of TV schedules to introduce this activity. It is popular all over Latin America. K I R S T Y. VOICE: And what’s your telephone number? (tone) KIRSTY: It’s 01273 — that’s Brighton — 667 2380. or Friday every week to Studio 1. 15 Glossary Listen WB Communication 8 funky (colloquial English): fashionable and fun wicked (colloquial English): very good 16 Learn to learn • Introduce this language yourself by saying something very quickly. The lambada is a dance with synchronised movements which originated in Brazil. • Give Ss a few minutes to think. That’s C H A P L I N. • Explain any problem vocabulary. In this case. please? • Present the other requests in a similar way. VOICE: Thanks. • Before Ss look at the form in Exercise 15.g. 3 The Oasis Sports Club. Mrs or Miss? (tone) KIRSTY: Miss. • They check their answers in pairs. Brighton. It’s wicked. I’m not. address and phone number. Sorry that I’m not here to take your call in person. • Play the tape again if necessary and check with the whole class that their answers are correct. How old are you? (tone) KIRSTY: I’m thirteen. Hip hop is a type of music which originated in the late 1980s and which is popular with teenagers today. regular beat which people still enjoy dancing to. Tel. etc. KIRSTY: Thank you … er … bye. VOICE: Finally.: 01273 667 2380. See you in the dance class. 4 01273 819 4088. Tell Ss to make a poster to advertise the class. are you a member of the Oasis Sports Club? (tone) KIRSTY: No. • In pairs. Brighton. 2 Monday. This is a tone. no. and if they can dance traditional dances from their country. Display the results on a class notice board. That’s silly! It’s only a machine! Answer key Title: Miss. Age: 13. What’s your address? (tone) KIRSTY: My address is number 33 East Road. • Ask for reactions: Would you go to this class? Why/Why not? Answer key 1 Doctor Disco. • Ss listen to the tape and complete the form with the relevant information. a workout is often an individual physical exercise programme. First name: Kirsty. literally.m. of their own difficult words and phrases to use as prompts for further practice. (tone) VOICE: OK. This is a recorded message. it is dancing.2 Skills work Read Background notes The tango originated in Latin America. 5 Learn to dance flamenco Extension activity Design a dance class poster First ask Ss if they attend a dance class or would like to. See suggested procedure in the Introduction. • Read through the questions in the book. e. VOICE: Thanks. ‘That’s silly! It’s only a machine!’ at the end? Tapescript Listen and complete. or let Ss pass their posters round in class. Mambo and salsa are dances which originated in Latin America but are now also very popular in many other parts of the world. VOICE: And your title is Mr. • Ask the more able Ss: Why does Kirsty say. and then you can funk on down on Monday. What’s your surname? (tone) KIRSTY: Chaplin. And your first name is …? (tone) KIRSTY: Kirsty. but it can also be physical exercises done by a class. Learning to dance the tango is popular with young people today. • Ss read the advertisement and answer the questions. e. place. BN1 3FL. The word lambada is Portuguese and means. ‘the cracking of a whip’. Libro del alumno p 34 . 44 • Ask Ss to go to the WB p13 and to complete the self-evaluation chart. Wednesday. Swing is a type of jazz music from the 1930s and 1940s with a strong. ask them what information they think Doctor Disco will ask them if they telephone. but I’m not. Surname: Chaplin. VOICE: Hello and welcome to Doctor Disco’s funky dance workout. cost. day. The first class is this Wednesday at 7p. It is a dramatic dance with long steps and sudden pauses. individually. the time. British discos play a variety of these and other types of music. Member of the Oasis Sports Club? No 14 • Introduce this activity by asking your Ss what music and dances they like. Stay cool. Let’s go. VOICE: Thank you for calling DANCEMANIA. VOICE: And your postcode is …? (tone) KIRSTY: The postcode is BN1 3FL. Stay cool! Speak clearly and answer all the questions — after the tone. My friend is. Ss practise asking for spelling and repetition. • Write some ideas on the board if necessary.g. Address: 33 East Road. VOICE: Thank you. Wednesday and Friday. Next question. hip hop. They need to mention the name of the dance class. Elicit and drill the request: Can you speak more slowly. PROJECT My life in focus • Tell Ss that they are going to design a snapshot of themselves. Use the example in the book to show Ss what a snapshot is, and what you expect from the project. Tell Ss that in order to carry out the project they will need to put into practice all the language they have learnt so far. • Make sure they understand that all snapshots should include pictures and short texts explaining something relevant to the pictures. • Explain that Emily has included four paragraphs. Each of them deals with a different aspect of her daily life. Encourage Ss to tell you which paragraph deals with her city, her school and class, an introduction, and her favourite singers and TV programmes. • Ask Ss if they would like to include something else in the snapshot. Allow different options; projects are very good at dealing with diversity, and the final output will depend on each student. Encourage the more able Ss to write about more things, and let the not so able Ss copy from the textbook. • As this is the first project, it is a good idea to begin working on it in class. Ask Ss to write a short paragraph of introduction and to bring a photo (or draw a caricature) of themselves for the following class. Go round the class, helping, monitoring and encouraging Ss. When the first paragraph is written, tell Ss to read their friend’s text and correct it. Encourage peer correction and editing of written texts. • Tell Ss to work with a check list and to write a draft version of the other paragraphs and to think of pictures to include. Again encourage peer correction. • If there’s a computer room at school, Ss can use a word processor to write the paragraphs. You can also ask the computer teacher to work on this project with you. • Give Ss a DIN-A3 piece of paper and tell Ss to design the snapshot. Encourage Ss to be creative in their designs. • Finally, Ss produce the final version of their projects; these can be displayed on the walls so that everybody can see them. • As an optional activity, Ss may choose the most creative and/or funniest project. In this way Ss learn to evaluate their classmates’ work. Libro del alumno p 35 45 Consolidation 1 Consolidation 1 Wide angle on the world From one country… to another Before you read • Explain the title of the texts. • In L1, ask ‘warmer’ questions: Why do people move to other countries to live? What problems might they have? • Show Ss a map of the world, or use the map from Unit 1. Ask Ss: Where are the following countries on the map: Chile/Australia/Argentina/USA? • Ask: What language(s) do they speak in these countries? Do you know any famous buildings/ places in these countries? • Ask Ss to work in pairs. Check that the Ss understand the headings in the chart. • Explain that they don’t have to read the texts at this stage but that they have to predict what they are going to read about. • Ss complete the chart according to their predictions and then write sentences in order to report back to the class. • Ask Ss to expand their answers as in the example. Answer key - example answers 1 They are both teenagers. 2 They come from South America. 3 They both speak Spanish. 4 They also speak English. 5 They like sports. 6 They both go to school. 7 They are students. 2 Write • Make Ss identify important information about Magdalena and Javier in the text: full name, age, nationality, occupation, place where they live, likes and abilities. • Explain to Ss that they will now write a similar paragraph with information about themselves. • Work through the first sentence with the whole class: My name is… I’m… years old. • Ss do the same with the rest of the information. • Ss read out sentences across the class. Answer key Magdalena: 13 years old, heavy metal, can play football Javier: exchange student 3 Speak 1 a) Read • Introduce the game by using the example (Céline Dion). Then choose another example of your own. Allow time in class or assign the task for homework for Ss to prepare their information. • The game can be played in groups or as a class. • Ss read the text and check their answers. • Ss can check their answers in pairs before they check with the whole class. b) • Ask Ss to read the text again. This time they have to look for details. • Explain that they have to compare the information about the two characters in order to find similarities. • Also, make sure they understand that first they have to write the information in note form. • Ss compare their answers in pairs and then make sentences to report back to the class. 46 Libro del alumno p 36-37 3 I’ve got two sisters. 1 Vocabulary Family members • Teach/check items in the diagram and box, e.g. use Jennifer (Spike) to teach only child. Ask: Has she got brothers and sisters? Deal in the same way with married couple, stepmother, and stepfather, adding examples of your own. • Play the tape. Ss repeat the vocabulary for pronunciation practice. Objectives Students will be able to: • Exchange information about their nationality and origin. Te a c h i n g p o i n t s Communication • Talk about your family. • Talk about people’s appearances. Grammar • Possessive adjectives: our, your, their. • Genitive apostrophe: singular (’s) and plural (s’). • Verb have/has got. • Some and any. • Question words: How many? • Linker: and, but, because. Vocabulary • Family members. • Personal appearance. Pronunciation • Sounds /U/ and /d/. Skills practice • Listen to a personal description. • Speak about appearance. • Read and write a letter to a pen friend. Attitudes • Making an effort to speak in English in the classroom. • Respecting the way other students speak English. • Respecting other ways of life. Tapescript Listen and repeat. mother father parents grandmother grandfather grandparents son daughter children grandson granddaughter grandchildren stepmother stepfather wife husband a married couple an only child 2 Pronunciation The sounds /U / and /d / The tapescript is on SB page 93. • Play the tape for Ss to repeat the words and phrases. Pause as necessary. • Write the sentence on the board. Let Ss practise to see how quickly they can say it. Then let them say it with the tape. Ask if they can say it faster than the tape. Cross-curricular topic The magic of Tangrams • Introduction to math language. • Work on concepts related to shape and size. 3 Practice • Ss look at the Freeman family tree again. Ask them where Luke is in the picture. (He’s taking the photograph.) • Tell them to name the rest of the people. • Check the answers with the whole class. Answer key Luke is taking the photo. 1 Charlie (Luke’s brother), 2 Mrs Freeman (Sally), 3 Grandfather (Bill), 4 Emily, 5 Mr Freeman (Tom) 6 Aunt (Jean), 7 Grandmother (Alison), 8 Uncle (David), 9 Jennifer (Spike) Learning goals Remind Ss to tick each goal when they have achieved it. Libro del alumno p 38 47 Answer key 1 What’s your teacher’s name? 2 His brother’s name is Charlie. etc. • Write the answers on the board to ensure a final correct version. you. Charlie and Sally. • The student who guesses the correct answer then reads out their definition. • Follow the same procedure to elicit and practise the plurals. or as a whole class. put the words I. Each student contributes one or two possessions to it. These should be left out. Deal with any queries or difficulties in L1. Remind Ss that possessives agree with the possessor. Alison is Sally’s mother. In groups of five or six. and in pairs or groups translate the sentences into their own language. 4 What’s his girlfriend’s name? 5 What’s your mother’s first name? 6 Her sons’ names are Charlie and Luke. on the board in jumbled order. He’s my mother’s sister’s son. 6 Practice • Do one sentence as an example with the whole class. Make sure there are two pens. b) • Ss look at the examples in the book. • Practise this exercise orally in class. • They turn to the family tree and work on the exercise in pairs or small groups.g. If mistakes are made. and so on. • Make a contrastive analysis of the genitive form in L1 and L2. • You can make this activity more demanding if you ask Ss to invent two more sentences with possessive adjectives. Answer key 1 our Our 2 their 3 your 4 our 5 their 6 Your Extension activity Game — Who is it? • Ss think of definitions. • This is a difficult grammar point for Ss. using Luke and Charlie as examples. • Ss look at the examples in the box. Give Ss time to think of some definitions. or two books.3 • Do one word with the whole class as an example. so that another student can fill them in. • Ss sort them into personal pronouns and possessive adjectives. Elicit other singular examples. identify the owner and elicit: It’s my … • Elicit your and his/her in the same way. Ss read out their definitions and the others guess the answer.g. e. Reinforcement activity • For further practice to test pronouns and adjectives. or you give the examples orally. 3 The boys’ names are Luke and Charlie. Ss can write sentences on at least two members of their own family for homework. • Deal with the boys’ in the same way. What can they say about their relationship? Elicit and write on the board: Sally is Emily and Charlie’s mother. • If necessary use translation. • Ss complete the exercise individually and check their answers in pairs or small groups. Point out where the ‘s goes. e. WB Grammar 3 5 Grammar Possessive adjectives After teaching possessive adjectives: • Bring in a large bag. your. Point out the ‘s in Luke’s and explain it. or give them definitions on cards. my. • Drill the sentences chorally and individually as necessary. • Give another example of the genitive apostrophe. • Ss complete the exercise individually and read the sentences aloud to the class to check they are correct. 48 Libro del alumno p 39 . etc. invite other Ss to help. • Take an object from the bag. so you will have to revise it from time to time. Grammar flash Genitive apostrophe s (’s) and (s’) • Write Luke’s family tree on the board. not the possession. • Ss look at Emily. 4 Practice a) • Put the example sentence on the board without the apostrophe and elicit from Ss where the apostrophe should go. and the others have to give the correct word (cousin). Play the tape from: Have you got a girlfriend. They then read their sentences out to the rest of the class. who correct them. 3 Luke’s cousin is sixteen. or. 4 Rebecca is Luke’s girlfriend. • Tell Ss not to look at the text. Luke? to the end. to read it. • Replay the tape while Ss read the text.) What’s the weather like? What’s Charlie carrying? What’s Daniel got round his shoulders? What do you see on walks? Do you go with your family/friends/both? • For this listening activity. • Remind them that they can read the text again in their books if they want to. hair. • With books closed. pausing as necessary. Ask Ss to listen for information about Spike. eyes. • Ask groups of three to act out the dialogue if they are able Ss. bossy. tattoo. light/dark. • Teach long/short. • Ask what new information they now have about the characters. 2 Spike is a nickname. 8 Comprehension • Look at the example with Ss. ask Ss in pairs to recall everything they know about Charlie. in L1 if necessary: What are the children doing? Where are they? (They’re walking in the countryside near Brighton. Libro del alumno p 40 49 . but to listen and make notes of all the new information they hear about Daniel and Luke. do not pre-teach bossy. but deal with them when they arise. if not. • Teach nickname. • Ss then correct the other sentences in pairs. Play the tape from: We’ve got a cousin called Spike to She’s very bossy. or as a whole class. Answer key 1 Rebecca is Luke’s girlfriend.3 7 Listen and read Picture exploitation • Ask Ss the following ‘warmer’ questions. Play the tape. Luke and Daniel. Ask Ss for information about Rebecca. Extension activity Ss write their own incorrect sentences for homework. tattoo and nickname. Explain has/have (third person singular/first and second person singular and plural). 4 Emily’s got a pen friend in Scandinavia. or to number them in their books. 7 Luke’s got a photo of his girlfriend. • Refer Ss back to the examples and headings in Exercise 9. Ask them if it is positive/negative/a question. do the first item as an example. To provide more oral practice. 5 & 6 11 Communication Talking about your family • With books closed. 6 Emily hasn’t got a boyfriend. 3 We’ve got a cousin in Australia. • Read the dialogue out loud while Ss follow in their books. Then play the game in groups or as a class. individually or in pairs. think of as many questions as they can with have got. WB Grammar 1 10 Practice a) • Individually or in pairs. • Underline the verbs and check that Ss know the full form of the contractions. with a box) so that Ss notice it. 5 They haven’t got any grandchildren. 6 My sister has got some good computer games.g. write the three categories covered by have got in this unit on the board. Elicit the answers and label the examples on the board. • Ss ask and answer the questions in pairs. Answer key 1 Daniel’s got a school friend in Canada called Matthew. 3 She hasn’t got any friends. • In pairs. accept either short or long forms in writing. Ss complete the sentences. • Before Ss start the exercise. b) • Write the example sentences on the board. 4. Ask them (in pairs) to write their examples in these three columns in their notebooks. • Deal with some and any after Exercise 10a. tell Ss they are going to ask about each other’s families. • Encourage the more able Ss to report back to the class about their partner’s family.3 9 Grammar Verb have/has got • Use the dialogue from Exercise 7 to help Ss. • Give Ss examples of your own to ensure they understand how have got is used here. They should make notes about their partner. 5 Have you got a sister? I haven’t got a sister but I’ve got a brother. 2 I’ve got two sisters but I haven’t got any brothers. tell Ss to read their sentences aloud to the class so that you/they can check they are correct. if necessary. before they answer. but make sure Ss use short forms while speaking. • In positive and negative sentences. WB Grammar 2. Answer key 1 Have you got any brothers or sisters? 2 Luke has got some nice photos of Rebecca. 4 We’ve got some cousins in Australia. • Ss now look at the positive statements with: have/has got. • Write the first two lines of the dialogue on the board. Ss read the dialogue and underline/note down the examples of has/have got. • Before you ask Ss to tell you their examples. 1 family 2 possessions 3 appearance. Mark got (e. • Ss look at the dialogue. Ss. • Make sure Ss work with a partner whose family they have not already discussed. 7 Have you got any photos of your grandparents? Reinforcement activity Game — Guess what I’ve got! • Ss individually write down three things they have got in their bag.e. • Ask Ss when we use some and any. Do an example with the whole class first. 50 Libro del alumno p 41 . • Then they ask each other Have you got a … ? until they have guessed all the items. i. My mum’s 43. Ss fill in as many answers as they can. Answer key (from left to right): 1 Marta’s mother 2 Sonia 3 Ana 4 Marta 5 Marta’s grandmother 6 Marta’s father 16 Write • Tell Ss they are going to write a similar letter to the one they have just read. • Write one or two questions on the board as examples. Noelia Campo: medium length. • Ss read the letter and identify Marta’s family. black and white hair. 15 Read Tapescript Listen and write. • Give Ss a few minutes to think of as many questions as they can in pairs. Leonardo DiCaprio: short. Brown eyes. • If Ss are not sure of an answer.g. medium-length brown hair. • In pairs. 13 a) Listen Extension activity Game — Who is it? A student describes one of the Ss in class. using some words from each box. e. At least. He’s got blue eyes. it’s not really short. wavy grey short and curly dark brown quite long dark brown short fair long and straight Eye colour green blue brown brown blue Libro del alumno p 42 51 . Answer key Name Age Mother 43 Father 47 Matthew 16 Mark 14 Kate 12 Hair colour Hair style light brown medium length. Matt and I have both got brown eyes and the same colour hair. so that they can hear the information again. or at home. 3 b) • Ask one or two Ss to describe themselves. and then I’ve got a brother and sister. • Ss make notes so that one or two can give a description to the whole class for feedback. Replay the tape. WB Communication 7. light-brown hair.Skills work 12 Vocabulary Personal appearance • Ss look at the four photographs. There are five of us in our family. His hair’s quite long. but my hair’s short. Green eyes. • Make a chart on the board to help Ss organise their answers (see the answer key). She’s got long straight fair hair and blue eyes. Ss describe the other three photos. • Do the first with Ss. My sister Kate is 12 and everyone says she’s very pretty. • Give Ss time to think of one or two friends/members of their family to describe. or write all the questions on the board. • Play the tape without pausing. straight. Ss can be asked to do these activities in class. • Ss check their answers. My dad is 47. • Point out where the address and date go. • With books closed. etc. as an example. She’s all right. • Ss describe the first photo (Rubén Rada). 8 & 9 Curriculum in focus 2 — The magic of Tangrams(SB p 84-85) • If you wish. Ss in pairs describe themselves to a partner: I’ve got … . She’s got light brown hair. it’s sort of medium length I suppose. • Ss can practise/revise ’s: Marta’s mother. What sort of … ? will need drilling here. before they ask. They can then describe each other to the class. hair? long/short? etc. straight. Hi! My name’s Mark and I’m fourteen years old. and the other Ss guess who it is. Check any words they don’t know. Ask: Have you heard of these people? How do you know them? • Introduce some of the adjectives by using them to describe yourself. replay the tape up to that point and pause it. or one of their teachers. it is at the moment. His hair is grey now and it’s short and curly. • They ask each other in pairs about these people. Blue eyes. I suppose. 14 Speak Talking about appearance • Elicit the question forms using yourself or Ss. • Drill chorally and individually as necessary. Answer key Rubén Rada: short. See detailed teaching notes on page 89. Jennifer López: curly. • Ss read out their answers for the class to check. using board prompts. curly. Brown eyes. brown hair. In pairs. Matt — that’s my brother Matthew — is 16 and he’s got dark brown hair. and it’s quite wavy. and how to end the letter. There’s Mum and Dad of course. and she’s got green eyes. LUKE: Sorry. Extra reinforcement activity Ss draw a monster and write its description on a separate piece of paper.) Have you got a computer? If not. • Play the tape. Daniel’s at home on his own. shut up! Picture 6 REBECCA: Oh. • Ss look at Picture 1. I’ve got a new computer game.3 PHOTOSTORY At Rebecca’s • Ask Ss the following questions. Tapescript Listen and see if you were right about the missing words. Stop the tape once or twice if necessary. Picture 1 REBECCA: Look. I like boys with dark hair and blue eyes. Ss read the story. LUKE: What? Picture 7 REBECCA: Has Daniel got a girlfriend? 52 Libro del alumno p 43 . just one more thing. Extra extension activities Game — Who is it? a) • Ss draw a sketch of their family (or bring one of several photos of members of their family) and describe them so that another student can guess who they are. Why? Picture 4 REBECCA: I just wondered. do you know someone who has? Do you play computer games? If so. b) • Ss write a telephone directory of all the members of the class. in L1 if necessary: What can you see in Rebecca’s room? (A computer. he is. before they look at the story in their books. REBECCA: I know. LUKE: Oh. checking and completing their answers. REBECCA: What colour eyes has he got? LUKE: Let me think. by asking all the Ss their full name. Is he nice? LUKE: Yes. which ones? What do you do when your friends come round? What do you look for in a boyfriend or girlfriend? • Allow plenty of time for Ss to retell the story so far in pairs or groups. but you’ve got a nice personality.) • Revise has got by asking: What has Rebecca got on her desk? • Ss read the story individually and try to fill in the gaps. Ask Ss questions such as: Has Emily got a boyfriend? • Pre-teach personality. Blue? Brown? I don’t know. and the descriptions are mingled and redistributed. • Check the answers with the whole class. Picture 2 REBECCA: Who’s Daniel? LUKE: He’s our exchange student. Picture 3 REBECCA: Is he good-looking? LUKE: Well. Ss read the description they get and try to match it to the picture. Picture 5 luke: So what about me? I haven’t got blue eyes. he’s got dark hair and he’s quite tall. Pictures are hung on the wall or put on the tables. address and telephone number. but I must go. • Recall the key points in the story so far. They then check their answers in pairs. Rebecca. Ask them: Who is Rebecca? (Luke’s girlfriend. Remember? REBECCA: Oh yes. so Ss have time to fill in the gaps. • Ss read the dialogue again to check/complete their answers. 3 Useful phrases See the Introduction. it may be a good idea to ask Ss to revise all the Learning goals in the previous units. Ss complete as much of the task as they can. at all. and play a little to them (with books closed). 2 Comprehension • Ss read the question through and write the names of the characters in their notebooks. • Play the tape. a lot. • Adverbs of degree: very much. Attitudes Awareness of the importance of: • using new vocabulary to communicate in oral or written exchanges. reggae. • Appreciation of the flavour of music and its relation to other forms of human intelligence. Learning goals Before you start. • Object pronouns: me. • Read an article about a young musician. Sting. rap. Skills practice • Write about the favourite music of family and friends. • respecting what other students say. • Check Ss have identified the three names. This might also be a good moment to carry out a formative evaluation. • Listen to a telephone conversation. stopping where necessary. them. Answer key Céline Dion. her. Ask: Does Daniel’s mother like Julio Iglesias? etc. • Ss must listen to the tape and put a ✔ or a ✘ beside each person. doesn’t. Libro del alumno p 44 53 . Julio Iglesias Objectives • Students will be able to talk about their likes and dislikes. it. to show the type of music and artists they like/don’t like. him. Pronunciation • Sound / 8 / does. Then replay the tape without stopping. us. • Play the tape. Answer key Daniel: rock. • Check the answers with the whole class. rap. techno. • Write a paragraph about a favourite band.4 Do you like heavy metal? 1 Listen and read • Bring in a tape of some music you know that your Ss like. heavy metal. Grammar • Present simple. Ask them some questions about the music: What kind of music is it? Do you like it? • Check/teach the types of music referred to in this dialogue: rock. • learning and applying language rules. heavy metal ✔ techno ✘ Luke: reggae ✔ heavy metal ✘ Luke’s father: Céline Dion ✔ Luke’s mother: Sting ✔ Céline Dion ✘ Daniel’s parents: Julio Iglesias ✔ Cross-curricular topic Fifty years of popular music • Introduction to popular music styles. Te a c h i n g p o i n t s Communication • Talk about likes and dislikes. you. Vocabulary • Types of music. • Imperatives. • Elicit and drill questions and answers. don’t like. say the sentence to the class. • Elicit the rules from the class and write them on the board. b) • Ss now look at the Grammar box and the rules for the third person singular (he/she/it). 7 Practice a) • Focus on the second part of the Grammar box (he/she/it). Ss look at the chart. Change the pairs. They can construct a questionnaire with the information and do a class survey. Include other adjectives. or do it for homework. c) • Elicit one or two examples from the class. or tell them to move around the room asking different people. doesn’t The sound / 8 / does. • Now drill the separate words in your sentence chorally and individually. love. Extension activity Questionnaire Ss can add to the list in Exercise 5. • Ask them to write them down in their notebooks with their corresponding subject. they will produce the correct sound. b) • With books closed. don’t. • Ask Ss which sound they hear a lot and elicit / 8 /. • Focus on the difference in the affirmative and negative forms. • Play the tape for more repetition practice.4 4 Grammar Present simple 6 Pronunciation • Ask Ss to go back to the text and look for all the verbs and expressions that refer to likes and dislikes (like. using vocabulary which they know. WB Grammar 1. • Ss ask and answer across the class to practise the question forms. • Give Ss time to think of some positive and negative statements based on their information./He’s brilliant.g. • Use these for practice with the whole class. Extension activity Ss write their own class survey about class likes and dislikes. word cards or the chart to prompt the questions. • Ss can ask more than one person. It’s great. • Ss look at their charts from Exercise 5. c) • This can be done with the whole class. • Ask Ss to copy the rules in their notebooks. be crazy about). • Draw Ss’ attention to different shades of meaning. or in pairs. Answer key 1 do. 2 does. • Ss can complete the task now. and No he/she doesn’t. By opening their mouths quite wide and making the sound really short. put Ss in groups. 3 & 4 54 Libro del Alumno p 45 . using Ss’ examples from Exercise 5. hate. 5 Practice a) • Ss copy the chart and fill in the first column for themselves. sports vocabulary. • Get Ss to practise the sound. e. in class. • With books closed. • Illustrate the statements He likes …/He doesn’t like … etc. • Drill the questions and answers briefly in open pairs.g. doesn’t The tapescript is on SB page 93. use pictures. e. • In pairs. he/she does. My mum loves Stevie Wonder (or use a sentence of your own if you prefer). • Keep these answers for Exercise 7. ask their partner the questions and record the answers. and then the whole sentence. Ask one student about his/her partner: Does he/she like …? • Drill the short answers: Yes. 4 U2: an Irish rock/pop band. it isn’t. • At this stage they don’t tell you the types they have. Make sure they write them down. Explain to Ss that they will need to refer back to Exercise 2. 8 Vocabulary Types of music • With books closed. then underneath I like … and elicit it to fill the gap. and Daniel’s parents in class. a) • Ss look at the pictures and elicit the word which matches picture 1 (rock/pop).4 Reinforcement activity Ss write a few sentences about Daniel. • Check the answers with the whole class and answer any queries. or for homework. Lee. we don’t want you here. KIRSTY: Where are your headphones? CARA: I’ve got them here. Their lead singer Bono once telephoned a US president from one of their concerts. Grammar flash Object pronouns • Write I like murga on the board. But she’s not my favourite singer.) CARA: Sometimes I really hate him. Anyway. 2 Gloria Estefan: a Cuban-American singer. José Carreras and Luciano Pavarotti. b) • Elicit other types of music from Ss and write them on the board. • Elicit and write the other pronouns in the same way. • Do a quick oral drill at this point: you say sentences with nouns and Ss repeat them with pronouns (as in the example above) as quickly as they can. I’ve got Gloria Estefan too. Support can be given by giving the answers to three or four gaps. Luke. comes in. (Cara’s brother. Drill as necessary.) LEE: The music’s very loud! CARA: No. • Play the tape to the end. Go away and leave us alone! LEE: With pleasure! (He goes out and slams the door. Ss check their answers. used for effect. 6 Courtney Pine: a contemporary jazz musician who plays the saxophone. she’s OK. 5 Ricky Martin: a Puerto Rican pop singer/star. however. who was responsible for introducing reggae to a wider audience. Answer key 1 murga 2 pop/salsa 3 heavy metal 4 rock/pop 5 pop 6 jazz 7 reggae 8 classical Tapescript Listen and check. His playing has influenced and inspired other jazz performers. • Replay the tape if Ss wish to check further. CARA: I’ve got the new Annie Lennox album called Do you still love me? KIRSTY: Great! Can I hear it? CARA: OK. Background notes 1 Falta y Resto: a well-known Uruguayan ‘murga’. 3 AC/DC: a well-known Australian heavy metal band. You can make it into a game by awarding points to the pair/section of the class who answers first each time. 8 The Three Tenors: Placido Domingo. so that they can remember them later in the lesson. 7 Bob Marley: a reggae artist from Jamaica. WB Grammar 2 & 5 Libro del Alumno p 46 55 . 9 Practice • Do the first gap fill with the whole class as an example. • Ss complete the exercise individually. Do you like her? KIRSTY: Yes. ask Ss to brainstorm types of music they know in English in pairs/small groups. • Ss now match the other pictures and types of music in pairs. • Check that Ss realise that hate is a strong word. ) as a way of showing the strength of the expressions. 11 Write • Ss use the examples in Exercise 1 for ideas. or for homework. Learn to learn. • Elicit the question: Do you like …? and give brief question and answer practice in open pairs. More support can be given by providing an outline of the written composition on the board. • Ss write sentences individually in class. • Ask Ss to look for other examples of the imperative in the unit. See detailed teaching notes on page 90. symbols or even percentages (crazy = 100%. both in the affirmative and negative. Draw their attention to the exercise headings: Listen and read. • Note down common mistakes while Ss speak. cassettes. If you wish. Note: This activity can be made more demanding by asking Ss to write four questions about their texts and exchanging the text and the questions with other Ss . Ss ask about the people in the pictures from Exercise 8 and note their partner’s answers. • With books closed. a lot = 80%. • Check with them the form of the imperative. supplying vocabulary and building up a list of expressions on the board like the ones in the SB. rather than interrupting them to correct. Write. elicit opinions from the class. • Drill the expressions chorally and individually as necessary. • Ss can include artists from your/their own CDs or cassettes. or other artists of their own choice. etc. Allow time for them to write down their chosen artists before they start asking their partner. Read. • You can use faces on the board. • Elicit from Ss the rule for the imperative. • Begin the activity by asking one or two Ss what type of music their family and friends like. records or posters as prompts for this (or ask your Ss to bring in some of their own) and pass them round the class. or you can ask Ss to read the factfile and do Exercise 1 at home as preparation for work on the rest of the unit later in class. • In pairs. Curriculum in focus 3 — Fifty years of popular music (SB p 86-87) 10 Communication Talking about likes and dislikes • Bring in some CDs. • Point out the position of very much and at all (after the verb and object) as you build up the list.4 Grammar flash • Ask Ss to read the dialogue in Exercise 9 again and to look for examples of orders or instructions. Ss can do these activities now in class. • Encourage opinions by asking Do you like …? Who do you prefer …? etc. so they can identify the artists and begin to discuss them. Write the mistakes you noted down on the board (without saying who made the mistake!) and ask the class to correct them. • If you can’t elicit all the expressions you want here. 56 Libro del alumno p 47 . give them as your opinions. Practice. or. mixture.g. e. Answer key 1 An electric violin. drilling chorally and individually where necessary. The questions will still help them understand it. Ss decide: the band. Three or four questions are enough. decide which version they like best. Elvis Presley and Michael Jackson). b) • Divide the class into pairs. the date. • Ss write down what they want to know about Vanessa-Mae. ask Ss if they play any musical instruments. See suggested procedure in the Introduction. Alternatively. or allow Ss to look up the vocabulary in dictionaries. WB Communication 6 & 7 14 Learn to learn • Use example words of your own choice to introduce these questions. Elicit some of these questions from the class and write them on the board. the place. 2 Because her mother is now married to an Englishman. • The listeners either guess the name of the band. 3 She likes classical music (Mozart. helping each other. if there are several descriptions of the same band. about vocabulary. etc. • Ask Ss to go to page 19 in their Workbooks and fill in the self-evaluation box. the time. using the information in the text. Extension activity Ss prepare an interview with Vanessa-Mae for homework. Pass the completed posters round for the other Ss to comment on and then pin up a selection. Ss who like the same bands can write their descriptions in groups of three. • Check the answers with the whole class. Ss can ask each other some of these questions. • Ask some groups to read out their descriptions to the class. In groups. • With Ss’ books closed. (It does not matter if their questions are not answered in the text. Libro del alumno p 48 57 . 13 Write • Ask one or two Ss about their favourite band. using the example in Exercise 13 to help them. • Give Ss time to think of some questions to ask you. • Tell them she is a professional musician. or ask Ss to look in their books (but cover the reading text).Skills work 12 Read Extension activity Design a pop concert poster Ss design a poster containing the information about their favourite pop band.) • Ss now read the text and answer their questions. world-famous. • Ss then choose who they are going to write about. • Ss now answer the questions in the book in pairs. the price(s). Which do you like best? • Show them the photo of Vanessa-Mae: either hold up a book. Ask Ss to think about what her life is like: What does she do? What do the pictures show about the type of music she plays? 4 a) • Pre-teach the vocabulary natural father. especially. and referring back to the text when they need to. • Check with the class and answer any questions. • Ss write their pieces in class. who plays in it. Beethoven and Tchaikovsky) but also pop and rock (the Beatles. before making the poster. • Play the game later in the course for revision. Make sure everybody understands the rules of the game. 58 Libro del alumno p 49 .Consolidation 2 GAME Objectives Find my family • To consolidate asking and answering questions about others. and to choose a family and keep it secret. • Ss play the game in pairs so that they can interact with each other easily. tell them to change partners and play again. using L1 if necessary. • Practise questions with Ss. If one student identifies his/her partner’s family. • To work on the use of Yes/No questions. • Tell Ss to copy the table in their notebooks.g. • To foster communication and establish rapport among peers. • Go through the instructions in the SB. the partner can choose a different family and continue with the game. Has the father got glasses? Do they like music? Have they got a dog? • The aim of the game is for both Ss to find out which is his/her partner’s family. e. Follow-up activities • If you have time and Ss enjoy the game. 3 He likes ‘rock nacional’ and ‘cuartetos’. 6 Because he gets cards and parcels from friends and family at home.g. Alternatively. 4 The wildlife. then correct it orally. 1 a) Read 3 Write • Ask Ss to read the instructions for Exercise 3. they can do this in pairs. • Ss prepare a talk about their brother. If Ss choose a television family. My sister and I have got the same colour hair. • See if their predictions were correct. • Ask Ss to read the heading of the e-mail and to predict the topic. Answer key 1 They live in Base Esperanza in Antarctica because his parents work at a science observation camp. • Write Ss’ predictions on the blackboard. • Check their answers. e. Answer key 2A 3E 4C 5F 6B b) • Now. They can work individually or in pairs. • Before writing about the family. • Explain any difficult vocabulary. Ss can write about their own family and work individually. What’s the name of this place? Where is it? • Tell Ss that this is an Argentinian Base and ask them if they know if there is a Uruguayan base as well.Wide angle on the world Life at the tip of the planet Before you read • Ask Ss to look at the pictures and ask ‘warmer’ questions: What are these? (pointing to the penguins). • Ask Ss to work on Exercise a). • Ask a couple of individuals and a couple of pairs to give their talk. Tamara is 13. she’s bossy and likes telling jokes. get Ss to refer to the e-mail again to see how ideas are linked. 2 Speak • Elicit some information from individuals in the class about their brothers. sister or best friend using the guidelines provided in Exercise 2. 2 His sisters’ names are Tamara and Julieta and they have black hair and brown eyes. Libro del alumno p 50-51 59 Consolidation 2 . giving brief practice of the same/and/but. make sure they know what you will take into account when assessing their work. sisters or best friend. 5 The pet penguin. ask Ss to work on Exercise b). etc. Julieta is 6. She’s pretty and likes playing with dolls. Encourage Ss to recycle/revise the vocabulary for personal description for this activity. • If Ss are going to get a mark for their writing. They can underline different cohesive devices. but I’ve got curly hair and she’s got straight hair. Make sure they understand that they have to read the text by skimming it. Grammar • Present simple with fixed times. • Buy things in shops. • Ask and say the time. • Listen to a conversation. • Play the tape again while they read the dialogue. • Ask and say the time. • English money. 60 Libro del alumno p 52 . in L1 if necessary: • Where are the four people? Can you remember the names of all the characters? What do you think is happening? (Daniel is meeting Spike for the first time. • Fast food and drinks.) What do you think the group are going to do? What differences are there between houses and flats in the UK and our/your country? Objectives Students will be able to: • Ask for permission. • Check the answers to the questions with the whole class.5 Can I come too? Picture exploitation • Ask Ss to look at the picture and the unit title. Attitudes • Being polite when asking for permission. Why are they important for them? It is always motivating to understand why something must be learned. • Buy things in shops. • Making an effort to use English in the classroom. • Play the tape. Sound / A… / can’t. • Ask them the following ‘warmer’ questions. Pronunciation Sound / S / can. • Verb can (permission). Te a c h i n g p o i n t s Communication • Ask for permission. Remind them to tick the objectives as they attain them. Extension activity Ask Ss to write three more True/False sentences about the dialogue. Answer key 1 Yes 2 Yes 3 No 4 No 5 No 6 Yes Skills practice • Read a menu. Vocabulary • Clock times. 2 Comprehension • Tell Ss to read the statements in their book. • Participating in classroom activities. Learning goals Ask Ss to read the Learning goals for Unit 5 and choose three that they find particularly important. • Questions words: How long?. 1 Listen and read • Ask Ss to listen for the answers to some general questions: Where is the group going? Can Spike go too? etc. • Play the tape again if necessary. 3 Useful phrases See the Introduction. How much? • Prepositions of time: at. • Elicit answers to your questions from the whole class. Support can be given if you ask Ss to answer at least four questions. • Ask Ss: What time does the concert finish? and elicit/give an example: It ends at half past eight. • Check the answers with the whole class. • Remind Ss that they must use the same clocks from part a) of the exercise. One or two pairs say their dialogue for the whole class to listen to. They choose the times and ask each other. • Remind them that they can use the phrase Let’s … to make suggestions. Extension activity Arrange to see a film • Tell Ss they are going to arrange to see a film with a friend. Give them time to think individually about their favourite film and the actors in it. • Ss then practise the dialogues in closed pairs. Check the rule with the whole class. Ss prepare a phone conversation arranging to see a film together.5 4 Vocabulary Clock times • If possible. 5 Practice a) • Elicit the example answer from Ss: It’s (a) quarter past eleven. Grammar flash Preposition of time: at • Ss look again at the dialogue in Exercise 1.g. • Elicit the question: What’s the time? • Ss practise asking and answering in open pairs. • In pairs. Libro del alumno p 53 61 . • Point out at and drill the question and answer briefly. • In pairs. the day and time. • Extend the practice by handing the clock to the Ss. • Elicit and drill the times with the whole class. 6 Practice You could use your own authentic cinema advertisements to introduce this. • Using your advertisements or the example. Let’s go and see … and that they can use other phrases from Exercise 1 where necessary. Drill as necessary. use a clock face with moveable hands to introduce this. paying particular attention to quarter to and past. • Ask Ss to copy the rule and choose the correct preposition. elicit the question: What’s on at …? and What time does it start? • Ss ask each other the questions. the cinema. • Ask: What time does the film start? and elicit: It starts at seven. Ss look at the clocks and work out and practise the times. e. Answer key 2 twenty to ten 3 ten to eight 4 (a) quarter to nine 5 half past five 6 seven o’clock 7 twenty-five past six 8 five past one 9 twenty-five to four 10 ten past three b) • Ask two Ss to read the first dialogue so that everyone knows what to do. With quarter it is correct to say either a quarter (past two) or quarter (past two). 3 & 4 62 Libro del alumno p 54 . what kind of food/drink? 7 Listen and read • Pre-teach popcorn. Extension activity Ask Ss to role play the dialogue in fours.) What film are they going to see? Do you go to the cinema often? At weekends? In the evenings? What time do you go to films? What kind of films do you like? Do you buy food/drink before you see a film? If so. • Tell Ss to cover the text and look at the picture and the list of snacks. regular and large. • Ask: What do you think people will buy.) What are they doing? Is this before or after they’ve seen the film? (Before. 2. • Play it again and this time ask Ss to read the dialogue in the SB.5 Picture exploitation • Remind Ss of the dialogue in Exercise 1 and ask them the following questions. and how will they ask? • Play the tape and check the answer. WB Grammar 1. in L1 if necessary: • Where are the four characters now? (In the cinema foyer. • Check which food and drink they like. • Read the dialogue while Ss follow in their books. • In pairs. Ss roleplay the conversation from memory. check the meaning of any new items. • Write some prices on the board and ask individuals to say them. • Remind Ss how the interaction activity works. • After two lines. • Check Ss answers with the whole class. • With the whole class. • Ss then write a list with what Daniel.) • Put Ss in new groups of three. checking and drilling as necessary. Ss ask one or two of the questions across the class. • Cover the pictures or remove them from the board. • Check Ss’ pronunciation. • Remind Ss that they can read the dialogue again if they want to. Stick the pictures on the board and let Ss look at them for one minute. • Ask how many words each group has. • With books closed. Check.Ss write their own dialogues for homework. 10 Interaction • Pre-teach English money by asking Ss what English money they know. Libro del alumno p 55 63 . With books closed. elicit the dialogue line by line. Luke and Emily buy. Ss think of all the food vocabulary they know. • Continue until you have built up the whole dialogue orally. • Some groups can act out their dialogues in front of the class. • They then look at the list of snacks in the book and decide which items they already know and which are new to them. Ss write down as many of the words as they can remember. Look at the examples in the book and check the Ss’ pronunciation. changing it as they wish. • If there is time. • Check answers with the whole class. In groups of three. Extension activity Ss write their own dialogues for homework. especially stress. e.5 8 Comprehension • Do the example with the class. 9 Vocabulary Fast food and drinks • Divide the class into pairs. Support can be given if you ask Ss to complete as much as they can. • Use the remaining pictures to teach the other items of vocabulary. Spike buys an orange juice. (Of course and Certainly are interchangeable here. then ask Ss to complete the dialogue in pairs or small groups. 11 Communication Buying things • Tell Ss where the dialogue takes place: in a café/restaurant. • Tell all Student Bs to turn to SB page 92 and Student As to remain on this page. Stick the picture for each correct word on the board as they are said. and drill if necessary. • Using picture and word prompts on the board. Do this in L1 if necessary.g. • Elicit the question Ss must ask. Ss complete the activity and write down the missing prices. four lines. Extension activity Memory game • Collect or make at least fifteen pictures of food and drink. • Ask Ss: Do you have other words to add to the list here? Write extra words on the board so that everybody can learn new ones. including those in the book. let Ss practise in closed pairs. encourage Ss to exchange roles. correct and drill pronunciation. 12 Practice • Do the first gap-fill as an example. The group with the most words reads them out so that you and the other Ss can check they are correct. and so on. • Use different colours to mark the sounds. • Ss match the prompts with the pictures on the right-hand side of the page. Answer key (a and b) Picture 1 (mobile phone) No. please./Yes. by underlining or boxing the syllables. watch TV. and I’m sorry. Picture 6 (come in) Yes. etc. Ss look at the prompts (come in. 64 Libro del alumno p 56 . Ss practise asking for and giving/refusing permission. of course. 6 & 7 15 Listen • Ask Ss: What do you think Charlie borrows? • Ss listen to the tape to find out and check in pairs. • Check the answers with the whole class and deal with any vocabulary problems. You can’t use the computer! CHARLIE: Can I borrow your bike. (of course) you can. Emily’s got it. e. (of course) you can. Support can be given by asking Ss to answer the exercise in pairs. of course you can.g./Yes. b) • Use the first picture as an example with the whole class. Can I come in? LUKE: OK. of course.5 13 Communication Asking for permission • Invent your own situation to present this. we’re busy. • Check with the whole class and play the tape again. CHARLIE: Thanks a lot. WB Communication 5. Picture 2 (toilet) Yes. Daniel? DANIEL: No. I’m afraid you can’t. of course. CHARLIE: Well. Note: Use Yes. Charlie? The answer’s ‘no’ anyway. Picture 4 (watch TV) No. CHARLIE: No. Daniel.g. • Ask Ss to read the dialogue silently. Daniel. Charlie. you’re not. DANIEL: What do you want. Picture 8 (bike) No. he can have the football. please can I play with your football? LUKE: I don’t know where it is. you can. e. use a picture of your own.g. she hasn’t. • Pre-teach borrow. and when Ss are confident with these add Yes. Oh. of course. • Ss practise the other examples in closed pairs. correcting the pronunciation of can and can’t where necessary. I’m sorry. Using one of your prompt cards. • Write each prompt on a card. I’m afraid you can’t. I’m afraid you can’t. LUKE: Hard luck! I want to use it. I’m afraid you can’t. Luke? LUKE: Say ‘please’. apple. • In open pairs. car. elicit and drill Can I …? • Practise this across the class. of course you can. • Ss practise the mini-dialogues in pairs. LUKE: Who is it? CHARLIE: It’s only me. I’m sorry. 14 Pronunciation The sounds /œ/ and /a:/ can. • Check some across the class. I’m sorry. CHARLIE: I want to be in goal. you can’t as initial answers. I’m afraid you can’t./Yes./Yes. Come on. if necessary. but we want to play with you. For example: You are in a library and you want to open/close the window/borrow a book/talk to your friend/eat an apple/drink a coke/write at a table. • Elicit and write up examples of the language Ss have practised. I’m sorry.). Charlie? CHARLIE: Can I ask you something? LUKE: Go away. cat /S/. Elicit and drill positive/negative answers using the other card. Charlie. (of course) you can. Picture 5 (guitar) No. go on Luke. Luke? LUKE: No. can’t The tapescript is on SB page 93. hard /a:/. so that by holding it up you can easily get Ss to say yes or no and practise giving and refusing permission. Do you know where the football is. Let’s go and play football with Charlie. • Use some examples on the board to show Ss the two sounds. Answer key A football a) • In pairs. Picture 6 (come in): Can I come in? Yes. • Play the tape and pause where necessary for repetition practice. CHARLIE: Can I borrow your bike. LUKE: OK. you can have it. (of course) you can. Tapescript Listen and decide. Picture 3 (magazine) Yes. • Also have a card with ✔ on one side and ✗ on the other. • Ask Ss to role-play the dialogue. Picture 7 (CD) Yes. I’m afraid you can’t. LUKE: What do you want. and No. e. I don’t. or write the prompts on the board. CHARLIE: No. • Do the first one as an example with one pair. Spike. • Check the answers with the whole class.) DANIEL: Hi.) SPIKE: It’s an amazing place. Picture 2 SPIKE: Can I come in for a coffee? EMILY: Sorry. to ensure that everyone has the correct answers. Goodnight. two pictures per group. • If different groups have concentrated on different sections. See you at one forty-five outside the main entrance. • Allocate different sections of the dialogue to different groups here. Libro del alumno p 57 65 . Picture 5 SPIKE: How much is it? ASSISTANT: £4. Spike. Each group concentrates on the answers for their particular section. Stronger Ss can fill in as many gaps in the dialogue as they can. Spike. Picture 6 SPIKE: Oh.10 each for adults and £2. Spike! Picture 3 (Sunday midday. dear. Tapescript Picture 1 SPIKE: Let’s go to the Royal Pavilion tomorrow afternoon. EMILY: No. Ss check and complete their answers. • Play the tape. I haven’t got enough money. • Play the tape again if necessary. e. how are you? SPIKE: I’m fine.PHOTOSTORY 5 At Brighton Pavilion Background notes Brighton Pavilion was built in 1817 in the oriental style for the Prince Regent.g. It’s late.45 for children. EMILY: Hard luck! Picture 7 DANIEL: It’s OK. Is it late? What’s the time? DANIEL: Relax! It’s only 12 o’clock. DANIEL: Yes.m. You can ask this in L1. It is also called the Royal Pavilion. Daniel. I’ve got some money. give out copies of the complete dialogue at this stage (or write it on the board). • Ss look at the picture in their book and guess what is going to happen next in the story. SPIKE: Oh. Be prepared to pause if Ss need time to write answers. thanks. Ask Ss to read out the mini-dialogues/sections of dialogue in their groups. It’s a very boring place. you can’t. Picture 4 (Sunday 2 p. good idea. it isn’t. • Ss read the text and try to fill in the gaps themselves. • Make suggestions about plans. The Royal Pavilion was built in oriental style for the Prince Regent. Among many other tourist attractions. who later became King George IV. Skills practice • Read a description of Brighton.g. • Making an effort to use English in the classroom. don’t. which is now a theatre. then tell you their information. in L1 if necessary: Do you know exactly where it is? What have you learned about Brighton so far in the book? Do you know any other information about Brighton? Do you know any other towns on the coast of England (e. • Indefinite pronoun one. Who is the winner now? This short activity will help as an initial evaluation. Cross-curricular topic Painting: a way of seeing. • There is and there are. in L1. in. Brighton has two universities and a well-known art college. • Exchange information on places and facilities. You can point out the communication goals of the unit. thinking and feeling • Introduction to Uruguayan art and artists. Te a c h i n g p o i n t s Communication • Ask and say where places are. a racecourse and a large marina for yachts. between. • Appreciation of painting and its relation to other forms of human expression. Tell Ss to write down. • Ask and talk about places or facilities.6 Welcome to Brighton. Background notes Brighton is an attractive seaside town in the south-east of England. sometimes. • Leisure activities. • Make suggestions. opposite. The Lanes is an area of old. Grammar • Prepositions of place: at. in front of. • Listen and guess where you are. You can visit it and see rooms in their original styles. It has beautiful parks and many historic buildings in Regency style. The Dome. in the centre of. It is well-known for its antique shops. on the English Channel coast. 66 Libro del alumno p 58 . on the corner of. It is within easy reach of London and is very popular with tourists and students. never. • Talk about painters and their work. • Listen and find places on a map. and motivate Ss to learn English words. Vocabulary • Places in towns. next to. Pronunciation • Sound /E*/ no. • Frequency adverbs: always. Picture exploitation • Ask Ss some ‘warmer’ questions about Brighton. Dover)? What sort of things do people do in a seaside town? What are our/your seaside or tourist towns like? Are they similar to or different from Brighton? • Ss can write down everything they know in small groups. narrow streets in the middle of Brighton. near. Who has the longest list? Tell them to tick the words they have written that appear in the unit. Objectives Students will be able to: • Exchange information on where places are. Attitudes • Being polite when asking for directions. names of places in town and leisure activities that they think they are going to learn about in this unit. Brighton has a Sea Life Centre. Learning goals Ask Ss to read the Learning goals for Unit 6. • Participating in classroom activities. behind. and show the importance of accurate grammatical structures to be able to communicate successfully. on. used to be the stables for the Pavilion. thanks very much. f) WOMAN: Excuse me. swimming pool. It’s not far. 3 Practice • Ask Ss to look at the map and the places marked on it. BOY: Right. • Elicit the correct preposition using the grammar box. e) 5 The Clock Tower is between Dyke Road and Queen’s Road. play the tape and check that Ss have found the places. d) 3 The Brighton Centre is on the corner of King’s Road and West Street. to practise prepositions. WB Grammar 1 4 Tapescript Listen • Play the tape so Ss can check their answers. WOMAN: Thanks. the Sea Life Centre and The Lanes. where’s the Grand Hotel? MAN: It’s on King’s Road. Some items can be explained in L1. pier. Where’s the swimming pool? It’s opposite the Theatre Royal. You can make this activity more demanding if you tell Ss to ask for two or three more places on the map. GIRL: That’s OK. where’s the Museum? MAN: It’s next to the Dome Theatre. • With books still closed. thanks very much. • Drill the prepositions chorally and individually. and elicit answers. Libro del alumno p 59 67 . resort. It’s between Dyke Road and Queen’s Road. e. so that Ss can read the dialogue while they listen. d) WOMAN: (calling from car) Hello! MAN: Yes? WOMAN: Where’s the Brighton Centre? Is it near here? MAN: Yes. Check any problem vocabulary at this point. • Ask Ss to find the following places on the map: the railway station. The Lanes. if your Ss have problems. it is. • Ask Ss what new information they now have about Brighton. GIRL: Thanks very much. • Tell Ss to look at 2) the Grand Hotel (on).6 1 Listen and read • Pre-teach any new vocabulary needed for this text. • When you have practised all the prepositions. and practise them with the whole class. Support may be given if you ask Ss to find at least one place on the map. where’s the Tourist Information Office? BOY: The Tourist Information Office.g. Listen and check. • With books closed. Ss now practise questions and answers using places and streets they know. e) BOY: Is the Clock Tower near here? GIRL: Yes.g. b) 17 The bus station is near the Palace Pier. remind Ss of some of the things they know about Brighton. f) 9 The Museum is next to the Dome Theatre on Church Street. It’s … it’s opposite the Town Hall. but do not teach too many — about six new items of vocabulary is enough at this stage. • Tell Ss to cover the dialogue in Exercise 1 and read the short text about Brighton. on Church Street. 2 Grammar Prepositions of place • Take a box and a small ball to the classroom. Note: Choose the items your Ss will not know. WOMAN: Oh. where’s the bus station? MAN: It’s near the Palace Pier. WOMAN: Thanks. ask some questions using the map of Brighton. • In pairs. • Elicit the question they will ask: Excuse me …? • Give brief practice in open pairs to ensure everyone knows what to do. Answer key (Exercises 3 and 4) a) 2 The Grand Hotel is on King’s Road. c) 13 The Tourist Information Office is opposite the Town Hall. when you come to them. • Play the tape again. b) WOMAN: Excuse me. a) WOMAN: Excuse me. it’s on the corner of King’s Road and West Street. Alternatively you can read the dialogue aloud to them (with books closed). c) GIRL: Excuse me. • Ss ask and answer questions in pairs using the map. • Tell Ss to open their books. Support may be given if you ask Ss to find at least four places on the map. • Place the ball in/on/behind/next to… etc the box. e. water chute. 68 Libro del alumno p 60 . café.g. Or teach them when they come up. where can I go? Elicit café. asking and answering the questions. badminton court. What’s a disco? and elicit/give the answer: It’s a place where you can go dancing. • Point out the apostrophe in chemist’s and newsagent’s. e. etc. slightly different example. • Tell Ss to look at Exercise 7 and match the places on the left to the correct definitions on the right in pairs or small groups. introduce the exercise by saying: I want a cup of coffee. Explain that this is short for chemist’s shop. • Check the answers with the whole class. Answer key 1T 2F 3T 4F 5F Extension activity Ss can write similar. • Play the tape again. if necessary.g. Do the first question with them as an example. • Check Ss know what to do. in groups of three. ten-pin bowling. • Give Ss time to check their answers in pairs. • Ask Ss to read the dialogue aloud now. • Elicit the answers from the whole class. Give another.6 Picture exploitation • Ask Ss the following ‘warmer’ questions. pre-teach any vocabulary needed for this activity: leisure/sports centre. in L1 if necessary: What can you remember about the story so far? Where do you think Daniel. shorter dialogues about places they know. e. Luke and Emily are? What are they doing? How do you think the characters look/feel? Are they happy/sad/relaxed/bored/interested? What can you see in the background? 7 Vocabulary Places in towns • With books closed and using vocabulary your Ss already know. • Ss practise the new vocabulary in pairs. Support can be given if Ss are just asked to match the places and definitions. if you prefer not to reveal the content of the tape at this stage. 6 Comprehension • Ss open their books and look at Exercise 6. • Ss listen to the tape and answer the question: What places do they talk about? • Ss check their answers briefly in pairs. Answer key 1 c) 2 k) 3 a) 4 b) 5 i) 6 e) 7 g) 8 h) 9 d) 10 l) 11 f) 12 j) 5 Listen and read • With books closed. There’s one between the café and the supermarket on St James’s Street. 4 There’s a big park in the centre of the city. Group 3: Are there any cafés near this place? Group 1: Yes. we aren’t. Ss now look at the list of prompts in Exercise 9 and take turns to ask the questions. there is. there is. Other groups ask up to twenty Yes/No questions to find out the exact location. 13 A: Is there a café near here? B: Yes. They can also do the activity in pairs. There’s one on the corner of Broad Street and St James’s Street. Tell them that they will hear clues and must decide where they are. There’s one near the car park on High Street. and one opposite St James’s Place. 2. • Ask one pair to practise the example dialogue. • Tell Ss to look at the list of places given and tell them they now have to ask and answer about them in the same way. 9 Practice • In pairs. and one opposite the boutique on St James’s Street. Include positive and negative answers. • In groups or as a whole class. it could be done for homework. Group 2: Are you near the park? Group 1: No. Each group decides on a place in town where they are. WB Grammar 5 11 a) Listen • With books closed. singulars and plurals. Language note: It is not usual to use a contraction for the plural. there are two. There’s one on the corner of Madeira Place and St James’s Street.g. 6 There’s a statue of a woman on an island called Staten Island outside this city. • Make sure all Ss understand that when the object is singular we use there is. 3 & 4 10 Over to you • Put Ss in new pairs. but the pronunciation of there are is often shortened. 17 A: Is there a chemist’s near here? B: Yes. and one next to the newsagent’s on St James’s Street on the corner of St James’s Place. There’s one on the corner of Dorset Gardens and St James’s Street. There’s one on the corner of St James’s Place and St James’s Street. /dearE/. and drill as necessary. i. there are two. Group 1: We’re in the old part of town/between Main Street and North Street. 15 A: Is there a cinema near here? B: No. WB Grammar 1. • Elicit and write on the board examples of the questions and answers.). There’s one next to the bank on High Street. there is. there are two. Group 4: Are you opposite a bank? etc. 16 A: Is there a newsagent’s near here? B: Yes. there isn’t. there isn’t. Answer key 11 A: Is there a car park near here? B: Yes. This activity can also be done in pairs. 3 There are lots of fashionable shops. there isn’t. 18 A: Is there a disco near here? B: No. Answer key New York b) • As the writing will take some time (allow at least 20 min. • Elicit/give an example of the question form: Is there a (car park) near here? and drill it chorally and individually. and when the object is plural we use there are.6 8 Grammar There is/there are • Tell Ss to look at the map of St James’s Street at the bottom of SB page 61. Ss can either write or record their puzzles. explain that Ss are in another city. Extension activity Game — Where am I? Divide the Ss into small groups. elicit and drill (as above) further questions and answers. They give an approximate location. 12 A: Is there a bank near here? B: Yes. Ss read out their puzzles for other Ss to guess. 14 A: Is there a boutique near here? B: Yes. as they should speak to someone who lives in a different part of town. giving brief open pairs practice. 10 A: Is there a post office near here? B: Yes. There are … = plural. Tapescript 1 You are in a city. • Elicit the answer Yes. there is. • Point out to Ss the difference in structure with Spanish – while in Spanish we use only one word Hay for both the plural and the singular. in English we use two different forms: There is (singular) and There are (plural). 5 There’s a famous song about the city. opposite the chemist’s. There’s one next to the bank. restaurants and nightclubs. e. there is. there are. 19 A: Is there a Tourist Information Office near here? B: No.e. 69 Libro del alumno p 61 . • Using your own choice of places or the places in the grammar box. Remind Ss: There is … = singular. 2 There are lots of very tall buildings. • Write on the board: . write down things to do on a Saturday night. Ss should make their lips very round. Ss can be asked to do these activities in class. using the vocabulary from Exercise 12. Answer key 1 have a party 2 have a barbecue 3 go to a disco 4 go to the cinema 5 watch a video 6 go to see friends 7 go to a pop concert 8 go to a pizza restaurant • Do the first example with the whole class. Curriculum in focus 4 — Painting: a way of seeing. Music/Eating/Things to do alone/Things to do with friends/etc. María sometimes goes to a disco on Saturday night and she sometimes eats pizza but she never dances tango. Grammar flash • Write always / sometimes / never on the board.V. See suggested procedure in the Introduction. in the morning/play football after school). • Check the answers. look up their words and mark stress. • Ss report back to the class using full sentences.. or use your preferred method of marking it. b) • Ask Ss to sort the activities into three or four groups. • Ask Ss some questions about their routines to elicit answers with this information. Ss discuss their plans. on Saturday night? always sometimes go to a disco eat pizza dance tango visit your friends • Ask Ss to go to page 25 in their Workbooks and fill in the self-evaluation box. thinking and feeling (SB p 88-89) • If you wish. Ask: Which are the best plans? WB Communication 6 & 7 13 Pronunciation WB Communication 6 & 7 The sound /E*/ no. • To pronounce the sound / E* / correctly.6 12 Vocabulary Leisure activities a) • With books closed Ss. e. don’t The tapescript is on SB page 93. They can mark stress as it is in the dictionary.main verbs . 15 Learn to learn • Ss make a list of new words from this unit to check individually. never 70 Libro del alumno p 62 .. • Ss. • Ss open their books and look at the list in Exercise 12. Ask if they have any ideas to add. b) • Ss tell the class where they have decided to go. See detailed teaching notes on page 91.g. get up early/watch T. Encourage them to use the language in the example. in pairs.. She always visits her friends… 14 Communication Making and responding to suggestions • Read the dialogue aloud while Ss follow in their books. a) • In small groups.g. • Draw the following table on the board and ask Ss to copy it in their notebooks.. You can put headings on the board to help them. or in pairs. • Ss now practise the dialogue form in pairs. • Use word or picture prompts to elicit more examples (e. or at home.g.the verb to be and ask Ss to complete the rule using the words before and after. How often do you. like the sound English people make when they are surprised: ‘Oh!’ • Play the tape and pause it after each word for Ss to listen and repeat the sentences. • Ss then work in pairs asking the questions and filling in the table. • Use one word as an example which the whole class can look up... • Elicit and write one dialogue on the board. in threes. e. • Tell Ss to write a draft version of the other paragraphs and to think of pictures to include. and/or displayed on the walls. photos and advertisements about places in their town. Ss produce the final version of their projects. Encourage more able Ss to write. design.PROJECT My town in focus It is very important that you decide in advance how you are going to organise group work in this project. In this way. how much time will be needed. helping. • As an optional activity. monitoring and encouraging Ss. whereas more able groups could design a short guide. encourage peer correction. you should make sure all Ss are working on the project. You should ask less able groups to design a snapshot of their town. • Go round the class. • Ask Ss to find pictures. Tell them to imagine that someone like Daniel is coming to stay. how to divide up the work. and offer corrections before the final version is written. They should think about all the information he would need. Ss can learn to evaluate their mates’ work. Encourage peer correction and the editing of written texts. and who checks it. ask Ss to write down a diary of their work: who does what. In any event. • Check Ss’ draft work first. In order to ensure this. • Allow different options. • Ask the following questions about the guide on SB page 63 to help them to decide what to include in their own guide: Does the information on Brighton look interesting? Why?/Why not? What information or pictures would you like to add? • Ss now look at the text of the guide in SB page 63 and discuss their answers to the questions. the final output will depend on each student. creativity. • If this work is going to be marked. and let not-so-able Ss copy from the textbook. Tell Ss to read their friend’s text and correct it. You can also work on common mistakes with the class as a whole. • Encourage Ss to be creative in their design. • Tell Ss that they are going to produce a short guide to their town. These can be passed round the class for comments and discussion. and how to allocate it. • In groups. Again. Ss then edit their copies. etc. Libro del alumno p 63 71 Consolidation 3 . Ss decide what to put in their guide. make sure everybody knows what criteria you will take into account: amount of information included. Your decision may well depend on your Ss. Use the example in the book to show Ss what you expect from the project. • Finally. You can also bring some material to help provide visuals for the guide. Ss may choose the most creative guide and the one with the most information. Elicit information from Ss to fill in the first column (What we know about Quito) by asking them ‘warmer’ questions: Do you know this place? What do you know about it? Where is it? Is it old or modern?. 2 city 5 smart 3 beautiful old colonial 6 fashionable Libro del alumno p 64-65 . 6 To one of the salsatecas. • If Ss are going to get a mark for their writing. • Go back to Ss’ predictions about the text and work with the whole class to complete the third column in the KWHL chart (What have we learnt about Quito?). make sure they know what you will take into account when assessing their work. the speaker reports back to the class. His/her partner has to guess what place Student ‘A’ is thinking about. • Check the answers with the whole class. the secretary keeps record of the discussion. • Ask pairs of Ss to prepare questions for the other pairs of Ss. 5 Hamburger Alley on Calle Carrión.g. • Tell Ss that if they are in doubt they can go back to the text to check their answers. • Ask two Ss to read the example dialogue to make sure everybody understands what they have to do. Extension activity To get Ss to practice word order with adjectives. • Go round the class monitoring and helping Ss. Each member of the group should have a specific role to play – e. Answer key 1 In Latin America. • Ss work in pairs. the leader fills in a chart with the tasks accomplished. Student ‘A’ thinks about a place he/she knows well. • Tell Ss they can ask up to five questions before they exchange roles. • Read the instructions for Exercise 3 with the class. get Ss to identify: • A neighbourhood or a city in Uruguay that can be described as an old city. • Smart hotels in Uruguay. Answer key 1 steep/narrow 4 city 72 • Ask Ss to work in groups of four. 2 Speak 1 a) Read • Ask Ss to read the questions before they read the text to help them focus. • Ask Ss to look at the title of the section and the pictures.Consolidation 3 Wide angle on the world Quito Before you read • Draw on the board a KWHL chart (see Introduction). They write answers in their notebooks first and then they answer them orally. • A neighbourhood where you can find narrow streets in your city. ask Ss to refer to the text on Quito and to the project on page 63 to help them select the information they are going to include on the brochure. • Ss read the text and answer the questions. • Before writing about their chosen city. the time keeper helps the group with the timing of the tasks. 2 It is in a valley surrounded by high Andes Mountains and snow-capped volcanoes. 3 2. 4 Because it is so high people sometimes get altitude sickness. • Ask Ss to copy the chart in their notebooks and fill in the second column (What do we want to learn about it? How can we learn about it?) Ss work in pairs.850 metres. Ss can do some research and bring questions for the following class. 3 Write b) • Ask Ss to read the instructions for part b). For this to be more challenging. Take this opportunity to work word order with the class. • Making an effort to use English in the classroom. • Replay the tape for them to check their answers. Teach lizard and pet if necessary. e. Replay the tape if necessary. Check. Give some more examples of sort of. Vocabulary • Pets. Te a c h i n g p o i n t s Communication • Talk on the phone. See the Introduction. • Read a text for specific information. • Ss can practise reading the conversation in pairs. What sort of sweets do you like? What sort of films do you watch? etc. write Lennie on the board and ask Ss: Who is he? (a lizard. Support can be given if more able Ss tell how they get the answers. Grammar • Present continuous. Objectives • Students will be able to talk on the phone. that Ss understand can’t stand = hate. Elicit the answers from the whole class. • Play the tape and elicit the answer to your question. Kirsty’s brother’s pet). Extension activity Ss can write a dialogue which includes the Useful phrases from Exercise 3. Answer key 1 Saturday 2 66 72380 (double six …) 3 Kirsty’s brother 4 A lizard 5 green 6 Because she doesn’t like lizards Cross-curricular topic Wild animals in danger • Introduction to environmental issues. 2 Comprehension • Ss open their books and answer the questions in pairs. Libro del alumno p 66 73 . it may be a good idea to spend some time revising some of the learning goals from previous units. Attitudes • Making an effort to solve language problems. Ask Ss: Can you remember who said them? • Replay the tape so that Ss can check who said the phrases in Exercise 1. ask them to give you an example of each of the learning goals for this unit.g. • Showing respect for other people’s points of view on a given topic. 3 Useful phrases Learning goals As there are only three Learning goals in this unit. 1 Listen and read • With books closed. • Listen to a text for specific information. Pronunciation • The sound /n/. • Research on animals in danger in Latin America and Uruguay. • Showing interest in class activities.7 What are you doing? Picture exploitation • Ask Ss to look at the picture but cover the text. Skills practice • Write about the members of a favourite band. Encourage them to copy Emily and Kirsty’s intonation. • With books closed. When they finish. or ask them to close their books while you show the class the picture. in L1 if necessary. Ask Ss to revise them and to check whether they have achieved most of them. write the phrases on the board. • Ask: Where are they? What are they talking about? What is on Kirsty’s arm? Ask in L1 if necessary. Elicit the answers. Answer key 1 duck 2 pig 3 eagle 4 parrot 5 chicken 6 rabbit 7 goat 5 Practice • Check Ss understand the prompts in the SB. e. 74 Libro del alumno p 67 . • They discuss the animals and give reasons for their choices. Give Ss some examples before they start their discussion. Ask: How many animals can you name? • Ss brainstorm the names of the animals in small groups. Teach cage. ask one or two questions to start the discussion.7 4 Vocabulary Pets • Ask Ss to look at the picture but cover the names of the animals. I love goldfish because they’re beautiful. Ss choose ten animals and put them in order of preference. 1 = the animal they most like. Are they the same? • Ask Ss to read an example list for each category to the whole class. Does the class agree? 6 Over to you • With the whole class. They make notes about a pet that belongs to one of the Ss in the group. • Ss match the names in the SB with the pictures. e.g. Check the answers with the whole class. Ss discuss questions 1–4 in small groups. or use your own pictures if you prefer. Who has the most? Check the answers with the whole class. practising pronunciation as necessary. • Ask Ss: Can you keep all these animals in a flat? Why not? This is a good opportunity to recycle Why…? Because… • In pairs Ss make their lists and practise asking and answering. 2 = the next favourite. • Put Ss in larger groups to compare their lists. Ask several Ss to report back to the class. In pairs.g. Extension activity Our favourite pet • Ask Ss which of the animals they like/don’t like. • Ask one group to read their list to the class. etc. I don’t like rabbits because they smell. etc. • Discuss question 5 with the whole class. drilling any new vocabulary as necessary. Use the picture on page 67 to introduce this. • Teach: He’s looking at the goat. e. • Ss practise all the questions and answers in pairs. Check Ss know he’s = he is. • Using the picture elicit / give the question: Is Dr Doolitle talking to the animals? and practise questions and answers across the class. • Follow the same procedure to practise the third person plural. • Point out the use of contractions. • Teach and practise other examples of the third person singular.g. etc. Libro del alumno p 68 75 .7 7 Grammar Present continuous • Remind Ss of the film Dr Doolittle and elicit information from them. Drill the sentences as necessary. e.g. in statements and negatives. • Elicit some examples from the class to check they are using contractions and –ing correctly.g. • Elicit and practise negative statements e. The rabbit is standing on the table. • Practise plural questions and questions with negative answers in the same way. • Make sure you include singular and plural forms. Dr Doolitle is talking to the animals now. The pig isn’t eating now. • Ss read the examples in the Grammar box. Ss ask and answer the questions. 11 Communication Talking on the phone • Ask Ss to read the dialogue in silence. 3 No. they aren’t. use dictionaries in class for Ss to practise looking up words. • Using your/their phone numbers. Elicit the names of their favourite groups and explain they are recording here today. He’s playing the drums. … (Kirsty). watching TV. five eight oh six. WB Communication 6 & 7 12 Learn to learn • If possible. e. • Give Ss time to write the SB examples in their notebooks. Support can be given by asking Ss to answer at least four questions. e.g. If they make the sound too strong. he isn’t.) Teach vocabulary as necessary. etc. e. He’s playing the guitar.g. Can I … … (Em) please? • Yes. Drill the first two lines across the class. recording engineers. 6 No. He’s writing a letter. contractions are used in the third person singular only. What’s he/she doing? • Ss use the prompts to ask and answer across the class. How … …? • … …. e. • Point out that in English each number is said separately. He’s writing a letter. thanks. Elicit/give the correct wh. 5 No. • Use prompts on the board e. What are Annie and Kim doing? They’re singing. Check Ss can pronounce / n / correctly. a) Show Ss the example question in the SB. They’re dancing. 4 No. Answer key What are Annie and Kim doing? What’s Ben doing? What’s Dave doing? What are Tina and Lee doing? What’s Sue doing? What’s Maria doing? What’s Robbie doing? What’s Gary doing? What’s Mike doing? What’s Tom doing? They’re singing. check that Ss can say phone numbers with natural stress. WB Grammar 1. • Ss practise the whole conversation in pairs. friends. He’s reading a pop magazine. • Remind Ss to check the order of the composition and the mistakes. 9 Pronunciation The sound /n / The tapescript is on SB page 93. • Elicit the conversation from the class and drill as necessary for natural stress and intonation. Reinforcement activity • Play this game with the class yourself as an example.questions. he isn’t. • You may want to give Ss time in future lessons to check and record vocabulary in this way. Note: In wh. In pairs. He’s reading a pop magazine.7 8 Practice • Draw Ss’ attention to the picture in the SB.g. tell them to imagine they are very relaxed. He’s playing the guitar. She’s eating a hamburger. etc.question form and practise across the class. • Elicit/give the second line using Ss’ names. in class or individually for homework. Check some of the statements with the whole class. In pairs. They’re dancing. He’s watching a dinosaur film on TV. Elicit possible questions and practise as necessary. She’s eating a hamburger. 2 & 3 76 Libro del alumno p 69 . he isn’t. • Give Ss time to decide who they are in the picture. • Ss work in pairs. He’s watching a dinosaur film. … . he isn’t.g. You are one of the people in the picture. Ask: Where are these people? (in a recording studio) Who are they? (singers. having a bath. Use part of the picture as an example. • Write the example sentence on the board. He’s talking on a mobile phone. double three two. with the whole class. • • • • 10 Write • Ask Ss to look again at the picture in Exercise 8. • Oh. 7 No.g. Ss practise the other statement forms. Answer key 2 No. She’s drinking. Extension activity Ask Ss to prepare a similar exercise for their mates to answer. this activity may be omitted or given to early finishers. Remind them to use their own names and phone numbers. Ss ask and answer across the class as a final check. b) • Show Ss the example in the SB. she isn’t. If you do not have much time. Just … . Ss play the game in pairs. • Play the tape and pause after each sentence for the class to practise. INT: Right. your sister Nadia says you’ve got pets at home. How often do you feed him? SHAADY: I feed him twice a day. cyberpet. • Go through the answers with the whole class. INT: Reddish brown? SHAADY: Yes. or at home. We let him run around the garden a few times a day. Ss listen and complete their answers. INT: That’s quite old for a dog. beep. and what sort of exercise does he get? NADIA: He doesn’t need that much exercise. Ask Ss to prepare two more True or False sentences about the text for their classmates to answer. SHAADY: Yes I know. INT: And is it a he or a she? NADIA: It’s a he. Culture corner. Curriculum in focus 5 — Wild animals in danger (SB p 90-91) • If you wish. • Do the first True/False question with the whole class. what’s that exactly? NADIA: Rabbit food is mainly cereals. Elicit the answers from the whole class. Give them time to check in pairs.) • Ss read the text in pairs and answer the questions. Answer key Name: N: Angus. INT: How often do you feed him? NADIA: We feed him once a day at the most depending on how fat is getting. INT: It’s he. so it’s a he? SHAADY: Yes. Type of pet: N: rabbit. NADIA: Yes. INT: Right. rabbit food. (F: She’s having a cup of tea. Food: N: cabbage. See detailed teaching notes on page 92. S: biscuits and can food. Shaady. Tapescript Listen and complete. INT: Fourteen? SHAADY: Yes. INT: Eleven? So you’re younger than Frisbee? SHAADY: Yes. smack. INT: So. carrots. INT: An Irish setter? WB Communication 4 & 5. INT: Rabbit food. S: fourteen. INT: Have you got any pets at home? NADIA: We have several pets but my pet is the rabbit. Support can be given if you provide Ss with some of the answers. INT: What sort of dog is it? SHAADY: He’s an Irish setter. Encourage a brief discussion of cyberpets. and how old is Frisbee? SHAADY: He is fourteen. INT: Right. INT: And what’s his name? SHAADY: His name is Frisbee. I have a dog. INT: Angus! It’s a Scottish name! NADIA: Yes. INT: OK. INT: Right. or if you give them all the answers in a jumbled order and Ss have to write them down under the correct headings. in the morning we usually give him dog biscuits and in the evening he gets can food. e.. INT: What sort of food do you give him? NADIA: Cabbage. thank you Nadia. because it’s a Scottish rabbit. Answer key 1F 2F 3T 4F 5F 6T 7F 8F SHAADY: Yes.g. S: Frisbee. Age: N: one in a few weeks. Ss could do these activities in class. What’s his name? NADIA: Angus. so it’s still a little rabbit.. carrots. S: dog. rabbit food . Have you got a special pet of your own? SHAADY: Yes. SHAADY: You’re welcome.Skills work 13 Read • Ss look at the picture in the SB. INT: OK Thanks very much Shaady. • Play the tape again. INT: What colour is? SHAADY: He’s a sort of reddish brown colour. INT: And how old are you? SHAADY: I’m eleven. In pairs they complete as much of the chart as they can in their notebooks. Libro del alumno p 70 77 . Ask: What is it? What does it do? • Pre-teach vocabulary. INT: And what sort of exercise does he get? SHAADY: We take him to the park after dinner every day around eight for about half an hour. INT: Frisbee? SHAADY: Yes. INT: Aha! And how old is Angus? NADIA: Angus will be one in a few weeks time. 7 14 Listen • Ss look at the chart while you play the tape. then ask some pairs to tell the class what they remember. wait for me! I’m coming with you! Extra extension activity • Ask Ss to design an animal quiz with 10 multiple-choice questions. He’s playing tennis with Spike. e. • Ss look at the story in their books. • 1 Have mosquitoes got teeth? a) Yes. Extra reinforcement activity • Ask Ss to make up a “new” animal. • Play the tape. Picture 6 EMILY: I think Luke’s got a bit of a problem with Rebecca. Mum! Where’s Daniel? MUM: He isn’t here.g.) Tapescript Picture 1 EMILY: Look. Luke! Do you want to come out with us? LUKE: No! I don’t! Picture 8 KIRSTY: That’s OK. Don’t you understand? Picture 5 LUKE: Rebecca! Listen! We’ve got holidays soon. We can go out every evening then. write the answers. etc. Let’s go and have some fun. jumbled. KIRSTY: Good idea. Ask them some general questions (in L1 if necessary). • They draw it. 78 Libro del alumno p 71 . • 2 Siamese cats have got … eyes.7 PHOTOSTORY Let’s go to the funfair • With books closed. • Ss check again in pairs. Come on. a) blue b) green c) black • Ask Ss to choose an animal and to find information about it. Ss listen and complete their answers. Extension activity Ss can read the dialogue aloud in pairs for practice. bog) and describe it. b) No. Let’s go home and ask the boys to come too. I can’t come out with you tonight. Emily! Let’s go to the funfair on our own. Picture 7 KIRSTY: Hi. Picture 2 EMILY: Hi.g. Give them some ideas. They discuss this in pairs. Elicit the answers from the whole class: different Ss read whole lines to the class to check. To Rebecca. (It has a bird’s body and a dog’s face. e. give it a name (e. ask Ss what they can remember about the characters and the story so far. Rebecca. Picture 9 LUKE: The funfair! Hey. on the board to help them. is he? What about Luke? What’s he doing? Picture 3 MUM: He’s talking on the phone. Kirsty! There’s a funfair in South Park.g. Picture 4 LUKE: I’m sorry. I’ve got homework. What are they looking at? Do you like funfairs?. for example a bird and a dog. They should write some sentences and illustrate the paragraph with some pictures. If you like. EMILY: Oh. It must be a combination of two existing animals. • In small groups Ss read the story and try to fill in the gaps. • Play the tape for Exercise 3 so Ss can practise the pronunciation of the phrases. Language note: brilliant and scary are informal language and are used by young people. Te a c h i n g p o i n t s Communication • Talk on the phone. • Helping classmates to improve their English.8 It was brilliant! 1 Listen and read • Ask some general questions. Answer key 1 ten o’clock 2 They’re playing football. Do they have school next week? Who arrives late? • Ss read the text and answer your questions. • Respecting other cultures. Extension activity Ask Ss to write a dialogue using all the Useful phrases they have learned. ask Ss to revise their Learning goals: Have they been able to achieve most of them? Which aspects do they need to revise before the exam? How are they going to revise them? Picture exploitation • Ss look at the picture but cover the text. Go through the answers with the whole class. Explain vocabulary as necessary. Objectives Students will be able to: • Exchange information about past events. Libro del alumno p 72 79 . • Make contradictory statements. Grammar • Past simple of the verb to be. mainly in speaking. 4 half an hour 5 Her alarm clock didn’t work. • Listen for specific information to fill in a chart. Ss check and complete their answers. Elicit the answers from the whole class. • Interest in participating in class activities. Check Ss understand the phrases. 3 Football and a horror film. Pronunciation • Weak and strong form of was. • Ask: Where are they? What are they doing? Who is playing? Do you play football at the weekends? See the Introduction.g. Play the tape. • With books closed. • Play the tape for Exercise 1 again. • Use context to guess the meaning of new vocabulary. Skills practice • Complete a story with information from a listening text. e. 2 Comprehension • Ss look at the questions in the SB. • Re-write a story. • Past simple of regular/irregular verbs. 3 Useful phrases Learning goals As this is the last unit. Attitudes • Awareness of the importance of using the dictionary. • Ss check their answers in pairs. Vocabulary • Common adjectives. • Give Ss a gapped version of the dialogue with the Useful phrases blanked out. Ss in pairs or small groups try to complete the dialogue. . A: When were they there? B: They were there between half past six and eight..8 4 Grammar Past simple of the verb to be: was/were After teaching Past simple of the verb to be: • Use pictures or word prompts with times to illustrate where you were last Saturday (the information does not have to be true!) e. • Use one of your Ss as an example to introduce this. Drill as necessary.00 p. • Show Ss how was is pronounced in each case. Ss write three questions of their own starting with was … . she was.) Ss practise this question and answer across the class. at the supermarket.00 p. 4A: Where was Julia last night? B: She was at a skating rink.00 p.g. A: When was he there? B: He was there between half past six and half past eleven..m. • Ss write two or three true sentences about themselves for Saturday. Was Eduardo alone? When asked a question. Carla at school yesterday? on the board.m. • /wEz/ /wAz/ • Show Ss the same pronunciation is used in the negative e.g. Elicit the verb was and the short answer: Yes. and give true answers for themselves.g.m.? They were playing tennis. e.00 p. • Was Max at school yesterday? No.. • Ss ask and answer the questions in pairs and note their partner’s answers. • Use their answers to practise the 3rd person singular question and answer in open pairs.? (I was at the swimming pool. e. write .00 p.. e.g. I wasn’t at the cinema at 6.. 4. e. • They ask and answer some of their questions across the class. e...m. Drill the conversation across the class. 8. Check the situation. 6A: Where was Jason last night? B: He was at home. • Ss ask and answer the questions in closed pairs. 2. introduce also the plural forms here.? on the board and teach the question: Where were you at 2. at a swimming pool. Where was Sandra at 4.. • Establish that you are talking about the past and elicit/give sentences for your examples.00 p. A: When was she there? B: She was there between half past eight and half past ten.? She was at home. etc. e.. • /wEz/ /wAz/ • Play the tape for Exercise 6.m. 5A: Where was Paul last night? B: He was at a sports centre. Ss report on their partners. at home etc.m. 2. • Check by asking some pairs to repeat their conversations to the whole class.. A: When were they there? B: They were there between seven and half past nine.00 p. If some of the class were together at any of these times. Check the answers with the whole class. • Write . e..g. • Use the picture of Tom to elicit the questions (e. by putting Where …?/ When …? on the board) and the answers. • Check with the whole class: Ss ask each other questions across the class.m. • Ss read the Grammar box and complete the sentences in 1 and 2. • In pairs. • Give Ss two examples of the negative.00 p.. etc.. WB Grammar 1. he wasn’t. • In pairs they ask their partner two of the questions.g... 2. pausing to let the class practise thoroughly. Ask several Ss to report back to the class about their partner. Answer key 1 was 2 were 5 Practice • Ss look at the picture.g.. 80 Libro del alumno p 73 . Where were Antonio and Felipe at 2. • Was Carla at school yesterday? Yes..m. Sunday and yesterday. A: When was he there? B: He was there between seven and half past nine. 4 & 6 6 Pronunciation The sounds /wE z/ and /wA z/ The tapescript is on SB page 93. What is Tom doing?. 3A: Where were Dorren and Amy last night? B: They were at the cinema. • Ss practise the other questions and answers for your prompts across the class.g. 7 Over to you • Do question 1 with the whole class as an example.g. I wasn’t at school on Sunday. Where is it?. Monitor them to make sure they are pronouncing was/were correctly. • Elicit several examples from the class and also sentences in the 3rd person singular and plural. Answer key 2A: Where were Tara and Nikki last night? B: They were at the Zap Café.g. she was. • Ss read the grammar box in the SB and in small groups copy and complete the table. Check the negative short answers with the class. I did) as necessary. Ss listen and check their answers. I didn’t play football.) 3 Why did they knock at the door of the farmhouse? (Because they wanted to find Barley. Libro del alumno p 74 81 . Make sure you choose regular verbs! • Establish the time (last weekend) and practise the sentences with the whole class. Answer key arrived. b) • Play the tape.g. sheet. Drill for natural stress and intonation. • Elicit/give the question: Did you (watch a video)? and drill the question and answer (Yes.g. • Show Ss the example in the SB.g. e. Give Ss time to check in pairs.) 4 What happened? (Nobody came.g. • Use another set of pictures to teach the negative. • Elicit the correct answers from the whole class. Answer key 2 arrived 3 disappeared 4 wanted 5 knocked 6 waited 7 pushed 8 pointed 9 moved 10 barked c) • Write the cues for question 1 on the board and elicit the question from the class. e. etc. • Go through the answers with the whole class. ghost. I didn’t crash my plane. In pairs they fill in the other gaps in their notebooks.8 8 Grammar regular verbs Past simple of After teaching Past simple of regular verbs: • Use a series of pictures to illustrate what you did last weekend (not necessarily true!) e. • In pairs Ss ask and answer the questions. I sailed to Australia.) 5 What did his cousin point to? (He pointed to a white ghost-like thing. What did the boy and his cousin decide to do one evening? • Elicit the question form for number 2 from the whole class and drill as necessary. looked Answer key 2 What happened when they arrived at the farmhouse? (Barley disappeared. e. They discuss the story in small groups. I watched a video. I climbed a mountain. • In pairs Ss practise questions with both positive and negative answers.) WB Grammar 3 & 5 9 Practice a) • Ss look at the pictures in the SB but cover the story. • Elicit ideas from the whole class and teach vocabulary as necessary. • Check with the whole class: Ss ask and answer across the class. I’m usually early for school. • Ss make conversations across the class. Answer key fat—thin brilliant—awful short—tall early—late 11 Communication Making contradictory statements • Ss read the example in the SB. Extension activity • They practise in closed pairs. e. show Ss how to find one word as an example. • Ss can write their own example sentences for homework. • Go through the answers with the class. to check they can do so correctly. Answer key J F P V R S G C S M N H L Z V G S H I F O Q T X A D P I O X L D H K L T F Z R Q B R I L L I A N T F I O N C M T T U W B G T W P G L O R N L Q A W F U L M E J A K L H M Y F L H U T B L S E A R L Y P E Reinforcement activity Ask Ss to prepare a similar word square with opposite adjectives. In pairs. e. • Ask Ss to tell you the opposite. • Show Ss the list of opposites in the SB. • Elicit the adjectives from the whole class and check Ss understand them.g. Teach any new adjectives and explain in L1 if necessary. Alternative presentation • Copy the word square below for Ss. I’m usually late for school. • In small groups Ss find as many of the ten adjectives as they can. in open pairs. e. • Ss put the adjectives in pairs. big.g. Extension activity Ask Ss to write a list of as many adjectives and their opposites as they can. • Ss write similar sentences of their own for homework.g. • Check the answers with the whole class. omitting the circles around the words. • With books closed. In class they make new conversations. 82 Libro del alumno p 75 .8 10 Vocabulary Common adjectives • Write one or two of the adjectives on the board and elicit examples from the Ss. Ss match the adjectives in the SB to their opposites. There is an airbase near there and I telephoned the airbase and asked them about their aeroplanes. I was at home in Phoenix … INTERVIEWER: In Phoenix. 8 Tapescript INTERVIEWER: Now. they weren’t. • Check the answers with the whole class. • Ss use dictionaries to check their ideas. e. quite small. there were strange lights in the sky … INTERVIEWER: Can you describe the lights? MAN: Well. • With the whole class. then feed back to the whole class. e. So tell us what happened. quite small. you say you’ve got a strange story. INTERVIEWER: Sorry. Replay the tape if necessary. Display the stories on your class noticeboard if possible. there was a strange light. It is not important that all their questions are answered in the text — some of them will be. Ss listen and complete the chart in their notebooks. (Unidentified Flying Object. 2 There wasn’t a noise. Donald. they were bright yellow lights. and the strange thing was that they were in a V shape. See suggested procedure in the Introduction. • Ask Ss: What do you want to know about the story? In pairs. There were no flights at all … GHOSTLY VOICE: Watch the skies! Watch the skies! The truth is out there. • Ask Ss: Do you know any other stories about UFOs? Elicit ideas. Encourage Ss to explain their answers by referring to the text. INTERVIEWER: Right. WB Communication 7 b) • Do sentence 1 as an example with the whole class. • Ss work in pairs. and in a V shape. • Go through the answers with the whole class. Support may be given if you provide Ss with the tapescript beforehand. Teach vocabulary as you come to it. • Play the tape.m. Ask: What is it? Teach UFO. bring your own pictures of UFOs to introduce this. They work in pairs or small groups.g. MAN: Well. Arizona? MAN: That’s right. • Encourage self-correction and/or peer correction. like aeroplanes fly sometimes in a formation like the letter V. It was in 1977. explain to Ss that they are going to read a story about a UFO.Skills work 12 Read Picture exploitation • If possible. Well. Answer key 1F 2F 3T 4T 5T 6F 7F 14 Write • Ss decide what they are going to write in small groups. as suggested in Unit 7 Exercise 12. • Ss write in groups in class. • Go through the answers with the whole class checking meanings.g. • Ask several Ss to read their versions to the class. INTERVIEWER: So maybe they were fighter aeroplanes? MAN: No. Ss decide what questions they want to ask. Libro del alumno p 76 83 . e. Or Ss can look at the picture in the SB and cover the text. they were absolutely certain. Answer key Date: 1977 Time: 10 p. Encourage Ss to correct their own mistakes. or individually for homework.g. And the time was about 10 o’clock in the evening. INTERVIEWER: How do you know? MAN: That’s just it. Where did it happen? How many people saw the UFO? etc. what do you mean? MAN: Well. INTERVIEWER: When was this exactly? MAN: Oh sorry. Description of lights: They were bright yellow. • Ss read the text to find the answers to their questions. they were in a V-formation. a) • Ss re-read the text and guess the meaning of the words. Can you tell us about it? MAN: Sure. They can add ideas and information if they like. They checked their records. • Tell Ss they will hear another story. there were no night flights that night in 1997. 13 Listen • Ask Ss to go to page 32 in their Workbooks and fill in the self-evaluation box. elicit some questions and write them on the board. • Check and discuss the answers with the whole class. They check in pairs.) What do you know about UFOs? Do you believe in them? • Ss discuss your questions in pairs or small groups. forest: Are there a lot of trees or a few? Explain in L1 as necessary. • With books closed. if necessary. g. • Divide the class into pairs and ensure that each pair has two counters and a piece of paper. Drill as necessary. Can you choose your square/where to move? (yes). and practise across the class in open pairs. Ask questions to check the rules. e. as a final check. Elicit the appropriate question. What do you do here/on this square? How many squares can you move? (one). have a brief question and answer session with the whole class. 84 Libro del alumno p 77 . • Practise answering questions about animals.Consolidation 4 GAME Objectives Collect animals • Practise and recycle the main language points taught in all eight units. • When the class finish the game. Monitor and help as necessary. • Use a square of each colour to establish the type of question used for each. • Pairs who finish early can prepare questions of their own to ask the class about the animals. • Read the instructions with the class. • Practise answering questions about oneself. • Ss play the game in pairs. you can regroup Ss in larger groups to continue their discussion before whole class feedback. and deal with other vocabulary as necessary. Example answers Good side We can make sure pandas do not become extinct. Ss use the information in the factfile. Ss interview each other about their animals.000 2 at Beijing University 3 She is studying giant pandas 4 charming 5 No. to write about the panda. • Pass the finished texts round the class for other Ss to read and comment. Bad side The pandas may not have much room to move about: they are more restricted than in the wild. and make notes about their partner’s animal. • Elicit the answers from the whole class. Answer key 1 about 1. It may be difficult to give them a good diet.Wide angle on the world Saving the panda Before you read • If your class is interested in animals. Do not give information yourself at this stage. • Encourage self and peer correction. in the wild. • Ss read the text and answer the questions in pairs. Teach vocabulary as needed. In pairs. Extension activity Zoo keepers Ss research information about another wild animal they like. 3 Speak 1 Read • Pre-teach essential vocabulary. If possible. and any other information they have. extinction.) • Encourage Ss to tell you what they know about pandas. reserve. • In class. Ss can make notes in groups before discussing your questions with the whole class. A lot of people can see and enjoy pandas. Ask some Ss to report to the whole class on their partner’s animal. You can make this activity more demanding if you ask more able Ss not to use the prompts given. ask Ss to research information on pandas for homework. • Do question 1 with the whole class as an example. Ss share their information in small groups and report back. she was very angry and aggressive 6 twenty-seven • Elicit some ideas from the class. destroy.g. 2 Write • In pairs or small groups. Libro del alumno p 78-79 85 Consolidation 4 . They may not want to produce young in a zoo. people kill them and they don’t easily produce many young. They will need to use the prompts in the SB to help them. Picture exploitation • Ask: What is this animal? What problem do pandas have? (They face possible extinction because they can’t find food. They imagine they are its zoo keeper. Not many people can see them in the wild. We can study their lives and behaviour more. stick them on your class noticeboard. e. • If you like. Ss can finish writing for homework. then Ss discuss the question in pairs or small groups. Extension activity Karaoke Ask your class to translate the song into L1. • Play the tape again. Ask your class to perform the song as a karaoke number. it doesn’t matter!) What sort of music do you think he played? • Tell Ss a little about Bill Haley (use the information in the book) and tell them they will hear the song Rock around the Clock. e. write the name Bill Haley and the Comets and the date on the board (1950s).Song 1 Rock around the Clock • 4 broad daylight •5 •6 •7 •8 d) to make a sound like the sound some clocks make every hour to yell e) you feel you are in this place when you are very happy to chime f) good clothes you wear to go out in seventh heaven g) late morning. They can do this in groups or for homework. 1 Listen and complete the lyrics 3 What’s the correct form? • Write the words on the board: gonna. and a group of Ss as the chorus. • Ask half the class to count how many times they hear the word rock and the other half to count the word clock. seven. The whole class decide who the people are in the song. Draw their attention to the word lyrics. • Ss now work out the meanings of the other words. 10 eight. • Play the song. goin’. Answer key 1 going to 2 honey 3 until 4 rocking 5 going • Ss open their books and try to complete the lyrics of the song. • If they can’t work them out. ten. write the definitions in L1. • Match the expressions with the phrases. ten. 8 six.) What kind of clothes will they wear? Elicit or give glad rags. three.g. • Check the answers with the whole class. like the one below. it can be done as a competition. Support can be given if you give Ss a matching activity to help them.) Do they want to look good? (Yes. • Translate the words into L1 where necessary. 2 five. If lots of Ss want to participate. • How many correct written forms can Ss tell you immediately? • Give Ss a minute or two to look at the song and work out the others. clock = 21 times. 6 four. practise the chorus with the whole class. tell them the answers. • Ss check their answers in pairs. Answer key 1 one. If you like. Ask Ss: Are they going out or staying home? (Going out. hon. ‘til. 5 two. rockin’. Libro del alumno p 80 . • 1 glad rags a) to shout very loudly • 2 to join b) to make a sound like the light sound of a bell or clock • 3 to strike c) when you are very hot you want to … 86 • Discuss the song briefly with the whole class. Ss look at the sentence in the song. as it will be useful when you play them other songs. six. stopping briefly after each verse to allow Ss time to write. A student who is extrovert and has a good voice can be chosen as the main singer. two. eleven. in pairs. 3 nine. The people in the song are a boyfriend singing to a girlfriend. • Check with the whole class: rock = 34 times (not counting rockin’). 7 five. eleven. 11 o’clock to cool off h) to go with someone • With books closed. Ss can sing and/or clap their hands to the rhythm. • Play the song again. 9 seven. 11 twelve 4 Do you like the song? 2 Guess the meaning • Do glad rags with the whole class as an example. nine. Answer key 1f 2h 3d 4g 5a 6b 7e 8c • Check the answers with the whole class. 4 one. • If your Ss enjoy the song and the rhythm. • Ask Ss: Do you know anything about Bill Haley? (If they don’t. • Go through the answers with the whole class. bliss 3 Think • Individually. Ask: Does your group agree? What things can we do individually? What can we do in groups? Libro del alumno p 81 87 . Do other Ss agree? Possible answers Brighter. e. 1 Complete the song • Ss read the exercise. • Encourage a brief discussion with the whole class. • Ask one or two Ss to read their lists to the whole class. bring in. • Ask Ss: What do you know about Michael Jackson? Tell me the titles of some of his songs. jumbled. • Write the title Heal the World on the board. • They discuss their answers in small groups. Ask: Do you know this song? Play a little of the tape and elicit comments. then compare them in pairs. Teach vocabulary as necessary.Song 2 Heal the World • If possible. Play the tape again if necessary. You can write the missing words. care.g. Elicit ideas from the whole class. strong. or ask Ss to bring in. • Ask Ss to suggest ways of healing the world in L1. try. • Play the tape. • Ask one student from several groups to report back to the class. Ss listen and complete their answers in their notebooks. joyful. sorrow. Michael Jackson posters/cassettes/CDs to introduce this. Answer key 1 tomorrow 2 cry 3 place 4 why 5 living 2 Write a list • Ask Ss: Is this a positive song? What words make you think this? • Ss make their lists individually. on the board to help Ss. etc. lie. • Ss read the words of the song and try to guess the missing words. Ss think of things they can do. • They check in pairs. usually their father’s. • Ask Ss to bring the information required for the following class. in their notebooks. Answer key a) 2 Pepe 3 Debbie 4 Taba 5 Taba 6 Pepe b) 2 How old are you? 3 What’s your nickname? 4 What’s your middle name? c) • Ask Ss to interact with a partner following the example in the book. • In pairs or small groups Ss complete the chart. My middle name is … . 3 Research Explain in L1 the difference between British and Spanish surnames.g. the leader in each group goes to the front and presents his/her group’s chart and information from all the groups in the class is consolidated to make one classroom chart. • Display the factfile on the classroom walls. but use their husband’s surname in other situations. • Teach My nickname is …/My friends call me … using examples from the class. What’s your surname? It’s … • Teach and practise My full name is …. • Go through the answers with the whole class. • Assign different roles to each member of the group. • Once this is done. • Read the instructions with the whole class and check that all Ss understand what they have to do. 1 Comprehension a) and b) • Briefly practise What’s your name? It’s … across the class. c) • Show Ss the example in the SB. but she does not usually use both together. Ss practise in pairs. it’s short for … using the examples in the SB and Ss’ own names. My surname is …. • With this information Ss draw a pie chart for the class. • Select various pairs of Ss to role-play in front of the whole class.CURRICULUM IN FOCUS 1 Uruguay: one country. • Go through the answers with the whole class. Answer key First name Middle name Surname Nickname Age City 1 José Manuel Rodríguez Pepe 14 Lascano 2 Tabaré — Pérez-Aguayo Taba 13 Tacuarembó 3 Deborah Ruth Levy Debbie 12 Montevideo 88 Libro del alumno p 82-83 . Women sometimes keep their own surnames for work. • Ss read the examples in the SB and complete the tasks in pairs. • Once Ss get the information they will be ready to work on the factfile. • Discuss with Ss where they think they will be able to get this type of information. Their children will have just one surname. • Explain to Ss that they have to record results of their group. • Using the example sentences as a guide. Drill as necessary. Ss practise questions and answers in pairs. in Britain/the USA a woman may use her husband’s surname or keep her own when she marries. e. • Using the names of Ss in the class. elicit translations into L1 for My (first) name is …. • Give or elicit the English forms for My (first) name is … etc. Ss write a paragraph about their class. e. many origins 2 Over to you a) and b) • Ask Ss to work in groups of six.g. b) • Still working in their groups. • In groups of four Ss try to solve one of the tangrams in Exercise 2. • Elicit the answer from the whole class. Answer key 024 83261 235 83520 c) • Ask Ss to work in pairs. it hasn’t. 1 Comprehension a) • Ask Ss to read the information about Tangrams and to discuss what they read with a partner. • Check the answer with the whole class. I can see one medium size square. • In groups of four Ss work out the rest of the puzzle. • Check answers with whole class. • Explain to Ss that there are a variety of answers and that they must use their imagination.. 2 Over to you a) • Invite Ss to work in groups of three. • Ask Ss to see if they can work out the same tangram in different ways. c) • Ask Ss to bring colour paper and cut out the 7 pieces of a tangram. • Ask individual Ss from different groups to describe how they made the chosen tangram. allow Ss time to create a new puzzle. b) • Ask Ss to read the text again and to look for a synonym of the term ‘designs’. He lives in Capilla del Sauce. He is from Uruguay. • Ss display their tangrams with a description under it. I can see one medium size parallelogram. • Once they have solved the puzzle.. 4 It depends. • After reading the text Ss answer the questions individually. She lives in Kuala Lumpur. Some are easy and some are not.g.: The head of the dancer is a small square. • They then write texts for tangrams 2 and 3 using the text for tangram 1 as a model. He is a football-player. • Display all the puzzles on the classroom walls. 3 No. Ss look at examples 2 and 3 and decide what the shapes represent. I can see two small triangles. Answer key I can see one medium size triangle. Ss can discuss this puzzle with their Maths teacher. • Check that all Ss understand what they have to do. Answer key Shapes 3 Research • Read the instructions with the whole class. They must look at Tangram 1 and read the text with the description. The body is a medium sized parallelogram. 2 I can see a man. Libro del alumno p 84-85 89 . • Work out one of the numbers with the class. 2 From China. He is 25 years old. I can see two big triangles.CURRICULUM IN FOCUS 2 The magic of Tangrams Example answers 1 I can see a woman. She is from Malaysia. • Ask individual Ss from the different groups to read their descriptions to the class. She is 30 years old. She is a dancer. e. Answer key 1 It is a form of puzzle making. • Check the answers with the whole class. Answer key American: Bill Haley. • Check the answers with the whole class. • Write the mistakes you noted down on the board (without saying who made the mistake!) and ask the class to correct them. so they can identify the artists and begin to discuss them. cassettes. 3 Research • Read the instructions with the whole class and check that they understand what they have to do. b) • Elicit the answers from the whole class. soul. reggae. rhythm ’n’ blues (R ’n’ B). • Explain to Ss that they will have to do some research work related to the topic. • Allow plenty of time for this activity as Ss will be interested in each other’s opinions. funk 3 Catch a Fire. Saturday Night Fever. Michael Jackson. Elvis Presley. • Encourage informal class discussion. M C Hammer 2 Rap. techno. M C Hammer British: The Beatles. Bob Marley. hip hop. records or posters as prompts for this (or ask your Ss to bring in some of their own). Oasis 5 Please Please Me c) • Ask Ss to get in small groups and to share their preferences. Jimi Hendrix. Pass them round the class. garage. 1 Comprehension a) • Ask Ss for the names of any world famous groups or singers they know. Jimi Hendrix. Michael Jackson. • Ask Ss to work in pairs and to write a brief description of their favourite singer or group. • Ss complete the task in pairs. 90 Libro del alumno p 86-87 . The Who. • In pairs. • Once Ss get the information. • Once Ss have finished. ask the reporter of the group to read it to the class. • Ask them to bring the information for the following class. Oasis Jamaican: Bob Marley d) • Ask Ss to read the riddle in the group they have been working with and to try to solve it. • Once Ss finish in their individual groups. • Check the answer with the whole class. • Ss report back on their partner’s views. and note their partner’s answers. Joan Baez. • The rest of the class has to guess who the singer or band is. Elvis Presley. • Ss can then prepare the Top Ten of the Class poster and post it on the wall. Note down common mistakes while Ss speak. ask the groups to share their top ten with the rest of the class in order to work out a list of the top ten of the class. • Each group should write down their ten favourite singers or bands. • Ask individual Ss to read their description to the class. • Elicit one example in each category to start them off. • Display all the factfiles on the classroom walls. they will be ready to work on the factfile. • Ss look at the factfile. Possible answers 1 Bill Haley. rock. Bee Gees. • Elicit the question: Do you like …? and give brief question and answer practice in open pairs. Thriller 4 The Beatles. house. • You can also invite Ss from other classes to visit the poster exhibition. Ss ask each other about the types of music. Elicit an example from the class. e) • Ask Ss to continue working in groups and to choose a singer or band and write a riddle similar to the one above. rather than interrupting them to correct. Answer key Jorge Drexler 2 Over to you a) • Bring in some CDs.CURRICULUM IN FOCUS 3 Fifty years of popular music b) • Ask Ss for the names of famous Uruguayan groups or singers that they know. Joan Baez. g. c) • Ask Ss to get into groups and choose a painting.g. The painter’s name is Pedro Figari. Pedro Figari/He is Uruguayan. • Remind Ss that this is also meant to be a quick reading and that they must try to quickly locate the specific information required. • Explain that this time they are going to scan the text in order to be able to complete Pedro Figari´s factfile. • Ask individual Ss to give the answers in full sentences. • Now ask Ss to skim the text again and look for the information on the various dates in Exercise 1a). b) • Ask Ss to read the text about Pedro Figari again. Answer key Name: Nationality: Born: Died: Pseudonyms: Themes of his paintings: 3 Research a) • Ss work in pairs. • In the ‘Show and Tell’ Ss must show one or more paintings and talk about the artist: his life. • Ss check their answers with a partner before checking them with the whole class. • Ask Ss to look at paintings A and B and to match each painting with the name of the painter. Weber candombes. his style of painting. Tell Ss they can use the text on Pedro Figari as a guide. Painting B is Pedro Figari’s because the theme of the painting is Creole customs. his production etc. • Ask Ss to quickly skim the text and find out who the article is about (Pedro Figari). • Allow Ss to prepare their answers in writing so that they can then read them out to the rest of the class. Pedro Figari Uruguayan 1861 1938 P. Ss look for information on the chosen painter. • This is a good opportunity to involve Ss in doing some research about Enrique Medina. • The group writes a description using the example sentences as a model. Merlin and P. Answer key 1B 2A 1 Comprehension a) • Ask Ss to look at the images and to describe in L1 what/who they represent. • Ss to do this task individually and copy it in their notebooks. • Make sure Ss understand that they have to give the text a quick look and not read in detail. e. • Groups that have chosen the same painting can then compare their descriptions. • They have to choose one of the painters from the list. b) • As homework. Ss prepare a ´Show and Tell’ and present their findings to the class. • Individual Ss from the different groups read their description to the rest of the class. thinking and feeling 2 Over to you a) • Ss work in pairs. • Give Ss limited time to find the answers. Creole customs and colonial society Libro del alumno p 88-89 91 .CURRICULUM IN FOCUS 4 Painting: a way of seeing. E. • The following class. Answer key 2 1921: he starts his career as a painter 3 1925: he moves to Paris 4 1934: he returns to Montevideo 5 1938: He dies b) • Ask Ss to explain the reasons for their choice. • Ask them then to look at the paintings on the opposite page and check if any of the Ss in the class knows who the painters are. wild pigs and monkeys with its strong teeth 2 Over to you a) • Ask Ss to work in pairs. • Then ask Ss to read the factfiles and compare them with their descriptions. • Ask Ss to copy the factfile in their notebooks. 3 Research • Ss work in groups of four or five. • Discuss the information with the whole class. Allow time for everybody in the class to see the displayed posters. This time. Write the following headings on the board to help them: Describe the animal/ Say where it lives/Say what it eats/Say how it is in danger. • First Ss look at the pictures of the birds and write a simple description of them. • Ss read the article to check and add to their information. • Display all the posters in the classroom. • You can also invite Ss from other classes to see the display. • Check answers with the whole class. • Ask Ss to complete the sentences in Exercise 1a) and 1b). Answer key Animal: tiger Country: India. Ss prepare classroom posters • Remind Ss they can use the text on the Bengal tiger as a guide. Burma. • Invite Ss to interview somebody connected to an environmental group or organisation in Uruguay. • Ask individual Ss to read their description out to the class. Bhuta Physical description: a big cat with black stripes on an orange coat Eating habits: eats deer. • Encourage Ss to look for additional information and include it in their paragraph. Burma. 4 deer. c) • Ask Ss to read the text again and complete the factfile. buffalo. wild pigs and monkeys. 3 …an endangered species. • Finally. 2 water… swim well and see very well at night. • Encourage Ss to do research in the school library or downloading information on different animals in danger of extinction in Uruguay from the Internet. 2 …them from illegal hunting. Answer key a) 1 in Asia. Ss work individually. b) 1 …ways to conserve their land. • Encourage informal discussion and exchange of information with the rest of the class. ask Ss to get in groups and write what they know about the Bengal tiger. • Check answers with the whole class. 5 5. • Ask Ss to collect pictures of the chosen animals and to classify them according to the geographical areas they come from. • Check answers by asking individual Ss to read out the complete sentences. c) • Ss do this task individually in class or for homework. b) • Ask Ss to work in pairs with their dictionaries and to write their findings in their notebooks. • Check answers with the whole class. Guide them in the making of relevant questions for this interview. Answer key 1B 2C 3A 1 Comprehension a) and b) • Before reading the text.000. 92 Libro del alumno p 90-91 . buffalo. 3 the tropical forests of India. ask Ss to match the pictures and the descriptions. • With the pictures and the information. Bangladesh and Bhutan and in the cold forests of the Himalayas.CURRICULUM IN FOCUS 5 Wild animals in danger • Have individual Ss from the groups report back to the whole class. Bangladesh. Workbook key A Welcome to English! Grammar Exercise 1 1 she 2 He 3 it 4 you, I Exercise 2 1 My 2 Her 3 your 4 Her 5 his Exercise 3 1 Where’s, She’s in 2 Where’s, It’s in 3 Where’s, He’s at 4 Where’s, She’s at 5 Where’s, It’s on Exercise 2 Short forms: You’re, He’s, She’s, It’s; Questions: Are; Short answers: am, ’m not Exercise 4 1 2 3 4 Where’s, He’s at, Is he in, he isn’t What’s, It’s, Is he, he is Who’s, He’s, Is he, he isn’t Where’s, It’s in, Is it in, it is Exercise 3 1 you are 2 he is 3 she is 4 it is Exercise 4 1 How 2 What 3 Who 4 What 5 Who 6 How Communication Exercise 5 1 Nice to meet you, James. Nice to meet you, too, Mrs Baker. 2 How do you do, Mr Baker. Exercise 5 1 are, I’m 2 is, He’s 3 Is, she is 4 ’s, It’s 5 Are you, ’m not Exercise 7 Age: 14, Where from: London, Favourite film star: Michelle Pfeiffer, All-time favourite film: Sister Act III, Box number: Box 534 1 I’m French-Canadian. Grammar Exercise 1 Positive statements (Short forms) (You)’re (They)’re Questions Are (you) Are (they) Negative statements (Short forms) (You) aren’t (They) aren’t Short answers Positive Negative (you) are (you) aren’t (they) are (they) aren’t Communication Exercise 8 LUKE: (My name’s Luke Freeman.) What’s your name? DANIEL: My name’s Daniel Cresson. LUKE: And this is my sister. EMILY: Hello. My name’s Emily. Exercise 9 1 Hello, my name’s Luke./ I’m Luke. This is Charlie. He’s six. 2 Hello, my name’s Charlie./ I’m Charlie. This is Emily. She’s fourteen. 3 Hello, my name’s Emily./ I’m Emily. This is Susan. She’s thirteen. Exercise 2 1 We aren’t from England. 2 This is my brother. 3 Luke and Daniel are at school. 4 That isn’t my car in the car park. 5 Are you and your friends students? 6 I’m not tired. 7 What nationality are Mr and Mrs Jackson? 8 My father isn’t at work. 9 Are you thirsty? Exercise 10 1 Yes, it is. 2 Thank you. (It’s great to be here.) 3 I’m fifteen. Exercise 12 1 My name’s Luke. 2 Are you Emily Freeman? 3 Yes, I am. 4 Welcome to Brighton. Exercise 3 addresses, students, cities, children, women B Welcome to English! Grammar Exercise 1 Negative statements (Short forms) (He) isn’t, (She) isn’t, (It) isn’t Questions Am (I), Are (you), Is (he), Is (she), Is (it) Short answers Positive Negative (You) are (You) aren’t (I) am (I)’m not (he) is (he) isn’t (she) is (she) isn’t (it) is (it) isn’t Exercise 4 1 Are you Australian? Where are you from? 2 Are you Chilean? Where are you from? No, I’m not. I’m British. I’m from Manchester. No, we aren’t. We’re Mexican. We’re from Acapulco. Exercise 5 1 She’s from Manchester. She’s British. 2 They’re from Acapulco. They’re Mexican. Exercise 6 1 Who are 2 What’s 3 Where’s 4 Where are 5 Who’s 6 What’s 7 Where are 8 Who’s Exercise 7 1 Argentinian 2 Chilean 3 Spanish 4 Uruguayan 5 Japanese 93 Communication Exercise 9 2 d) 3 g) 4 f) 5 c) 6 b) 7 a) 8 e) Exercise 3 1 sister’s 2 Emily’s 3 Daniel’s 4 pen friends’ Exercise 4 1 They’re 2 your 3 His 4 Our 5 his Exercise 11 1 English is my favourite subject. 2 Mr Hugh Potter 3 North Road, Hastings, Sussex Exercise 5 1 Has she got any Cranberries CDs? No, she hasn’t. 2 Has she got any Kappa comics? No, she hasn’t. 3 Have Sam and Joe got any football posters? No, they haven’t. 4 Have they got any Cranberries CDs? Yes, they have. 5 Have they got any Kappa comics? Yes, they have. 2 Can you spell that, please? Grammar Exercise 1 1 on 2 on Saturday afternoon 3 on Friday morning Exercise 6 1 Poland 2 fifteen 3 I’ve got two brothers 4 Cracow 5 speak 6 English 7 I’ve got long blonde 8 eyes 9 their 10 have got 11 our 12 haven’t got Exercise 2 1 English is on Monday and Tuesday afternoon and on Wednesday and Thursday morning. 2 Japanese is on Friday morning. 3 Russian is on Monday and Tuesday morning. 4 Italian is on Tuesday and Wednesday morning. 5 Portuguese is on Thursday and Friday afternoon. Communication Exercise 7 1 Is it long (or) short? 2 Is it straight (or) curly? 3 And have you got brown eyes? 4 What sort of hair have you got, (Helen)? 5 What colour is it? 6 Have you got blue eyes? Exercise 3 1 Can you repeat that? 2 Can you spell that, please? 3 Can you say that number again, please? 4 Can I borrow your pen? Exercise 8 3 h) 4 e) 5 g) 6 c) 7 a) 8 d) Exercise 4 1 in 2 on 3 in, in 4 in, on 5 on 6 in, in 7 on 4 Do you like heavy metal? Grammar Exercise 1 Positive statements (You) like (He) likes (She) likes (We) like (You) like (They) like Questions Negative statements (I) don’t like (You) don’t like (He) doesn’t like (She) doesn’t like (We) don’t like (You) don’t like (They) don’t like Short answers Positive Negative (I) do (I) don’t (he) does (he) doesn’t (we) do (we) don’t (they) do (they) don’t Exercise 5 1 When is 2 What’s (L1 word for ‘eraser’) 3 Who’s 4 How old are 5 Where’s 6 What are 7 How are 8 Where’s Communication Exercise 6 1 a) 2 b) 3 b) 4 c) 5 b) Exercise 7 1 What’s your surname? 2 Can you spell that, please? 3 What’s your first name? 4 What’s your address? 5 What’s your telephone number? 6 Can you repeat that, please?/Can you say that again, please? 3 I’ve got two sisters. Grammar Exercise 1 Positive statements (You)’ve got (He)’s got (She)’s got (It)’s got (We)’ve got (You)’ve got (They)’ve got Questions Has (he) Have (they) Negative statements (You) haven’t got (He) hasn’t got (She) hasn’t got (It) hasn’t got (We) haven’t got (You) haven’t got (They) haven’t got Short answers Positive Negative (he) has (he) hasn’t (they) have (they) haven’t Does (he) Do (you) Do (they) Exercise 2 1 her 2 them 3 us 4 you 5 her 6 them 7 us Exercise 3 1 2 3 4 Does Does Does Does Julia like Rubén Rada? Yes, she does. Roberto like Falta y Resto? Yes, he does. Julia like The Three Tenors? No, she doesn’t. Roberto like Fito Páez? Yes, he does. Exercise 4 1 Do, do 2 Does, does 3 don’t 4 doesn’t 5 Do, do 6 Do, don’t Exercise 5 1 No, we hate it. 2 No, she doesn’t like her very much. 3 No, they hate him. 4 Yes, he likes us a lot. 5 No, I don’t like them very much. 6 No, she hates her. Exercise 2 1 some 2 any 3 any 94 Communication Exercise 6 1 2 3 4 5 1 2 3 4 Do you like rap? Because I’ve got the new Cool Brothers CD. No, they aren’t. They’re amazing. Where’s your CD player? Do you want to hear it? Well, what do you think of them? When do you listen to it? What sort of music do you like? Who’s your favourite band? And who’s your favourite singer? Exercise 2 Questions Is (there) (Are) there Short answers Positive Negative There (is) there (are) (there) isn’t (there) aren’t Positive statements (There) are Negative statements (There) isn’t (There) aren’t Exercise 7 Exercise 3 1 There are 2 Is there 3 There are 4 There are, there aren’t 5 There’s, there isn’t 6 Are there Exercise 4 1 There’s a chemist’s next to the supermarket in Market Street. 2 There’s a car park opposite the newsagent’s in Court Road. 3 There’s a disco behind the department store in Castle Road. 4 There’s a bank next to the newsagent’s in Court Road. 5 There’s a newsagent’s between the bank and the video shop in Court Road. 6 There’s a Tourist Information Centre near the post office in Park Road. 5 Can I come too? Grammar Exercise 1 1 How much It’s seventy-five pence. Thanks. That’s twenty-five pence change. 2 How much They’re sixty pence. Thanks. That’s forty pence change. 3 How much It’s three pounds ninety-nine. Thanks. That’s one pence change. 4 How much They’re two pounds fifty. Thanks. That’s two pounds fifty change. Exercise 5 1 are there? 2 There are 55. 3 Is there a shower 4 There’s a shower. 5 Are there 6 Yes, there are. 7 Is there 8 Yes, there are 9 There’s a swimming pool, tennis courts 10 there’s 11 there is. Communication Exercise 6 Outdoor activities go for a bike ride go swimming play football have a barbecue Indoor activities go for a pizza/hamburger go shopping Evening activities watch a video Exercise 2 1 ends 2 open 3 does 4 starts 5 end Exercise 3 1 A: What time does the train leave? B: It leaves at five to one. A: How long is the (journey)? B: It’s four hours and ten minutes. A: What time does it arrive in Brussels? B: It arrives at five minutes past five. 2 A: What time does the bus leave? B: It leaves at twenty to nine. A: How long is the (journey)? B: It’s two hours twenty minutes. A: What time does it arrive in Brighton? B: It arrives at eleven o’clock. 7 What are you doing? Grammar Exercise 1 Positive statements He’s making She’s making We’re making You’re making They’re making Questions Are you making Is he making Is she making Are we making Are you making Are they making Negative statements He isn’t making She isn’t making We aren’t making You aren’t making They aren’t making Short answers Positive Negative Yes, I am. No, I’m not. Yes, he is. No, he isn’t. Yes, she is. No, she isn’t. Yes, we are. No, we aren’t. Yes, you are. No, you aren’t. Yes, they are. No, they aren’t. Exercise 4 (Dear Mark, I’ve got two tickets for an East 17 concert. It’s on at) the Docklands Stadium. The gates open at 6 and the concert starts at 7. Buses to the stadium leave from City Airport every half hour. We can meet at the gates/stadium/airport. Exercise 5 1 Can I look, of course 2 Can I listen, of course you can 3 Can I borrow, you can’t 4 Can I come in, of course you can 5 Can I see, I’m afraid you can’t Exercise 6 2 j) 3 d) 4 g) 5 b) 6 h) 7 a) 8 c) 9 e) 10 i) 6 Welcome to Brighton. Grammar Exercise 1 1 in front of 2 behind 3 between 4 next to 95 I did. No. What sort of pet is it?. No. No. we weren’t. No. We were at the cinema. I wasn’t. 3 is listening to heavy metal music. 3 No we weren’t. No. she didn’t. (your name). he wasn’t. 2 No. MR CLARKE: Where are you phoning from? ANTONIO: I’m phoning from my cousins’ flat in London. No. we were. it wasn’t. Yes. I didn’t/arrived did we decide/wanted Did he answer/No. I’m playing. 6 he isn’t. 2 aren’t. No. Exercise 5 Can I (speak to)… (your name). A snake! Exercise 5 1 2 3 4 5 6 Did you wait/Yes. they were. I waited did you do/escaped/rushed/followed Did you watch/No. they weren’t. 3 No. she wasn’t. Yes. he was. He is doing his. we weren’t. No. Yes. she did.Exercise 2 1 Are they playing. It’s Antonio here. they didn’t. No. Questions Were (you) Was (he) Was (she) Was (it) Were (we) Were (you) Were (they) Short answers Positive Negative Yes. No. JENNY: Tony! ANTONIO: Hi. 7 I am Exercise 2 1 No. she was. we didn’t. No. Yes. you didn’t. 4 is singing. I think it’s cold. Yes. thank you. it isn’t. you were. 96 . he didn’t/didn’t want realised/rushed/did he do/didn’t do/disappeared 8 It was brilliant! Grammar Exercise 1 Positive statements (You) were (He) was (She) was (It) was (We) were (You) were (They) were Exercise 6 Negative statements (You) weren’t (He) wasn’t (She) wasn’t (It) wasn’t (We) weren’t (You) weren’t (They) weren’t 1 didn’t want 2 was 3 walked 4 decided 5 waited 6 shouted 7 pointed 8 didn’t believe 9 looked 10 disappeared Communication Exercise 7 1 No. he didn’t. I didn’t. Positive statements (You) walked (He) walked (She) walked (We) walked (You) walked (They) walked Questions Did Did Did Did Did Did you walk he walk she walk we walk you walk they walk Negative statements (You) didn’t walk (He) didn’t walk (She) didn’t walk (We) didn’t walk (You) didn’t walk (They) didn’t walk Short answers Positive Negative Yes. we did. How are you?. it was. It’s a small bag with a lot of books in it. Yes. you did. Exercise 3 1 ’re having 2 are staying 3 ’m not staying 4 ’m living 5 ’re visiting 6 ’m enjoying 7 ’m learning 8 ’re having 9 ’m writing 10 ’m not writing 11 ’m writing 12 Are you meeting Exercise 3 1 wasn’t 2 were 3 were 4 weren’t 5 Was 6 was 7 weren’t 8 was 9 was Exercise 4 Communication Exercise 4 ANTONIO: Hello. They’re awful. they aren’t. 4 Where were you yesterday morning? We were at the Organic Café. Can I speak to Jenny. Yes. please? MR CLARKE: Of course. Jenny! Listen. they did. No. are you phoning from?. they aren’t. I did. it isn’t. 5 are watching TV. he did. Yes. I was. Mr Clarke. I’m staying with my cousins for two weeks. you weren’t. 4 No. Jenny! It’s Antonio on the phone. We were at the swimming pool. They’re all correct. 2 Were you at the sports centre yesterday morning? Yes I was. MR CLARKE: Antonio! Hello! How are you? ANTONIO: I’m fine. Yes. Yes. Yes. I was there between 10:30 and 12. No. longman.N.P.com .E. en el marco de sus programas "Modernización de la Educación Secundaria y Formación Docente" (MESyFOD) y "Fortalecimiento de la Educación Técnica" para el curso de Inglés del Primer Año de Ciclo Básico. Componentes: • Libro para el Alumno • Libro de Actividades • Guía Didáctica • Cassette/Audio CD www.Uruguay in focus 1 es el texto seleccionado por A. 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