978-84-7873-656-0_NGA_A1plus_TEACHER_GUIDE_DIGITAL_EDITION (1).pdf

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elementaryelementary A1+

by

Teresa Gerdes and pronunciation by Cleo Merino

T E A C H E R ’ S B O O K

E N G L I S H C O U R S E

elementaryPublished by

Written by

Teresa Gerdes

Illustrated by Lander Ayllon

Design and layout: produccioneditorial.com

Front page design byStanley Publishing

Copyright © Stanley Publishingwww.stanleypublishing.es

ISBN:978-84-7873-656-0

Digital edition 2013

All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means including information storage and retrie-val systems without permission in writing from the publisher.

Any kind of recording, distribution, public communication or transformation of this work can only be made with the authorisation of the owners. Request authorisation from CEDRO (Centro Español de Derechos Reprográficos, www.cedro.org) if you need to photocopy or scan any part of the book.

photos: Futureimagebank/Illustration Stock / Dreamstime and Stanley Publishing.

GO AHEADNEW

elementary A1+

T E A C H E R ’ S B O O K

TEACHERS GUIDE 1.indd 1 13/02/13 16:15

stanley publishing · 3

Table of ContentsContents of Student’s Book + Workbook ................................................... 4

Introduction ................................................................................................... 6

Holistic Focus and Methodology ......................................................................... 6

The Theory of Multiple Intelligences.................................................................... 8

Multiple Intelligences Inventory for Teachers ....................................................... 9

Selected Bibliography ........................................................................................ 10

Pronunciation: Towards Natural Speech by Cleo Merino ............................................. 11

The Common Reference Levels .......................................................................... 12

Ideas for Lesson Plans

Unit 0 - Go Ahead ............................................................................................ 13

Unit 1 - Getting Started..................................................................................... 17

Unit 2 - People, Friends and Family ................................................................... 29

Unit 3 - Jobs and Professions ........................................................................... 43

Consolidation: Units 1-3 ................................................................................. 54

Unit 4 - Free Time ............................................................................................ 56

Unit 5 - How was your weekend? ...................................................................... 67

Unit 6 - Looking Back ....................................................................................... 78

Consolidation: Units 4-6 ................................................................................. 90

Listening Transcripts ...................................................................................... 92

A Note to the Teachers ................................................................................ 97

e-Posters ....................................................................................................... 98

Rubrics ............................................................................................................ 99

Tests ................................................................................................................ 105

Answers to Tests .......................................................................................... 109

Games, Activities and Photocopiable Materials ...................................... 113


4 · stanley publishing

Contents of Student’s Book + WorkbookUnit Language Focus Vocabulary Reading and

Listening Speaking Pronunciation Writing

0 PAGE 4Go AheadCommunicative Objective: You will learn basic classroom language.

- Personal pronouns - The alphabet- Numbers- Colours- Classroom objects- Classroom language

- Simple instructions- The alphabet - Numbers - Student language

- The alphabet- Colours- Numbers- Student language

- The alphabet - Numbers - Student language

- The letters of the alphabet

- Numbers and their words

- Colours- Classroom language

and objects- Personal pronouns

1 PAGE 6Getting StartedCommunicative Objective: You will learn how to meet and introduce people.

- Be: affirmative, negative and questions

- Possessive adjectives

- Indefinite articles- Demonstratives

- Greetings and language for meeting people

- More common objects- Countries and nationalities

- Professions

- On holiday - Two professionals- Who’s that guy? - A Summer to Remember: Chapter 1

- Meeting and introducing people

- Spelling: numbers and names

- Natural speech: linking words - Prominent and

non-prominent words

- The disappearing /h/

- Write a paragraph about Robert

PAGE 13 - Workbook Unit 1

PAGE 19 - Competences Unit 1

2 PAGE 20People, Friends & Family Communicative Objective: You will learn how to describe people, family, friends and possessions.

- Be: all forms- Have got: affirmative, negative and questions

- The possessive: ’s

- Adjectives and nouns used to describe people, objects and conditions

- Opposites- The family

- Physical descriptions - Blind dates - The Mendez-Davis family

- Aileen’s Family - A Summer to Remember: Chapter 2

- Who am I?- Describing common objects

- You and your family

- Natural speech:- Consonant sounds:

- Vowel sounds:

and

- Who am I?- Blind date dialogue- The Mendez-Davis

family- Aileen’s family- You and your family



3 PAGE 37Jobs & ProfessionsCommunicative Objective: You will be able to talk about daily routines and professions.

- Present simple: questions, affirmative and negative

- Frequency adverbs- Prepositions of time

- Professions and vocabulary related to the daily routine

- Telling time and time expressions

- Days of the week

- Australia needs doctors / My life in Australia

- What do they do?- From California to Madrid

- A Summer to Remember: Chapter 3

- Frequency adverbs combined with daily routines

- Think - pair - phare: Morning, afternoon, evening and night

- Plural after:

- and /i:/ - Natural speech:

Frequency adverbs

- Sentences with frequency adverbs

- Questions- It’s Only Rock and Roll- California to Madrid- Jeff and Carlos



PAGE 50 - Consolidation Units 1-3

4 PAGE 52Free Time Communicative Objective: You will be able to talk about what people like doing in their free time.

- Present simple- Like + -ing- Can: for ability, making requests and possibility

- Leisure activities- Months and seasons

- Personal profiles: Amanda Roberts Martin van Holden

- Calgary tourism & travel guide

- A Summer to Remember Chapter 4

- My three favourite intelligences

- Your favourite season -What can Amanda and Martin do?

- Say you can!

- Natural speech: Intonation

- Not or note:

- Can or can’t: /k nt/

- List your top ten “pet hates”

- Questions about Amanda and Martin

- Making requests- Amanda and Martin

can...





5 PAGE 66How Was Your Weekend?Communicative Objective: You will be able to talk about what you did last weekend.

- Past simple: regular and irregular verbs

- Questions with question words and did

- Imperatives

- Vocabulary related to weekend activities

- Means of transport- Giving directions

- Mario’s e-mail- Go Ahead -pedia: Notting Hill

- The woman behind Notting Hill

- Go Ahead -pedia: A brief history of Trinidad


- Retell Mario’s weekend- Your weekend- Giving directions

- Regular past simple – ed

- Rhythm: questions in the past tense

- Cat or cut: /æ/ - /

- Questions in past tense

- Getting around town- Your weekend- The woman behind

Notting Hill’s carniva



6 PAGE 82Looking BackCommunicative Objective: You will be able to tell a short story and /or an event that happened in the past.

- Past Simple: regular / irregular, negative sentences

- Questions with question words, did, was / were

- Ago - Could / couldn’t for ability

- Object pronouns

- Vocabulary related to history of New York City and childhood

- Historical facts- Ordinals, dates and years

- A brief History of New York City

- The Engagement Ring - A Summer to Remember Chapter 6

- Questions about NYC- The city that never sleeps

- Exact date trivia- What could you do when you were six?

- Ordinals, dates and years.

- “th” = /θ/ - /ð/. - Word stress: The letter

“E” in the first syllable: /e/ -

- Natural speech: Initial “s” + consonant

- Questions about NYC- Could for inability- Remembering Your

childhood- “The Engagement Ring,

Part Two”- Polite requests



PAGE 101 - Consolidation Units 4-6

PAGE 103 - Grammar Reference

PAGE 109 - Pronunciation Reference

PAGE 111 - Listening Transcripts

PAGE 116 - Appendix 1: Irregular Verbs

PAGE 117 - Appendix 2: Vowel sounds - Consonant sounds



IntroductionHolistic focus and methodologyNew Go Ahead is a communicative-based course. This introduction will give you an overview of the holistic approach that New Go Ahead offers. The strategies, methods and techniques that are mentioned here are detailed in the lesson-planning section of this guide. The introductory DVD highlights the major points of this introduction. You can view the DVD either before or after reading this introduction.

students can be taught in a more natural way, where language is authentic and not stilted or artificial.

3. The monitor hypothesis

The “monitor” is a natural self-correcting mechanism that enables us to consciously edit our speech. In the case of young children, speech is produced spontaneously and, in most cases, the monitor is not active. Generally speaking, adults are much more self-conscious when it comes to learning a foreign language and often overuse their monitor. Through minimal or indirect correction we can create a safe learning environment so that our adult learners can take risks and be more successful in oral production. One of the key instructional components of New Go Ahead is the creation of a safe and enjoyable learning environment.

4. The input hypothesis

Krashen believes that:

•materialshouldbeslightlyabovethestudent’slevel.•interestingandcomprehensiblematerialisessential.•listeningcomprehensionandreadingcompetency

normally develop before spontaneous oral production.

In accordance with these principles, New Go Ahead incorporates reading texts that are challenging, meaningful and interesting, yet at the same time easy to understand. It is also important to remember that many learners have been studying English for years and, consequently, have developed their reading skills beyond their other abilities.

5. The affective filter hypothesis

When teachers create a positive, relaxed learning environment that promotesstudents’self-confidence,studentsaremuchmorelikelyto be successful in acquiring a foreign language. Listening comprehension is the first step in language acquisition. Often students must pass through a “silent period” until they gain enough confidence to venture into speech.

New Go Ahead gives teachers authentic materials to combine natural language acquisition with learning strategies. The story A Summer to Remember is part of this innovative approach.

TPR

TPR or Total Physical Response was developed by James Asher and is an effective way to engage students actively. At the same time, it is helpful in developing comprehension. TPR is very effective for beginners and is easy to use. Teachers simply say a word or phrase, such as “stand up”, while mimicking the action. Normally TPR exercises consist of a series of five or more commands which are repeated.

Krashen’s Theory of Language Acquisition

Dr. Stephen Krashen, Professor Emeritus at the University of Southern California, is one of the most important linguists in the field of language acquisition. One of his most important contributions is his theory of second language acquisition, which presents five key hypotheses. An awarenessofKrashen’stheorycanhelpustobetterunderstandandnurture the natural processes involved in acquiring a language.

1. The acquisition-learning distinction

In his book The ACT Approach: The Artful Use of Suggestion for Integrated Teaching, Lynn Dhority summarizes the acquisition-learning distinction this way:

Acquisition Learning

Similar to first-language acquisition Formal knowledge of language

“Picking up” a language “Knowing about” a language

Subconscious Conscious

A rich environment where the teacher varies facilitation techniques in a playful way

Formal step-by-step instruction

2. The natural order hypothesis

In language acquisition, grammatical structures are assimilated in a natural way. If language input is comprehensible and meaningful,



For example:

•Standup. •Touchtheblackboard.

•Walktothewindow. •Walktoyourchair.

•Touchthewindow. •Touchyourchair.

•Walktotheblackboard. •Sitdown.

At elementary level, students simply perform the action that the teacher commands.Theactivityis,infact,verysimilartothewell-knownchildren’sgame “Simon says…” Teachers can make their own TPR exercises or they can follow those provided in the lesson plans.

Metacognition

Metacognition simply means getting students to think about their thinking processes, thereby helping them become more effective learners. Some students are naturally good learners and can approach material in various ways. Other students are not always consistent with the organisation of their learning, which makes learning more of a challenge for them.

One of the main metacognitive features of New Go Ahead is the very important concept of telling students what they are going to learn. Before you begin each unit, as a class, you should read the overall communicative objective on the Contents page at the front of the book. You can also detail this information and divide the objectives into the five different areas established by the Common European Framework: listening, reading, spoken interaction, spoken production, and writing. These objectives are found in the competences the after each unit.

Once you have finished each unit, talk about whether you have met the overall objectives or not. This should be done before students do the competences. If students do not feel that they have reached the objectives, revise the material until they feel more confident.

New Go Ahead promotes the idea that learning involves a solid teacher-student partnership. Teachers can involve students more in their own learning process while students can give teachers feedback about the effectiveness of their teaching.

Scaffolding Techniques

Scaffolding is related toVygotsky’s concept of Zone of ProximalDevelopment (ZPD). Essentially, ZPD focuses on the differencebetween what students can accomplish on their own and what they can accomplish with the assistance of a more experienced person. There are two types of scaffolding, verbal and instructional.

Verbal scaffolding refers to the use of techniques such as paraphrasing and indirect correcting to provide a model of correct English usage. Verbal scaffolding helps students correct mistakes, but it is done in such a way that students do not feel that they are being corrected.

Instructional scaffolding occurs when teachers actively use graphic organisers, such as Venn diagrams, conceptual maps, and other graphic material to make lesson delivery more effective.

Verbal and instructional scaffolding techniques are outlined in the section on lesson planning.

Brain Research

Dr. Roger Sperry was awarded the Nobel Prize for his research on the functional specialization of the cerebral hemispheres. Sperry discovered that each hemisphere housed specific functions.

As teachers, we must keep in mind that by using both sides of the brain, the logical left hemisphere as well as the more creative right hemisphere, we are promoting a more integrated approach to teaching and learning. Conceptual maps and brainstorming are whole-brain techniquesthatcanbefoundinthestudent’sbook.Activitiesthatincorporate learning through movement, imaging (creating visual imagesinone’smind)andotherwhole-braintechniquesaredetailedin the lesson-planning section.

Conceptual Maps

Tony Buzan invented Mind Maps®, which we have chosen to call conceptual maps. The way to use a conceptual map is very simple. The main idea is placed in the centre of the diagram and the supporting ideas are placed on the different branches. New Go Ahead encourages teachers and students to use conceptual maps because it is an effective whole-brain technique for the learning of vocabulary and concepts.

Conceptual maps are different from the traditional way of outlining. First, they give the viewer a quick impression of the concept. They organise colour-coded words into categories and the concepts are often illustrated.



The Theory of Multiple IntelligencesHoward Gardner, professor at Harvard and Boston University, is the creatorofthetheoryofMultipleIntelligences(MI).Hebelievesthatthere are at least eight ways that we can demonstrate intelligence.

The implications of this theory are important for teachers. First of all, just by looking at the Multiple Intelligences, we can see that there are many ways to demonstrate intelligence. Gardner believes that intelligence does not reflect a single unvarying aptitude, but rather that it reflects each individual’s unique combination ofaptitudes. This idea reinforces the concept of diversity and the belief that all learners are unique. By incorporating MI in our teaching, we will be more effective because we will invariably be able to better reach our students. If we choose to use only a lecture approach, students who do not excel in the “classic intelligences” (verbal/linguisticandmathematical/logical)willundoubtedlyhaveto struggle to keep up.

Self-Esteem and Multiple Intelligences

Another importantaspectofMultiple Intelligences is thestudent’sself-esteem. If we incorporate strategies that cater to diversity, we are sending an important message to our students. We are acknowledging their way of learning and their way of being, we are reinforcing their self-esteem. Many English learners, however, suffer from low self-esteem. As teachers, the way we teach can help in stimulating positive self-esteem. That alone is a sufficient reason for incorporating MI in our day-to-day teaching.

Multiple Intelligences Inventory

You can explore your own unique combination of intelligences by completing this simple inventory. There is a simplified inventory for your students in Unit 4.

Emotional Intelligence

Many of us have read Daniel Goleman’s bestseller Emotional Intelligence, Why It Matters More than IQ. Many people are unaware, however, that it was Dr. Howard Gardner’s ideas on personalintelligence(interpersonalandintrapersonal)thatinfluencedGolemanto theorize about Emotional Intelligence. Goleman believes that we must not try to exclude emotion, but rather to incorporate it into our daily lives.

What are the implications for language teachers? An awareness of Emotional Intelligence can aid us in creating an atmosphere of well-being in our classrooms. When we care for the individual, not just the person in his or her role as a language student, we are establishing an affective learning environment that allows the learner to realise his or her goals. Learning English is a lifelong process with many ups and downs. We can use Emotional Intelligence to help students in their journey to learn English by recognizing specific emotions. Exercises designed to foster Emotional Intelligence are provided in the lesson plan of each unit.

Cooperative Learning

Cooperative learning is an effective way of grouping students. As the name implies, cooperative learning stresses cooperation, not competition. When students work cooperatively, as opposed to competitively, there are a number of positive results.

•Groupmembersgainfromeachother’sefforts.•Students share a commongoal and this in turn produces

positive repercussions in the dynamics of the group.•AspectsofEmotional Intelligence–suchasempathy, learninghowtoworktogetherandmanagingemotions–arepromoted.

•Studentsgainconfidencebyworkingtogetherasagroup.

Explanations of the different types of cooperative learning groups and how to set them up can be found in the lesson-planning section of each unit.



Multiple Intelligences Inventory for Teachers

Verbal / Linguistic Musical / Rhythmic

I love reading books. I sing along with the radio.

Words and languages fascinate me. I can play a musical instrument.

Spelling comes easily to me. I like to work with background music.

I enjoy spending time in a library or bookshop. It bothers me when someone sings off-key.

I like playing word games and solving puzzles. I enjoy going to concerts.

People enjoy listening to me tell stories. I have a good sense of rhythm.

I write about things I read and do. I often remember advertisement jingles.

Logical / Mathematical Interpersonal

I often see patterns and sequences in things. Spending time with friends helps me relax.

Manipulating numbers fascinates me. I’dratherlearnnewmaterialinagroup.

I can understand graphs easily. I often spend time talking to friends.

I expect everything to have a rational explanation. People come to me for comfort and advice.

Computers fascinate me. I rarely spend time alone.

Solving numerical problems is easy for me. I belong to clubs or organisations.

I enjoy finding out how things work. I enjoy helping others.

Visual / Spatial Intrapersonal

I like drawing or painting in my free time. I need time to be alone.

I can express my mood effectively with colour. I can identify the things I am good at.

In a magazine, I prefer looking at the pictures to reading the text. I regularly think about my day and reflect on what I have accomplished.

I enjoy finding my way around with a map. I think that I am strong-willed.

I enjoy watching television. I enjoy setting goals.

I am good at creating images in my mind. Being with lots of people can make me nervous.

I enjoy spending time in an art gallery. I like to keep a journal or a diary.

Bodily / Kinesthetic NaturalistI exercise regularly. I enjoy gardening.

I cannot sit still for very long. I like collecting things.

I learn better with hands-on activities. When learning, I tend to organise material into categories.

I use a lot of gestures when I speak. I enjoy looking at trees and flowers.

I enjoy sewing, carpentry or other activities that involve using my hands. I often like to get away from the city and enjoy nature.

I enjoy dancing or going to the gym.I enjoy learning the names of living things in our environment, such as flowers and trees.

I often go for a walk to clear my head. Recycling is an important part of my life.

Whenshopping,IalwayshaveadesiretotouchwhatI’mgoingtobuy. I am keenly aware of my surroundings and of what goes on around me.

Total:Verbal / Linguistic Musical / Rhythmic

Logical / Mathematical Interpersonal

Visual / Spatial Intrapersonal

Bodily / Kinesthetic Natural



Selected BibliographyArnold, Jane: Affect in Language Learning, Cambridge (Cambridge University Press,1999)

Damasio, Antonio R: Descartes’ Error: Emotion, Reason, and the Human Brain, NewYork(AvonBooks,1994)

Dhority, Lynn: ACT – Acquistion Through Creative Teaching: The Artful Use of Suggestion for Integrated Teaching, Sharon, MA (Center for Continuing Development,1991)

Echevarria, J., Vogt, M.E., & Short, D.J: Making Content Comprehensible for English Learners,Boston(PearsonEducation,2004)

Gardner, Howard: Frames of Mind,NewYork(HarperCollins,1983)

Gardner, Howard: The Theory of Multiple Intelligences in Practice, New York (HarperCollins,1993)

Goleman, Daniel: Emotional Intelligence,London(Bloomsbury,1996)

Hanaford, Carla: Smart Moves,Arlington,VA(GreatOceanPublishers,1995)

Jensen, Eric P: Super Teaching,DelMar,CA(TurningPoint,1988)

Jensen, Eric P: The Learning Brain,DelMar,CA(TurningPoint,1996)

Moskowitz, Gertrude: Caring and Sharing in the Foreign Language Class, Boston(NewburyHousePublishers,1978)

Norman, Susan: Transforming Learning: Introducing SEAL Approaches, London (SaffirePress,2003)

Rose, Colin: Accelerated Learning,NewYork(DellPublishing,1985)



Once they “break the code” of phonetic script, students will not shy away from it. They can be familiarised with the phonetic chart in the first few lessons by drilling and by visually relating sounds to words. Itwillquicklybecomejustanothertool–butapowerfulone–tobeused in the language classroom.

The strong influence that spelling exerts on that acoustic image of a word cannot be ignored. The use of phonetic script can help counterbalance this effect. Emphasis is also placed on recognising word stress and on the high-frequency occurrence of schwa in unstressed syllables, regardless of how they are spelt.

Most activities are extended and reinforced in the Pronunciation Reference appendix. This section can be used during feedback on students’performance.Itaimsatpromotinglearnerautonomyandthus at building self-confidence by encouraging students to recognise predictable patterns. Explanations are given in simple terms, favouring cognates and other familiar words. Technical terms (“consonant cluster”,etc.)havebeenusedonlywhenessential.Theadultlearnertends to lean on cognitive areas and to demand explanations, patterns, logical connections between spelling and pronunciation, and so on. While stressing the fact that English spelling shows many irregularities, it is reassuring to establish relationships between spelling and pronunciation. In the recurrent “Do you remember?” boxes students are reminded of some of the features that can contribute most effectively not only to self-expression but also to understanding native speakers successfully.

Pronunciation: Towards Natural Speech

By Cleo Merino

In New Go Ahead pronunciation is integrated into each unit in response to the needs that arise from the language content, with an emphasis on the most common difficulties experienced by Spanish beginners. There is work on individual sounds and spelling, word stress, sentence stress, linking, rhythm and intonation. Most activities can be carried out as pairwork after some choral repetition. When feasible, a useful variation(forshortdialogues)istousemultiplepairsbyhavinga“classmingle”, where students walk about the classroom and speak to as many other students as possible.

It is in the area of pronunciation that we must lay sound foundations. For absolute beginners, the benefits are obvious. But false beginners, too, often find in speech work an additional source of motivation. More often than not, they have already experienced for themselves what it is like not to understand spoken language that later they had no difficulty to recognise in writing. They are aware of their needs in this field and improvements can be very rewarding.

The items selected are those that are likely to have a noticeable effect notonlyonstudents’fluencyasspeakersbutalsoontheirabilitytounderstand spoken language. The influence of inaccurate pronunciation (theacoustic“image”ofawordthatstudentscreateintheirbrain)onlistening comprehension is often overlooked. For that reason, sentence stress, linking and rhythm are given prominent attention. Similarly, the aim of activities on intonation is for students to appreciate the emotional effect that wrong use can have on the listener.

Individual sounds have been dealt with whenever they tend to be a source of communicative interference. There is work on minimal pairs and spelling patterns.

Why use phonetic script for recognition?

•Thesymbolsprovideuswithvisualsupportforthenewsounds:they become a tool to help students recognise and establish in their“mind’sear”differencesbetweensoundsthatdonotexistin their mother tongue. Reinforcing a sound by using a graphic device is useful for all kinds of students, and especially for those with a strong visual sense. The words that illustrate the phonetic symbols have been chosen because they can easily be made into pictures, occur frequently and present no obvious spelling irregularities; whenever a sound is referred to, it is useful to link it to the example word so as to reinforce memorisation (e.g. “ asinmilk”).

•Inaddition,mostgooddictionariesusephoneticsymbols;bybeing able to recognise them, the learner does not depend on the teacher or a native speaker to check the pronunciation of new words.



The Common Reference Levels

There does appear in practice to be a wide, though by no means universal, consensus on the number and nature of levels appropriate to the organisation of language learning and the public recognition of achievement. It seems that an outline framework of six broad levels gives an adequate coverage of the learning space relevant to European language learners for these purposes.

•Breakthrough,correspondingtowhatWilkinsinhis1978proposallabelled‘FormulaicProficiency’,andTriminthesamepublication‘Introductory’.

•Waystage,reflectingtheCouncilofEuropecontentspecification.•Threshold,reflectingtheCouncilofEuropecontentspecification.•Vantage, reflecting the third Council of Europe contentspecification,aleveldescribedas‘LimitedOperationalProficiency’by Wilkins, and ‘adequate response to situations normally encountered’byTrim.

•EffectiveOperational Proficiency,whichwas called ‘EffectiveProficiency’byTrimand‘AdequateOperationalProficiency’byWilkins, and represents an advanced level of competence suitable for more complex work and study tasks.

•Mastery(Trim:‘comprehensivemastery’;Wilkins:‘ComprehensiveOperationalProficiency’),correspondstothetop examination objective in the scheme adopted by ALTE (AssociationofLanguageTestersinEurope).Itcouldbeextended to include the more developed intercultural competence above that level which is achieved by many language professionals.

When one looks at these six levels, however, one sees that they are respectively higher and lower interpretations of the classic division into basic, intermediate and advanced. Also, some of the names given to Council of Europe specifications for levels have proved resistant to translation(e.g.Waystage,Vantage).Theschemewepropose,therefore,adopts a branching principle, starting from an initial division into three broadlevels–A,BandC:

Common Reference Levels: global scaleProficient User

C2 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express himself/herself spontaneously, very fluently and precisely, differentiating between fine shades of meaning even in complex situations.

C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express himself/herself fluently and spontaneously without much obvious searching for appropiate words. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

Independent UserB2 Can understand the main ideas of complex text on both concrete

and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise while travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Basic UserA2 Can understand sentences and frequently used expressions related

to areas of most immediate relevance (e.g. very basic personal and familyinformation,shopping,localgeography,employment).Cancommunicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce himself/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Council of Europe. The Europe of cultural co-operation.



Overview of Unit 0

Before beginning Unit 1, you may feel the need to spend one or two lessons revising the contents of Unit 0, especially if your learners are absolute beginners. This revision consists of a basic yet thorough set of exercises that will help make the student feel more comfortable before starting Unit 1. The lesson is self-explanatory and easy to use.

Unit 0 - Go Ahead

Common European Framework Objectives

After completion of Unit 0, students will be able to:

Listening:

Understand basic classroom language.

Reading:

Understand simple phrases and sentences related to classroom language.

Spoken Interaction:

Interact in English in simple situations, such as asking for assistance or clarification.

Spoken Production:

Use common vocabulary related to the classroom.

Writing:

Complete simple matching exercises related to classroom language.

Language Focus

- Personal pronouns

Vocabulary

- The alphabet

- Numbers

- Colours

- Classroom objects

- Classroom language

Reading and Listening

- Simple instructions

- The alphabet

- Numbers

- Student language

Speaking

- The alphabet

- Colours

- Numbers

- Student language

Pronunciation

- The alphabet

- Numbers

- Student language

Writing

- The letters of the alphabet

- Numbers and their words- Colours- Classroom language and objects- Personal pronouns

Before beginning the unit:

Turn to Contents on page 4 and read the communicative objective for Unit 0 with your class.

Warm-ups:

We encourage you to use warm-ups at the beginning of each class. Warm-ups are important for two basic reasons. First, as the name implies, they ease students into the material. Second, they provide opportunities to link prior knowledge to what students will be learning. When we link prior knowledge we are building on what students already know and so they feel validated.

Most warm-ups are 5 minutes or a bit longer. For the first day of class, however, you may decide to spend more time getting to know your class. We recommend you read the section on establishing a positive classroom environment. Many of the activities can be used as warm-ups.

Establishing a positive classroom environment

As you already know, your first contact with your students is important. We all know the importance of first impressions and the language classroom is no exception. There are many ways you can make students feel comfortable and excited about this new experience that bothyouandtheyaregoingtoembarkon.Here’saconceptualmapthat will give you some ideas.

CD 1



Verbal/nonverbal communication

The very first day of class is when you can begin to use positive verbal and nonverbal communication. What you say with your eyes, gestures and body is just as important to your students as the words you use, and perhaps even more important.

Many students are nervous and insecure about learning a new language. Establish eye contact with each and every student, smile, and use gestures to welcome them. Tell them how happy you are to be their teacher or whatever you may be genuinely comfortable telling them.

Music

You may choose to have soft music playing at different moments during the class. Before the class actually begins is a good time as it helps students relax and settle in.

Welcome poster

Make a welcome poster and put it up in the classroom. Have students write their names with colourful felt tip pens and put their names on the poster. You might want to make a welcome poster like a conceptual map or a flower.

Emotional Intelligence or EI

Tell the students what you expect from them as English language learners. You may want to tell them about the special features of New Go Ahead.

Ask them to talk about their past language-learning experiences. Many of them will want to share their positive experiences and others will want to talk about their past failures. It is important for you to remind them that learning a foreign language is a lifelong process anditisnotalinearprocess–thereareupsanddowns.Theywillfeel comforted to be reminded that this is a new opportunity and that they can wipe the slate clean before beginning again.

Ball-Toss

Soft balls for ball-tosses can be found in many toy shops or department stores. This is an amusing way to get students speaking. You may wanttogettoknoweveryone’snameswithaball-toss.Simplythinkabout what you want to say and throw the ball to someone else:

My name is...What’s your name?

My name is…What’s your name?

You can also toss the ball and count in English, say the alphabet, name the vowels and consonants, and much more.

TPR activities

This is a perfect opportunity to do a TPR. Turn to page 6 for explanation. You can use TPR#1 or you can make up one of your own.

Verbal Scaffolding

Comprehension is the skill that must be developed before all others. When elementary level students begin to speak, we must be very careful when correcting. When we see that they have understood what has been said, we know they are on the right track. Whether or not what they say is grammatically correct is not as important. Errors can be corrected gently. We can use verbal scaffolding techniques or indirect correction to paraphrase what a student has said and feed it back to the student in the correct form. Here is an example of verbal scaffolding in which one student refers to another female student as “he”:

Student: He is my friend.

The teacher gently rephrases the sentence and engages the student in spoken interaction:

Teacher: Ah,she’syourfriend.

Student: Yes, she is.

The student has the opportunity to hear the corrected form in such a way that the initial confusion of personal pronouns is not emphasised. The teacher acknowledges the content rather than the form, thereby encouraging the student to continue communicating.

As previously mentioned, Unit 0 can be spread over two or even three lessons, depending on the level of your students. If your students are false beginners, you may choose to start directly with Unit 1.



• work with a partner

• repeat• stand up• read • come here• write • match • look at page... • sit down • spell• listen

5. Listening 0.4 TRACK 4Listen to the numbers and put the word with its number. Now listen and repeat. - one - two - three - four - five - six - seven - eight- nine - ten - eleven - twelve - thirteen - fourteen- fifteen - sixteen - seventeen - eighteen - nineteen- twenty - thirty - forty - fifty - sixty - seventy - eighty- ninety - one hundred - five hundred - one thousand

0.4

Listen and write the letter you hear:1. _____ 2. _____ 3. _____ 4. ______ 5. _____

The letters in Listening 0.2 are The letters in Listening 0.3 are

1. Listening 0.1 TRACK 1Listen to the English alphabet and repeat:

2. Listening 0.2 TRACK 2Fill in the exercise as you listen.

L K B S CX T Q P R

3. Listening 0.3 TRACK 3Listen and write the letter you hear:

A E I O U

CONSONANTSVOWELS

repeat

work with a partner

read writelisten

come herelook at page...

match spell

6. ColoursWith a partner, spell the colours you see. Then write the names of the colours:

yellow brown purple

pink blue black

red green orange white

Listen and write the letter you hear:

1. _____ 2. _____ 3. _____ 4. ______ 5. _____

6. _____ 7. _____ 8.______ 9. ______ 10. _____

This is the English alphabet. Listen and repeat:

A B C D E F G H I J K L M NO P Q R S T U V W X Y Z Listen to the numbers and repeat:

7. Classroom LanguageMatch these instructions to the picture:

pencil

0.1

0.2

0.3

4. Numbers Put the word with its number.

one hundred eighteen two ten thirty eighty seventy fifty six twelve fifteen four eight thirteen twenty

1

one

2

two

3

three

4

four

5

five

6

six

7

seven

8

eight

9

nine

10

ten

11

eleven

12

twelve

13

thirteen

14

fourteen

15

Fifteen

16

sixteen

17

seventeen

18

eighteen

19

nineteen

20

twenty

30

thirty

40

forty

50

Fifty

60

sixty

70

seventy80

eighty

90

ninety

100one hundred

500

five hundred

1,000one thousand

stand up

sit down

LISTENING

LISTENING

LISTENING

LISTENING

Student’s Book, page 4



LANGUAGE FOCUS

Personal pronouns

Write the pronoun with the

picture that illustrates it.

I youhesheitweyouthey

8. Classroom objects

Do you know the names of these classroom objects? Work with a partner and find the words in the word search.

9. Language Focus

Student languageListen and repeat:

1. How do you say _________in English?

2. How do you spell that?

3. How do you pronounce this word?

4. Can you help me?

5. Can you repeat that, please?

6.Idon’tunderstand.

0.5

10. Listening 0.5 TRACK 5

I

youyou

heSheweit

they

LISTENING




Language Focus

- Be: affirmative, negative and questions

- Possessive adjectives

- Indefinite articles

- Demonstratives

Vocabulary

- Greetings and language for meeting people

- More common objects

- Countries and nationalities

- Professions


- On holiday

- Two professionals

-Who’sthatguy?


Speaking

- Meeting and introducing people

- Spelling: numbers and names

Pronunciation

- Natural speech: linking words

- Prominent and non- prominent words

- The disappearing /h/

Writing

- Write a paragraph about Robert

Unit 1 - Getting Started



Listening:

Understand common greetings and simple introductions when meeting people.

Reading:

Understand simple dialogues and texts related to meeting people.

Spoken Interaction:

Interact in English in simple situations, such as meeting and greeting people.

Spoken Production:

Use common greetings and simple introductions when meeting people.

Writing:

Complete simple written exercises related to the topic of meeting people.



Getting StartedOpen books to page 6. Ask students to look at all the photos on pages 6 and 7 and say what they think is happening. It is possible that someone may say that the characters are on holiday. Write the sentence “They are on holiday.” on the board. Tell students that they are going to listen to dialogues about Kate and Philip and Ana and Manuel who are on holiday.

Overview of Unit 1: Getting Started

As the title of the unit suggests, this is the true starting point of New Go Ahead. It gives students the resources they need to feel comfortable with the course. The emphasis in this unit is on strong communicative skills so that learners can be immersed in active and multisensory learning.

Warm-up activity: brainstorm greetings and parting expressions

After you have greeted your students and everyone has settled in, tell them that you are going to begin with a warm-up activity. Explain that this is a good way to link what they already know with what they are going to learn. Write the word “greetings” on the board. Now ask students to think of as many greetings as possible. Write their suggestions around “greetings”. Do the same with the parting expressions.

CD 1



1. Listening and reading 1.1 TRACK 6

Allow students to keep their books open and read as they listen to this short text. You can listen to the recording as many times as you think appropriate. Many different activities can be built around this text.

On holiday Kate: It’sabeautifulday! Ana: Yes,itis! Kate: Hello,I’mKateandthisisPhilip. Ana: Hi,nicetomeetyou.I’mAna. Kate and Philip: Pleased to meet you, Ana. Ana: Where are you from? Kate: We’refromBritain. Philip: Where are you from, Ana? Ana: I’mfromSpain. Kate: Whatagreatdayforskiing!

LISTENING AND READING

1.1

3. Match the phrasesHave students match the sentences. Tell them that they can look at the dialogue again if necessary.

2. Language Focus

The verb beMost students are familiar with the verb be and will be eager to complete the table. Draw their attention to text 1.1, On Holiday. Ask them to underline or tell you the different forms of the verb be.

At this point, you may decide to point out the full and contracted forms of the verb be. You may also want to tell students that we nearly always use the contracted forms when speaking.

Activities for listening and reading 1.1

Choral readingStudents listen and repeat the different roles.

Role-playHave students act this short dialogue.

LANGUAGE FOCUS

Complete with a personal pronoun.

Be Iam I’m

are ’re

heis he’s

is

’s

itis it’s

are ’re

youareyou’re

theyarethey’re

you you

she she

we we

Ana: Manuel, this is Kate and Philip. Manuel: Nice to meet you. Kate and Philip: Pleased to meet you, Manuel. Manuel: Are British? Philip: Yes, we from London. Ana: IloveLondon! a wonderful city. Philip: Where you from? Manuel: We from Granada. Philip: The Sierra Nevada a great place to ski. Ana: Yes, it . Manuel: I’mhungry.Areyouhungry? Kate: Yes,Iam!Howaboutsomethingtoeatanddrink? Philip: Let’sgo!

Hello! I’mfromSpain.

Hi!

Pleased to

meet you.

Where are you from?

Where are you from, Ana?

It’sabeautifulday!

Nice to meet you.

We’refromBritain.

Yes,itis!

1.2

4. Listening/Pronunciation 1.2, TRACK 7MakesureyouhavereadCleoMerino’sforewordaboutpronunciation.Itcanbefoundintheintroductorysectionoftheteacher’sguide.

Tell your students that when we speak fast, we link words. We also stress important content words. Have them look at the listening / pronunciation box on page 6. Play the recording and have them repeat the phrases. Tell them to look at page 111 of the transcript and play the recording again for them. Have them pay close attention to the words that are linked and the prominent content words. Show them the pronunciation reference section on page 109. Explain that this is where they can find more information about the integrated pronunciation exercises.

5. Listening and reading 1.3 TRACK 8Withbooksopen,directstudents’attentiontodialogue1.3onpage7.Have students look at the photos of Ana and Manuel and elicit information from them. This exercise requires that they fill in the blanks with either the verb be or a personal pronoun. Play listening and reading.

Natural Speech. 1. When we speak fast, we link words together: final

consonant sound initial vowel sound.

This isPhilip;I’m Ana.2. We also stress PROMINENT content words. The

vowel sound in the non-prominent words is weak.

It’s aBEAUTIFULDAY!

NICE to MEET you! What aGREATDAYforSKIING!

Listen and complete:

1.3

you’re

It’s

‘reare

isis

LISTENING AND PRONUNCIATION






LANGUAGE FOCUS

Is he Spanish? Yes, he is. No, he isnot. No, he isn’t.

Is she American? Yes, she is. No, she isnot. No, she isn’t.

Is it blue? Yes, it is. No, it isnot. No, it isn’t.

Questions and answers with be:

Are you English? Yes, Iam. No, Iamnot. No, I’mnot.

Are you friends? Yes, weare. No, wearenot. No, wearen’t.

Are they happy? Yes, theyare. No, theyarenot. No, theyaren’t.

8. Go Ahead, Have students go ahead and fill in the exercise by using the appropriate possessive adjective.

7. Language focusDrawstudents’attentiontothelanguagefocusonpossessiveadjectives.Again, many students will already be familiar with the possessive adjectives. Have them fill in the chart and proceed to elicit examples.

HerHisTheir

SpeakingThis exercise calls for students to work in groups of three or four. Putting students into groups can be an activity in itself. The following activity is optional, but we recommend that you take the time to do it.Pass out strips of paper with a word from a category. For example, depending on the class size, you could use the categories and words shown in the table below. For this particular exercise, we recommend groups of three to four students. Simply choose three or four words from the following categories.Make sure you have enough strips of paper for everyone. You can get students to count the number of class members. Explain to them that they will receive a strip of paper with a word on it. They must then find people with words from the same category and form a group. Once they have found the members of their group, ask them to tell you what category their words fall into.

personal pronounsI youhesheitwethey

coloursredbluegreenyellowpinkpurplewhite

numbersonetwothreefourfivesixseven

possessive adjectivesmyyourhisheritsourtheir

greetingshellohigood morninggood afternoongood eveninggood nightgoodbye

Once students are in their correct groups, have them follow the instructions for speaking on page 7.

Before you go on to the next exercise, you may want to consolidate the speaking exercise with a ball-toss involving the whole class. This can lead into a revision of the alphabet and numbers. Again, you can use the soft ball to help you revise. We advise you to write letters the students find difficult on the board.

1. name is Ana.

2. name is Manuel.

3. names are Kate and Philip.

With a partnerNow have students work with a partner. Tell them to do the activity on page 7. This requires them to spell their names and to say their telephone numbers. Move around the classroom and monitor their progress.

9. Language focus

10. Go Ahead Students can now go ahead and complete exercises 1-5 and the grid on countries and nationalities.

Have students look at the language focus on questions and answers with be. Many of them will already know how to form questions with be, but what is usually not as easy for elementary students is to get into the habit of asking the question and giving a complete short answer. Many students tend to rely on a question intonation while saying a sentence in the affirmative form. For example: (with questionintonation)“HeisSpanish?”Again,wemustusecarefulrephrasing or verbal scaffolding to correct this basic mistake. Write the question form of the verb be on the board so that students have visual support at all times.

1. you from Great Britain? No, I .

2. he 32 years old? Yes, .

3. they on a camping holiday in Spain? .

4. it an English book? .

5. Ana and Manuel from Valencia? No, .

Are’m not

Ishe is

AreYes, they are / No, they aren’tIsNo, it isn’t / Yes, it isAre

they aren’t

Canadian

British

American

Italian

Ireland

Australia

Spain

France

Countries and nationalities

GO AHEAD

GO AHEAD


6. GreetingsRead the greetings and tell students when to use them. Hello / Hi. - Good morning.Good afternoon. - Good evening.Goodnight.-Goodbye.-Bye!

I my

you

he his

she

it its

we

you your

they their

Possessive adjectives

Personal Pronouns Possessive Adjectives

LANGUAGE FOCUS

yourher

our



Write the correct questions:1. ?I’mfromOxford.2. ?I’madoctor.3. ? My name is Mary.4. ?I’m34yearsold.5. ? I live in London.

What’s wrong?Use the negative form of BE to make the sentences correct.

1. Kate is Spanish.

.2. Ana and Manuel are English.

.3. Philip is from Seville.

.4.ManuelisKate’sboyfriend.

.

WHAT’s your NAME?

HOW OLD are you? WHAT’s your JOB?

Personal questions: Listen and repeat.

Kate isn’t Spanish

Ana and Manuel aren’t English

Philip isn’t from Seville

Manuel isn’t kate’s boyfriend

11. Listening/Pronunciation 1.4 TRACK 9Tell your students that they are going to listen to another example of how English speakers link words and stress non-prominent words. Remind them that the vowel sound in non-prominent words is very weak. Have them listen and repeat. Remind them that they may look at the pronunciation reference for more information.

12. Write the correct question

This is another opportunity to practice asking questions. This exercise can also be done orally before students complete it in the book.

1.4

Where are you fromWhat’s your jobWhat’s your nameHow old are youWhere do you live

Listen and repeat. Now listen to the answers and repeat.Which words are linked ( )?Which words are PROMINENT?See Pronunciation Reference 1.2.

13. Listening/Pronunciation 1.5 TRACK 10This exercise is based on the answers from the previous exercise. Elicit the linked and prominent words before students listen to the recording. Then listen and check.

1.5

WHERE are you FROM?

WHERE do you LIVE?

Notice: The vowel sound in the non-prominent words is very weak.

Listening TranscriptI’mfrom OXFORD.I’ma DOCTOR.

MY name’sMARY.I’MTHIRTY -FOUR YEARS old. I LIVE in LONDON

They are doctors.He is a policeman.He is a painter.They are dentists.

They are musicians.He is a photographer.She is a singer.He is a farmer.

14. Vocabulary - Jobs / professions

Common jobs and professions have been chosen for this introductory exercise. Most of the names of these professions will be similar to thoseinthestudents’nativelanguage.

15. Language focus

The language focus is on the indefinite articles. Again, at this initial stage, most students will remember the rule for using indefinite articles.

16. Class Activity

Have students form small groups of 3-4 students. Tell them together to think of more professions and to write down these new jobs in the form of a conceptual map. They can write directly in the book or they can use a piece of paper, but they should follow the diagram on page 9.

Once they have brainstormed their jobs and professions, call for the whole class’s attention.Now you are going to compile all of theprofessions that they have written down. Make sure you use the conceptual map pattern, placing “jobs and professions” in the centre. Writestudents’contributionsaroundthismainidea.Inbrainstorming,all ideas are valid, so you must write every idea on the board. You may have to scaffold or correct indirectly, but it is important for every response to go on the board.

Jobs and professions



LANGUAGE FOCUS

Indefinite articles: a and an

Remember:

a tree an ant

a car an egg

a notebook an ID card

a pen an object

a sandwich an umbrella

We use for words

beginning with a, e, i, o, u.an




17. Reading

Students will be able to read this short text about two professionals and answer the questions with ease. The text also serves as a model for the next exercise.

Answer the questions:1. What is her name? Angelina/Gina.2. Where are her parents from? Italy.3. How old is she? 27.4. What is her job? Fashion designer.5.Whatisherboyfriend’sname?Robert.

18. Writing

After reading the short text about Gina, ask students to read the phrases about her boyfriend Robert. Before beginning the task, have students close their books. Modify the questions about Gina, changing Gina/she/her, etc. to Robert/he/his, etc. Now ask the students these new questions with the soft ball. After they have successfully answered the questions, tell them to open their books again and write a paragraph about Robert. Remind them to use the paragraph about Gina as a model.

19. Listening 1.6 TRACK 11 TRACK 12Numbers. Many students have difficulty understanding the numbers written on page 10. You may want to take some time to revise these numbers before students do the listening. If students still have problems differentiating between these numbers, tell them to listen for a more drawn out sound such as “thirteeeeen…” (while gesturing toshowthatyouareelongatingtheword“thirteen”horizontally).Contrast this with the word “thirty” (which you can imagine between yourhandsasyouadministerasharpkaratechop).

a. 13 30

b. 14 40

c. 15 50

d. 16 60

e. 17 70

f. 18 80

g. 19 90

Telephone numbers:

h.

i.

j.

91 522 1783

217 453 2744

01383 885 544

20. Language focusDemonstratives. Have students observe the language focus on demonstratives. The concept should be very clear with the illustrations. Elicit the rule for demonstratives from the students, then have them write it down in the space provided.

Complete:We use this for a singular noun close to us. We use that for a noun in the distance.We use these for a noun close to us.We use those for a noun in the distance.

pluralsingular

plural

chairsbooksbalckboardpencilswindowspensschoolbagsmobileMp3

21. Vocabulary Common objects

Most of these objects will be familiar to students. If they are, with books closed you can do a ball-toss in which students have to take turns spelling the different objects orally.

Class activityFor this activity, use the objects that are in your classrooms. Any of the objects from the vocabulary exercise would be fine. Brainstorm the nine objects that you are going to use. Then have students put some of the objects close to the class and others in the distance. Do the exercise orally before you write it in the book.

22. Listening 1.7 TRACK 13Who’s that guy?“Who’sthatguy?”isaplayonwords.Weusetheword“guy”whenwerefertoamanwedon’tknow.Wealsousetheplural“guys”when we refer to a group of people who can be either known or unknown. The reason this is a play on words is that the man in the photograph is Guy Ritchie.

The exercise begins with a brief introduction. Two paparazzi are on holiday and they see someone famous. Students have to listen to the dialogue and fill in the blanks. Naturally, this is the most demanding listening exercise so far. Before you play the recording, tell students that they will be listening for the words in the box. Many of the words are in the contracted form and this can prove difficult for English language learners. The contracted form he’s is especially difficult for learners. It may be necessary to play the recording several times. Use your discretion.

1.7

1.6

Listening Transcript

Mario: Flavio, who is that man over there?Flavio: Hmmm... he’s someone famous.Mario: Yes,he’ssomeonefamous…butwho is he?Flavio: Iknow!Ummmm…Mario: Yes? Flavio: Is heSharonStone’shusband?Mario: Who?Flavio: No,no,no,he’snot…Justaminute.That’sit!Mario: Who is he? Flavio: He’s Madonna’shusband.Yes,that’sit!Mario: Ishefamous?What’shis name?Flavio: His name is Guy Ritchie.Mario: Is he a singer, too?Flavio: No,he’snot.He’sa Film director.Mario: Oh, right. Where’s he from?Flavio: Ithinkhe’s from the United States. Mario: No, he isn’t.He’sfromEngland.Flavio: Oh,no!Where is he?Mario: Ohwell,Madonnaisthefamousone!Flavio: True!

TRACK 11 TRACK 12





1.8

23. Listening/Pronunciation 1.8 TRACK 14

This is another exercise devoted to linking words and stressing prominent words.

Have students listen and repeat. They may turn to the pronunciation reference for more information.

Listen and repeat

Is (h)e FAMOUS?

WHAT’s (h)is NAME?

Is (h)eSHARONSTONE’SHUSBAND?

Is (h)ea SINGER ?

Is (h)ea FILM DIRECTOR?

See Unit 1 Pronunciation Reference 1.8.


A Summer to Remember, Chapter 1Getting Started

Tell your students that they will be listening and reading a special story called A Summer to Remember at the end of each unit and that they will be doing activities based on the story.

Tell them to open their books at page 12 and to sit back and enjoy listening to the story. Play recording 1.9.

Listening Transcript TRACK 15

It is a beautiful summer morning and Carlos Gray is in a taxi on his way to the airport. He is finally on holiday and is feeling happy and relaxed. He is going to Brighton to see his friend Andrew. The taxi arrives at the airport. Carlos pays the taxi driver and they say goodbye.

The airport is full of people who are also beginning their summer holiday. There is a feeling of excitement in the air. Carlos goes to the ticket counter and waits patiently until it is his turn.

Ticket Agent: Good morning, sir. May I see your ticket, please?

Carlos: Yes, certainly. Here it is.Ticket Agent: Can I also see your passport, please?Carlos: Yes, here it is.Ticket Agent: The flight to London is overbooked.Carlos: Oh, no.Ticket Agent: Just a minute, please. (The ticket agent leaves.)

Manager:Hello.Theflightisoverbooked,butwe’regoingto upgrade you to Business Class. Is that OK?

Carlos: Yes,that’sgreat!Thankyou.Manager: Have you got any luggage to check?

Carlos:Yes,I’vegotonesuitcase.Manager: Do you prefer a window seat or the aisle?Carlos:I’dlikeawindowseat,please.Manager: The flight to London is on time. Your gate is

G24 and your seat is 4D. Have a nice journey. Goodbye.Carlos:Thankyou!Goodbye.“Wow!That’slucky,”Carlosthinkstohimself.Heseestheduty-free shops and he goes inside one of them.

Shop Assistant: Good morning. Can I help you?Carlos:Yes.I’mlookingfortheSpanishwinesection.Shop Assistant: Come this way, please. This is an

excellent Rioja wine.Carlos: Hmmm.I’lltaketwobottles,please.Shop Assistant:It’stwenty-sixeuros.Carlos: That’sreasonable.Shop Assistant:Yes,it’saverygoodprice.Willthatbe

cash or credit?Carlos: Cash.Shop Assistant: May I have your boarding pass, please?Carlos: Yes, certainly. Here it is.Shop Assistant: Thankyou.Here’syourwineandyourreceipt.Haveanicetrip.Goodbye!

Carlos:Goodbye!Carlos goes to his gate, where he sees that they have begun boarding. He joins the queue. “Hmmm... I have a good feeling about this holiday,” he thinks to himself.

Reading in pairsNow tell students to sit with a partner and read the story together. Students should take a role and then proceed to read the story. When they have completed the reading, get them to switch roles and read the story again. During this time, move around the classroom and listen to them read. This serves two main purposes. First, students see that you are actively interested in their progress. Many will take this opportunity to ask for clarifications. Second, you can make a mental note of words and phrases that students are having difficulty with. You can use this information to rephrase and model the correct pronunciation.

Vocabulary mimePut these words and phrases up on the board: passport, overbooked, suitcase, window seat, cash or credit, boarding pass and receipt. Have students think about these items for a while. Now ask for volunteers to come to the front of the room to mime a word. Before a student volunteers, show how to mime a word. It is very important to demonstrate any activity before asking students to perform it. The other students have to guess the word that is being mimed.

TheatreStudents now perform the story in role-play form. Ask for volunteers to read the different roles in the chapter. Encourage them to be expressive and enthusiastic and to use all the props available to them.

Workbook exercises

At this point students should do the corresponding workbook exercises.

1.9




Answers Workbook exercises

Complete the sentences with the correct information:

I am .

I’mfrom .

I Philip.

from Britain.

Join the words with a line to form correct sentences:What you British?

Where I am.

Are is your name?

Yes, is Kate.

My name are you from?

He Spanish.

He’s .

We British.

We’refrom .

Use the correct form of be:

Big Ben in London. Pilar from Spain.

They friends. He British.

Negative SentencesThe sentences are false. Use the negative form of the verb be to correct the sentences.

Her name is Kate. Philip is from Spain.

They are Spanish. Ana and Manuel are from Britain.

Greetings

. .

Good evening / Good afternoon / Good morning / Good night

Write the correct greetings:

. .

nte rfuo

githe nnei

neo rehte

wot vfei

xsi eevsn

NumbersUnscramble the letters to form the numbers 1-10.

1

2

3

4

5

6

AnaSpain

am

isare

I’m

Britain from Spain

is is

isare

Her name isn’t Kate Phil ip isn’t from Spain

They aren’t Spanish Ana and Manuel aren’t from Britain

09:15 Good morning 16:30 Good afternoon

18:45 Good evening 23:00 Good night

ten foureight nineone threetwo fivesix seven





Kate is British.

She’sfrom .

WritingWrite sentences about the following people:

Manuel is .

from Spain.

Simoneta is .

She’sfrom .

Olivier .

.

Bob and Mary .

.

Put the words into the correct order to form questions:

1. job / your / is / what / ?

.2. where / live / you / do / ?

.3. name / your / what / is / ?

.4. are / where / from / you / ?

.

S E D O C T O R R A

W R E N G I S E D R

R I N U Y D H R H T

M I T R O C W A B I

F S I L A W Y E R S

A T S E F N O D G T

R T T O U H J I M E

M U S I C I A N L F

E P O L I C E M A NR S N D S I N G E R

1. Policeman

2.

3.

4.

5.

6.

7.

8.

9.

10.

ProfessionsFind 10 jobs / professions in the wordsearch:

7

9

10

Put the following sentences into the negative form:

1. Kate is Canadian.

.2. Philip is from Paris.

.3. Ana and Manuel are Australian.

.4.AnaisPhilip’sgirlfriend.

.

8

Kate isn’t Canadian

Philip isn’t from Paris

Ana and Manuel aren’t Australian

Ana isn’t Philip’s girlfriendBritain

SpanishHe’s

ItalianItaly

is FrenchHe’s from France

are CanadianThey are from Canada

What is your job?

Where do you live?

What is your name?

Where are you from

Doctor Artist Singer FarmerLawyerMusicianDentistTeacherDesigner





ReadingRead about David:

MynameisDavid,butmyfriendscallmeDave.I’mAmerican,but my parents are originally from England. We live in New York.

IspeakEnglish,FrenchandalittleItalian.I’mtwenty-nineyearsoldandIamadoctor.Mygirlfriend’snameisSara.

Answer the questions:

WritingNow write a paragraph about Sara:

parents from Madrid / live in Barcelona / 28 years old / fashion designer / boyfriend David

Writing Complete the ID card with YOUR details and then write a short paragraph about YOU:

Name:

Age:

Live:

Job:

Complete with:

this / that / these / those

1. bag

2. bag

3. pencils

4. pencils

5.

6.

7.

8.

1. ROKLBACBAD

2. AHCIR

3. EIBOML NHPOE

4. OIDWWN

VocabularyUnscramble the letters to form common objects:

1. What is his name?

.2. Where are his parents from?

.3. How old is he?

.4. What is his job?

.5.Whatishisgirlfriend’sname?

.

11

13

14

12

15

His name is David

His parents are from England

He is twenty-nine years old

He is a doctor

His girlfriend’s name is Sara

Her parents are from Madrid.

She lives in Barcelona. She is

twenty-eight years old. She is

a fashion designer. Her boy-

friend’s name is David.

this

these books

that

those books

these

those

these pens

those pens

blackboard

chair

mobile phone

window





Reading and Writing

Julie and Michelle are journalists. Julie is Australian and Michelle isFrench.Theyspecialiseinthelivesoffamouspeople.They’repaparazzis. They are good friends and are on holiday in Madrid. Complete their conversation below:

A Summer to Remember: Chapter 1

Crossword

Across Down

5.

2.

1.

3.

4.4.

1.

2.

5.

VocabularyComplete with vocabulary from A Summer to Remember. Use an indefinite article and personal pronoun plus the contracted form of TO BE when needed:

3.

1617

Julie: Michelle, who is that over there?

Michelle: Hmmm…She’ssomeonefamous.

Julie: Yes,she’ssomeonefamous…,but is she?

Michelle: Iknow! Ronaldo’swife.

Julie: Who?

Michelle: No, no, no, not.Wait.That’sit!

Julie: Who she ?

Michelle: DavidBeckham’swife.Yes,that’sit!

Julie: Is famous?What’s name?

Michelle: Her name is Victoria.

Julie: she a footballer as well?

Michelle: No,ofcoursenot! a singer.

Julie: Ohright.Where’s from?

Michelle: I think from Canada.

Julie: No,she’s England.

Michelle: Ohno!Whereis ?

Julie: Ohwell,DavidBeckhamisthefamousone!

Michelle: True!

5. 6. 7.

1.It’sa 2.It’sa 3.It’s 4.

18

who

She’s

she’s

isShe’sShe’s her

isShe’sShe’s

She’sfrom

she

1D

1 A C R O S S 3W 2 ON C N2 T H R E E

5 A 43 P E N C I L S

E R E4 W I N D O W V

5 E I G H TN

passport ticket a suitcase It’s a bottle

It’s a receipt It’s a boarding pass It’s a duty free shop





________________ is a teacher.She____________ is a boarding pass.It

Personal Pronouns.Write the correct personal pronoun:

________________ are suitcases.At the Airport.

19

________________ is a man.

________________ is a woman.

In the Classroom

Who is speaking?Match the sentences with the pictures. Draw a line from the sentence to the picture.

“Yes,that’sgreat!Thankyou.”

“Good morning, sir. May I see your ticket, please?”

“May I have your boarding pass, please?

“Can I also see your passport, please?”

“Theflightisoverbooked,butwe’regoingtoupgradeyoutoBusinessClass.Is that OK?”

“Yes,I’vegotonesuitcase.”

“Do you prefer a window seat or the aisle?”

“Will that be cash or credit?”

“I’dlikeawindowseat,please.”

20

________________ is a shop assistant.She

They

________________ are travellers.They

________________ am a student.I

He

She________________ are books.They



________________ is Carlos.He

________________ is a ticket agent.He

________________ is a window.It

________________ are students.They

Carlos

Ticket Agent

Manager

Shop Assistant




FYI: For Your Information. Complete the paragraph about Carlos and Andrew with the information in the boxes below.

His name is .He’s , but

his father is originally from . Carlos

lives in .He’s years old

and is an .He’sonholidayandisgoingto

to visit his Andrew.

His name is .He’s and

lives in . He’s years

old and is a .His friend’sname is

.

Information Box

•Brighton•architect•CarlosGray•Spanish •friend•England•thirty-two•Spain

Information Box

•thirty-one•computerengineer•Brighton •British•CarlosGray•AndrewReynolds

21

Spanish

England

Spain thirty-two

architect

Brighton friend

Carlos Gray

Andrew Reynolds British

Brighton thirty-one

computer engineer

Carlos Gray

UNIT

Understanding Listening

I can understand: For more practice:

… common greetings and simple introductions when meeting people.

Reading I can understand: For more practice:… simple dialogues and texts related to meeting people.

SpeakingSpokenInteraction

I can: For more practice:… interact in English in simple situations, such as greetings and meeting people.

SpeakingSpokenProduction

I can: For more practice:… use common greetings and simple introductions when meeting people.

Writing I can: For more practice:… complete simple written exercises that are related to the topic of meeting people.

1 COMPETENCES

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5




Unit 2 - People, Friends and Family

Overview of Unit 2: People, Friends and Family

This unit is devoted to describing people and objects. It also covers vocabulary related to the family and provides language input in this context.

Listening:

Understand basic vocabulary when people talk about their family. Understand simple physical descriptions of people.

Spoken Interaction:

Ask and answer simple questions related to the topic of the family and friends.

Spoken Production:

Use simple phrases and sentences to talk about the topic of family and friends.

Reading:

Understand basic texts related to the family and simple physical descriptions of people.

Writing:

Write simple exercises that are related to the topic of meeting people.



Language Focus

- Be: all forms

- Have got: affirmative, negative and questions

- The possessive: ’s

Vocabulary

- Adjectives and nouns used to describe people, objects and conditions

- Opposites

- The family


- Physical descriptions - Blind dates - The Mendez-Davis family -Aileen’sfamily - A Summer to Remember:

Chapter 2

Speaking

- Who am I?

- Describing common objects


Pronunciation

- Natural speech:

- Consonant sounds:

- Vowel sounds:

Writing

- Who am I?

- Blind date dialogue

- The Mendez-Davis family

-Aileen’sfamily




Choose a student for each hair category and have them stand at the front of the room. Tell the rest of the class to look at the students who are now standing at the front of the classroom and direct their attentiontothestudents’hair.Chooseanotherstudentfromtherest of the class and lead the student and have him/her stand next to the student from the appropriate category. With gesture, encouragestudentstofindtheirownhaircategory. If theydon’tunderstand, continue to place students until the rest of the group understands the idea. Once everyone is standing in their respective haircategories,talkaboutthedifferentcolourofhair.“We’vegotbrownhair.They’vegotblondhair.She’sgotredhairandhe’sgotblack hair.” Many students will already be familiar with this vocabulary and will be able to follow quite easily. If they find this warm-up activity easy, you can have them talk about the different hair colour in the class, as well as eye colour.

Warm-up activity:

This aim of this activity is to pre-teach very basic vocabulary so that students can do Listening and Reading activity 2.1 with ease. If you have students with different colour of hair, you can do this activity using your own students. If not, you can cut out pictures from a magazine. If you do not have all of the examples below, you can either supplement with pictures or you can leave them out.

Black or very dark hair

Brown hair

Blond/ light hair

Red hair Shaved and/or bald heads

CD 1



Who am I?1. Ihaven’tgotbrownhairandIhaven’tgotbrowneyes.

I’vegotglassesandI’mawoman.WhoamI?

2. I’m not awoman. I haven’t got black or blond hair. Ihaven’tgotanyhair.Myeyesarebrown.WhoamI?

Listen to and read the descriptions below. Match the number with the appropriate letter:

1. Listening and Reading 2.1 TRACK 16The conceptual mapBefore students listen to the recording, draw their attention to the conceptual map on page 21. Go over the map and its different categories: age, eye colour, height and hair. Make sure you spend plenty of time explaining the map. You may also want to tell them about conceptual maps and how they are useful tools for organising information. Now they are ready to listen and read activity 2.1.


2.1

1

letter ........

He’s twenty-nine years old. He’s got blond hair and blue eyes.

2

letter ........

She’s in her twenties. She’s got long red hair and green eyes.

3

letter ........

He’s in his thirties. He’s got dark hair, dark eyes and glasses.

letter ........

4She’s in her twenties. She’s got long dark hair and green eyes.

letter ........

5He’s in his thirties. He’s got a shaved head and his eyes are brown.

letter ........

6She’s fifty-one years old. She’s got short blond hair, blue eyes and glasses.

D

A

C

F

B

E

Allow students to listen to the recordings and read simultaneously the firsttimeround.Afterthey’veheardtherecordingatleastonce,youmay want to have your students cover the descriptions below the photos and try to identify the people. The exercise calls for them to match the written description to the picture. Spend the necessary time with this exercise and the conceptual map on page 21.

2. Listening 2.2 TRACK 17This is a more advanced listening activity and students are required to listen to the people talk about themselves. They must write the name of the person who is speaking, the letter of the picture and theperson’snationality.

Listening Transcript1.Hi!MynameisSarah.I’vegotlongdarkhairandgreeneyes.I’m

Irish.2.Hello.Myname’sBarbara.I’vegotlongredhairandgreeneyes.

I’mCanadian.3.Hi!MynameisSusan.I’vegotshortblondhair,blueeyesand

glasses.I’mAmerican4.Hello.Myname’sDavid.I’vegotashavedheadandmyeyesare

brown.I’mBritish.

Complete the table 2.2Name Picture Nationality1. 2. 3. 4.

Sarah ACEF

BarbaraSusanDavid

IrishCanadianAmericanBritish

3. Language FocusHave got

You may choose to present the Language Focus on have got either before or after this activity.

4. Speaking Think – Pair – ShareThis activity calls on students to:Think abouttheirphysicalselfinEnglishfor30–45seconds,Pair –i.e.theymustfindapartner,Share–i.e.taketurnstalkingabouttheirphysicalselfinEnglish.

5. Writing and SpeakingThis is a guessing game that involves writing and speaking. Go over the two examples and see if students can guess who they are. These examples are models for students to write their own descriptions and play a guessing game with a partner.

Susan

David

6. Language FocusQuestions and short answers with have got.Present the question forms of have got.

7. Class activity

What have you got?

•Ingroupsof3-4students,brainstorm15objectsinEnglish.•Eachstudentchooses3objects.•Taketurnsguessingeveryone’sobjects.


Natural speech

Consonant sounds

Use the Phonetic Chart and present the following sounds: - - .

Have students look at the following four sentences: What’s he got? / What’s she got?/ Has he got…? /Has she got…? Now have students look at the phonetic script in the 2.3 listening / pronunciation box. Model each sentence for your students and have them repeat after you. After sufficient practice, tell your students that they will first listen to two forms: What’s he got? / What’s she got? Questions 5-8 are Has he got…? and Has she got…? In each section, they must tick the correct box.




LISTENING



Listening Transcript1.What’sshegot?2.What’shegot?3.What’shegot?4.What’sshegot?

5. Has he got brown hair?6. Has she got a Vespa?7. Has she got glasses?8. Has he got blue eyes?

LISTENING AND PRONUNCIATION Natural speech

Consonant sounds

Which form can you hear? Listen and tick the correct column.

Has he…Has she…

What’she…What’sshe…

2.3

What’s he got? What’s she got?

1.

2.

3.

4.

Has he got…? Has she got…?

5.

6.

7.

8.

9. Go AheadUp to now, students have used have got to provide physical descriptions and to talk about possessions. Have them work through the exercise on page 14. You can use this exercise to talk about have gottoexpressillness,asinexampleE–I’ve got a headache.

Answers: 1. C 2. B 3. E 4. D 5. A 6. F

10. Reading, Blind DatesPre-reading: Set the scene for students by explaining with the use of gesture and key phrases what a blind date is. For example: Hold your book up high so they can follow what you are saying and what you will be pointing to: “Jill and Brenda are friends.” Point to Jill and Brenda. “Jill and Mark are friends.” Point to Mark and Brenda. “Jillhasgotanidea!”Make the gesture of having an idea. Continue saying that Mark and Brenda have got a blind date for next Saturday. Elicit the meaning of blind date. More than likely, someone will offer a translation of blind date in their mother tongue. Students are now ready to read Blind Dates.After students have read the first part of Blind Dates, check comprehension to make sure they have fully understood what they have read.11. Reading and Listening, 2.4.a TRACK 19Depending on the level of your class, you can have your students read along with the recording or they can listen with books closed. Check for comprehension.

Mark: What colour of hair has she got?Jill: She’s got dark brown hair.Mark: Has she got long or short hair? Jill: She’s got short hair.Mark: What colour of eyes has she got?Jill: She’s got brown eyes and she’s got glasses.Mark: Is she tall? Jill: No, she’s short.Mark: What type of car has she got?Jill: She hasn’t gotacar.She’sgotaVespa.Mark: Wow!SohaveI!Jill: Great!It’s aperfectmatch!


12. Listening and Writing, 2.4.b., TRACK 20

Students have now had sufficient exposure to this text and should be able to successfully complete the dialogue between Mark and Jill. After they have finished, they may listen and check their answers.

Brenda: Is he tall? Jill: No,heisn’t,butheisn’tshort.He’saverageheight. Brenda: What colour of hair has he got? Jill: He’sgotlightbrownhair. Brenda: Has he got glasses? Jill: Yes, he has. Brenda: Has he got a car? Jill: No,hehasn’t.He’sgotaVespa! Brenda: Wow!SohaveI!

2.4b

2.4a

LISTENING AND WRITINGNow complete the dialogue with a form of have got or be. Then listen to the CD.

13. Vocabulary - AdjectivesBefore doing this activity, bring to class the following realia so that you can have a display of opposites. You can also borrow objects from your students and turn the setting up of the pre-activity into a mini-lesson in itself. These are only suggestions; you can always replace any of the objects.

Elicit the adjectives from your students. Now have them match the opposites on page 24 and write the adjectives under the appropriate pictures.

Adjective Adjective

cotton soft gravel or stones harda glass of water full an empty glass empty

a new book new an old book olda black-coloured pencil dark a white-coloured pencil light

1. small f. big2. expensive i. inexpensive3. new g. old4. dirty e. clean5. full d. empty6. hot a. cold 7. hard h. soft8. dark b. light9. comfortable c. uncomfortable





17. Listening/Pronunciation 2.7 TRACK 23The most frequent vowel in EnglishListening Transcript

dirty clean new old expensive inexpensive

hot cold small big light dark

full empty hard soft comfortable uncomfortable

14. Listening/Pronunciation 2.5 TRACK 21Tell students that you they will be listening to the sound.Play the recording and have them repeat after each word.

she Spanish IrishBritish fashion Sharoncash descriptionmusician sugar

Listen and repeat:


2.52.7

Listening/Pronunciation 2.6 TRACK 22

, or ?Look at the pronunciation chart with students and tell them that they will now be listening to three different sounds:

, or . Make sure they can differentiate between these sounds before they proceed to listen.Play the recording and have them tick the appropriate box. Reassure them that this is a pronunciation exercise and they do not need to know the meaning of these words.

1. shoe 2. Sue

Listening Transcript 3. March 4. mash

5. lunch 6. show

7. so 8. yes

9. wash 10. watch

2.6

, or ? Which form can you hear? Listen and tick the correct column.(You don´t know the meaning of some of these words; just listen to the sounds.)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Key: See Pronunciation Reference 2.6.

LISTENING AND PRONUNCIATION Usual spelling: “sh”

2.6

16. SpeakingThink – Pair – Share More common objects: this exercise encourages students to talk about common objects combined with the adjectives they have already seen.

1. He’s got an expensive watch.2. They’ve got a big dog.3. They’ve got a comfortable armchair.4. She’s got an inexpensive car.5. She’s got an old computer.

15. Go AheadWhat have they got?This exercise combines the adjectives from the vocabulary with have got. Have students unscramble the sentences.

A syllable disappears in two words. Which? Answer: different and comfortable.

2 / / Listen again.Allthenon-stressed(weak)syllablesinthosewords are pronounced with the same sound: / /(“schwa”),theweakest vowel sound.

Point out to students that many unstressed syllables have the same vowel sound, no matter how they are spelt. Therefore, the first thing students need to know is where the stressed syllable is.

Listen and check.

Tell students that all the unstressed syllables in these words are pronounced / / (“schwa”).This is themost common sound inunstressed syllables in English: it occurs in almost every English word with more than two syllables. This sound is so frequent that itevenhasitsownname!

Schwa is never found in a stressed syllable. It is also the weakest vowel sound; in fact, it is so weak that in some words it has disappeared altogether, as in comfo rtable(3syllables)anddifferent(2syllables).

Tell students to go to Pronunciation Reference.

Highlighting spelling does not help, but if they know that a syllable is unstressed, the vowel sound is very likely to be schwa.

Stress patternA

Stress patternB

Stress patternC

sofaperfectmotherchildrenalbumdifferent

computerattractionfantastic

comfortableexcellent




Stress patternA

Stress patternB

Stress patternC

dirtyempty

elevenexpensive

family

Listening/Pronunciation 2.8 TRACK 24

The most frequent vowel in English

The second most common vowel sound in an unstressed syllable is / /.When an unstressed syllable is spelled “i” or “y”, it is very likely to be pronounced / /.Listen and Check./ /isspelled“e”(usuallyinfirstsyllableposition)ifitprecedesthestress:depend.


The Mendez-Davis familyPre-listeningThis is the first of a series of listening exercises on the Mendez-Davis family. Before you play the recording for students, have them look at the photos of the family.

MetacognitionIn the pre-listening exercise you are preparing your learners to anticipate specific information. Predicting information about what your students are going to listen to should become part of your pre-listening or reading routine. At first you will have to guide them in this process, but in time, students will do it automatically.There are many ways to elicit information. You can ask them to reflect on the Wh questions: Who? What? Where? When? and Why? Or you may want to introduce your students to K-W-L charts. With the K-W-L chart you will ask them what they know about the subject matter and what they want to know. When they have finished listening to the recording, they can complete the chart and record information about what they have learned.Draw the chart on the board and begin writing what students know about the Mendez family. Encourage students to freely express what they know about the family. More than likely you will have to use scaffolding techniques. For example, imagine the following teacher/student dialogue:Student: Luis is father.Teacher: Yes, Luis is the father. The teacher acknowledges only the content which is correct and uses verbal scaffolding to indirectly correct the mistake. The teacher then proceeds to write the correct sentence on the board.

(What they know)

KThey are the Mendez - Davis family.Luis is the father.Amanda is the mother.Julia, Aileen and Liam are the children.Luis is 48 years old.Amanda is 44 years old.

(What they want toknow)

WWhere do they live?Where is Luis from?Where is Amanda from?

(What they have learned)

L(Students are to complete this after they have listened to the recording.)

Name Luis Amanda Julia Aileen Liam

Age 48 44 16 14 10

Questions:

1. Where do they live?2. Where is Luis from?3. Where is Amanda from?

In Madrid.El Toboso, Toledo.

Dublin, Ireland.


Listening Transcript The Mendez-Davis family

The Mendez-Davis family lives in Madrid. Luis is 48 years old and is from a small village called El Toboso in the province of Toledo. Amanda Davisis44yearsoldandisoriginallyfromDublin,Ireland.They’vegot three children. Julia is 16 years old, Aileen is 14 and Liam is 10. They speak English at home, but at school and work they speak Spanish. Amanda and the children always return to Ireland for the summer. Luis goes to Dublin for the month of August. They love Ireland, but Madrid is home.

After listening to the recording, students can now complete the KWL chart and answers questions 1-3 on page 25.

After students have had time to complete their information, return to the K-W-L chart and complete the L section with the information that they now have. Talk about the family and their relationship to each other.

2.9

2.8

mother child husband sister daughter children brother father parent wife parents son

19. VocabularyMatch the opposites

Explain to students that the vocabulary is arranged by opposites. After they have completed this exercise, relate the vocabulary to the Mendez-Davis family.

20. Language FocusHave students look at the photo of the dog with the bone and the caption: The dog’s bone. Tell them that this is an example of the possessive and that the ’s shows possession. Now have them look at the Language Focus and present the possessive at this point.

LANGUAGE FOCUS

Aileen is Liam’s sister (singular)

The sisters’ brother (plural)

The children’s parents (irregular plural)

’s - Liam’ssisterisAileen

shows possession

’s - AileenandLiam’sfamily

two or more names or words

that show possession

and remember...

’s- Liam’saboy=Liamisaboy

contraction of the verb be, not

the possessive

The possessive (’s / s’)



22. ReadingStudentscannowread,“Mymother’sfamily”.Beforetheyanswerthe questions below, look at Vocabulary together.

23. VocabularyGo over the vocabulary and make sure you clarify any doubts students may have regarding it. Make sure students understand that in English we say aunt and uncle(andinthatorder).

24. Questions1.HowoldisAileen’sgrandmother?75.2.Whatishergrandfather’sname?Jack.3. Has Aileen got an aunt and uncle? Yes.4. Who is John? Aileen’s cousin.5.WhathasJohngotinthefamily’sgarden? A big tree house.

GO AHEAD 21. Complete with a vocabulary word. 1.LuisisAmanda’s husband. 2.LiamisLuis’s son. 3.AileenandJuliaareAmandaandLuis’sdaughters. 4.Amandaisthechildren’smother. 5.LiamisAmanda’sson. 6.AmandaisLuis’swife. 7.LuisisLiam’sfather. 8.Liam,JuliaandAileenareAmandaandLuis’schildren. 9.LuisandAmandaarethechildren’sparents.10.JuliaandAileenareLiam’ssisters.

Pre-readingHavestudentsobservethetitleoftheReading“Mymother’sfamily”on page 27 and tell them to look at the photos. Elicit information. You can use a K-W-L chart or you can use the Wh question e-poster to elicit information. For example you may want to ask these Wh questions.Who is Aileen? Who are the other people in the photo? Where is Aileen’smother’sfamilyfrom?

25. Go AheadMy father’s familyThis reading exercise is intended for students to do on their own. They have been guided through the previous reading exercise and now they should be able to successfully complete this reading / gap-filling exercise by themselves. Pre-readingBefore they begin reading, remind them to go through the pre-reading process, either by doing a K-W-L chart or by asking themselves Wh questions.After they have finished their pre-reading process, they can complete the text. Whole class instructionAsk them to share their pre-reading process. This is important because it shows students the importance of this initial process and it also helps students learn from each other. Afterwards,read“Myfather’sfamily”togetherandtalkabouttheanswers to the gap-filling exercise if necessary.

oTHE GO AHEAD-PEDIA:

super

English wordsused in Spanish

light

Spanish wordsused in English

patio

siesta

26. The Go Ahead-pedia

The idea behind the Go Ahead-pedia is to connect information from the textbook with interesting aspects of English-speaking culture. In the reading“My father’s family” the concept of “fiesta” ismentionedanditisthenconnectedtoHemingway’snovelThe Sun Also Rises, which is about the fiestas in Pamplona. The word fiesta, like many Spanish words, has become a recognisable word in English. Students are asked to brainstorm English words used in Spanish and Spanish words used in English. You can have students get into small groups and brainstorm in their groups and then everyone reports their words to the whole class. The teacher acts as the secretary, recording all the answers.

ErnestHemingway’sbookThe Sun Also Rises, is called Fiesta in Spanish. It is about the “fiestas” of a Spanish town.

Which Spanish town is it? Pamplona

There are many Spanish words that are used in English. There are also many English words that are used in Spanish. Can you think of any?

GO AHEAD NowreadaboutAileen’sSpanishfamilyandcompletethetext with the words below:

•grandmother’s•grandfather’s•daughter•brother •wife’s•havegot•are•is

My father’s family

Mydad’sfamilyisfromElToboso,intheprovinceofToledo.It’svery different from Dublin. My name is Miguel and my name is Victoria. My grandfather is eighty years old and my grandmother is seventy-eight years old. They a typical stone house that 200 years old. My dad has got a

. His name is José and his name is Claudia. They have got a . Her name is Ana and she is twelve years old. The people in the village

very friendly. In August, El Toboso has its annual celebrationsor“fiestas”.It’salotoffun!

grandfather’sgrandmother’s

have gotis

brother wife’s

are

daughter





A Summer to Remember, Chapter 2 TRACK 26

Getting Started

Remind students to simply relax and listen to the story. Tell them to open their books at page 28. Play recording 2.10.


Carlos is sitting in the Business Class section of the plane. He is going to see his friend Andrew, who lives in Brighton. The flight attendants are serving breakfast.

Flight attendant: Would you like coffee or tea, sir?Carlos: Coffee, please.Flight attendant: Do you take milk and sugar?Carlos: Just sugar, please.Flight attendant: Here you are.Carlos: Thank you. How much longer before we land? Flight attendant: We will be landing in about thirty minutes.Carlos: Thank you.Flight attendant: Goodbye

Carlos finishes his coffee. He hears a flight attendant announce that the plane will be landing soon. The flight attendants check that all the passengers have fastened their seat belts and their seats are in an upright position. The plane lands and the pilot welcomes the passengerstoLondon’sGatwickAirport.

Carlos says goodbye to the flight attendants and goes to collect his suitcase. All of the passengers walk to carousel number seven. He sees many suitcases and finally he sees his blue suitcase. He picks up his suitcase and he walks out the exit doors. He sees a lot of peopleinthearrivalhall.Suddenly,hehearssomeonesay“Carlos!”and there, standing in the sea of people, is Andrew.

Carlos:Andrew!Andrew: Carlos, how are you?Carlos:Verywell,thankyou!Howareyou,Andrew?

You and your familyStep 1: Draw a simple picture of you and your family.

Step 2: Write a simple paragraph about your family.

Step 3: Find a partner and talk about your family.

Step 4: Introduce your family to the class.

27. Writing and Speaking You and your family

Tell students the importance of drawing their family first and then writing. Drawing is a right-hemisphere activity and writing is a left-hemisphere activity. By drawing and writing we are using an integrated approach to writing.

Have students follow the four steps.

WRITING AND SPEAKING

Andrew: I’mfine,thanks!Therearealotofpeopleattheairport today.Carlos: Yes, there are. My flight was overbooked. Andrew: Really? Carlos:Yes,theyupgradedmetoBusinessClass!Andrew: That’s lucky!Carlos, it’s reallygreatseeingyouagain. Carlos:It’sgoodtoseeyou,too,Andrew!Andrew: Here, let me help you with your suitcase.Carlos: Thanks. Andrew: This way. My car is here in the car park. Carlos:Let’sgo!

Reading in pairs

Now tell students to sit with a partner and read the story together. Remind them to take a role and then proceed to read the story. When they have completed the reading, get them to switch roles and read the story again. Make sure you circulate and monitor their progress. Comprehension Check

Begin retelling Chapter 2, but deliberately make mistakes. Tell students that you are going to talk about the story. Say that Carlos is in the 1st Business Class section of the plane and that he is very happy. They should interrupt you and say Business Class.Pretend thatyou’vemadeamistake,dramatise and say“Ah, yes, yes, you’re right.”Then saythat the flight attendant gives Carlos a cup of tea. The plane is going to Liverpool. Carlos is going to see his friend Charles. Continue retelling the story in this fashion, allowing your students to correct you in the main ideas. This is an entertainingwaytocheckstudents’comprehensionandtohave a good laugh together.

Theatre

Students now perform the story theatrically. Ask for volunteers to read the different roles in the chapter. Encourage them to be expressive and enthusiastic and to use all the props available to them. Workbook exercises


2.10





Draw a line to match the description with the correct person.

He’sateenager.He’sgotblondhairandblueeyes.

She’sachild.She’sgotlongbrownhairandbrowneyes.

He’sinhistwenties.He’sgotshortbrownhair.He’sgotblueeyes and glasses.

She’sinherthirties.She’sgotlongblondhair.She’sgotgreeneyesandshehasn’tgotglasses.

He’smiddle-aged.He’sgotshortblackhairanddarkeyes.Hehasn’tgotglasses.

She’saseniorcitizen.She’sgotshortgreyhairandglasses.

Complete:

Have got:

Contracted form

Full form

Negative form

I ‘ve got

You _____________________________

He _____________________________

She _________________

We _____________________________

They _____________________________

I have got

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

Ihaven’tgot

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

Put the words in the correct order:

1.got/I’ve/eyes/green

______________________________________________2.they/glasses/got/haven’t

______________________________________________3. we / got / have / hair / brown

______________________________________________4.she/eyes/got/hasn’t/blue

______________________________________________5.isn’t/tall/he

______________________________________________6.short/aren’t/you

______________________________________________

1

2 3

’ve got

’s got

’s got

’ve got

’ve got

I have got

You have got

He has got

She has got

We have got

They have got

I haven’t got

You haven’t got

He hasn’t got

She hasn’t got

We haven’t got

They haven’t got

I’ve got green eyes

They haven’t got glasses

We have got brown hair

She hasn’t got blue eyes

He isn’t tall

You aren’t short





4

Match the questions and

1. Has she got a car? No,hehasn’t.

2. Have they got blue eyes? Yes, I have.

3. Have you got a vespa? No,wehaven’t.

4. Has he got glasses? No,shehasn’t.

5. Have we got brown hair? Yes, they have.

5

6

7

Blind Dates

Read the conversation between Christine and Katie, two students.

Christine: Hi,Katie!There’sanewstudentinclass.

Katie: What’shisname?

Christine: Hisname’sRob.

Katie: Is he handsome?

Christine: Well,he’stallandhe’sgotblackhair.

Katie: What colour of eyes has he got?

Christine: He’sgotgreeneyes.

Katie: Hmmm… He sounds interesting. Has he got a car?

Christine: Yes,he’sgotaMini.

Katie: IloveMinis!Hesoundsperfectforme!

Now complete the conversation between Christine and Rob using the words in the box.

got (x 2) / her (x 2) / she / has / she’s got

Christine: HiRob!I’ve_________________afriendwhoisvery pretty.

Rob: What’s_______________name?

Christine: Hername’sKatie.

Rob: Is _________________tall?

Christine: Yes,she’stalland_________________ blond hair.

Rob: What colour of eyes _______________ she got?

Christine: She’s______________greeneyesand____________ favourite carsareMinis!

Rob: Hmmm…Shesoundsperfect!

Make these sentences negative

1. She’sgotalotofhomework.

________________________________________________________________________________________________________________________

2. I’vegotaheadache.

________________________________________________________________________________________________________________________

3. He’sgotthetime.

________________________________________________________________________________________________________________________

4. They’vegotareservation.

________________________________________________________________________________________________________________________

5. We’vegotmoney.

________________________________________________________________________________________________________________________

6. It’sgot200megapixels.

________________________________________________________________________________________________________________________

Circle the correct answer about YOU

1. I’vegot:brownhair/redhair/blackhair/blondhair.

______________________________________________

2. I’vegot:longhair/shorthair/medium-lengthhair.

______________________________________________

3. I’vegot:straighthair/curlyhair/wavyhair.

______________________________________________

4. I’vegot:blueeyes/greeneyes/browneyes/blackeyes.

______________________________________________

5. I am tall / short / average height.

______________________________________________

6. I’vegotglasses/Ihaven’tgotglasses.

______________________________________________

I’ve got green eyes

They haven’t got glasses

We have got brown hair

She hasn’t got blue eyes

He isn’t tall

You aren’t short

She hasn’t got a lot of homework

I haven’t got a headache

He hasn’t got the time

They haven’t got a reservation

We haven’t got money

It hasn’t got 200 mega pixels

got

her

she

she’s got

has

gother





Reading

Sue is eighteen years old and lives in England. She is very superstitious.

Shedoesn’tlikethenumberthirteenbutsheloves black cats.

She’sgotaluckycharm.It’sacharmbracelet.It’sfromIreland.

Vocabulary Put the letters in order to form family words

1. bsahudn __________________________________________________________________________________________________________

2. tfhrea __________________________________________________________________________________________________________

3. efwi __________________________________________________________________________________________________________

4. tmohre __________________________________________________________________________________________________________

5. nos __________________________________________________________________________________________________________

6. sserti __________________________________________________________________________________________________________

7. adhgurte __________________________________________________________________________________________________________

8. oerbhtr __________________________________________________________________________________________________________

Now put the words you have found into 2 groups

He She

___________ _________________________________________ _____________________________________________

___________ _________________________________________ _____________________________________________

___________ _________________________________________ _____________________________________________

___________ _________________________________________ _____________________________________________

Lucky Charms

These are lucky charms

Have you got a lucky charm?

_____________________________________________________________________________________________________________________________________

What is “lucky charm” in your language?

_____________________________________________________________________________________________________________________________________

A horse shoe A four leaf clover A charm bracelet

8

9

10

11

Sam is twenty years old and lives in Ireland. Heisn’tsuperstitious.Hehasn’tgotalucky charm, but his family has got a horseshoe. His family comes from Greece.

12

WritingAnswer using full sentences.

1.Who’sgotaluckycharm?

_______________________________________________________________________________________________________________________________

2.Whoisn’tsuperstitious?

_______________________________________________________________________________________________________________________________

3. Who lives in England?

_______________________________________________________________________________________________________________________________

4. Who is twenty years old?

_______________________________________________________________________________________________________________________________

5.Whodoesn’tlikethenumber13?

_______________________________________________________________________________________________________________________________

6.IsSam’sfamilyfromAmerica?

____________________________________________________________________________________________________________________

Look at the family tree and complete the sentences below with the correct word

Susan - 48 years old Joseph - 52 years old

Lucy - 24 years old Scott - 20 years old Mark - 16 years old

1. SusanisJoseph’s _______________________________________________________________________________

2. JosephisScott’s _________________________________________________________________________________

3. MarkisSusan’s ___________________________________________________________________________________

4. LucyisScott’s ______________________________________________________________________________________

5. MarkisLucy’s ______________________________________________________________________________________

6. Susanisthechildren’s ___________________________________________________________

WritingNow write about your father or mother.

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

Read: Myfatheris63.He’sateacher. He’sEnglishandhe’sfromManchester.

13

Sue has a lucky charm

Sam isn’t superstitious

Sue lives in England

Sam is twenty years old

Sue doesn’t like the number 13

No, his family is from Greece

husband

father

wife

mother

son

sister

daughter

brother

Husband wife Father mother Son daughter Brother sister

wifefather

sonsister

brothermother





What have they got?Look at the pictures of Donna and Simon. What have they got? Complete the sentences below about what they have got. Use the adjectives in the box to describe the objects.

1. Donna has got a hot drink.

2. _______________________________________________________________________________________________________________________________________________________________________________________________________

3. _______________________________________________________________________________________________________________________________________________________________________________________________________

4. _______________________________________________________________________________________________________________________________________________________________________________________________________

5. _______________________________________________________________________________________________________________________________________________________________________________________________________

6. __________________________________________________________________________________________________________________________________________________________________________________________________________________________

This is Donna This is Simon

14

15

Simon has got a cold drink

Donna has got an expensive car

Donna has got a small dog

Simon has got an inexpensive car

Simon has got a big dog

Possessives and Contractions Underline the possessive ‘s’ and box the contraction of ‘is’ and ‘has’.

Example: It’s Donna’s bag.1. Mark’sScott’sbrother. 2.It’sSimon’sbox.

3. She’s got blue eyes. 4. Mark’s sixteen years old.

5. Joseph’sLucy’sfather. 6.It’sDonna’s pen.





Read the information about Jodie’s brother.

Name Age Appearance Relation Job

Gary 29 black hair / green eyes brother dentist

She’s got one brother called Gary. He is 29 and he’s a dentist. He’s got black hair and green eyes.

Now read about the rest of her family and write sentences about them.


Helen 25 brown hair / blue eyes sister teacher

James 43 blond hair / blue eyes uncle policeman

George 6 blond hair / brown eyescousin (James’sson)

Writing1. She’s got one sister called Helen. She is

25 and she’s a teacher. She’s got brown hair and blue eyes.

2. She’s got one uncle called James. He is 43 and he’s a policeman. He’s got blond hair and blue eyes.

3. She’s got one cousin called George. He is

6. He’s got blond hair and brown eyes.

Now complete the box with information about your family and write sentences below.


______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

Coffee or tea?Look at the phrases below. Decide if you want coffee or tea and create your own dialogue.

Flight Attendant: _________________________________________________________________________________________________

You: ___________________________________________________________________________________________________________________________

Flight Attendant: __________________________________________________________________________________________________

You: ____________________________________________________________________________________________________________________________

Flight Attendant: __________________________________________________________________________________________________

You: ____________________________________________________________________________________________________________________________

Do you take milk and sugar?Tea, please.

Coffee, please.

Here you are.

Milk and sugar, please.

Thank you.Just milk, please.

Just sugar, please.

Would you like coffee or tea?

16

17

18

Would you like coffee or tea?

Tea / coffee, please

Do you take milk and sugar?

Just milk / sugar, please. / Milk and sugar, please

Here you are

Thank you





A Summer to Remember: Chapter 2Venn Diagram of Carlos and AndrewLook at these words: happy•acar•Spanish•men•darkhair•browneyes•greeneyes•British•tall•twobottlesofSpanishwine•friendsNow decide if the words describe Carlos or Andrew or both of them.Write the words in the diagram. Then use the verbs be and have got and write complete sentences in the table below.

22

ReadingAbout Tea

People all around the world drink tea. The origin of the tea plant is in south and southeast Asia. In Asian countries, tea is an important part of the culture.

Tea is also an important part of the culture in Great Britain and Ireland. The average person consumes 2.5 kilos of tea a year. In the United Kingdom, tea is not just the drink; it is also a light evening meal.

You can make tea with tea bags and hot water directly in a cup or you can use a teapot. In the United States, Thailand and other countries iced tea is popular.

There are many types of tea —black, green, red, white— and many types of herbal teas.

For more information about tea, do a search on tea.

Write the correct word below the picture:Tea•teapot•icedtea•teabag•acupoftea

19

20

21Reading Comprehension:tick if it is true or false:

1. The origin of the tea plant is Great Britain.

2. Tea is an important part of Asian cultures.

3. In the United Kingdom, tea is a light evening meal.

4. You can make tea with tea bags and cold water.

5. Iced tea is popular in the United States.

6.Therearen’tmanytypesoftea.

__________________________________________tea bag __________________________________________teapot

__________________________________________tea__________________________________________a cup of tea

__________________________________________iced tea

T F

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Both



Carlos is Spanish Carlos and Andrew are happy Andrew is

He has got brown eyes They are men He has got a car

They’ve got dark hair He has got green eyes

They are friends He is tallHe has got two bottles

of Spanish wine




23Venn Diagram of you and a friend:

With a partner write your ideas in the diagram below. Then write complete sentences with the verbs be and have got.

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

YOU A FRIEND

We

I We You



… basic vocabulary when people talk about their family. I can also understand simple physical descriptions of people.

Reading I can understand: For more practice:… basic texts related to the family and simple physical descriptions of people.


I can: For more practice:… ask and answer simple questions related to the topic of family and friends.


I can: For more practice:… use simple phrases and sentences to talk about the topic of family and friends.

Writing I can: For more practice:… write short descriptive sentences about family and friends.

UNIT 2 COMPETENCES

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5




Unit 3 - Jobs and Professions

Language Focus

- Present simple: questions, affirmative and negative

- Frequency adverbs

- Prepositions of time

Vocabulary

- Professions and vocabulary related to daily routines

- Telling time and time expressions

- Days of the week


- Australia needs doctors / My life in Australia

- What do they do?

- From California to Madrid

- A Summer to Remember:

Chapter 3

Speaking

- Frequency adverbs combined with daily routines

- Think - pair - share: Morning, afternoon, evening and night

- Activation phase of “A Summer to Remember”

Pronunciation

- Plural after:

- Natural speech: frequency adverbs

Writing

- Sentences with frequency adverbs

- Questions

-It’sOnlyRockandRoll

- California to Madrid

- Jeff and Carlos

Listening:

Understand daily routines combined with time expressions.

Reading:

Understandsimpletextsaboutaperson’sdailyroutine



Overview of Unit 3Jobs and professions: this unit looks at the world of work and features the lives of different professionals.

Before beginning the unit: Turn to Contents on page 4 and read the communicative objective for Unit 3 with your class.

Warm-up activity: Morning TPR Tell your students that you are all going to do a TPR or Total Physical Response activity. Explain that they will listen to you give commands andperformactionsandtheymustsimplydowhatyoudo.It’simportantthat they know that it is not necessary to speak at this point. Feel free to clarify in their first language if necessary. This TPR should serve as aguide.Changeittosuityourownandyourstudents’needs.

Preparation: Write 6:55 on the board. Tell your students that at 7:00 they will wake up. Make sure you mime all concepts.

It’s6:55a.m.andyou’restillsleeping.(hands together as if you’re sleeping)

It’s7:00a.m.Youhearthealarmclockandyouwakeup.(mime)You get up and stretch. You go to the bathroom and have a shower.You wash your hair.You get out of the shower and dry yourself with a towel.You get dressed.It’stimeforbreakfast.You have a cup of coffee and some toast.You go to the bathroom and clean your teeth.You brush your hair and look at yourself in the mirror.You go to work.

Pre-reading and listening activityHave students look at the photos on page 38 and 39. Tell them to skim the text for information. Ask them Wh questions in order to prepare for the reading and listening.What is the name of the woman in the picture? VanessaWhat does she do? DoctorWhere does she live? AustraliaWhat nationality is she? Spanish

1. Reading and Listening, 3.1 TRACK 27Students can now listen and read along with the text. Talk about the text with students. Check for comprehension. In pairs, they can do the follow-up exercise on page 38. They must match pictures to letters and then put the time in the time box. Note: Some of the times are exact, other times are estimated.

Listening Transcript Australia needs doctors:The Australian government needs qualified overseas trained doctors to enter the Australian medical workforce. Read and listen about a doctor from Spain who now lives in Australia.

My life in AustraliaHi.My name isVanessa. I’m34 years old and I live in Sydney,Australia.It’salongwayfromValencia,Spain,whereI’mfrom,butSydneyisnowmyhomeandIloveit!

3.1

Spoken Interaction:

Interact in English about simple daily routines combined with time expressions.

Spoken Production:

Use simple language to talk about daily routines.

Writing:

Complete simple written exercises that are related to daily routines.


CD 1



I’madoctoratahospital.Sydneyisagreatplacetoliveandwork.I have many friends and my job as a doctor is important to me. People here are friendly and relaxed. There are people of all different nationalitiesinAustralia.It’sverymulticulturalandIlikethat.During the week I follow my Monday to Friday routine. I always wake up at 6:00 am. I have a shower and get dressed and then I have breakfast. I leave the house at 7:30 and I drive to the hospital. I start work at 8:00. First, I visit my patients. I often have a meeting at 10:00. Then I have a fifteen-minute coffee break and I relax a little and talk to colleagues. I usually have lunch at 12:30 in the hospital canteen, but when there isanemergencyandI’mverybusy,Idon’thavelunchuntil3or4o’clock.Mydayatthehospitalusuallyfinishesat5o’clock.After work I sometimes go to the gym or I go jogging on the beach. In the evenings I often meet friends for dinner or I have a light dinner at home. At 8:00 pm I always telephone the hospital to check on my patients. Then I usually read a book or study. I never go to bed before midnight, but by then I am always tired and ready for bed.

2. Go Ahead

GO AHEADLook at the photos and match them with the corresponding sentences.

Put the time in the time box.a. Vanessa has lunch at the hospital.b. She wakes up early.c. She telephones the hospital.d. She has a meeting. e. She goes to the gym or goes jogging.f. She goes to bed.g. She reads or studies medicine.h. She has breakfast.

TimeLetter

Letter H

Letter E

Time 7:0012:30

Time 12:00Time 5:30

F

Time

Letter

Letter CLetter G

BLetter D

8:00 Time 8:30

Time 10:00Time 6:00

Letter A

Direct students attention to the Language Focus on the the present simple. Read together. Remember1-2-3-S–Referstotheideathat inthe3rd person singular the verb in the present simple has an S.This an anchor. An anchor is a multisensory way of helping us remember something. To activate the anchor with your students, explain that the conjugated verb in the 3rd person singular has an S and that there is any easy way to remember this.Count to 3 with your fingers and say “1-2-3” and then say “S” and make an S with your finger. We are combining verbal, auditory and kinaesthetic modalities in order to anchor this reminder. When students forget the rule of 3rd person singular, simply make the gesture with yourfingerandthey’llberemindedimmediately.Tryit;you’llseethatitworks!Look at Observe. Have students observe the verbs: go, pass, finish, watch and study. See if they can work out the rule for their conjugation. You may want to look at the Grammar Reference Unit 3 at this point.Underline ordinary verbs from “Australia Needs Doctors” and “My Life in Australia”.

4.Listening/Pronunciation 3.2 TRACK 28Have students read the words in Pronunciation 3.2 and decide how many syllables these words have.


Remember: 1 - 2 - 3

3rd person, singular: he, she, it

Observe:

go/goes watch/watches

pass/passes study/studies

finish/finishes play/plays

LANGUAGE FOCUS

I wake up at 7:00 am.

The doctors visit their patients.

We have lunchattwoo’clock.

The present simpleVanessa wakes up at 6:00 am.

She visits her patients.

She has lunch at half past twelve.

3.2 1. watches 2. glasses 3. pages 4. boxes

5. flashes 6. finishes 7. kisses 8. manages

9. buzzes 10. mixes11. Liz’s

glasses passesbuses kisses

buzzesLiz’s

boxesmixes

flashesfinishes

watches pages villagesmanages

“-s(s)” /s/ “-z” /z/ “-x” /ks/

“-sh” / / “-(t)ch” / / “-(d)ge” / /

LISTENING AND PRONUNCIATION How many syllables are there in these words?

watch glass page box flash

finish kiss manage buzz mix Liz Now listen and write what you hear in the correct column. How many syllables are there now?Final “-es” = / / after:


Use the pronunciation chart to point out the different –es endings.Ask students how many syllables are there now.

1 1 1 1 12 1 2 1 1 1


3. Language focus

-S



8. Go Ahead - True or false

Have students work with a partner. This exercise asks them to recall whatthey’vereadfrom“MyLifeinAustralia”.Theymustdecideifeach sentence is true of false and then correct the false sentences.

Answers:1. Vanessaleavesherhouseat8o’clock.-False

Shedoesn’tleaveherhouseat8o’clock. She leaves her house at 7:30.

2. She visits her patients. - True3. Shehasameetingat11o’clock.-False

Shedoesn’thaveameetingat11o’clock. Shehasameetingat10o’clock.

4. Vanessa and her friends meet for lunch. - False Sheandherfriendsdon’tmeetforlunch. They meet for dinner.

5. She watches TV in the evenings. - False Shedoesn’twatchTVintheevenings. She reads or studies medicine in the evenings.

Frequency AdverbsThe next exercise calls on the students to evaluate how often they do the following:

1. I ________ watch TV in the evenings.2. I ________ have breakfast.3. I ________ go out for dinner at the weekends.4. I ________ go for a walk in the evening.5. I ________ write letters to my relatives.6. I ________ go to museums on Sunday.

9. Frequency Adverbs

Have students observe the frequency adverb chart. Tell them to reread the the text. “My Life in Australia” to find the correct frequency adverb that goes in the corresponding sentences.

1. She often has a meeting at 10:00.2. She usually has lunch at 12:30 in the hospital canteen.3. After work she sometimes goes to the gym.4. She often meets her friends for dinner. 5. She never goes to bed before midnight.

Pronunciation Reference Unit 3Natural Speech: Read the note on natural speech on page 110. Remind students to link and stress words. You can use the following activity to practice.

Extra speaking activity:Have students stand up with their books open. Tell them that they must walk or mill around the classroom and when they hear the signal they must stop and find a partner. The signal can be the clap of your hands or you can turn off the lights, or anything that gets their attention. Hold up a finger to signal the exercise number. For example hold up one finger for exercise number 1. Students then tell each other the frequency adverb they have chosen. For example:

5. Go Ahead

In pairs, have students work through the exercise together.

GO AHEADUse the following verbs to complete the sentences about Vanessa’s life in Australia.

•have •go •meet •need •visit

1. The Australian government doctors.2. Vanessa and her friends for dinner.3. She to bed at midnight or later.4. She a coffee break at the hospital.5. She her patients.

1. live2. leave3. They live together4. We leave happily5. I want to live with you.

6. please7. this8. these9. week10. drink

needsmeet

goeshasvisits

Have students observe the Language Focus: Affirmative vs negative on page 39. Go over the examples with them. Turn to Grammar Reference Unit 3 on page 105 where they can see the negative chart. Before continuing with the negatives, do Listening/Prounciation 3.3.

7. Listening/Pronunciation 3.3 TRACK 29Tell students that they will be working on two vowel sounds:

. Use the phonetic chart and model these two sounds and have them experiment with the sounds. Use live, leave this and please as examples of the two sounds.

LANGUAGE FOCUS

Affirmative vs. negativeI don’t speak French,

but I speak Italian.

He doesn’t drive to work. He takes the bus.

Shedoesn’thavelunchat

12o’clock.Shehaslunchat

2o’clockpm.

I speak French.

She drives to work.

We have lunch at 12

o’clock.


1 2 3 4 5live

leave

6 7 8 9 10live

leave

Sometimes Always

You always watch

TV in the evenings

Thentheysaythesentenceinthe2ndpersonusingtheirpartner’sfrequency adverb.

You sometimes watch TV in the evenings.

3.3

Student’s Book, page 396. Language Focus



If they say the same frequency adverb,

Never Never

We never watch

TV in the evenings.We never watch

TV in the evenings.

they both say the sentence in the 1st person plural.

Remember to remind your students to circulate until they hear the signal. They must pair up with as many people as possible. When you have given the signal to stop, make sure they see you hold up your fingers as to indicate what exercise they must do.

It’stwelveo’clock. It’squartertoeleven. It’snineo’clock.It’shalfpasttwelve. It’squarterpasttwelve. It’shalfpastten.

It’squartertotwo. It’squarterpastfive. It’shalfpastthree.It’squarterpastone. It’ssixo’clock. It’squartertoseven.


Students can listen, check their answers and repeat for pronunciation practice.

Listening Transcript It’stwelveo’clock.It’shalfpasttwelve.It’squartertoeleven.It’squarterpasttwelve.It’snineo’clock.It’shalfpastten.It’squartertotwo.It’squarterpastone.It’squarterpastfive.It’ssixo’clock.It’shalfpastthree.It’squartertoseven.

12. Preposition of Time

Students will quickly see that we use the following prepositions:

In the morning the afternoon the evening

as opposed to:

At night eight o’clock twelve o’clock

It’s nearly ten o’clock.It’s almost ten o’clock.It’s about ten o’clock.

3.4

Drawstudents’attentiontothedifferentways you can express the time when it is not quite the hour.

13. Language Focus

Questions in the present simpleLook at the photo of the man and the dog. Read together. Introduce questionsinthepresentsimple.Directstudent’sattentiontothelanguage focus on page 40.One of the most common problems for English language learners is the corresponding short answer for questions with do.For example: Do you like pizza? Many students answer: Yes, I like.There is a note to help students remember that how the question is asked is how it is answered.Do you speak Spanish? Yes, I do.Questions words are also presented. You can have students refer to Grammar Reference Unit 3 for more information.

Questions with question words

LANGUAGE FOCUSQuestions in the present simple

Do you startworkat9o’clock?

they

he

Does she like pizza?

itRemember: how you ask the question is how you answer.

Question Answer

Do you speak Spanish? Yes, I do.

No, I don’t.

Does she live in France? Yes, she does.

No, she doesn’t.

Who she visit at the hospital?

What he have for breakfast?

What time does the film start?

When the shop open?

How does he go to work?

Where he live?

14. Listening 3.5 TRACK 31What do they do?The following Listening is about four people and their jobs. Students have to listen for the answers to three simple questions about Robert, Mary, and Jenny and Angie.

Pre-listening

Remind students to look at the photos in Listening 3.5 and to read the questions carefully in order to prepare for the task.

Listening Transcript1. Hi.Myname’sRobert.I’mawaiterinarestaurantinNew

YorkCity.Idon’tlikemyjob.Iwanttobeanactor.2. Hello.Myname’sMary.I’mashopassistant.Ilikemyjob

because I loveclothes. Istartworkatoneo’clock in theafternoon.It’sperfectbecauseIdon’tliketowakeupearlyin the morning.

3. Hi, I’mJennyand this isAngie.We’re freelance interiordecorators.Welovewhatwedobecauseit’screative.Theonly problem is that we work at the weekend.

3.5

10. WritingIt’s about timeThis exercise focuses on writing the time in its simplest form. We recommend that you work through the exercise orally with the students and model the first four times.





What do they do? Match the following professions with the job descriptions.Listen to Robert, Mary and Tom talk about their jobs.Answer the following questions:Robert

1. What does Robert do? He’s a waiter.2. Where does he work? He works in a restaurant in NYC.3. Does he like his job? Why or why not? No, he doesn’t. He wants to be an actor.Mary

4. What does Mary do? She’s a shop assistant.5. Does she like her job? Why or why not? Yes, she does because she loves clothes.6. Does she wake up early? No, she doesn’t.Jenny and Angie

7. What do Jenny and Angie do? They are interior decorators.8. Do they like their jobs? Why or why not? Yes, they do, because it is creative.9. Do they work at the weekend? Yes, they do.

15. VocabularyProfessions/Descriptions and Brainstorming ActivityIn small groups have students work out the professions that match the descriptions.

LISTENING3.5

Professions Descriptions An architect cooks food.

A computer programmer serves food.

A journalist cuts and styles hair.

An interior decorator designs buildings.

A hairdresser decorates homes.

A chef manages an office.

A waiter sells merchandise.

A shop assistant writes articles for newspapers.

An office manager works with computers.

After they have finished the exercise, tell them to brainstorm five to six more professions. Once they have their professions, tell them to think of a description for their professions. Monitor their progress and assist them with any words they are having difficulty with.

Passout10–12stripsofpaper,oneforeachprofessionanddescription.Have them write their corrected professions and descriptions on separate strips of papers. Tell the groups to exchange their two sets of strips. Now students must match the professions to the descriptions.

Where is he from?

Where does he live?

What does he do?

What time does he wake up in the morning?

These are precisely the questions that they will be asked to provide in the Go Ahead questions that follow. By asking students to pay close attention to these questions and by modelling the questions that they will be asked to provide in the next exercise, you will be providing instructional scaffolding for comprehension.

17. Go AheadQuestionsWith a partner have students write the questions for the answers.

1. Where is he from? He’s originally from Los Angeles, California.2. Where does he live? He lives in Madrid.3. What does he do? He’s a musician.4. What time does he wake up? He usually wakes up at 7:00am, but sometimes he wakes up at noon.5. Does he like Madrid? Yes, he does. He likes Madrid a lot.6. Does he make lunch? No, he doesn’t. He usually has lunch at a restaurant.7. Does he like his job?

Yes, he does. He loves his job!

3.6

16. Reading It’s Only Rock and RollPre-reading: Tell students that they will be reading about the life of Jeff Espinoza, who lives in Madrid. Tell them that you would like them to play close attention to the following questions:



From California to Madrid

Pre-listening: Tell students that they will listen to the life of another musician who lives in Madrid. Have students look at the photo and read the questions. Tell them that Carlos and Jeff have a lot in common.


Hi.I’mCarlos.IliveinMadrid,Spain.I’moriginallyfromLosGatos,California.I’mmarriedandI’vegotasonandadaughter.

I’maclassicalmusician.IplaytheviolafortheNationalSymphonyOrchestra of Spain. It’s awonderful profession because I loveclassical music.

Sometimes we go on tour, and when we do, we travel to Japan, North and South America and other countries in Europe.

I like living in Madrid. There are many cultural opportunities here. WhenIdon’thaveaconcert,mywifeandIoftengooutfordinnerat the weekend. I love all types of food, especially Indian food.



3.7

19. Go Ahead

Questions from the listening.

1. Where is Carlos from? He’s from Los Gatos, California.

2. Where does he live? He lives in Madrid.

3. Has he got children? Yes, he has. He’s got a son and a daughter.

4. What type of music does he play? He plays classical music.

5. What type of food does he like? All types, especially Indian food.

Jeff and Carlos have a lot in common. Write 5 or more sentences about things they have in common. Example: They both speak English.

Nowwrite5sentencesaboutthingsthattheydon’t have in common. Example: Carlos doesn’t play rock and roll.

20. Writing

Have students work in groups of four or five students. Have them draw a Venn diagram, like the one on this page. Tell them that they are going to write five or more sentences about things they have in common and five sentences about things they don’t have incommon. Begin this activity as a whole-group activity in order to model the procedure. After you have modelled one sentence for each section, have them continue in their groups.

When they have finished, read their sentences together.

JeffHe doesn’t play classical music.

He doesn’t play the viola.He doesn’t have a son.

He doesn’t play for the National Symphony Orchestra of Spain.

He isn’t from Los Gatos, California.

Carlos and JeffThey are American.

They are from California.They are musicians.

They speak English and Spanish.They have children.They are married.They live in Madrid.

CarlosHe doesn’t play rock music.He doesn’t play the guitar.

He hasn’t got two daughters.He doesn’t play in Red House.He isn’t from Los Angeles.


Getting Started

Remind students to simply relax and listen to the story.



Carlos and Andrew are now in the seaside town of Brighton. They stop the car and admire the spectacular RoyalPavilion,oneofBrighton’smostfamoustouristattractions.

Andrew: Look. It’s the Royal Pavilion, one of Brighton’smost famous landmarks.

Carlos: It’samazing!It’sanexampleofIndianarchitecturerighthereinBrighton!

Andrew:Speakingofarchitecture,how’swork,Carlos?Carlos: It’sgreat. I’mveryhappyat thearchitecturefirm.

My colleagues are friendly and the work is challenging. Bytheway,how’syourjob,Andrew?

Andrew: Well, I’ve got a new computer shop here inBrighton.

Carlos: Wow!That’sgreat.Congratulations!Andrew: Thanks. I’mveryhappy that I’vefinallygotmy

own shop.Carlos:Wewillhavetocelebrate!Andrew: Most definitely... Oh my goodness, look at the time.It’stwelveo’clockalready!

Carlos:Andthatmeansit’stimeforlunch!Andrew: You’reright,Carlos.Let’sgo.

CarlosandAndrewget in thecaranddriveaway. It’sabeautifulsummer day. Carlos enjoys the fresh sea air and the mild temperature. He hears the sound of seagulls and feels completely relaxed. The soundofAndrew’svoicebringshimbacktoreality.

Andrew: Let’sgotomyhousefirst.Mycousinisthere.Carlos: Oh really? Does he live in Brighton, too?Andrew: No, she lives in Bath. Carlos: Ah… so, your cousin is a “she” and not a “he”.Andrew: That’sright.Carlos: How old is she?Andrew:She’stwenty-eight.Carlos: Is she here on holiday?Andrew: Yes, for a couple of days. Carlos: Oh, I see. What does she do? Andrew: She’safashiondesigner.Shelovesherjob.Carlos:What’shername?Andrew: Her name is Sarah.





Look at the photos and match with the corresponding sentences. Put the time in the time space.

a)Michaelgoestothegymorplaystennis.

b)Hewakesupat6:30a.m.

c)Hestartsclasses.

d)Hehasdinnerwithhisfamily.

e)Hegoestobed.

1

Time ___________

Letter __________

Time ___________

Letter __________

Time ___________

Letter __________

8:30am

c

7pm

d

11pm

e

Michael’s Daily Routine

Michael lives in a house in Liverpool with his wife and their two daughters. He is a teacher and he works in a secondary school.

He always wakes up at 6:30 a.m. He has a shower, gets dressed and has breakfast at 7:00 a.m. He leaves the house at 7:30 a.m. and drives to school.

He starts classes at 8:30 a.m. He has a twenty minute coffee break at 11:00 a.m. when he talks to colleagues and students. He always has lunch at 1:00 p.m. in the school canteen. Classes finish at 3:30 p.m. and the students go home. He then usually has a meeting with other teachers.Hisdayatschoolusuallyfinishesat5o’clock.

At6o’clockhesometimesgoes to thegymorplays tennis. In theeveningsheusuallyhasdinnerwithhisfamilyat7o’clockandwatchestelevision. Later in the evening, he reads a book or works on the computer.Henevergoestobedbefore11o’clock.

Time ___________

Letter __________

Time ___________

Letter __________

6:30am

b

6pm

a


Reading in pairs

Now tell students to sit with a partner and read the story together. Remind them to take a role and then proceed to read the story. When they have completed the reading, get them to switch roles and read the story again. Make sure you circulate and monitor their progress.

Theatre

Students now perform the story in role-play form. Ask for volunteers to read the different roles in the chapter. Encourage them to be expressive and enthusiastic and to use all the props available to them.

Workbook exercises





4

3

Complete the sentences with appropriate verbs.

1. Michael __________________________________________________ in a house in Liverpool.

2. He __________________________________________________ in a school.

3. He __________________________________________________ at 6:30 a.m.

4. He __________________________________________________ breakfast at 7:00 a.m.

5. He __________________________________________________ the house at 7:30 a.m.

6. He __________________________________________________ classes at 8:30 a.m.

7. He __________________________________________________ television in the evening.

8. He __________________________________________________ a book at night.

Tick the correct sentence.

1.a)Heworksinaschool. b)Heworkinaschool.

2.a)He’sliveinLiverpool. b)HelivesinLiverpool.

3.a)Hehasbreakfastat7:00am. b)Hehavebreakfastat7:00a.m.

4.a)Hefinishworkat5:00p.m. b)Hefinishesworkat5:00p.m.

5.a)Hewatchtelevision. b)Hewatchestelevision.

6.a)Heworksonthecomputer. b)Heworkonthecomputer.

Using Frequency Adverbs

always usually often sometimes never

Have breakfast X

Go out for dinner X

Write letters X

Go to museums X

Watch television X

Drive to work X

Write sentences about Paul.e.g. Paul always drives to work.

1. ___________________________________________________________________________________________________________________

2. ___________________________________________________________________________________________________________________

3. ___________________________________________________________________________________________________________________

4. ___________________________________________________________________________________________________________________

5. ___________________________________________________________________________________________________________________

6. ___________________________________________________________________________________________________________________

Find 6 verbs in the wordsearch.

D R I V E L

R O G O W E

W A T C H A

S H L A V V

K A E P S E

T S G W A T

P E S E O G

Now complete these sentences with verbs from the wordsearch.

1.Hedoesn’t___________________________ to work. He takes the bus.

2. After work, she usually ___________________________ to the gym.

3. I ___________________________thehouseat8o’clock.

4. He ___________________________breakfastat7o’clock.

5.Theydon’t___________________________ television in the evenings.

6. We ___________________________ Spanish and English.

1. ___________________________________________________

2. ___________________________________________________

3. ___________________________________________________

4. ___________________________________________________

5. ___________________________________________________

6. ___________________________________________________

What do they do?Correct the sentences by writing 2 new sentences.e.g. An architect writes articles for newspapers.Anarchitectdoesn’twritearticlesfornewspapers.An architect designs buildings.

1. A computer programmer cooks food.

2. A journalist cuts and styles hair.

3. A hairdresser manages an office.

4. A chef decorates homes.

5. A waitress designs buildings.

A journalist

A computer programmer A hairdresser

A chef

A waitress

25

6

lives

works

wakes up

has

leaves

starts

watches

reads

drive

watch

leave

go

speak

has

drive

goes

leave

has

watch

speak

Paul always drives to work

Paul always has breakfast

Paul often goes out for dinner

Paul never writes letters

Paul sometimes goes to museums

Paul usually watches television

A computer programmer doesn’t cook food. A computer programmer programs computers.

A journalist doesn’t cut and style hair. A journalist writes articles for newspapers.

A hairdresser doesn’t manage an office. A hairdresser cuts and styles hair.

A chef doesn’t decorate homes. A chef cooks food.

A waitress doesn’t design buildings. A waitress brings your food.





Writing

What do you do? What does your family do?

I am ____________________________________________________________________________________________________________________________________

I ____________________________________________________________________________________________________________________________________________

My mother / father is __________________________________________________________________________________________________

He / She ____________________________________________________________________________________________________________________________

My brother / sister is ___________________________________________________________________________________________________

He / She ____________________________________________________________________________________________________________________________

a b c d

Write the times

a) __________________________________________________________________________________________________________________________________________

b) __________________________________________________________________________________________________________________________________________

c) ___________________________________________________________________________________________________________________________________________

d) __________________________________________________________________________________________________________________________________________

Write the time. Example: 7a.m. It’s seven o’clock in the morning

1. 7 p.m.___________________________________________________________________________________________________________________________

2. 11 a.m. ________________________________________________________________________________________________________________________

3. 11 p.m. ________________________________________________________________________________________________________________________

4. 4 p.m.___________________________________________________________________________________________________________________________

5. 5 a.m. ___________________________________________________________________________________________________________________________

6. 8 p.m.___________________________________________________________________________________________________________________________

Write the words in the correct order1.getup/at/I/o’clock/six

____________________________________________________________________________________________________________________

2. bed / she/ at / goes / to / past / half / eleven

____________________________________________________________________________________________________________________

3. past / has / quarter/ he / lunch / at / two

____________________________________________________________________________________________________________________

4. to / eight / leave / we / at / house / quarter / the

____________________________________________________________________________________________________________________

5.at/arrive/nine/they/work/o’clock/at

____________________________________________________________________________________________________________________

6. school / you / to/ past / eight / go / half / at

_______________________________________________________________________________________________________________________________

WritingMatch the sentences

1.DoyouspeakItalian? a)Yes,itdoes.

2.DoesheliveinEngland? b)No,shedoesn’t.

3.Dotheystartworkat9o’clock? c)Yes,Ido.

4.Doesshelikepizza? d)Yes,theydo.

5.Doesitstartat6p.m.? e)No,hedoesn’t.

Complete with the appropriate form of ‘do’.1. __________________ you like football? Yes, I _____________________

2. __________________ your sister speak German? No, she _____________________

3. __________________ your parents live in America? Yes, they _____________________

4. __________________ your father work in an office? No, he _____________________

5. __________________ you work in a school? Yes, we _____________________

6. ____________________they like music? Yes, they _____________________

Answer the questions about you

1. Do you live with your parents? __________________________

2. Does your mother work now? ___________________________

3. Do your parents speak English? _________________________

4. Do you drive to work? ______________________________

5. Does your teacher work in the evening? ___________________

6.Doyouhavelunchatoneo’clock? ________________

Writing questionsWrite questions for these answers using appropriate question words

1. ________________________________________ ?

I live in Los Angeles, California.

2. ________________________________________ ?

He goes to work by car.

3. ________________________________________ ?

She has cereal and coffee for breakfast.

4. ________________________________________ ?

Thefilmstartsateighto’clock.

5. ________________________________________ ?

The shop opens at half past nine.

7

8

9

11

10

It’s seven o’clock in the eveningIt’s eleven o’clock in the morningIt’s eleven o’clock at nightIt’s four o’clock in the afternoonIt’s five o’clock in the morningIt’s eight o’clock in the evening

It’s 2 o’clock

It’s quarter past four

It’s half past six

It’s quarter to nine

I get up at six o’clock

She goes to bed at half past eleven

He has lunch at quarter past two

We leave the house at quarter to eight

They arrive at work at nine o’clock

You go to school at half past eight

Do

Do

do

do

do

do

Does doesn’t

Does doesn’t

Do

Do

Where do you live?

How does he go to work?

What does she have for breakfast

What time does the film start?

What time does the shop open?


The time




Pronunciation exercisePut these words in the correct column

English these glasses sister speak need busy teenager his

/I/ Live /i:/ Leave

Now write the questions for the answers below

1. __________________________________________________________________________________________________________________? She’soriginallyfromCork,Ireland.

2. __________________________________________________________________________________________________________________? She lives in London.

3. __________________________________________________________________________________________________________________? She’saDJ.

4. __________________________________________________________________________________________________________________? She always gets up at 4:00 a.m.

5. __________________________________________________________________________________________________________________? Yes,shedoes.ShelovesLondon!

Reading

CatrionaO’Reilly lives inLondon, England. She is originally from Cork, Ireland, but London is now her home. She is married and she has one son.

Read her impressions about her life in London

Cork is lovely, but London has got somethingspecial.It’sbigandverycosmopolitan.Therearepeople of all nationalities and there are many things to do. I loveit!

I work as a DJ for a radio station called Capital City. I sometimes interview famous rock stars, which is exciting, but the job has its ups and downs. I always get up at 4:00 a.m. because the radio programme starts at 5:30 a.m. I finish work at 8:00 a.m. and drive home. My husband Matthew is an architect and he works at home. My son Calum is three years old. When I get home I like to play with my son and go to the park. I also love cooking Indian food for my family and friends. Sometimes I get invited to parties at night where I have to interview musicians and singers. But I often go to bed at 9 p.m. as I have an early startthenextday!

12

13

English

glasses

sister

busy

his

these

speak

need

teenager

Where is she from?

Where does she live?

What does she do?

What time does she get up?

Does she like London?


Student’s Book, page 48A Summer to Remember: Chapter 3 Reading and drawingCarlos Gray’s Daily Routine: Read the story and draw the missing pictures.

untilthreeo’clockandtheyhavelunchatanearbyrestaurant.6Atfouro’clocktheygobacktotheofficeandworkuntilhalfpast seven

After work, Carlos always has something to drink with friends and colleagues.7 Sometimes Carlos and a friend go to a restaurant in the city centre. 8

He usually returns home late at night. He never goes to bed before midnight.9

1 2 3 4 5

6 7 8 9

Duringtheweek,CarlosGrayalwayswakesupatseveno’clock.1 He shaves, has a shower and gets dressed.2 He has a quick cup of coffee3 and he leaves his house at quarter to eight.

He takes the underground to work and he usually arrives at work at half past eight.4 He says good morning to his colleagues and he starts work.

Ateleveno’clockheandhisco-workersgotoacaféwheretheyhave a coffee break.5 After their coffee break, they go back to work

14




15WritingAndrew Reynolds’s Morning: Look at the illustrations and write about Andrew’s morning routine.

During the week, Andrew always wakes up at six

o’clock.

He has a shower and gets dressed.

Then he has breakfast and reads the

newspaper.

He always has coffee, toast and orange

juice for breakfast.

At ten to eight he walks to work.

He arrives at the computer shop at eight

o’clock and works until twelve o’clock. At

twelve o’clock he has lunch.



… simple daily routines combined with time expressions.

Reading I can understand: For more practice:…simpletextsaboutaperson’sdailyroutine.


I can: For more practice:… interact in English about simple daily routines combined with time expressions.


I can: For more practice:… use simple language to talk about daily routines.

Writing I can: For more practice:… complete simple written exercises that are related to daily routines.

UNIT 3 COMPETENCES

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5




Consolidation: Units 1 - 3 Student’s Book, page 50-51

Listening A


1. Martha Grant is Canadian and lives in the city of Toronto. She is thirty-six years old and is married. Martha works at a hospital. She is a doctor. “I love my job, but I am always very tired when I go home.”

2.RobertoisItalianandlivesinLondonHeistwenty-eightyearsoldandisn’tmarried.“IworkatanItalianrestaurantasachef.Londonisagreatcity!

3. Eva is thirty-two years old and is originally from Mexico. She lives in Paris and is a successful novelist. “I love living in Paris”, she says. 4. Rick is a journalist for the BBC. He is originally from Ireland, but now lives in Nairobi. “I enjoy living here. Kenya is a beautiful country.”

B

A

Martha

Roberto

Eva

Rick

Listen and complete the table.

LISTENING

Age Nationality Profession Residence

Martha 36 Canadian a doctor Toronto

Roberto 28 Italian a chef London

Eva 32 Mexican a novelist Paris

Rick 44 Irish a journalist Nairobi

A

Listen and correct your answers.

Reading and Writing

With the information that you now have about Martha, Roberto, Eva and Rick, complete the following:

Martha Grant ________ Canadian and __________ in the city of Toronto. She is ___________ years old and is married. Martha ___________

at a hospital. She is a __________. “I love my job, but I am always very tired when I _________ home.”

Robertois_________andlivesin____________.Heis_____________yearsoldandisn’tmarried.“IworkatanItalianrestaurantasachef.

Londonisagreat__________!”

Eva is ___________ years old and is originally from _________. She lives in _________ and is a successful novelist. “I love living in Paris,”

she says.”

Rick is a ___________ for the BBC. He is originally from ___________, but now ___________ in Nairobi. “I enjoy living in Nairobi. Kenya is a

beautiful country.”

C

1.

2.

3.

4.

is lives thirty-six worksdoctor go

Italian London twenty-ninecity

thirty-two Mexico Paris

journalist Ireland lives

CD 1



3. He ______________ at_____________________.

4. He _______ breakast at ____________________.

Complete with the correct verb and also write the time.

Jamie’s Daily Routine

2. He ________ a shower at ___________________.

1. Jamie ______________ at ___________.

5. He _______ to work at ___________________ .

gets up 7:00

has quarter past seven

twenty past sevengets dressed

half past sevenhas

goes quarter to eight

Match the questions with the appropriate answers.

1. Do you like sushi? a. Yes, he does.

2. Have they got children? b. Yes, they are.

3.DoesheliveinIreland? c.No,Idon’t.

4.IsshefromSpain? d.No,theyhaven’t.

5. Are they British? e. Yes, she has.

6.Hasshegotasister? f.No,sheisn’t.

D

E

Put the following words in order to make a question.

1. from / are / Japan / they ?Are they from Japan?

2. coat / your / is / where ?Where is your coat?

3. he / got / has / a / job / new ? Has he got a new job?

4. got / what / type / they / of / car / have ?What type of car have they got?

5. German / you / study / do ?Do you study German?

6. does/ time / the / concert / what / finish ?What time does the concert finish?

7. books / are / your / these ?Are these your books?

English quiz

Write the correct answer

1. Kate and Philip are a skiing holiday.

2. Mymother’ssisterismy .

3. The day after Friday is .

4. The day before Friday is .

5. The opposite of clean is .

6. The opposite of full is .

7. Myfather’sbrotherismy .

8. Mymother’smotherismy .

9. An designs houses and buildings.

10. A plays music.

11. Tony TV in the evenings.

12. Jessica French at university.

13. Barbara wakes up eighto’clock the morning.

14. After work she goes the gym.

15.Frank’spartyis Saturday.

16. Do they work the weekend?

17. The opposite of dark is .

18. My colour is purple.

19. Monday, Tuesday, Wednesday and .

20. The Australian government doctors.

F

G

on

aunt

Saturday

Thursdaydirty

empty

uncle

grandmother

architect

musician

watches

studies

atin

to

lightat

on

favourite

Thursday

needs



Unit 4 - Free Time

Language Focus

- Present simple

- Like + -ing

- Can for ability, making requests and possibility

Vocabulary

- Leisure activities

- Months and seasons


- Personal profiles: Amanda Roberts, Martin van Holden

- Calgary tourism & travel guide

- A Summer to Remember, Chapter 4

Speaking

- My three favourite intelligences

- Your favourite season -What can Amanda

and Martin do?-Sayyoucan!- Activation phase

of “A Summer to Remember”

Pronunciation

- Natural speech: intonation

- Not or note:

- Can or can’t:

Writing

- List your top ten “pet hates”

- Questions about Amanda and Martin

- Making requests

- Amanda and Martin can...



Overview of Unit 4

Free Time: A look at hobbies, leisure activities, sport and other activities that people like doing when they have free time. Communication tasks focus on asking about likes/dislikes and ability.

Listening:

Understand personal preferences related to leisure activities, as well as simple statements that express what one can or cannot do.

Spoken Interaction:

Ask and answer simple questions related to leisure activities and people’sabilities.

Spoken Production:

Use simple language to talk about leisure activities.

Reading:

Understand simple texts about what people like or dislike doing in their free time, as well as short texts about what people can or cannot do.

Writing:

Write simple descriptive sentences about what people like and dislike doing.



Warm-up activity:

Like and Don’t Like Charades

Draw a smiley face and a sad face on the board. Write the words like and don’t like below the faces:

like don’tlike

Mime like or don’t like + mime a leisure activity or sport.

For example: Play tennis. Elicit from students:

Students: “You like play tennis.”

Teacher: “Yes, I like playing tennis.”

Have students take turns miming while the whole group guesses the answer.

1. Reading

Everyone loves making inventories. Language learners are no exception. This inventory has two objectives. First of all, to introduce like/love + -ing and second, to introduce students to the theory of Multiple Intelligences. (See introduction to methodology for Multiple IntelligencesTheory.)Whenwe acknowledge there aremultipleways of being intelligent and when we use the different intelligences in our teaching, students will naturally feel empowered.

Before making the inventory

Explain to students that they must read the different activities and rateeachonascaleof1(notagreeingwiththestatement)to5(intotalagreement).

2. Multiple Intelligences

This is an introduction to listening 4.1.

Student’s Book, page 52-53

CD 2




Have students listen to the brief explanation of the theory of Multiple Intelligences. During this listening activity they will hear a brief summary of the theory and a short explanation of each intelligence. During the explanation of each intelligence, students are simply expected to point to that particular section.


People who enjoy music show musical-rhythmic intelligence. Singers and musicians use this intelligence. People who like sport or enjoy going to the gym use bodily-kinesthetic intelligence. Actors, dancers and surgeons are examples of professions that demonstrate bodily-kinesthetic intelligence.We see verbal-linguistic intelligence in people who enjoy language. Authors, journalists and lawyers are examples of professions that use this intelligence. People who enjoy mathematics, problem solving and logic show logical mathematical intelligence. Computer programmers, engineers and scientists use this intelligence. People who like nature and enjoy observing and looking after it demonstrate naturalist intelligence. Ecologists, farmers and biologists are professions that use this intelligence.We see visual-spatial intelligence in people who enjoy painting, drawing, designing and other artistic areas. Architects, designers and artists all possess visual-spatial intelligence.People who enjoy being with people and are good at organising people demonstrate interpersonal intelligence. Teachers, managers and politicians are examples of professionals who show interpersonal intelligence Philosophers and psychologists are examples of professions that use intrapersonal intelligence. People who enjoy spending time alone thinking and organising personal projects show this type of intelligence.

5. Language Focus

Direct students attention to the language focus on like + -ing / don’t like + -ing. Read through the examples and explain that when another verb follows like, love, enjoy, hate and dislike, we usually use the –ing form. Have students compare the sentences in the language focus and the following sentences: I like warm weather, I love Mexican food, I don’t like loud music, I hate snakes, I enjoy rainy days. Students should be able to work out on their own the difference between I like + verb + -ing and I like + nouns.

Hmmm...that’sinteresting.

My favourite intelligences are...

My favourite intelligences are... I like reading books and...

SPEAKING

4.1

4. Speaking

Think – Pair – ShareThink: Think about the three intelligences that you like best.

Pair: Find a partner.

Share: Tell your partner what your three intelligences are and what you like doing in your free time.

LANGUAGE FOCUS

like + ing

enjoy + ing

love + ing

I like reading books.

I enjoy going to parties.

I hate being late.

don’t like + ing

hate + ing

I love going for walks.

I don’t like playing chess.

I don’t like waiting for people.

7. Speaking

Think – Pair – Share

Look at the leisure activities and tell a partner which ones you like ordon’tlikedoing.

Interests and activities that we do in our free time are manifestations of our unique combination of intelligences. Which three intelligences do you like best?



shoppingwatchingjoggingdoctor

hotelgoinghomephotos

1. shopping 2. hotel

3. going4. watching

5. jogging6. doctor

7. home 8. photos

6. Listening/Pronunciation 4.3

LISTENING AND PRONUNCIATIONTRACK 3Listening TranscriptNot or note? Which form can you hear? Listen to these words and write them in the correct column.

4.3

4.3

is usually spelled with the letter o - hot / sock Also: what - was

is usually spelled with the letter o, o-e and oa - old / coat / close Also: show



8. Pet HatesPet hates, or pet peeves in American English, are things that annoy us. Students are asked to read through the ten pet hates and to reflect on them. With a partner, they must come up with their top ten pet hates. They may simply use the ones in the book or they can come up with their own. They should put them in order of most annoying(#1)toleastannoying(#10).

10. Reading - Personal ProfilesPre-readingHave students look at the photos and quickly skim the text. Have them ask themselves Wh questions.Have them read through the text and answer the questions about Amanda. Now read the text aloud in the whole group and discuss the questions.Answer the questions about Amanda:1. What does Amanda do at the Academy of Veterinary Medicine?

She teaches students how to look after animals.2. What does she like doing in her free time?

She enjoys skiing, hiking, kayaking and going out for dinner and dancing.

3. Why does she like living in Calgary?She likes her job, the city, the mountains and she has a lot of friends.

4. Has she got any pet hates?When people abandon animals.

5. Why does Calgary have the best of both worlds? Calgary is an exciting city and it has the Canadian Rocky Mountains.

Pre-Listening

Remind students to look at the photos and to read the questions before they listen to the recording.



Hi.MynameisMartinvanHolden.I’moriginallyfromAmsterdam,butInowliveinIbizaandBarcelona.I’maDJandIworkatafamousclub in Ibiza from April until October. From November until March I liveinBarcelona.WhenI’minIbizaIlovegoingtothebeach.Ienjoyswimming, sailing and windsurfing.

Ibiza is a wonderful island. Everyone is friendly and life is relaxed here.Ionlyhaveonepethate,andthat’swhenpeopledon’tdancetomymusic!

Answer the questions about Martin:

1. Where is Martin from?He’s from Amsterdam.

2. Where does he live from November until March?He lives in Barcelona.

3.WhatdoesMartinenjoydoingwhenhe’sinIbiza?He loves going to the beach. He enjoys swimming, sailing and windsurfing.

4. Has he got any pet hates?When people don’t dance to his music.

12. Speaking


Think: Think about your favourite season and what you like doing in that season.Pair: Find a partner.Share: Tell your partner about your favourite season and what you like doing.

13. Go AheadHave students work in small groups or with a partner. This exercise is presented as a revision of the months of the year and the seasons. It also combines questions about holidays and important dates with seasons.

Seasons

1. When is Christmas? It’s in December

2. When is your birthday?

3.InwhatseasonisNewYear’sEve? Winter4. In what season does school start for children in your country? Autumn5. In what season is Easter? SpringMonths of the year: completeJanuary February March AprilMay June July AugustSeptember October November December

4.4


9. Listening/Pronunciation 4.2 TRACK 2Listening Transcript 1. I don’t like waiting for people 2. I love going for walks3. I like reading books4. I don’t like playing chess5. I enjoy going to parties 6. I hate being late

4.2

Natural speech: intonation

How do these people sound: interested or bored? Listen and tick the right column.

1.

2.

3.

4.

5.

6.Nowpractiseinpairs.Exaggerateforfun!


4.2



22. Listening/Pronunciation 4.5 TRACK 5Can or Can’t Listening Transcript 1. You can go rock climbing in spring.2.Youcan’tgosnowboardinginsummer.3. You can play golf in summer.4.Youcan’tplaygolfinwinter.5.Youcan’tgoskiinginsummer.6. You can go kayaking in spring.7. You can go canoeing in autumn.8.Youcan’tgocanoeinginwinter.

LANGUAGE FOCUSCan for ability

Can + verb:

•IcanspeakEnglish.

•Shecanswimverywell.

•Theycanrunmarathons.

Cannot = can’t

•Wecan’tcook.

14. Writing - What can they do?Students are asked to use the information that they already have about Amanda and Martin and write what they can do. If they are not sure, they must make inferences from the information they already have.

Amanda•ShecanspeakalittleFrench.•Shecanskiandsnowboard.•Shecandrivea4x4.Martin•HecanspeakDutch,English,GermanandSpanish.•Hecanplaytheguitar.•Hecanwindsurf.

15. Language Focus

16. Class ActivityThe Say you Can activity can be found in the photocopiable materials of the Teacher’s Guide. Have students move around the room and ask the questions in the survey. Students must put their initials next to questions that they answer affirmatively.

17. Can you do this?Makesureyoutrythisactivitywithyourclass.It’samazing!

Can you do this?1. While sitting at your desk, lift your right foot off the floor and

make clockwise circles.2. Now, while doing this, draw the number “6” in the air with your

right hand.Yourfootwillchangedirectionandthere’snothingyou can doaboutit!

18. Language Focus

LANGUAGE FOCUS

Put the words in order and make a request with can.

1. I / look at / your / can / newspaper / ?

Can I look at your newspaper?

2. the / you / turn on / lights / can / ?

Can you turn on the lights?

3. you / can / the / open / door / ?

Can you open the door?

4. window / can / the / you / close / ?

Can you close the window?

5. you / can / come / here / ?

Can you come here?

6. give / me / can / you / piece of pizza / a / ?

Can you give me a piece of pizza?

Can for making requests

19. Speaking Think - Pair - ShareStep #1Think: Think about what either Amanda or Martin can do.Pair: Find a partner.Share: Without looking at your book, tell your partner everything that Amanda or Martin can do.Step #2: Together with your partner, decide what Amanda and Martin can’t do.

21. Language Focus

Rafting

Rock climbing

Hiking

Snowboarding

Playing golf

Kayaking

Skiing

Canoeing

Summer Spring Autumn Winter

+ + - -+ + + -+ + + -- - + ++ + - -+ + + -- - + ++ + + -

LANGUAGE FOCUS

Can/can’t for possibility

You can ski in the Canadian Rockies.

You can’t go to the beach in Calgary.

She can go rafting on the River Bow.

She can’t go surfing.

4.5


Student’s Book, page 5720. Reading Calgary Tourism and Travel GuidePre-readingRemind students to preview the material before they begin reading.Look at the chart What can you do in Calgary and when can you do it?Make sure your students understand all of the activities.

What can you do in Calgary and when can you do it? Put a plus (+) or a minus sign (-).



Can or can’t Which form can you hear? Listen to these words and tick the correct column.Check your answers. Which of the two forms is not stressed?


Notice the stress and the pronunciation:

“You can GO RAFTING in the SUMMER but you CAN’T go SNOWBOARDING.”


Getting StartedRemind students to simply relax and listen to the story.



Carlos and Andrew arrive at 16 Victoria Street. They park the car inthegarageandtakeCarlos’ssuitcaseoutoftheboot.Andrewopens the door and invites Carlos in.

Andrew:Sarah!We’rehere!

Sarah appears at the top of the stairs and walks down the stairs very quickly.

Sarah: Hello,Andrew!YoumustbeCarlos…Carlos:AndyoumustbeSarah!Pleasedtomeetyou.Sarah:It’snicemeetingyou,too!Andrew:I’mgoingtoputCarlos’ssuitcaseupstairsinthe

spare room.

AndrewgoesupstairswithCarlos’ssuitcase.

Carlos: So, Sarah, Andrew tells me you’re a fashiondesigner.

Sarah: Yes, I am. I love clothes and the fashion world. Carlos: Do you like Spanish designers?Sarah: Yes, I do. I enjoy going to the fashion shows in

Madrid and Barcelona. You can see all the important Spanish designers there. What do you do, Carlos?

Carlos:I’manarchitect.Sarah:Oh,that’sinteresting.Doyoulikeyourjob?

4.5


can / / can’t / /

1. 2. 3. 4. 5. 6. 7. 8.

4.6

Carlos: Yes,Ido.Hey,we’rebothinthedesignbusiness!Sarah: Yes, I suppose we are.

Andrew reappears.

Andrew:I’mstarving!Arethetwoofyouhungry?Sarah: I’mfamished!Carlos: SoamI!Andrew: Great,let’sgothen!Sarah: Where are we going, Andrew?Andrew: To lunch, my dear cousin.Sarah:Yes, Iknowwe’regoing to lunch,butwhere?Do

you have a restaurant in mind?

Carlos, Andrew and Sarah stop and look at each other. Then they begin to laugh.

Andrew: Carlos, what type of food do you like? Carlos: Oh, I don’t mind. You know me… I’m easy to

please.Andrew: Can you suggest a restaurant, Sarah? Sarah: Well, I know a very nice little restaurant here in

Brighton, and it has got quite a few vegetarian dishes.Carlos: Are you a vegetarian, Sarah?Sarah: Yes, I am.Andrew: Then that settles it. It sounds perfect. Carlos: Withallthistalkaboutfood,I’mgettinghungry!Andrew: Let’sgothen!

Reading in pairs


Theatre


Workbook exercises






Match the verbs in Box A with the words in Box B to form activities. Write these activities in Box C.

A B C

read to my favourite music 1. _______________________________________________________________________________________________________

play quiet time alone 2. ________________________________________________________________________________________________________

go books 3. _______________________________________________________________________________________________________

do about my dreams 4. _______________________________________________________________________________________________________

look after chess 5. _______________________________________________________________________________________________________

spend sport 6. _______________________________________________________________________________________________________

listen plants 7. _______________________________________________________________________________________________________

think to the theatre 8. _______________________________________________________________________________________________________

Put the words in the correct order to form sentences.

1. like / reading / books / I _________________________________________________________________________________________

2. doing / like / I / sport _________________________________________________________________________________________

3. chess / I / love / playing _________________________________________________________________________________________

4. theatre / going / enjoy / the / to / I _______________________________________________________________________________

5. love / my / to / I / music / listening / favourite _______________________________________________________________________

6. time / quiet / spending / alone / I / enjoy __________________________________________________________________________

Correct the sentences.

1. I love go the gym. __________________________________________________________________________________________

2. I enjoys drawing and painting. __________________________________________________________________________________

3. I am like playing with computers. _______________________________________________________________________________

4. I enjoy to gardening. ________________________________________________________________________________________

5. I love listens to music. _______________________________________________________________________________________

1

2

read books

play chess

go to the theatre

do sport

look after plants

spend quiet time alone

listen to my favourite music

think about my dreams

I l ike reading books

I l ike doing sport

I love playing chess

I enjoy going to the theatre

I love listening to my favourite music

I enjoy spending quiet time alone

I love going to the gym

I enjoy drawing and painting

I l ike playing with computers

I enjoy gardening

I love listening to music





Write ‘Yes’ for the things you like doing and ‘No’ for the things you don’t like doing.

You Joanne Tony

Swimming No No

Skiing Yes Yes

Sailing No Yes

Cooking Yes No

Shopping No Yes

Going to the beach Yes Yes

Now complete the sentences with the information above.

1. Tony ____________________ sailing, but he _________________________________________ cooking.

2. Joanne ___________________ cooking, but she _______________________________ shopping.

3. Tony and Joanne both _____________________________ skiing.

4. Tony and Joanne __________________________________ swimming.

5. I like __________________________________________________,

but I don’t like _________________________________________________.

6. I don’t like _______________________________________________

but I like ____________________________________________________________.

Write complete sentences:1. Joanne / sailing

___________________________________________________________________________________________________________________

2. I / shopping

______________________________________________________________________________________________________________________

3. Tony and Joanne / go to the beach

______________________________________________________________________________________________________________________

4. I / swimming

__________________________________________________________________________________________________________

Reading

Tracey Reynolds is from Cornwall, England. She works for the British Red Cross. She helps with emergencies and teaches volunteers how to help save lives. She loves what she does because she enjoys helping people. One of her pet hates is when people do not help other people. In her free time she enjoys surfing in Bude. Bude is a very popular town with tourists in summer. She also likes sailing and eating out in restaurants with her friends. On Sundays she takes her dog for long walks along Bude

beach.

Seasons: Complete the table about months and seasons.

WINTER SPRING SUMMER AUTUMN

__________________________ __________________________ June __________________________

__________________________ April __________________________ October

February __________________________ __________________________ __________________________

3

5

1. Where is Tracey from? _________________________________________________________________________

____________________________________________________________________________________________________________________

2. What does Tracey do at the British Red Cross? _________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

3. Has she got any pet hates? ______________________________________________________________

____________________________________________________________________________________________________________________

4. What three things does she like doing in her free time? _________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

5. What does she do on Sundays? ______________________________________________________

____________________________________________________________________________________________________________________

4

l ikes doesn’t l ike

likes doesn’t l ike

like

don’t like

Answers wil l vary

Answers wil l vary

Answers wil l vary

Answers wil l vary

Joanne doesn’t l ike sail ing

I l ike / don’t l ike shopping

Tony and Joanne l ike going to the beach

I l ike / don’t l ike swimming

She takes her

dog for long walks along Bude beach

Tracey is from Cornwall, England

She helps

with emergencies and teaches volunteers

how to save lives

Yes, when people do not help other people

She likes surfing, sail ing and eating out

in restaurants with her friends

December March September

January July

May August November





Match the activities with a line.

Drive a little French

Make the guitar

Ride yoga

Do a 4 x 4

Play a horse

Speak sushi

Now using the activities from Box A write sentences about yourself using can or can’t.

For example: I can speak a little French.

1. ________________________________________________________________________________________________________________________________

2. ________________________________________________________________________________________________________________________________

3. ________________________________________________________________________________________________________________________________

4. ________________________________________________________________________________________________________________________________

5. ________________________________________________________________________________________________________________________________

6. ________________________________________________________________________________________________________________________________

Match the questions with the answers.

1. Can you do yoga? No,wecan’t.

2. Can they dance well? Yes, he can.

3. Can she make a fire? No,itcan’t!

4. Can we ski and snowboard? Yes, they can.

5. Can he windsurf? No,Ican’t.

6. Can your dog speak English? Yes, she can.

Complete the sentences using can or can’t.

She ____________________________________________________________________

He _____________________________________________________________________________

They ________________________________________________________________________

They _______________________________________________________________________________

6

8

7

I can / can’t drive a 4 x 4

I can / can’t make sushi

I can / can’t ride a horse

I can / can’t do yoga

I can / can’t play the guitar

I can / can’t speak a little French

can’t make / eat cake

can / can’t swim

can dance

can walk / climb mountains





10

11

12

BudeisCornwall’sspecialunspoiltplace“wherecoastmeetscountryside”. The Bude area offers its visitors a variety of holiday experiences from a short relaxing weekend break to challenging activity holidays in natural surroundings. The area also offers family holidays with nearby attractions and adventure parks, and opportunities for walking, fishing, cycling, golf and bird-watching throughout all months of the year. Many people enjoy canoeing and kayaking on the river in spring, and of course hundreds of tourists come here to surf during the summer. There is an annual jazz festival in late August. Come to Bude!Itisidealbecauseyouhavebothbeachandcountryside.

What can you do in Bude and when can you do it? Put an ‘X’ in the correct box.

ACTIVITY WINTER SPRING SUMMER AUTUMN

Surfing X

Canoeing X

Cycling X X X X

Playing golf X X X X

Fishing X X X X

Kayaking X

Listening to jazz X

Bird-watching X X X X

Correct these sentences.

1. You can go to the jazz festival in December.

____________________________________________________________________________________________________________________

2. You can go canoeing in winter.

____________________________________________________________________________________________________________________

3. Youcan’tgofishinginBude.

____________________________________________________________________________________________________________________

4. Youcan’tplaygolfinsummer.

____________________________________________________________________________________________________________________

5. Youcan’tgobird-watchinginBude.

____________________________________________________________________________________________________________________

Tourist Information for Bude, Cornwall: about Bude, accommodation, events, etc.

Write the question for the answer.

1. ______________________________________________________________________________________________________________ ?

Hehasbreakfastateighto’clock.

2. ______________________________________________________________________________________________________________ ?

She’sanartist.

3. ______________________________________________________________________________________________________________ ?

Yes, she does. She likes surfing.

4. ______________________________________________________________________________________________________________ ?

No,hehasn’t.Hehasabrother,buthehasn’tgotasister.

5. ______________________________________________________________________________________________________________ ?

Yes,shehas.She’sgotglasses.

General QuestionsAnswer with a complete sentence.

1. What do chefs do?

______________________________________________________________________________________________________________________

2. Name the summer months.

______________________________________________________________________________________________________________________

3. When is your birthday?

______________________________________________________________________________________________________________________

4. What do hairdressers do?

______________________________________________________________________________________________________________________

5. What is your favourite sport?

______________________________________________________________________________________________________________________

RevisionMatch the questions to the answers.

1. Has he got blond hair? a)No,heisn’t

2. Are they from Japan? b)No,shedoesn’t.

3. Is he a doctor? c)Yes,shehas.

4. Does he like tacos? d)No,hehasn’t.

5. Is he from Spain? e)No,theyaren’t.

6. Are they your friends? f)Yes,heis.

7. Does she get up at eight o’clockinthemorning?

g)Yes,hedoes.

8. Has she got a sister? h)Yes,theyare.

You can’t go to the jazz festival in December

You can’t go canoeing in winter

You can go fishing in Bude

You can play golf in summer

You can go bird-watching in Bude

What time does he have breakfast?

What does she do?

Does she like surfing?

Has he got a sister?

Has she got glasses

Chefs cook food

The summer months are June, July and August

My birthday is on...

Hairdressers cut and style hair

My favourite sport is….


9




13

Making Inferences:

From what you know about Carlos, Sarah and Andrew, what do you think they like doing? Look at the words below and make complete sentences about what you think Carlos, Andrew and Sarah like doing.


go to fashion shows go to Formula 1 races go to horse shows read historic novels

hike in the mountains go scuba diving travel dance

go to musicals cook jog download music

He likes going to horse shows.

He likes scuba diving.

He likes travelling

He likes cooking.

She likes going to fashion shows.

She likes hiking in the mountains

She likes dancing /going dancing.

She likes going jogging.

He likes going to Formula 1 races

He likes reading historic novels.

He likes going to musicals.

He likes downloading music.





Reading, writing and drawingCarlos loves going to horse shows in Andalusia. He especially enjoys watching the Royal Andalusian Equestrian Art Foundation give performances. Another favourite activity is travelling. He likes travelling by plane becauseit’sfast.HisfavouriteplacetovisitistheislandofIbiza,where he enjoys going scuba diving. When he stays home, he enjoys cooking. He loves making paellas and other rice dishes. He wants to take a cooking class next summer so he can learn how to make sushi and other Asian dishes.

Now look at the photos on the left. Write a short paragraph about what Sarah likes doing.

Sarah absolutely loves going to fashion shows. Her favourite shows are in Paris and Barcelona. Another favourite activity is going dancing. She loves going dancing with her friends when she is in London. Sarah also likes outdoor activities. She enjoys hiking and going jogging.

14

Now you illustrate what Andrew likes doing.

Remember, when we draw and write we are using a

whole-brainapproachtolanguagelearning!

Andrew loves going to Formula 1 races. His favourite race car driver is Fernando Alonso. Another favourite activity is going to musicals. When he is in London he enoys going to musicals with friends. When he stays home, he enjoys reading historic novels and downloading music.




…personal preferences related to leisure activities. I can also understand simple statements that express what one can or cannot do.

Reading I can understand: For more practice:…when I read a simple text about what people like or dislike doing in their free time. I can also understand when I read a short text about what people can or cannot do.


I can: For more practice:…ask and answer simple questions related to leisure activities andpeople’sabilities.


I can: For more practice:…express myself in simple language on the topic of leisure activities.

Writing I can: For more practice:…write simple descriptive sentences about what people like and dislike doing.

UNIT 4 COMPETENCES

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5




Unit 5 - How was your weekend?

Language Focus

- Past simple: regular and irregular verbs

- Questions with question words and did

- Imperatives

Vocabulary

- Vocabulary related to weekend activities

- Means of transport- Giving directions


-Mario’se-mail- Go Ahead -pedia: Notting Hill- The woman behind Notting Hill

- Go Ahead -pedia: A brief history of Trinidad


Speaking

-RetellMario’s weekend

- Your weekend

- Giving directions

- Activation phase of “A Summer to Remember”

Pronunciation

- Regular past simple: –ed

- Rhythm: questions in the past tense

- Cat or cut:

Writing

- Questions in past tense

- Getting around town

- Your weekend

- The woman behind NottingHill’scarnival

Before beginning the unit: Turn to Contents on page 4 and read the communicative objective for Unit 5 with your class.

Spoken Production:

Talk about what one did during the weekend.

Writing:

Writeaparagraphdescribingone’sweekend.

Overview of Unit 5: How Was Your Weekend?

This unit features the weekend in London of an English student, as well as common everyday situations in the context of the simple past tense

Listening:

Understand simple recordings of people talking about their weekend.

Spoken Interaction:

Ask questions or ask for clarification when talking to someone about what he or she did last weekend.

Reading:

Understand simple texts related to how someone spent their weekend.


After completion of Unit 5 students will be able to:

Warm-up activity: Clapping Activity

Begin this unit with a clapping session. This is very useful to practice sentence stress. An easy way to go about doing this is to think of a complete sentence such as “Good morning, students” and instead of saying the words, clap out the words as if you were saying them. Students must listen to your claps and repeat them exactly. Begin with shorter sentences and build up to more complex sentences. Make sure that students can follow the clapping sequence. In addition to working on sentence stress, this is a good way to energise your class.

2. Language Focus

Students are asked to provide the missing infinitives. The list in the Language Focus contains both regular and irregular verbs. Elicit these two categories from students.

See page 107 for the spelling rules for regular verbs and for a partial list of irregular verbs. There is a longer list of irregular verbs on page 116.

1. Reading ReadtheintroductoryparagraphaboutMario’sweekendtogetherwith your students.Ask your students these Wh questions to check comprehension.

QuestionsWhat is his name?Where is he from?Where does he study?

Whatishissister’sname?

AnswersHisname’sMario.He’sfromItalyHe studies in Rochester, England.Carlotta.

Now tell your students that they are going to read Mario’s e-mail to Carlotta about his weekend in London. Check comprehension.

LANGUAGE FOCUS

Infinitive Past tense

want – wanted

take – took

stay – stayed

have – had

like – liked

go – went

buy – bought

visit – visited

Infinitive Past tense

see – saw

get off – gotoff

geton – goton

catch – caught

be – was/were

fallasleep– fellasleep

do – did



CD 2



3. Go Ahead

This activity calls on students to complete the gaps and match the pictures to the sentences.

a. Mario and his friends dinner at a typical English pub.

b. Mario a present for Carlotta at Harrods.

c. They sightseeing and Tower Bridge, Big Ben and many other famous sights.

d. Mario and a group of friends the train to London.

e. They the famous Portobello Road market in Notting Hill.

f. They at a nice but expensive hotel in Kensington.

g. After the sightseeing tour, they the train back to Rochester.

had

boughtwent saw

took

visited

stayed

took

3

4

6

1

5

2

7

4. Listening/Pronunciation, 5.1 TRACK 7Listening Transcript

Regular Past Simple – ED: Connected Speech

1. like - liked2. travel - travelled3. stop - stopped4. fish - fished5. live - lived6. open - opened7. watch - watched8. organise - organised9. stay - stayed10. laugh / / - laughed11. kiss - kissed12. continue - continued

Think - Pair - Share

Think: Take one minute each to look at the photos and rememberthestoryaboutMario’sweekend.Pair: Find a partner.Share:TaketurnsretellingMario’sweekend.

5. SpeakingTellstudentstotakeapproximatelyoneminutetothinkaboutMario’sweekend. Tell students to pair up with another student and take turns recallingMario’sweekend.


Read together with your students. This gives students cultural background that is easy to read and understand about Notting Hill.

7. Listening/Pronunciation 5.2 TRACK 8Listening Transcript




1. wanted 5. decided2. opened 6. kissed3. depended 7. fished4. watched 8. represented


-ed (with pronunciation of the -E)

-d (without pronunciation of the -E)

i. e. visited i. e. stoppedvisited dependedwanted decidedrepresented

stopped kissedwatched fishedopened

9. Language Focus

Point out to students that in order to formulate a question in the past we use:

did + the infinitive (e.g. Did he buy Carlottaapresent?)oraquestion word + did + the infinitive (e.g. Where did they go?)


5.1

SPEAKING

5.21. want - wanted 5. decide - decided

2. visit - visited 6. invite - invited

3. depend - depended 7. start - started

4. wait - waited 8. represent - represented

Now listen to these words in the present simple and their past tense form:

•want •visit •depend •wait

•decide •invite •start •represent

What is different?Complete the rule:

5.3

Listen to the past forms now (both types).

How are the following verbs spelled? Put them in the correct column.






12. Listening/Pronunciation 5.4 TRACK 10Listening Transcript1. WHO did he GO to LONDON WITH?2. WHAT did they DO on FRIDAY EVENING?3. Did he BUY CARLOTTA a PRESENT?4. Did you SEE (h)er?

LANGUAGE FOCUS

1. Who did he go to London with?

He went with his friends.

2. What did they do on Friday evening?

They had dinner in a typical English pub.

3. Where did they go on Saturday morning?

They went to Harrods.

4. Why did Mario write to Carlotta in English?

He wanted to practice his English.

5. How did they travel to London?

They travelled by train.

6. Did Mario buy Carlotta a birthday present?

Yes, he did.7. DidtheygotoMadameTussaud’swaxmuseum?

No, they didn’t.

Questions in the past tense.

AnswerthefollowingquestionsaboutMario’sweekend:

Who did he go to London with?

What did they do on Friday evening?

How did they travel to London?

Questions with didDid he buy Carlotta a birthday present?

Did they gotoMadammeTussaud’s?

Short answers

Yes, I / you / he, she, it / we / they did.

No, I/you/he,she,it/we/theydidn’t.

11. Language Focus

Have students look at these two sentences from the Language Focus. Elicit from them what happens to the structure of the sentence when we use a negation.

Tell students that didn’t is the contraction of did not. We use the latter

–insituationswherewewanttogivethephrasespecialemphasis.

–inmoreformalwriting.

LANGUAGE FOCUS

Didn’t

I went to Madame Tussaud’swaxmuseum.

Mariodidn’tgotoMadameTussaud’swaxmuseum.

5.4


13. Writing

StudentsshouldbesufficientlyfamiliarwithMario’sweekendtocomplete the conceptual map on page 69. Encourage them to recall as much as they possibly can before they refer back to the conceptual map.

RhythmTurn to Unit 5 Pronunciation Reference. Listen and repeat.

WRITINGComplete:

He tookthe train to London.Mario’s

weekend

Friday

SundaySaturday

He fell asleep on the train.

He went sightseeing.

He went to Notting Hill.

He visited Portobello market. He bought

a present.

He saw TowerBridge and Big Ben

He took the trainback to Rochester

They went shopping at Harrods.

He had dinner at a typical pub.

He stayed at a hotel in Kensington

14. Your Weekend

Have students reflect on their weekend. Each cloud represents a day. They should complete for Friday, Saturday and Sunday.

Your Weekend

15. Think - Pair - Share

Think: Study your conceptual map about your weekend.

Pair: Find a partner.

Share: Take turns talking about your weekend.

SPEAKING

5.4

10. Question words

Questions with questions words



16. VocabularyGetting around town1. They took the train to London last weekend. E2. She flew to Los Angeles last year. B3. He drove to work last week. C4. They took the bus to Stonehenge. G5. They took the underground to Piccadilly Circus. F6. He rode his bicycle to work. A7. She walked to school. DThe next exercise simple requires students to complete the table provided with the formula: travelled by… Point out the exception: She went on foot.

Complete:

1. They travelled by train.2.3.4.5.6.7. on foot.

She travelled by plane.He travelled by car.They travelled by bus.They travelled by tube.He travelled by bicycle.She went

17. VocabularyMeans of transportStudents simply match pictures to the appropriate vocabulary words.

a train

a car

a motorbike

a taxi

an airplane

3

1

2

8

9

a boat

an underground

a ship

a bicycle

a bus

10

5

7

4

6

18. Notting Hill

Have students turn to page 71. Give them approximately 2 minutes to look at the photos and the text. Tell them to close their books. Tell them to form groups of four or five. Tell them to do a K-W-L chart. Refer to page 58 for an explanation of K-W-L charts.

Give them 2 minutes to write down what they know about Notting Hill and 2 minutes to write what they want to know about Notting Hill. Make sure your students know that you are more interested in seeing the ideas that they generate, not class discussion and sharing of ideas.Possible K-W-L- chart

What we KNOWA district in London.The Portobello Market.A Julia Roberts and Hugh Grant filmNotting Hill Carnival

What we WANT to knowWho is Claudia Jones?Why is there a carnival in Notting Hill?How did this carnival begin?

What we have LEARNED

LISTENING


5.5The woman behind the Notting Hill carnival

Complete the text with the past simple form of a verb from the box.

Claudia Jones one of the founders of the Notting Hill Carnival and is considered one of the one hundred Great Black Britons.

She was born in Belmonte Port of Spain, Trinidad in 1915 and in Harlem, New York until 1955. Because of

her political work during the McCarthy era, she was deported to Great Britain in 1955. She did not stop her work in politics; she

and active in the local Notting Hill campaign for equal rights for the African Caribbean community. She also the West Indian Gazette, a newspaper that the Caribbean community in London.

In 1958 there racial conflicts in many parts of London, including Notting Hill. In 1959 Claudia Jones

the first Carnival as a way to celebrate and share Caribbean culture, as well as a way to fight racism.

Claudia ,“Apeople’sartisthegenesisoftheirfreedom.”NottingHill’sCarnivalisthelargestcarnivalinEuropeandisadynamiccelebrationofLondon’smulti-culturaldiversity.

After students have completed Listening 5.5, have them complete the “L” column, what they have learned, in their groups. They should now have enough information from the text to complete the final column.

was

lived

continued became

beganrepresented

were

organised

believed

Claudia Jones was born in Belmonte

Port-of Spain, Trinidad in 1915.

When were you born?

Speaking

Find out when your teacher and classmates were born.

LANGUAGE FOCUSWas / were born

was she born?

Where were you born?

they

20. Language Focus


This is a brief summary of the history of Trinidad. It points out the pluricultural dimension of the island of Trinidad and gives the students backgroundinformationaboutClaudiaJones’snativeland.Italsodemonstrates the British influence in the Caribbean and the Caribbean influence on Britain and British culture.






A Summer to Remember, Chapter 5 TRACK 14Remind students to simply relax and listen to the story. Tell them to open their books at page 74 and to sit back and enjoy listening to the story. Play recording 5.8.


Andrew, Carlos and Sarah have just finished their meal. Sarah: So, Andrew, tell me, how did you and Carlos first

meet?Andrew: Well,it’sactuallyaveryfunnystory.Carlos: It was the summer of 2003 and I had just finished

my degree in architecture.Sarah: Yes... Andrew: We were both at this spectacular restaurant in

Ibiza. I was with a couple of friends, and Carlos was with about twenty people.

Carlos:No,thereweren’tthatmanyofus.Ithinktherewereonly fifteen of us altogether. It was a small graduation party.

Andrew: At Carlos’s table everyone was having a goodtime, and well, we were a little bored at our table… and I ... uhm ... you see, I made a comment about their table.

Sarah: Youdidn’t,Andrew!Carlos:Hedid!Sarah: What did you say?Carlos: He made a toast to the beautiful women at our

table.Sarah:Andrew!Whatdidyousay?Carlos:AndhesaiditinperfectSpanish!Andrew: Well, I was on holiday and, to be truthful, they

looked like they were having so much fun. Besides, the womenwerebeautiful!

Sarah: So what happened? Carlos: We invited him and his friends to join our table. Andrew: Wehadsuchafantastictime!AndthenI foundoutthatCarlos’sfatherwasBritish...andthathespokeperfectEnglish.Blimey,wedidn’tgethomeuntilthenextmorning!

Sarah:Whatastory!Carlos: Yeah, it was a good time.Andrew: AndhereweareinBrighton.Bytheway,I’dlike

to make a toast to our friendship and to another beautiful woman,mycousinSarah!

Carlos:I’lldrinktothat!

Carlos looks at Sarah and smiles. Waiter: Can I get you anything else?Andrew: Just the bill, please.Carlos: Let me get it, Andrew.Andrew:No,Carlos,thisone’smine.Waiter: I’msorry,butbothofyouaretoolate.Theladyhas

already paid.

Carlos and Andrew look at each other in surprise.Sarah: Come on, you two. Where are we off to now?Andrew: Thankyou,dearcousin!Carlos:Thanks,Sarah!Sarah: Don’t mention it. And thank you for such anentertaininglunch!

5.8

22. Listening/Pronunciation, 5.6 TRACK 12


5.6Cat or Cut? /æ/ - /

Listen to these words. Can you hear the difference?

cat cut cap cup bad bud match much ham hum

Turn to Unit 5 Pronunciation Reference.

Use the pronunciation poster to model the /æ/ and / / sounds. Elicit from your students the positioning of the mouth for these two sounds. Now turn to Unit 5 Pronunciation Reference on page 110.

5.7

Student’s Book, page 7223. Vocabulary

Pre-teach these words and expressions before beginning the lesson on directions. You may want to set up a simple obstacle course in the classroom where you can use some of these expressions. After students are familiar with expressions such as turn right / left, carry on and stop, choose a student and have this student close his/her eyes and give commands.

24. Directions

Read the introductory paragraph with the whole class. Direct their attention to the map and map key on page 72. The map key provides the information for the first task and for the tasks in the Think-Pair-Share at the bottom of the page.



Walk along Panton Street. Carry on until you come to Haymarket Street. Turn right at Haymarket and walk along Haymarket until you come to Coventry Street.When you come to Coventry Street turn left and then you can see the Statue of Eros straight in front of you.

2 Turn right at Hay Market and walk along Haymarket for about three blocks.

3 When you come to Coventry Street turn left and then you can see the statue of Eros directly in front of you.

1 Walk along Panton Street. Carry on until you come to Hay Market Street.

26. Speaking


After completing the above exercise, the tasks found in the Think-Pair-Share should be simple to do.





Remember: Regular verbsSpelling rules:

−Verbsendingin–e:youonlyneedtoadd–d.

Example: raise > raised, breathe > breathed

− Verbs with one or two syllables ending in a consonant preceded by a vowel: duplicate the consonant.

Example: beg > begged, travel > travelled (BrE), traveled (AmE)

−Verbs ending in –y preceded by a consonant: letter –y changes into –ibefore–ed is added.

Example: carry > carried, try > tried

Write the past tense of the following regular verbs. 1. shop

2. want

3. stop

4. study

5. watch

6. play

7. view

8. like

9. exclaim

10. cry

1

3

Complete the following stories with the past simple of the verbs in brackets:Long, long ago, in winter-time, when snowflakes fell from the sky, a beautiful queen sat next to her window and ______________________________(sew).As she ______________________________(work),shesometimes______________________________

(look) at the falling snow.While she lookedat the fallingsnowflakes, she ______________________________ (prick)herfingerwiththeneedle.“Ouch!”shecried.Threedropsofbloodfellonthesnow.“Lookatmyredbloodonthewhitesnow!”thequeen______________________________ (exclaim),“Iwishforachildaswhiteasthesnow,withcheeksasred as my blood and with hair as black as the night.”

Answer the following questions about the text with verbs in the past simple:1. What fell from the sky? ___________________________________________________________

__________________________________________________________________________________________

2. What happened to the queen? _________________________________________________

__________________________________________________________________________________________

3. Where did the blood fall? ________________________________________________________

__________________________________________________________________________________________

4. What did the queen wish for when she saw the blood? _________________

__________________________________________________________________________________________

5. What is the name of this story in your language? ________________________

__________________________________________________________________________________________

6. What is the name of this story in English? _________________________________

_________________________________________________________________________________

shopped

wanted

stopped

studied

watched

played

viewed

liked

exclaimed

cried

Pair up the following irregular verbs one from each group:

take eat have go buy see get be fall catch

do come

got had bought took went fell did saw was/were came caught ate

2

eat ate

take tookhave hadgo wentbuy boughtsee sawget gotbe was/werefall fell

catch caughtdo did

come came

sewedworked looked

pricked

exclaimed

Snowflakes fell from the sky

She pricked her finger with the needle

The blood fell on the snow

She wished for a child

Answers will vary

Snow White


Reading in pairs


Theatre

Students now perform the story in role-play form. Ask for volunteers to read the different roles in the chapter. Encour-age them to be expressive and enthusiastic and to use all the props available to them.

Workbook exercisesAt this point students should do the corresponding work-book exercises.




Complete the following crossword puzzle with words from Mario’s e-mail in the Student’s Book.

S

T

G

H L

T

S

W

E

I

D R

G

Philip went to Sydney last month. This is his diary about his trip. Read his diary and then do the exercises on the next page.Dear diary,

Today was our first day in Sydney and we had a great time. We got up early because we wanted to go sightseeing.

First we bought a “Day Tripper”, a ticket that lets you use all the different types of transport in Sydney. Then we took a train that goes through the city to the harbour. When we got to the harbour, we walked to the Opera House. The building is spectacular from the outside. We decided to take a tour. We saw the different theatres, restaurants, bars and the souvenir shop. It was incredible. It took two hours to see the entire building.

In the afternoon we went toSydney’sHarbourBridge.Westood on the bridge and watched the boats sail under it. Later that afternoon, we went to Sydney Tower. We took a high-speed lift that only took forty seconds to gettothetop.Theviewwasamazing!That’sallfortoday.Tomorrowisanotherday–anotherexcitingdayinSydney!

Look at the verbs in bold from Philip’s diary. Write the infinitive of those verbs below.

be take

have see

get up go

buy stand

Philip is talking to his friend Lisa about his first day in Sydney. Complete the blanks in the conversation with the correct verb forms. Then practice the dialogue with a friend.

Lisa: Did you have a good time in Sydney?

Philip: Yes, I __________________________. I __________________________ a great time.

Lisa: I’mgladtohearthat.Didyougetuplatethefirstday?

Philip: No we __________________________. We ______________________________ very early.

Lisa: Really? What did you __________________________?

Philip: We ___________________________________ sightseeing.

Lisa: What __________________________ you see?

Philip: We __________________________ the Opera House, Harbour Bridge and

Sydney Tower.

Lisa: ______________________ you ______________________ the Opera House ?

Philip: It ______________________spectacular!

Lisa: Itsoundswonderful!IwanttogotoAustralia!

Answer the following questions about Philip’s first day:

1.HowwasPhilip’sfirstdayinSydney?

____________________________________________________________________________________________________________________

2. Why did they get up early?

____________________________________________________________________________________________________________________

3. How did they travel in the city?

____________________________________________________________________________________________________________________

4. What sights did they visit?

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

5. How did they get to the top of Sydney Tower?

____________________________________________________________________________________________________________________

Classify the verbs in the text into regular and irregular.

Regular Irregular

4

did had

didn’t got up

do

went

saw

Did

was

did

like

wanted waswalked haddecided got upwatched took

saw took went stood went

He had a great time. / It was wonderful

They got up early to go sightseeing

They went by train

They saw the Opera House, Harbour Bridge and the Sydney Tower

They took a high-speed lift

5Student’s Book, page 76




Draw a map about your first day in the last trip you took.

Philip’sFirstDayin Sydney

They went to the Opera House.

They bought a “Day Tripper”.

My first day in ______________________________

Write an entry for your diary about the first day of your trip. Use your diagram to help you.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Unscramble the words to show the names of different types of transport.

1. usb bus 5. otab boat

2. iatx taxi 6. rca car

3. iclbyec bicycle 7. gndeoruru underground

4. inrta train 8. ekibmoort motorbike

7

They went to Sydney Tower

They went to Syd-ney’s Harbour Bridge

They took a high-speed lift

to the top.

Student’s Book, page 77 6




Read Maria’s life story. Fill in the blanks with the past simple of the verbs in brackets.

I ________________________(be)borninAustralia,butmyparents________________________(be)notborninAustralia.Myfather________________________

(be)borninGreece,andmymother________________________(be)borninSpain.TheyareAustraliannow.

As a child, I learned how to speak Spanish, Greek and English, of course. I ________________________(go)toschoolinSydney

and I ________________________(have)manyfriends.

When I ________________________________(finish)school,I________________________________(decide)totravel.I________________________________(go)toSpaintovisit my family. I ______________________________ (arrive) inMadrid in1981.A fewweeksafter I arrived,mygrandmother______________________________(become)veryillandwe____________________________(take)hertothehospital.Herdoctor______________________________ (be)awonderfulman.

To make a long story short, we ___________________________(get)marriedandI____________________________(stay)inSpain.We____________________________ (have)twochildren.

In 1986, we ______________________________(go)toSydneytovisitmyparents.Myhusband______________________________(get)ajoboffer

from a hospital in the city and we ______________________________(decide)tomove.I______________________________(go)backtoschooltofinishmystudiesandI______________________________(start)

teaching Spanish in a secondary school in the western suburbs of Sydney. Australiaishomeagain!

Write the following sentences about Maria’s life in chronological order in the spaces provided.

a. She had three children. 1. _____________________________________________________________________________________________________________________________________________________________________

b. She visited her parents in Sydney. 2. _____________________________________________________________________________________________________________________________________________________________________

c. She started working as a teacher. 3. _____________________________________________________________________________________________________________________________________________________________________

d. She travelled to Madrid. 4. _____________________________________________________________________________________________________________________________________________________________________

e. She got married. 5. _____________________________________________________________________________________________________________________________________________________________________

f. She went to school in Sydney . 6. _____________________________________________________________________________________________________________________________________________________________________

Imagine you are asking Maria questions about her life. Here are the answers.

1. Q: ________________________________________________________________________________________________________________ ? A: I was born in 1958.

2. Q: ________________________________________________________________________________________________________________ ? A:No,theyweren’tborninAustralia.

3. Q: ________________________________________________________________________________________________________________ ? A: I went to school in Sydney.

4. Q: ________________________________________________________________________________________________________________ ? A: I travelled to Spain.

5. Q: ________________________________________________________________________________________________________________ ? A: I got married in 1983.

6. Q: ________________________________________________________________________________________________________________ ? A: I had two children.

8

was were was

was

went

hadfinished decided went

arrivedbecame took was

got stayed had

went got

decided went started

When were you born?

Were your parents born in Australia?

Where did you go to school?

Where did you travel?

When did you get married

How many children did you have?

f

d

e

a

b

c





910

Pronunciation exercise

Look at the words from the text about Claudia Jones:

one•black•Trinidad•hundred•until•culture •African•as•dynamic•multi-cultural

With a partner decide which sound they have and put them in the correct category.

/æ/ /^/

How did Andrew and Carlos first meet?

Look at the picture diagram above. Write a simple paragraph telling the story of how Andrew and Carlos first met.

black one

Trinidad hundred

African until

as culture

dynamic mutli-cultural



Andrew’s ToastsAndrew made two toasts. He made one toast in Ibiza and the other toast with Sarah and Carlos in Brighton. Do you remember what he said?

In Ibiza Andrew made a toast to ______________________________________________________________________________

________________________________________________________________________________________________________________________________________________

What happened after he made the toast?

________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________

In Brighton he made a toast to _________________________________________________________________________________

WhatdidCarlossayafterAndrew’stoast?

________________________________________________________________________________________________________________________________________________

Who or what can you make a toast to? Here is one idea. Thinkofmore!

the beautiful women at the table

Carlos invited Andrew and his friends

to their table

his cousin Sarah

I’ll drink to that

the English language

I want to make a toast to…

11




Comprehension Questions

1. Who did Carlos go to Ibiza with?

____________________________________________________________________________________________________________________

2. Where were they the night they met?

____________________________________________________________________________________________________________________

3. Did they have a good time?

____________________________________________________________________________________________________________________

4. Who did Andrew go to Ibiza with?

_________________________________________

5. What time did they get home that evening?

____________________________________________________________________________________________________________________

6. Where are they now?

____________________________________________________________________________________________________________________

Who said what? Match the sentences with the pictures

Can I get you anything else?

Come on, you two. Where are we off to now?

Thankyou,dearcousin!

No,Carlos,thisone’smine.

Just the bill, please.

Thanks,Sarah!

I’msorry,butbothofyouaretoolate.

12 13


They were in Ibiza.

Yes, they did.


They got home the next morning.

They are in Brighton.

UNIT



… simple recordings of people talking about their weekend.

Reading I can understand: For more practice:… simple texts related to how someone spent their weekend.


I can: For more practice:…ask questions or ask for clarification when talking to someone about what he or she did last weekend.


I can: For more practice:… talk about what I did during the weekend.

Writing I can: For more practice:… write a paragraph describing my weekend.

5 COMPETENCES

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5




Unit 6 - Looking Back

Language Focus

- Past Simple: regular / irregular, negative sentences

- Questions with question words, did, was / were

- Ago - Could / couldn’t for ability

- Object pronouns

Vocabulary

- Vocabulary related to history of New York City and childhood

- Historical facts- Ordinals, dates and years


- A brief history of New York City

- The Engagement Ring, Part One

- A Summer to Remember, Chapter 6

Speaking

- Questions about NYC- The city that never sleeps

- Exact date trivia- What could you do when you were six?

Pronunciation

- Ordinals, dates and years.

-“th”= - Word stress: The letter

“e” in the first syllable:

- Natural speech:

initial “s” + consonant

Writing

- Questions about NYC- Could for inability- Remembering your

childhood- The Engagement Ring,

Part Two- Polite requests



Overview of Unit:

This unit provides students with more practice of the simple past in the context of a short summary of the history of New York City and a story set in NYC, The Engagement Ring.

Listening:

Understand the gist of a simple historic text or story.

Spoken Interaction:

Respond and react appropriately when told a short story or about an event that happened in the past.

Spoken Production:

Tell a simple story or explain an event that happened in the past.

Reading:

Understand basic texts related to a historic event or a short story.

Writing:

Write a simple story or write about an event that took place in the past.


After completion of Unit 6 students will be able to:

The brainstorming activity provides an important metacognitive connection from what students already know in their mother tongue to what they are going to be exposed to in English. Most students of this age already have a solid grasp of the history of New York City. Activating what they already know is important because it empowers our learners and gives them confidence.

Warm-up activity:

Brainstorming activity about New York City. Write “New York City” on the board and tell students to feel free to say whatever comes to mind. Remember,whenbrainstorming,it’simportanttogenerateasmanyideas as possible. Scaffold orally in order to correct oral form and then transcribe on board.

For example:

New York City

many people

a big city

shopping

CD 2



1. Listening and Reading 6.1 TRACK 15

Withbooksopentopages82and83,tellyourstudentsthatthey’llbe listening to the recording. Because the lesson is spread over two pages and is quite long, it has been split into three sections: A & B, C & D, E, F & G.

Tell students that they will listen to the recording and at the same time fill in the blanks. Before playing the recording, tell them that at the end of the section they will have time to complete or change any answers they need to.


A Brief History of New York City

A. The Lenape Indians lived in “Manhatina,” or what is now Manhattan, thousands of years before European explorers arrived. The Lenape hunted, fished and farmed their native land.B. In 1524, the Italian Giovanni da Verrazano explored the Native Americans’land.Onehundredyearslater,theDutchwent to the area and named it New Amsterdam.In 1664, the British took control of the area and renamed it New York, after the Duke of York, brother of King Charles II.Pause

C. The United States was a British colony until the end of the American Revolutionary War in 1783. When the United States won its independence from Great Britain, New York City became the newcountry’stemporarycapitaluntil1790.D. During the 19th century, New York City grew considerably. More Europeans continued to emigrate to New York City.In 1886 the French government gave the United States the Statue of Liberty. It became the symbol of new opportunity for many immigrants.Pause

6.1

Reading Comprehension A & BEncourage students to use complete sentences to answer the questions.

1. Who were the first inhabitants of New York?

The Lenape Indians were the first inhabitants.2. Who was the first European explorer?

Giovanni da Verrazano was the first European explorer.3. What did the Dutch call New York City?

They called New York City New Amsterdam.Reading Comprehension C & D

1. What city was the first capital of the United States?

New York City was the first capital of the United States.2. Did New York City continue to grow in the 19th century? Yes, it did.

3. What did the French government give the United States? The French government gave the United States the Statue of Liberty.

6.2

Student’s Book, page 82 2. Reading Comprehension E, F & G

1. When did the Great Depression begin?The Great Depression began in 1929.2. Where did many New Yorkers move to in the 1970s and 1980s? They moved to the suburbs in New Jersey, Connecticut and New York State.

3. How many people live in New York City today?New York City has a population of more than eight million people.


3. Speaking, Think- Pair-ShareHave students think about the following question on their own for one minute: Why is New York often called “The City That Never Sleeps?” After they have had time to think on their own, have them find a partner and share their thoughts. Then lead a whole-class group discussion. You may also want to ask them who sang about The City That Never Sleeps?


Listening Transcriptpresent(n.) emigrate depression economy revolutionary beginning terrorist economic enjoy explore temporary century exchange rename

2 3 present, emigrate, terrorist, temporary,century

depression, economy, beginning, enjoy, explore, exchange, rename

revolutionary, economic

The first syllable in all the words in column 1 has the sound /e/ The first syllable in all the words in column 2 has the sound / /

Complete the rule with: /e/ / / stressed stress non-stressed The letter “e” in a stressed first syllable is pronounce /e/.The letter “e” in a non-stressed first syllable immediately before the stress is pronounced / /.

stressed - /e/ non-stressed - / /


E. At the beginning of the 20th century, there was an economic boom. People enjoyed Broadway and jazz was popular. On 29 October 1929, the Stock Market crashed and the Great Depression began. The years during the Depression were difficult, but the city survived the hard times.

F. After World War II, New York became the leading industrial city of the world and the city continued to grow again.

In the 1970s and 1980s, many New Yorkers left the city and moved to the suburbs in New Jersey, Connecticut and New York State.

G. At present, New York City has a population of more than 8 million people and the New York Metropolitan Area has a population of more than 22 million people.

On 11 September 2001, there was a massive terrorist attack on the World Trade Center - nearly 3,000 people died.

New York City is full of history, languages and culture. Its many historical ups and downs make it the great city that it is today.




Listening Transcriptmother thought those thousand bath otherthrow their both theatre clothes then

/ / ð / / ðthought mother throw theirthousand those both clothes

bath other theatre then

6. Go Ahead

GO AHEADThe following sentences are false. Correct the sentence using the negative. Then give the correct answer.

Example:The Lenape Indians called the area of New York City “the Big Apple”.

They didn’t call it “the Big Apple”. They called it “Manhatina”.

1. European explorers were the first inhabitants in the area of New York. .

2. In 1664 the Dutch took control of the area of New York City. .

3. The Dutch named the area New York. .

4. Washington DC became the first capital of the United States. .

The Leanpe Indians were the First inhabitants in the area of New York

The British took control of the area in 1664.

The British named the area New York

New York City became the First capital of the United States

7. Go AheadWriting questions in English is challenging for many English language students. The exercises on page 85 are related to formulating questions so that students have ample practice.

GO AHEADQuestions with did or was / wereFill in the missing words to make the question.Example: What the French

government the United States?

1. people in New York City Broadway at the beginning of the 20th century?

2. What type of music popular at the beginning of the 20th century?

3. When the Stock Market ?

4. When the Great Depression ?

They gave the United States the Statue of Liberty.

Yes, they did. They enjoyed Broadway.

Jazz music was popular.

It crashed in 1929.

It began after the Stock Market crashed in 1929.

didgive

Didenjoy

was

didcrash

didbegin

6.3

Make questions

Make questions by putting the following words in the correct order. Then answer the questions:

1. were / first / in / New York City / inhabitants / who / the /?Who were the First inhabitants in New York City?

2. the / did / Dutch / what / New York City / call /?What did the Dutch call New York City?

3. the United States / Great Britain / when / did / independence / win / from /?When did the United States win independence from Great Britain?

4. did / give / France / the United States / what /?What did France give The United States?

5. did / the / Great Depression / when / begin /?When did the Great Depression begin?

8. Language Focus

Ago

We use ago to indicate when something took place in the past. Point out to students that ago is placed at the end of the sentence.The Lenape Indians lived in what is now New York City hundreds of years ago.They built it seventy-six years ago.9. Listening/Pronunciation 6.4 TRACK 18

Natural Speech: Initial “s” + consonant

Nearly all Spanish-speaking students will produce the initial “s” sound with the Spanish “s” sound, i.e. “es”. Have students begin by making snake-like sounds: sssssssssssssss and then form the word. For example: s s s s s s s s s s s s s s s s s s s s s s s s p a n i s h , s s s s s s s s s s s s s s s s s s s s s s s t a r t , s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s t u d y i n g , sssssssssssssschool, etc. Now play recording 6.4.

Natural speechInitial “S-” + consonant

Listen to these sentences and repeat. Then turn to Pronunciation Reference.

“WHEN did you S...TART S...TUDYING S...PANISH?”

“I s...tarted s...tudying S...panish at SCHOOl(*)”

Turn to Pronunciation Reference 6.4 and look at “REMEMBER”. Then work in pairs. Now ask each other the questions in Reading Comprehension. Check your answers with the text.

Have students turn to page 110 and read the Pronunciation Reference together.


6.4




Tongue Twister Game:This mix and mingle gives students more opportunities to practice the initial /s/ sound. You can find these tongue twisters in the photocopiable section.

Sarah speaks Spanish when she is in South

America.

Steve skis, scuba dives and

surfs, but he never swims.

Seven silly swans swam south for the

summer.

Pre-game:Make sure you have enough copies for your class. See photocopiable materials. Everyone should get one of the tongue twisters. Tell students to divide themselves into three groups, depending on what tongue twister they have. The swans should go to one corner, Sarah tongue twister holders go to another corner and Steve holders to another corner. Have them practice saying their tongue twister together. Go to each group and listen to them say the tongue twister. Correct if necessary.

The Game: The objective: Students teach fellow students their tongue twister and vice-versa. Cards are then swapped and students continue to swap cards until they have learned all three tongue twisters.. Procedure: Students should begin walking around freely (mix and mingle)andwhentheyhearthesignal,theymustteachtheirtonguetwistertotheotherpersonandlearntheotherperson’stonguetwister.Cards are then swapped. If students encounter a person with their same tongue twister, they must recite from memory the tongue twister three times each.

10. SpeakingThink - Pair- Share: Looking BackElicit usage of ago from students. Remind them that ago is used to indicate when something happened in the past and is placed at the end of the sentence.Make sure your students use the questions provided to find about eachothers’past:

When did you...start school?learn to read and write?learn to swim?learn to ride a bicycle?

11. Language FocusExpressing ability in the past: Could

Knowing how to use could enables students to talk about ability or inability in the past. This short biographical summary of Nick Costa puts could in a simple and tangible context.

12. Writing Can and couldThis activity provides students the opportunity to apply could in a practical and personal follow-up. Answers will vary.

13. Go Ahead This exercise gives examples of everyday situations of people who weren’tabletodosomethingbecauseofcircumstances.Readtheinstructions together and do the first exercise together. Have students work in pairs or small groups.

1. The Phantom of the Opera was sold out. Rosa and Carlo couldn’t see it on Saturday night.

2. Kim couldn’t go ice-skating on Monday because the rink was closed.

3. Angie had too much homework. She couldn’t go to Coney Island with her friends.

Answers may vary:4. He couldn’t go to the beach. His car didn’t start.

5. She had a cold. She couldn’t go to work.

14. WritingRemembering your childhood Students are asked to write a brief account of their childhood. The conceptual map gives them the outline necessary to organise their writing. A model paragraph is provided below. Read the paragraph with your students before getting them to write. Point out how the paragraph about Nancy follows the conceptual map and that they should do the same.

15. SpeakingThink – Pair – Share: Looking BackThis activity is an extension on the activities found on page 86. At this point students should have the necessary linguistic tools to feel comfortable speaking in this context. Make sure they change partners.

16. Language FocusWriting and saying dates

There are many ways to say and write dates. In North America you will find the date written like this: December 27, 1992, whereas in the United Kingdom you normally find the date written 27th December 1992 or 27 December 1992. For the recording we have chosen to use the standard way from the United Kingdom.


After you have gone over Language Focus, play the 6.5 recording and have students repeat.

Listening Transcript a. 30 June 1944 June the thirtieth, nineteen forty four

b. 2 April 2004 April the second, two thousand and four

c. 1 January 1806 January the first, eighteen oh six

d. 16 October 1997 October the sixteenth, nineteen ninety seven

e. 15 May 2006 May the fifteenth, two thousand and six.

f. 14 July 1424 July the fourteenth, fourteen twenty four

g. 10 February 1902 February the tenth, nineteen oh two

18. Exact Date Trivia

Have students complete the sentences with the correct verb.

6.5






Exact date trivia Put the verbs below in the past tense and complete the sentences. With a partner, match the exact dates with a historical fact.

4 July 1776

1 January 2002

20–21July1969

14 July 1789

29 October 1929

9 November 1989

23 April 1616

22 November 1963

America independence from Great Britain.

The euro the new currency for twelve European countries.

Man on the moon.

The French Revolution .

The Stock Market .

The Berlin Wall .

Shakespeare .

The Beatles international fame.

declaredbecame

landedbegan

crashedfell

diedachieved

19. Preposition of timeOn 29 October 1929, the Stock Market crashed. In 1929Inthe1920’sIn the 20th Century

20. Speaking Think-Pair-ShareThisThink–Pair–Sharecallsonstudentstoaskeachotherquestions about the above dates. Students are asked to use complete sentences when answering.

23. WritingHave students complete written exercises 1-4.

Give complete answers:

1. Where was the receipt for the ring?

2. Did the police let Paul go back home alone?

3. What did Paul do after he got the receipt?

4.Whycouldn’tPaulbelievehisgoodluck?

It was on Paul’s desk in the study.

Yes, they did.

He switched on /turned on the TV.

He couldn’t believe his good luck because of the airplane accident.

diamond ring missing an hour ago and we know you have one.” “Yes, Ido,”saidPaulangrily.“Canweseeyourreceiptforthering?”“That’simpossible,it’sathome,”answeredPaul.

6.Thepoliceknewthathedidn’thaveacriminalrecord,sotheylethimgo back home for the receipt. He opened the door and went directly to his desk in the study and there was the receipt. He sat down on the sofa.Hewastired;hecouldn’tbelievehisbadluck.HeturnedontheTV. There was a special news report.

7. “This is a special news report…Flight 626 from New York City to Paris, France has crashed.” The news continued... He ran to the telephone to ringJuliane.Hecouldn’tbelieveit.Hecouldn’tbelievehisgoodluck...

6.6

1. Paul lived in Paris and his girlfriend lived in New York City.

2. He bought a ring for his girlfriend.

3. He told Juliane that he wanted to marry her.

4. Paul took a plane to Paris the next day.

5. Two security guards stopped him at the airport.

6. Paul had the receipt for the diamond ring in his pocket.

T F

24. Language FocusObject pronounsDraw students attention to the Language Focus on object pronouns.

Activity to demonstrate object pronouns:You’llneedasoftball,book, pencil or some other small object. Have students stand in a circle. Give the object to one of your students and pointing to a female student say, “Give it to her.” Now point to a male student and say, “Give it to him.” Now point to two people and say, “Give it to them.” Stand close to another student and say, “Give it to us.” Finally turn to the the student who has the ball and say, “Give it to me.”

Now have students take turns giving the commands combined with the object pronouns. You may choose to work with the whole group or you can divide students into groups of five or six.


21. Listening and Reading 6.6 TRACK 20The Engagement Ring - Pre-ReadingTalk about the words in the pre-reading: engagement ring, security guard, mature, tears, receipt, to let someone do something, criminal record, special news report. Make sure your students know the meaning of these words.K-W-L Chart: Divide your students in groups of four or five. Have them complete a K-W-L chart for the story The Engagement Ring.Have students read the entire story silently. After everyone has finished reading, take turns reading aloud. You may decide to ask comprehension questions after page 91 and after the story has been read in its entirety.

Listening TranscriptThe Engagement Ring

1. Paul was in love; so in love that one sunny Friday afternoon he bought an engagement ring for his girlfriend who lived in Paris. He wanted Juliane to live with him in New York City.

2.PaulrangJulianewhenhegothomethatevening.“I’mcomingtoParistomorrow. I want to ask you something very important.” “What is it?” asked Juliane. “Tomorrow my dear,” said Paul.

3. It was the next day. He was now at the airport and it was time to get on the airplane. Suddenly two security guards stopped him. “Excuse me, sir. Pleasecomewithus.”“What?”criedPaul.“I’monmywaytoParis.”“I’msorry, but you have to come with us.”

4. Paul went with the security guards and from the window he could see the airplane leave for Paris. Paul was forty-three years old, he was a matureman,buthecouldfeelthetearscomedownhisface.Hecouldn’tunderstand what was happening.

5.Hewentwiththesecurityguardstoasmallroomintheairport.“What’swrong?” asked Paul. “A diamond ring is missing. A woman reported a

22. ReadingHave students decide if these sentences are true or false.

Reading comprehensionAre these sentences true or false? Correct the false sentences.




25. Go Ahead

Use the correct object pronoun

Students should be able to complete the Go Ahead exercise easily with the correct object pronouns.

GO AHEAD Use the correct object pronoun.

1. Paul’s girlfriend lived in Paris. He wanted to give a ring.2. The security guards said, “You have to come with .” 3. He went with to a small room.4. Paul didn’t have the receipt with . 5. The guards asked Paul questions about the ring. They thought he stole . 6. They let go back home.

her

usthem

him

it

him

26. Writing Think – Pair – Share

Put students in groups of four or five. Make sure you group students heterogeneously–thereshouldbeabalanceintheirwrittenability.Once they are in their groups, make sure they brainstorm ideas for part two of the story. When they have sufficient ideas, they can go ahead and write the sequel.


Getting Started

Remind students to simply relax and listen to the story.



Andrew, Carlos and Sarah are in the car. The radio is on and the windows are down. They are enjoying the warm summer day.

Andrew: Where to now?Carlos: I need to change some money. Are the banks

open?Sarah:Yes,they’reopenuntil5o’clock.Ithinkthere’sone

right here on North Street. Andrew: We’llwait for yououtside. It’s suchabeautifulday!

Carlos goes inside the bank. He sees a teller who is free.

Teller: How can I help you? Carlos:I’dliketochange1,000eurostopounds.Teller: This is the current exchange rate for the euro.

Carlos:Oh,that’sverygood.Teller:Yes,it’sagoodexchangeifyouhaveeuros.Thisis

the receipt of the transaction. Please sign here. Here you, are. Thank you, sir.

Carlos: Thank you. Goodbye.

Carlos is happy with the bank transaction and leaves the bank.

Andrew: How did you get on, Carlos?Carlos: Very well, thank you. Sarah: Did you get a good exchange?Carlos: Yes,Idid.Apparentlyit’sagoodtimetohaveeuros.Andrew: When did Spain and the other European countries

start using the euro?Carlos: I believe it was 1 January 2002. Yes, it was. Now I

remember, I was in Tenerife when it happened.Sarah: TenerifeforNewYear’s!Notbad.Andrew: I suppose the euro has many advantages.Carlos:It’sconvenientwhenyoutraveltootherEuropean

countries, but then again, prices have gone up. Why hasn’ttheUKadoptedtheeuro?

Sarah: Well, here in the United Kingdom, there are many peoplewhodon’twanttogiveupthepound.Isupposetheydon’twanttogiveupapartoftheirhistory.

Andrew: Yes, I think Sarah is right. Although people feel European, they’re not ready to say goodbye to theirbeloved pound.

Carlos: Hmmm. Interesting… Sarah: Yes,it’sabigissuenow.Andrew:Well, shallwe go back to the house? I’m sure

Carlos would like to rest a little before going out tonight.Sarah: Are you going out again this evening?Carlos:Yes,weare,andwe’reexpectingyoutocomeoutwithus,Sarah.Sothen,let’sgobacktothehouseandget some rest before this evening.

Reading in pairs


Theatre


Workbook exercises


6.7





see - name - live - enjoy - be - explore - call - claim

The Tongva, Chumash, and other Native Americans __________________________in the Los Angeles coastal

area for hundreds of years. They ______________________________ the rich animal and marine life of the area.

In 1542 Juan Cabrillo and other Spanish explorers _____________________________________ the first Europeans

to visit the area and ______________________this territory for Spain.

In 1769, Gaspar de Portola _____________________________________ southern California with Franciscan Fathers

Junipero Serra and Juan Crespi. Portola _____________________________________ a beautiful river and ________

_____________________________ it “el Rio de Nuestra Señora la Reina de los Ángeles de Porciúncula”, or in

English “the River of Our Lady the Queen of the Angels of the Porciuncula”. Today this river is ______

_______________________________ “the Los Angeles River.”

JUAN CABRILLO GASPAR DE PORTOLA

JUNIPERO SERRA

win-be(2x)-bring-grow-modernise-help-begin

California and other western states ______________________________ part of New Spain. Their central government______________________________ under the leadership of the Spanish viceroyalty in what is today Mexico City.

In 1821 Mexico ______________________________ independence from Spain. The territory of California ______________________________ in size and importance. In 1847 the American-Mexican war ______________________________ and Mexico lost California and other territories to the United States. Los Angeles was now part of the United States.

The railroads ______________________________LosAngelesinthe1800’s.Thediscoveryofoilalso______________________________itsgrowth.Laterinthe1920’sthefilmindustry______________________________ glamour and commerce to the city.

Los Angeles is now a dynamic, multicultural city. It is the home of all nationalities, but its Spanish and Mexican heritage is evident.

MEXICAN WAR

19551889 Today

1Reading. The First Inhabitants of Los Angeles, California.Complete the following text with the past of the verbs in the box.

2Reading.Complete with one of the following words in the past tense.

lived

enjoyed

were

claimed

explored

saw

named

called

werewas

wongrew

began

modernisedhelped brought





35

Language Focus

The following sentences are false. Correct them by using the negative.

Example:Europeans were the first people to live in the Los Angeles area.Europeans weren’t the first people to live in the Los Angeles area. Native Americans llived in the area.

1. They enjoyed the abundant animal life of the forests in the area.

They didn’t enjoy the abundant animal life of the forests in the area. They enjoyed the rich animal and marine life of the area.

2. In 1492 Juan Cabrillo and other Spanish explorers claimed the Los Angeles territory for Spain.

In 1492 Juan Carillo and other Spanish explorers didn’t claim the Los Angeles territory for Spain. In 1542 Juan Carillo and other Spanish explores claimed the Los Angeles territory for Spain.

3. In 1769 Gaspar de Portola explored northern California.In 1769 Gaspar de Portola didn’t explore northern Cali-fornia. In 1769 Gaspar de Portola explored southern California.

4. Portola named the city after a mountain.Portola didn’t name the city after a mountain. Portola named the city after a river.

OrdinalsComplete with the correct word or number:

1st

first

2nd

second

3rd

third

4th

fourth

5th

fifth

6th

sixth

7th

seventh

8th

eighth

9th

ninth

10th

tenth

20th

twentieth

21st

twenty-first

25th

twenty-fifth

28th

twenty-eighth

31st

thirty-first

4

6Put the following words in the correct order.

1. from / Mexico / independence / Spain / won

__________________________________________________________________

2. New Spain / California / part / was / of

__________________________________________________________________

3. in / area / the / before / lived / the / Europeans / arrived /

Native Americans

__________________________________________________________________

__________________________________________________________________

4. the / river / the Los Angeles River / called / today / is

__________________________________________________________________

5. multicultural / city/ is/ now / a / dynamic / Los Angeles

__________________________________________________________________

Complete with did or was/were and then answer the questions.

1. Where _______________________NewSpain’scentralgovernment?

__________________________________________________________________

2. When ______________ Mexico win its independence from Spain?

__________________________________________________________________

3. When _______________________ the American-Mexican war begin?

__________________________________________________________________

4. When _________ California become part of the United States?

__________________________________________________________________

5. When ________________ the film industry come to Los Angeles?

__________________________________________________________________

was

did

did

did

New Spain’s central government was in Mexico City

Mexico won its independence from Spain in 1821

The American-Mexican war began in1847

California became part of the United States in 1847

The film industry came to Los Angeles in the later 1920’sdid

Mexico won independence from Spain

California was part of “New Spain.”

Native Americans lived in the area before

the Europeans arrived

Today the river is called the Los Angeles river

Los Angeles is now a dynamic multicultural city





7Could / Couldn’tCould you do the following things when you were five? Write a sentence using each word or phrase.

Example: 1. I couldn’t read when I was five

2. __________________________________________________________________________________________________________________________________________

3. _______________________________________________________________________________

4. _______________________________________________________________________________

5. _______________________________________________________________________________

6. _______________________________________________________________________________

7. _______________________________________________________________________________

8. _______________________________________________________________________________

Think about five more things that you could not do when you were five years old, but now you can do. Write your sentences below.

I could not do this when I was five

Now I can!

1. ___________________________________________________

2. ___________________________________________________

3. ___________________________________________________

4. ___________________________________________________

5. ___________________________________________________

1. ___________________________________________________

2. ___________________________________________________

3. ___________________________________________________

4. ___________________________________________________

5. ___________________________________________________

WritingUse the information above and write a short paragraph about what you could or couldn’t do when you were younger.

When I was ___________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

read - ride a bike - speak English - write - live alone travel alone - take the bus - skateboard

8Write the following dates in words.

Example: 20 February 2006 – The twentieth of February, two thousand and six

4 June 1975

________________________________________________________________________________________________________________________________________________

30 March 2000

________________________________________________________________________________________________________________________________________________

16 August 1962

________________________________________________________________________________________________________________________________________________

17 April 2005

________________________________________________________________________________________________________________________________________________

2 December 1928

________________________________________________________________________________________________________________________________________________

4 February 1925

________________________________________________________________________________________________________________________________________________

Historical Moments.

Complete with the past tense of the verbs in the box.

proclaim - become - record - invade

1. 4 April 1931. A provisional government __________________________

the Second Republic of Spain.

2. 1 September 1939. Nazi Germany __________________________ Poland.

3. 12 April, 1961. Yuri Gagarin __________________________ the first human in space.

4. 2 July 1956. Elvis Presley __________________________ the hit song “Hound Dog.”

9

I couldn’t ride a bike

I couldn’t speak English

I couldn’t write

I couldn’t live alone

I couldn’t travel alone

I couldn’t take the bus alone

I couldn’t skateboard

June the fourth, nineteen and seventy-five

March the thirtieth, two thousand

August the sixteenth, nineteen and sixty-two

April the seventeenth, two thousand and five

December the second, nineteen and twenty-eight

February the fourth, nineteen and twenty-five

proclaimed

invaded

recorded

became





1011Why couldn’t they?

Prado MuseuM

Open: 9:00 – 20:00

*Closed on Mondays

1. Linda _____________________________ visit the Prado museum on Monday because it_____________________________ closed.

2. Maria ____________ go to the __________

because of the weather.

Object Pronouns

I me it Ityou you we ushe him you youshe her they them

Rewrite the following sentences replacing the words in bold with personal pronouns and object pronouns

Example: Paul rang Juliane when he got home that evening. He rang her when he got home that evening.

1. Paul went to the room with the security guards.

____________________________________________________________________________________________________________________

2. Paul told Juliane that he was going to Paris.

____________________________________________________________________________________________________________________

3. The guards stopped Paul.

______________________________________________

4. James and I left the books on the table.

______________________________________________

5. My sister gave my dad a new watch for his birthday.

______________________________________________

6. Fionna and Martha helped the man.

____________________________________________________________________________________________________________________

Revision of regular and irregular verbs in the Past Simple

eat do have find be

sleep ring go say talk

speak write stop win sing

bring buy show tell hear

want make fly get invite

come become begin like wear

12

couldn’twas

couldn’t beach

He went to the room with them

He told her that he was going to Paris

They stopped him

We left them on the table

She gave him a new watch for his birthday

They helped him

ate did had found was/were

slept rang went said talked

spoke wrote stopped won sang

brought bought showed told heard

wanted made flew got invited

came became began liked wore





The dialogue between Carlos and the bank teller is out of order.Put it in the correct order in the box below

This is what the Bank Teller said:Teller: Yes,it’sagoodexchangerateifyouhaveeuros.Thisisthereceiptof

the transaction. Please sign here. Here you are. Thank you, sir.Teller: This is the current exchange rate for the euro.Teller: How can I help you?

13Read the sentences below. Decide if they are true or false. Correct the false sentences and make them true.

1. Sarah drove Carlos to the bank.

2. Carlos changed 1,000 pounds to euros.

3. Sarah and Andrew went into the bank with Carlos.

4. Carlosdidn’tgetagoodexchangerate.

5. The bank teller was friendly.

6. The bank teller forgot to give Carlos the receipt.


This is what Carlos said:Carlos:Oh,that’sverygood.Carlos: Thank you. Good bye.Carlos:I’dliketochange1,000

euros to pounds.

How can I help you?

I’d like to change 1,000 euros to pounds

This is the current exchange rate for the euro

Thank you good bye

Oh, that’s very good

Yes, it’s a good exchange rate if you have euros.


True False

Teller: _____________________________________________________________________________________________________________

Carlos: ______________________________________

Teller: _______________________________________

Carlos: ______________________________________

Teller: _______________________________________

____________________________________________

____________________________________________

Carlos: ______________________________________

Match to make a complete sentence. Write the sentences in the space below.

I’dliketochange time to have euros.

Yes,it’sagoodexchangerate you to come out with us, Sarah.

Apparentlyit’sagood if you have euros.

I’msureCarloswouldlike has many advantages.

I suppose the euro 1,000 euros to pounds.

We’reexpecting to rest a little before going out tonight.

1. ____________________________________________________________________________________________________________________________________________________________________________________________________________________

2. ____________________________________________________________________________________________________________________________________________________________________________________________________________________

3. ____________________________________________________________________________________________________________________________________________________________________________________________________________________

4. ____________________________________________________________________________________________________________________________________________________________________________________________________________________

5. ____________________________________________________________________________________________________________________________________________________________________________________________________________________

6. ____________________________________________________________________________________________________________________________________________________________________________________________________________________

15

I’d like to change 1,000 euros to pounds

Yes, it’s a good exchange rate if you have euros

Apparently it’s a good time to have euros

I’m sure Carlos would like to rest a little before going out tonight

I suppose the euro has many advantages

We’re expecting you to come out with us, Sarah


This is the receipt of the transaction

Please sign here. Here you are. Thank you, sir




Points of view: the euro and pound debate

In chapter 6 there is a debate about the euro and the pound. Carlos has one point of view and Sarah and Andrew have another point of view. Read the sentences and put them in Carlos’scolumnorinSarahandAndrew’scolumn.

Carlos

1. __________________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________________

Sarah and Andrew

1. __________________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

16

They’re not ready to say goodbye to their beloved pound.

I __________________________________________________________________

____________________________________________________________________

____________________________________________________________________

It’s convenient when you travel.

The pound is part of the U.K.’s history.

Prices have gone up.

What do you think about the euro?

It’s convenient when you travel

Prices have gone up

The pound is part of the U.K.’s history

They’re not ready to say goodbye to their beloved pound

UNIT



… the gist of a simple historic text or story.

Reading I can understand: For more practice:… basic texts related to a historic event or a short story.


I can: For more practice:… respond and react appropriately when someone tells me a short story or an event that happened in the past.


I can: For more practice:… tell a simple story or explain an event that happened in the past.

Writing I can: For more practice:… write a simple story or write about an event that took place in the past.

6 COMPETENCES

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5




Consolidation: Units 4 - 6

Past SimpleWrite the questions and then answer them using the words given

Example:

They/buy a house? a flatDid, they buy a house?

No, they bought a flat

PracticePresent Simple, like + -ing

1. She loves _________________________________

2. He enjoys __________________________________

3. They like __________________________________

4. They _______________________________________

___________________________________________________

What can they do?Use these verbs to make a sentence with can/can’t.

•play•dance•ride•ski•make•cook

A

B

1.

4.

2.

5.

3.

6.

C1. Did she fly to New York?

No, she flew to Los Angeles

2. Did he go by plane?

No, he went by train

3. Did you have a shower?

No, I had a bath

4. Did you see a film?

No, we saw a theatre play

skiing

travell ing

cooking

don’t like going

to the beach

they can play tennis he can make Sushi she can’t cook

they can dance he can’t play chess she can ride a horse

CD 2



Regular and irregular verbsDecide if the following verbs are regular or irregular verbs. Then write the verb in the past tense.

had did travelled took stayed was/were met went saw liked bought ate

visited

got

Regular Irregular Past tense

visithavedotraveltake stay

bemeetgoseelike

buyeatget

ListeningTheresa’s weekend in London. Listen and complete:

Hi!I’mTheresa.IliveinCanterbury.Lastweekend I ______________ my friend Hannah who lives in London. We ______________a great time. This is what I did.

Last Friday I ______________ to London by train and I ______________ theundergroundtoHannah’sflatinNottingHill.Thateveningwe______________ dinner at an Indian restaurant. It ______________ delicious!Laterthatevening,we______________someofHannah’sfriends at a nightclub in Soho.

The next day we ___________ to the Tate Museum. We ______________ the Frida Kahlo exhibition. We ___________ it a lot. I ______________somepostcardsandaposteratthemuseum’sgift shop. Later we ______________ a pizza in an Italian restaurant.

Later in the afternoon I ______________ the train back to Canterbury. It ______________ great visiting Hannah in London.

Now listen again and check your answers.

visitedhad

went tOOK

hadmet

wentsaw likedwrote

hadtook

was

What did Jane do yesterday?

•go(2x)•have(2x)•getup•play

1. _____________________________

2. _______________________

3. _______________________

4. _____________________________

5. _______________________

6. _______________________

Use the following verbs:

She got up at 10 o’clock

She had breakfast.

She had lunch

She went shopping.

She went to the cinema.

She played tennis.

Questions: Theresa’s WeekendUnscramble these words and make questions in the past tense. Then answer the questions.

1. travel / did / train / Theresa / by / ?

2. dinner / did / they / have / where / ?

3. go / did / they / where / dinner / after /?

4. food / did / Theresa / the / like / ?

5. see / what / exhibition / did / they / ?

6. she / did / book / buy/ a / ?

Did Theresa travel by train? Yes, she did.

Where did they have dinner? At an Indian restaurant.

Did Theresa like the food?Yes, she loved it. It was delicious

Where did they go after dinner?They went to a night club in Soho

What exhibition did they see?They saw the Frida Kahlo exhibition

Did she buy a book?No, she bought some postcards and a poster

D

E G

F

was

C



Listening Transcripts

Unit 0Listening 0.1: The English Alphabet

a b c d e f g h i j k l m n o p q r s t u v w x y z

Listening 0.2: Consonants

1. L 2. K 3. B 4. S 5. C

6. X 7. T 8. Q 9. P 10. R

Listening 0.3: Vowels

1. a 2.e 3. i 4. o 5. u

Listening 0.4: Numbers:

one two three four five six seven

eight nine ten eleven twelve thirteen fourteen

fifteen sixteen seventeen eighteen nineteen twenty thirty

forty fifty sixty seventy eighty ninety

one hundred five hundred one thousand

Listening 0.5: Student language

1. How do you say _________in English?

2. How do you spell that?

3. How do you pronounce this word?

4. Can you help me?

5. Can you repeat that, please?

6.Idon’tunderstand.

Unit 1Listening 1.1: On Holiday

Kate: It’s a BEAUTIFULDAY!Ana: YES, it IS!Kate: HELLO, I’m KATE and this is PHILIP. Ana: HI!NICEto MEET you.I’m ANA. Kate and Philip: PLEASED to MEET you ANA. Ana: WHERE are YOU from?Kate: WE’REfrom BRITAIN.Philip: WHERE are YOU from ANA? Ana: I’Mfrom SPAIN. Kate: What a GREAT DAY forSKIING!

Listening / Pronunciation 1.2: Natural Speech

When we speak fast, we link words together. Final consonant sound initial vowel sound.

This is Philip.

I’m Ana.

We also stress PROMINENT content words. The vowel sound in the non-prominent words is weak.It’s a BEAUTIFULDAY!NICE to MEET you!What aGREATDAYforSKIING!

Listening 1.3: On holiday

Ana: Manuel, this is Kate and Philip.Manuel: Nice to meet you.Kate and Philip: Pleased to meet you Manuel.Manuel: Are you British?Philip: Yes,we’refromLondon.Ana: IloveLondon!It’sawonderfulcity.Philip: Where are you from?Manuel: We’refromGranada.Kate: The Sierra Nevada is a great place to ski.

Ana: Yes, it is.Manuel: I’mhungry.Areyouhungry?Kate: Yes,Iam!Howaboutsomethingtoeatanddrink?Philip: Let’sgo!

Listening / Pronunciation 1.4: Personal Questions

WHAT’s your NAME? WHERE are you FROM? HOW OLD are you? WHERE do you LIVE? WHAT’s your JOB?

Listening / Pronunciation 1.5: Listen and repeat.

I’mfrom OXFORD. I’ma DOCTOR.MY name’s MARY. I’MTHIRTY -FOUR YEARS old. I LIVE in LONDON

Listening 1.6: Numbers

a. 13 c. 15 e. 70 g. 19b. 40 d. 16 f. 80

Telephone numbers

h. 91 522 1783i. 217 453 2744j. 01383 885 544

Listening 1.7: Who’s That Guy?

Mario: Flavio, who is that man over there?Flavio: Hmmm... he’s someone famous.Mario: Yes,he’ssomeonefamous...,butwhoishe?Flavio: Iknow!Ummmm...Mario: Yes? Flavio: Is heSharonStone’shusband?Mario: Who?Flavio: No,no,nohe’snot...Justaminute.That’sit!Mario: Who is he? Flavio: He’sMadonna’shusband.Yes,that’sit!Mario: Ishefamous?What’shis name?Flavio: His name is Guy Ritchie.Mario: Is he a singer, too?Flavio: No,he’snot.He’safilm director.Mario: Oh right. Where’s he from?Flavio: Ithinkhe’sfrom the United States. Mario: No, he isn’t.He’sfromEngland.Flavio: Oh,no!Where is he?Mario: Ohwell,Madonnaisthefamousone!Flavio: True!

Listening / Pronunciation 1.8: Listen and repeat.

Is (h)e FAMOUS? WHAT’s (h)is NAME?Is (h)eSHARONSTONE’SHUSBAND?Is (h)e a SINGER? Is (h)ea FILM DIRECTOR?

Listening 1.9: A Summer to Remember: Chapter 1

Unit 2Listening 2.1

1. He’stwenty-nineyearsold.He’sgotblondhairandblueeyes.2. She’sinhertwenties.She’sgotlongredhairandgreeneyes.3. He’sinhisthirties.He’sgotdarkhair,darkeyesandglasses.4. She’sinhertwenties.She’sgotlongdarkhairandgreeneyes.5. He’sinhisthirties.He’sgotashavedheadandhiseyesarebrown.6. She’sfifty-oneyearsold.She’sgotshortblondhair,blueeyesandglasses.




Listening 2.2

1.Hi!MynameisSarah.I’vegotlongdarkhairandgreeneyes.I’mIrish.2. Hello.Myname’sBarbara.I’vegotlongredhairandgreeneyes.I’mCanadian.3.Hi!MynameisSusan.I’vegotshortblondhair,blueeyesandglasses.I’mAmerican4.Hello.Myname’sDavid.I’vegotashavedheadandmyeyesarebrown.I’mBritish.

Listening 2.3

1.What’sshegot?2.What’shegot?3.What’shegot?4.What’sshegot?5. Has he got brown hair?6. Has she got a Vespa?7. Has she got glasses?8. Has he got blue eyes?

Listening 2.4.a

Brenda: Is he tall?Jill: No,heisn’t,butheisn’tshort.He’saverageheight.Brenda: What colour of hair has he got?Jill: He’sgotlightbrownhair.Brenda: Has he got glasses?Jill: Yes, he has.Brenda: Has he got a car?Jill: No,hehasn’t.He’sgotaVespa!Brenda: Wow!SohaveI!

Listening 2.4.b

Mark: What colour of hair has she got?Jill: She’sgot dark brown hair.Mark: Has she got long or short hair? Jill: She’s got short hair.Mark: What colour of eyes has she got?Jill: She’sgot brown eyes and she’sgot glasses.Mark: Is she tall? Jill: No, she’s short.Mark: What type of car has she got?Jill: She hasn’tgotacar.She’sgotaVespa.Mark: Wow!SohaveI!Jill: Great!It’saperfectmatch!

Listening / Pronunciation 2.5

1. she 2. Spanish 3. Irish 4. British 5. fashion 6. Sharon 7. cash 8. description 9. musician 10. sugar


1. shoe 2. Sue 3. March 4. mash 5. lunch 6. show 7. so 8. yes 9. wash 10. watch

Listening / Pronunciation 2.7: The most frequent vowel in English

sofa differentcomputer perfectcomfortable attractionmother excellentchildren fantastic


dirty elevenempty expensivefamily

Listening 2.9: The Mendez Davis family

The Mendez Davis family lives in Madrid. Luis is 48 years old and is from a small village called El Toboso in the province of Toledo. Amanda Davis is 44 yearsoldandisoriginallyfromDublin,Ireland.They’vegotthreechildren.Juliais 16 years old. Aileen is 14 and Liam is ten. They speak English at home, but at school and work they speak Spanish. Amanda and the children always return to Ireland for the summer. Luis goes to Dublin for the month of August. They love Ireland, but Madrid is home.


Unit 3Listening 3.1

Australia needs doctors:The Australian government needs qualified overseas trained doctors to enter the Australian medical workforce. Read and listen about a doctor from Spain who now lives in Australia.

My life in AustraliaHi.MynameisVanessa.I’m34yearsoldandIliveinSydney,Australia.It’salongwayfromValencia,Spain,whereI’mfrom,butSydneyisnowmyhomeandIloveit!

I’madoctoratahospital.Sydneyisagreatplacetoliveandwork.Ihavemanyfriends and my job as a doctor is important to me. People here are friendly andrelaxed.TherearepeopleofalldifferentnationalitiesinAustralia.It’sverymulticultural and I like that.

During the week I follow my Monday to Friday routine. I always wake up at 6:00 am. I have a shower and get dressed and then I have breakfast. I leave the house at 7:30 and I drive to the hospital. I start work at 8:00. First, I visit my patients. I often have a meeting at 10:00. Then I have a fifteen-minute coffee break and I relax a little and talk to colleagues.

I usually have lunch at 12:30 in the hospital canteen, but when there is an emergencyandI’mverybusy,Idon’thavelunchuntil3or4o’clock.Myday atthehospitalusuallyfinishesat5o’clock.

After work I sometimes go to the gym or I go jogging on the beach. In the evenings I often meet friends for dinner or I have a light dinner at home. At 8:00 pm I always telephone the hospital to check on my patients. Then I usually read a book or study. I never go to bed before midnight, but by then I am always tired and ready for bed.

Listening / Pronunciation 3.2 1. watches 2. glasses 3. pages 4. boxes 5. flashes 6. finishes 7. kisses 8. manages 9. buzzes 10. mixes11. Liz’s


1. live 2. leave 3. They live together




4. We leave happily 5. I want to live with you. 6. please 7. this 8. these 9. week 10. drink

Listening 3.4

It’stwelveo’clock.It’shalfpasttwelve.It’squartertoeleven.It’squarterpasttwelve.It’snineo’clock.It’shalfpastten.It’squartertotwo.It’squarterpastone.It’squarterpastfive.It’ssixo’clock.It’shalfpastthree.It’squartertoseven.

Listening 3.51.Hi.Myname’sRobert.I’mawaiterinarestaurantinNewYorkCity.

Idon’tlikemyjob.Iwanttobeanactor.2.Hello.Myname’sMary.I’mashopassistant.IlikemyjobbecauseIlove

clothes.Istartworkatoneo’clockintheafternoon.It’sperfectbecauseIdon’tliketowakeupearlyinthemorning.

3.Hi,I’mJennyandthisisAngie.We’refreelanceinteriordecorators.Welovewhatwedobecauseit’screative.Theonlyproblemisthatweworkattheweekend.

Listening 3.6Hi.I’mCarlos.IliveinMadrid,Spain.I’moriginallyfromLosGatos,California.I’mmarriedandI’vegotasonandadaughter.

I’maclassicalmusician.IplaytheviolafortheNationalSymphonyOrchestraofSpain.It’sawonderfulprofession,becauseIloveclassicalmusic. Sometimes we go on tour, and when we do, we travel to Japan, North and South America and other countries in Europe.

I like living in Madrid. There are many cultural opportunities here. When I don’thaveaconcert,mywifeandIoftengooutfordinnerattheweekend. I love all types of food, especially Indian food.

Listening: 3.7: A Summer to Remember: Chapter 3

Consolidation: Units 1-3Listening:

A1. Martha Grant is Canadian and lives in the city of Toronto. She is thirty-six years old and is married. Martha works at a hospital. She is a doctor. “I love my job, but I am always very tired when I go home.”

2. RobertoisItalianandlivesinLondonHeistwenty-eightyearsoldandisn’tmarried.“IworkatanItalianrestaurantasachef.Londonisagreatcity!

3. Eva is thirty-two years old and is originally from Mexico. She lives in Paris and is a successful novelist. “I love living in Paris”, she says.

4. Rick is a journalist for the BBC. He is originally from Ireland, but now lives in Nairobi. “I enjoy living here. Kenya is a beautiful country.”

Unit 4Unit 4: Listening Transcript

Listening 4.1

People who enjoy music show musical-rhythmic intelligence. Singers and musicians use this intelligence.

People who like sport or enjoy going to the gym use bodily-kinesthetic intelligence. Actors, dancers and surgeons are examples of professions that demonstrate bodily-kinesthetic intelligence.

We see verbal-linguistic intelligence in people who enjoy language. Authors, journalists and lawyers are examples of professions that use this intelligence.

People who enjoy mathematics, problem solving and logic show logical mathematical intelligence. Computer programmers, engineers and scientists use this intelligence.

People who like nature and enjoy observing and looking after it demonstrate naturalist intelligence. Ecologists, farmers and biologists are professions that use this intelligence.

We see visual-spatial intelligence in people who enjoy painting, drawing, designing and other artistic areas. Architects, designers and artists all possess visual-spatial intelligence.

People who enjoy being with people and are good at organising people demonstrate interpersonal intelligence. Teachers, managers and politicians are examples of professionals who show interpersonal intelligence

Philosophers and psychologists are examples of professions that use intrapersonal intelligence. People who enjoy spending time alone thinking and organising personal projects show this type of intelligence.

Listening / Pronunciation 4.2: Natural Speech: Intonation

1. I don’t like waiting for people 2. I love going for walks3. I like reading books4. I don’t like playing chess5. I enjoy going to parties 6. I hate being late


1. shopping 2. hotel3. going4. watching5. jogging6. doctor7. home 8. photos

Listening 4.4

Hi.MynameisMartinvanHolden.I’moriginallyfromAmsterdam,butInowliveinIbizaandBarcelona.I’maDJandIworkatafamousclubinIbizafromApriluntilOctober.FromNovemberuntilMarchIliveinBarcelona.WhenI’min Ibiza I love going to the beach. I enjoy swimming, sailing and windsurfing. Ibiza is a wonderful island. Everyone is friendly and life is relaxed here. I only haveonepethate,andthat’swhenpeopledon’tdancetomymusic!

Listening / Pronunciation 4.5: Can or Can’t

1. You can go rock climbing in spring.2. Youcan’tgosnowboardinginsummer.3. You can play golf in summer.4. Youcan’tplaygolfinwinter.5. Youcan’tgoskiinginsummer.6. You can go kayaking in spring.7. You can go canoeing in autumn.8. Youcan’tgocanoeing in winter.


Unit 5Unit 5: Listening Transcript

Listening / Pronunciation 5.1: Regular Past Simple –ED: Connected Speech

1. like - liked 2. travel - travelled 3. stop - stopped 4. fish - fished 5. live - lived 6. open - opened 7. watch - watched 8. organise - organised 9. stay - stayed 10. laugh /l :f/ - laughed 11. kiss - kissed 12. continue - continued





1. want - wanted 2. visit - visited 3. depend - depended 4. wait - waited 5. decide - decided 6. invite - invited 7. start - started 8. represent - represented


1. wanted 2. opened 3. depended 4. watched 5. decided 6. kissed 7. fished 8. represented


1. WHO did he GO to LONDON WITH?2. WHAT did they DO on FRIDAY EVENING?3. Did he BUY CARLOTTA a PRESENT?4. Did you SEE (h)er?

Listening 5.5: The woman behind Notting Hill’s carnival

Claudia Jones was one of the founders of the Notting Hill Carnival and is considered one of the one hundred Great Black Britons.

She was born in Belmonte Port-of Spain, Trinidad in 1915 and lived in Harlem, New York until 1955. Because of her political work during the McCarthy era, she was deported to Great Britain in 1955. She did not stop her work in politics; she continued and became active in the local Notting Hill campaign for equal rights for the African Caribbean community. She also began the West Indian Gazette, a newspaper that represented the Caribbean community in London.

In 1958 there were racial conflicts in many parts of London, including Notting Hill. In 1959 Claudia Jones organised the first Carnival as a way to celebrate and share Caribbean culture, as well as a way to fight racism.

Claudia believed,“Apeople’sartisthegenesisoftheirfreedom.”NottingHill’sCarnivalisthelargestcarnivalinEuropeandisadynamiccelebrationofLondon’smulti-culturaldiversity

Listening / Pronunciation 5.6: cat or cut? / / - / /cat cutcap cupbad budmatch muchham hum

Listening 5.7

Walk along Panton Street. Carry on until you come to Haymarket Street.

Turn right at Haymarket and walk along Haymarket until you come to Coventry Street.

When you come to Coventry Street turn left and then you can see the Statue of Eros straight in front of you.


Unit 6Listening 6.1: A Brief History of New York City

A. The Lenape Indians lived in “Manhatina,” or what is now Manhattan, thousands of years before European explorers arrived. The Lenape hunted , fished and farmed their native land.

B. In 1524, the Italian Giovanni da Verrazano exploredtheNativeAmericans’land. One hundred years later, the Dutch went to the area and named it New Amsterdam.

In 1664, the British took control of the area and renamed it New York, after the Duke of York, brother of King Charles II.

Pause

C. The United States was a British colony until the end of the American Revolutionary War in 1783. When the United States won its independence from Great Britain, New York City becamethenewcountry’stemporarycapitaluntil1790.

D. During the 19th century, New York City grew considerably. More Europeans continued to emigrate to New York City.

In 1886 the French government gave the United States the Statue of Liberty. It became the symbol of new opportunity for many immigrants.

Pause

E. At the beginning of the 20th century, there was an economic boom. People enjoyed Broadway and jazz was popular. On 29 October 1929, the Stock Market crashed and the Great Depression began. The years during the Depression were difficult, but the city survived the hard times.

F. After World War II, New York became the leading industrial city of the world and the city continued to grow again.

In the 1970s and 1980s, many New Yorkers left the city and moved to the suburbs in New Jersey, Connecticut and New York State.

G. At present, New York City has a population of more than 8 million people and the New York Metropolitan Area has a population of more than 22 million people.

On 11 September 2001, there was a massive terrorist attack on the World Trade Center - nearly 3,000 people died.

New York City is full of history, languages and culture. Its many historical ups and downs makes it the great city that it is today.


present(n.) emigrate depression economy revolutionary beginning terrorist economic enjoy explore temporary century exchange rename


mother thought those thousand bath otherthrow their both theatre clothes then


WHEN did you S…..TART S…..TUDYING S…..PANISH? I s…..tarted s…..tudying S…..panish at SCHOOL.

Listening 6.5

a. 30 June 1944 June the thirtieth, nineteen forty four

b. 2 April 2004 April the second, two thousand and four

c. 1 January 1806 January the first, eighteen oh six

d. 16 October 1997 October the sixteenth, nineteen ninety seven

e. 15 May 2006 May the fifteenth, two thousand and six.

f. 14 July 1424 July the fourteenth, fourteen twenty four

g. 10 February 1902 February the tenth, nineteen oh two

Listening and Reading 6.6: The Engagement Ring

1. Paul was in love; so in love that one sunny Friday afternoon he bought an engagement ring for his girlfriend who lived in Paris. He wanted Juliane to live with him in New York City.




2.PaulrangJulianewhenhegothomethatevening.“I’mcomingtoParistomorrow. I want to ask you something very important.” “What is it?” asked Juliane. “Tomorrow my dear,” said Paul.

3. It was the next day. He was now at the airport and it was time to get on the airplane. Suddenly two security guards stopped him. “Excuse me, sir. Please comewithus.”“What?”criedPaul.“I’monmywaytoParis.”“I’msorry,butyou have to come with us.”

4. Paul went with the security guards and from the window he could see the airplane leave for Paris. Paul was forty-three years old, he was a matureman,buthecouldfeelthetearscomedownhisface.Hecouldn’tunderstand what was happening.

5.Hewentwiththesecurityguardstoasmallroomintheairport.“What’swrong?” asked Paul. “A diamond ring is missing. A woman reported a diamond ring missing an hour ago and we know you have one.” “Yes, I do,” saidPaulangrily.“Canweseeyourreceiptforthering?”“That’simpossible,it’sathome,”answeredPaul.

6.Thepoliceknewthathedidn’thaveacriminalrecord,sotheylethimgoback home for the receipt. He opened the door and went directly to his desk in the study and there was the receipt. He sat down on the sofa. He was tired;hecouldn’tbelievehisbadluck.HeturnedontheTV.Therewasaspecial news report.

7. “This is a special news report…Flight 626 from New York City to Paris, France has crashed.” The news continued... He ran to the telephone to ring Juliane.Hecouldn’tbelieveit.Hecouldn’tbelievehisgoodluck...


Consolidation: Units 4-6

Listening F

Hi!I’mTheresa.IliveinCanterbury.LastweekendIvisited my friend Hannah who lives in London. We had a great time. This is what I did.

Last Friday I travelled to London by train and I took the underground toHannah’sflatinNottingHill.Thateveningwehad dinner at an Indian restaurant. It wasdelicious!Laterthatevening,wemetsomeofHannah’sfriends at a night club in Soho.

The next day we went to the Tate Museum. We saw the Frida Kahlo exhibition. We liked it a lot. I bought some postcards and a poster at the museum’sgiftshop.Laterweate a pizza in an Italian restaurant.

Later in the afternoon I got the train back to Canterbury. It was great visiting Hannah in London.



Rubrics

Therearemanydifferentwaystoassessastudent’sprogress.Oneistokeepanongoingrecordofthestudent’sworkthroughrubrics.There are photocopiable rubrics that assess the overall unit objectives. It is recommended that after the completion of each unit teachers use thisevaluationinstrumenttokeeparecordofstudents’progress.

Portfolios

Teachersmay also decide to keep a portfolio of students’work.Teachers simply create a portfolio or file of selected work by individual students. This aids teachers in on-going assessment.

Tests

TwotestsareincludedattheendoftheTeacher’sGuide.Thetestscover all four skills and include a section on grammar, which is labelled Language.

e-Posters Posters in electronic format for projection on an IWB.

A note to the teachers



e-Posters

UNIT 1 - THE VERB BE

UNIT 2 - DESCRIBING GENERAL APPEARANCES

UNIT 3 - PRESENT SIMPLE UNIT 4 - LIKE + INFINITIVE + ING UNIT 5 - IRREGULAR VERBS

MAP OF THE UNITED KINGDOM AND IRELAND. CITIES INCLUDED IN “A Summer to Remember”



RubricsUnit 1· Rubric for Continuous Assessment

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Reading

Can read simple dialogues and texts related to meeting people.

Spoken Production

Can use simple language to talk about daily routines.

Understanding

Uses common greetings and simple introductions when meeting people.

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Never

Spoken Interaction

Can interact in English in simple situations, such as greetings and meeting people.

Writing

Can complete simple written exercises that are related to the topic of meeting people.

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Unit 2· Rubric for Continuous Assessment

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ReadingCan read basic texts related to the family and simple physical descriptions of people.

Spoken ProductionCan use simple phrases and sentences to talk about family and friends.

UnderstandingUnderstands basic vocabulary when people talk about their family. Also understands simple physical

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Spoken InteractionCan interact and ask and answer simple questions related to the topic of family and friends.

WritingCan write short descriptive sentences about family and friends.

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Unit 3 · Rubric for Continuous Assessment

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Teacher’s notes

ReadingCan read simple texts about a person’sdailyroutine.

Spoken ProductionCan use simple language to talk about daily routines.

UnderstandingUnderstands simple daily routines combined with time expressions.

Usually

Never

Spoken InteractionCan interact in English about simple daily routines combined with time expressions.

WritingCan complete simple written exercises that are related to daily routines.

Total points

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ReadingUnderstands simple text about what people like or dislike doing in their free time.

Spoken ProductionCan use simple language to speak about leisure activities.

UnderstandingUnderstands personal preferences related to leisure activities. Can also understand simple statements that express what one can or cannot do.

Usually

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Spoken InteractionCan ask and answer simple questions related to leisure activitiesandpeople’sabilities.

WritingCan write short descriptive sentences about what people like and dislike doing.

Total points

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1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes

ReadingCan understand simple texts related to how someone spent their weekend.

Spoken ProductionCan talk about what one did during the weekend.

UnderstandingCan understand simple conversations about what someone did at the weekend.

Usually

Never


WritingCan write a paragraph describing one’sweekend.

Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally

Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes




Usually

Never



Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally

Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes




Usually

Never



Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally

Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes




Usually

Never



Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally




Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes

ReadingCan understand basic texts related to a historic event or telling a short story.

Spoken ProductionCan tell a simple story or explain an event that happened in the past.

UnderstandingUnderstands the gist of a simple historic text or story.

Usually

Never

Spoken InteractionCan respond and react appropriately when someone tells a short story or recounts an event that happened in the past.

WritingCan write a simple story or write about an event that took place in the past.

Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally

Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes




Usually

Never



Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally

Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes




Usually

Never



Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally

Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes




Usually

Never



Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally



Test 1: Units 1-3Name: Date:

Nationality Country

1. Spain

2. Canada

3. Great Britain

4. American

5. Ireland

A. Complete the table.

B. Complete the sentences below.

MariaPete

JasonVictoria

1.MariaisPete’s 2.PeteisMaria’s3.VictoriaisMariaandPete’s4.JasonisMariaandPete’s 5.Peteisthechildren’s

C. Complete each sentence with the name of a profession.

1. John is a 2. Marlene is a 3. Rosie is a 4. Marjorie is a 5. Tom is a

John Marlene

Marjorie Tom

Rosie

A. Make question with the words below.

1. is / name / your / what / ? 2. you / old / are / how / ? 3. from / where / you / are / ? 4. live / do / you / where / ?

5. like / you / do / pizza?

B. Complete the short answers.

1. Has he got a Vespa? Yes,

2. Is she from Spain. No,

3. Have they got a house in Cadiz? Yes,

4. Does she live in Australia? Yes,

5. Do they speak French? No,

Vocabulary

Points / 5

Points / 5

Points / 5

D. Write the opposite of the following adjectives.

1. dirty

2. full

3. comfortable

4. cold

5. expensive

Points / 10

Points / 5

Points / 5

Language

Total points / 25



C. Complete the text with an appropriate verb.

Vincent is American and lives in the city of Austin, Texas. He is forty-two years old and is an artist.

During the week he at 6:00 a.m. He has a glass of water, puts on his jogging clothes and

jogging for forty-five minutes.

When he returns home, a shower and gets dressed. He breakfast at 7:00 and then he starts to paint.

A. Julian Matthews is twenty-three years old and is originally from Bath, England, but he now lives in Budapest, Hungary. Julian is a musician. He studies piano at the conservatory. “Budapestisanexcitingcity!”saysJulian.“Hungarianslovemusicand it is a very important part of their culture. I am a pianist and musicismylife.WhenI’mnotstudyingpiano,Ioftengotoconcerts”. “Budapest and Bath, where I am from, have got a lot in common,” says Julian. “Budapest and Bath are famous for their health and thermal spas. Both cities are very old and have got many historical places to see. I love Budapest, butIalsoloveBath!”

B. Questions about the text.

1. Where is Julian from? 2. What does he do? 3. What does he often do when he is not studying piano? 4. What have Budapest and Bath got in common?

Listen to Anne talk about herself. Circle the correct answer.

1. Where is Anne from? a Chicago

b St. Louis c Los Angeles

2.What is her ID number? a X – 9 51413 H b S–0951413A c E–0951413J

3. Is she married? a Yes, she is.

b No,sheisn’t.

4. What does she do? a She’sateacher. bShe’saninteriordecorator.

c She’sanarchitect.

5. Does she like living in Barcelona? a Yes, she does. bNo,shedoesn’t.

Tell your partner:

–yourname–whereyouarefrom–whereyoulive–yourprofession

–yourage–yourdailyroutine–yourhobbies,orwhatyoulike doing in your free time.

Points / 5

Total points / 25

D. Look at the table below. This is what Pete, Maria, Victoria and Jason have or haven’t got. Use this information to complete the sentences about them.

Pete Maria Victoria and Jasona car Yes No Noa bicycle No No Yesa computer Yes Yes Yes

1. Pete a car, but Maria .

2. Victoria and Jason a bicycle, but Maria and Pete .

3. Pete, Maria, Victoria and Jason a computer.

Points / 10

Reading

Points / 20

Listening

Points / 10

Speaking

Points / 10

Writing

Use the information from the previous exercise to write a paragraph about yourself.

Points / 10

Total points / 50

Total points / 100

Listening Tests 1



C. Rewrite the following sentences replacing the words in bold with object pronouns.1. Jane went to the park with Joe and Ann. 2. Jane told Ann that she was hungry3. Jane told Joe that her sandwich was delicious4. “Give Ann and mealittle,we’rehungrytoo”saidJoe5.“Idon’twanttogivemysandwichtoAnn and you!”saidJane

B. Write the question for each answer.1. She travelled by train.2.

They had dinner at an Italian restaurant.3.

They saw a film after dinner.Now answer these questions using the words in brackets.

4.Whatdidtheyfindonthefloor?(20euros)

5.Wheredidshego?(beach)


Infinitive Past Simple

1. go

2. be

3. eat

4. have

5. do

Infinitive Past Simple

6. get

7. become

8. buy

9. meet

10. see

Test 2: Units 4-6Name: Date:

A. Look at the pictures and complete the sentences.

1. I enjoy going to the 2. I like going to the

3.Idon’tlike 4. I love

5. I like

Points / 10

Vocabulary

B. What can you see in the photos? Write the words below.

1.2.3.4.5.6.

7. 8. 9.10.

Points / 10

C. Look at the photos and write how they travelled

1.

3.

2.

4.

5.

Language

Points /5

Points /10

Points /10

Points /5

1

2

3

4

5

6

9

10

7

8

Total points / 25



D. Complete this text with the correct verb.

Hi! I’m Lisa. I live in LosAngeles, California. Last weekend I to San Francisco to visit my friend Sheila. We a

greattime!OnSaturdaywe someofSheila’sfriendsandwe all went sailing. On Sunday we very late and webreakfast in a café in North Beach. After breakast we went shopping.

two books, some postcards and a CD. In the afternoon we the Andy Warhol exhibition at the Museum of Modern Art.Sheila(-)

the exhibition, but I liked it a lot. We acupofcoffeeandsomecheesecakeinthemuseum’scafé.Itwasdelicious!It a perfect day, but it was time for me to return to Los Angeles. I hope Sheila comes to Los Angeles soon.

A. Santiago Ramón y Cajal was born in Petilla de Aragón in 1852. Ramón y Cajal was not an exemplary student and changed schools many times because of his bad behaviour. He was an excellent artist and a good gymnast.

RamónyCajalwenttomedicalschoolinZaragozaandgraduatedin1873. In 1883 he received his medical degree in Madrid. He was professor of medicine in Barcelona and Madrid.

During his lifetime, Ramón y Cajal received many awards and prizes for his research. Perhaps the most important recognition of his work was the Nobel Prize for Medicine in 1906 that he and Camillo Golgi won for their research on electrical synapses.

Ramón y Cajal made important contributions to the study of the central nervous system. He died in Madrid in 1934.

Today he is considered one of the founders of modern neuroscience.

B. Answer the questions with complete sentences.

1. Why did Ramón y Cajal change schools?

2. Where did he study medicine?

3. Was Ramón y Cajal professor of medicine in Cádiz?

4. Where was Ramón y Cajal born?

5. When did he win the Nobel Prize?

Tell your partner what you did last weekend.

Write about what you did last weekend.

Points /10

Total points / 35

Reading

Points /10

ListeningAnswer the questions.

1. Where does Veronica live?

2. What did Veronica do in the morning?

3. What did Veronica and her friend have for lunch?

4. Did they like the film?

5. What did Veronica do in the evening?

Veronica

Points /10

Speaking

Writing

Points /10

Points /10

Total points /40

Total points / 100

Listening Tests 2



Answers to Test 1: Units 1-3Name: Date:

Nationality Country

1. Spanish Spain

2. Canadian Canada

3. British Great Britain

4. American The United States5. Irish Ireland


B. Complete the sentences below.

MariaPete

JasonVictoria

1.MariaisPete’s wife.2.PeteisMaria’shusband.3.VictoriaisMariaandPete’sdaughter.4.JasonisMariaandPete’s son.5.Peteisthechildren’s father.

C. Complete each sentence with the name of a profession.

1. John is a chef.2. Marlene is a waitress.3. Rosie is a hairdresser4. Marjorie is a musician.5. Tom is a journalist.

John Marlene

Marjorie Tom

Rosie

A. Make question with the words below.

1. is / name / your / what / ?What is your name?

2. you / old / are / how / ?How old are you?

3. from / where / you / are / ?Where are you from?

4. live / do / you / where / ?Where do you live?

5. like / you / do / pizza?Do you like pizza?

B. Complete the short answers.

1. Has he got a Vespa? Yes, he has.

2. Is she from Spain. No, she isn’t.

3. Have they got a house in Cadiz? Yes, they have.

4. Does she live in Australia? Yes, she does.

5. Do they speak French? No, they don’t.

Vocabulary

Points / 5

Points / 5

Points / 5

D. Write the opposite of the following adjectives.

1. dirty clean2. full empty3. comfortable uncomfortable4. cold hot5. expensive inexpensive

Points / 10

Points / 5

Points / 5

Language

Total points / 25



C. Complete the text with an appropriate verb.

Vincent is American and lives in the city of Austin, Texas. He is forty-two years old and is an artist.

During the week he wakes up/gets up at 6:00 a.m. He has a glass of water, puts on his jogging clothes and goes jogging for forty-five minutes.

When he returns home, he has/takes a shower and gets dressed. He has breakfast at 7:00 and then he starts to paint.

A. Julian Matthews is twenty-three years old and is originally from Bath, England, but he now lives in Budapest, Hungary. Julian is a musician. He studies piano at the conservatory. “Budapestisanexcitingcity!”saysJulian.“Hungarianslovemusicand it is a very important part of their culture. I am a pianist and musicismylife.WhenI’mnotstudyingpiano,Ioftengotoconcerts”. “Budapest and Bath, where I am from, have got a lot in common,” says Julian. “Budapest and Bath are famous for their health and thermal spas. Both cities are very old and have got many historical places to see. I love Budapest, butIalsoloveBath!”

B. Questions about the text.

1. Where is Julian from?He’s from Bath, England.

2. What does he do?He’s a musician.

3. What does he often do when he is not studying piano?He often goes to concerts.

4. What have Budapest and Bath got in common?Budapest and Bath are famous for their health and thermal spas. Both cities are very old and have got many historical places to see.


Anne Hidalgo is originally from Chicago, Illinois. She is American, but she is now a European resident. Her European ID number is X-951413 H.

Anne lives in Barcelona, Spain. She loves Chicago and returns to visit her family, but Barcelona is now her home. She is thirty-six years old and single. She is a successful architect and enjoys her work.

Listen to Anne talk about herself. Circle the correct answer.

1. Where is Anne from? a Chicago b St. Louis c Los Angeles

2.What is her ID number? a X–951413H b S–0951413A c E–0951413J

3. Is she married? a Yes, she is. b No,sheisn’t.

4. What does she do? a She’sateacher. bShe’saninteriordecorator. c She’sanarchitect.

5. Does she like living in Barcelona? a Yes, she does. bNo,shedoesn’t.

Tell your partner:

–yourname–whereyouarefrom–whereyoulive–yourprofession

–yourage–yourdailyroutine–yourhobbies,orwhatyoulike doing in your free time.

Use the information from the previous exercise to write a paragraph about yourself.

Points / 5

Total points / 25

D. Look at the table below. This is what Pete, Maria, Victoria and Jason have or haven’t got. Use this information to complete the sentences about them.

Pete Maria Victoria and Jasona car Yes No Noa bicycle No No Yesa computer Yes Yes Yes

1. Pete has got a car, but Maria hasn’t .

2. Victoria and Jason have got a bicycle, but Maria and Pete haven’t .

3. Pete, Maria, Victoria and Jasonhave got a computer.

Points / 10

Reading

Points / 20

Listening

Points / 10

Speaking

Points / 10

Writing

Points / 10

Total points / 50

Total points / 100

Listening Tests 1



C. Rewrite the following sentences replacing the words in bold with object pronouns.1. Jane went to the park with them2. Jane told her that she was hungry3. Jane told him that her sandwich was delicious4. “Give us alittle,we’rehungrytoo”saidJoe5.“Idon’twanttogivemysandwichtoyou !”saidJane


Infinitive Past Simple1. go went2. be was / were3. eat ate4. have had5. do did

Infinitive Past Simple 6. get got 7. become became 8. buy bought 9. meet met10. see saw

Answers to Test 2: Units 4-6Name: Date:

A. Look at the pictures and complete the sentences.

1. I enjoy going to the gym.2. I like going to the beach.3.Idon’tlike cooking.4. I love l istening to music.5. I like painting.

Points / 10

Vocabulary

B. What can you see in the photos? Write the words below.

1. bicycle2. ship3. underground4. boat5. car6. square

7. traffic lights8. road9. restaurant10. theatre

Points / 10

C. Look at the photos and write how they travelled

1. by train

3. by plane

2. on foot

4. by motorbike

5. by taxi

Language

Points /5

Points /10

B. Write the question for each answer.1. How did she travel?

She travelled by train.2. Where did they have dinner?

They had dinner at an Italian restaurant.3. What did they do after dinner?

They saw a film after dinner.Now answer these questions using the words in brackets.

4.Whatdidtheyfindonthefloor?(20euros) They found twenty euros on the floor.

5.Wheredidshego?(beach) She went to the beach.

Points /10

Points /5

1

2

3

4

5

6

9

10

7

8

Total points / 25



D. Complete this text with the correct verb.

Hi! I’m Lisa. I live in LosAngeles, California. Last weekend I went to San Francisco to visit my friend Sheila. We had a greattime!OnSaturdaywe met someofSheila’sfriendsandweall went sailing. On Sunday we got up / woke up very late and we had breakfast in a café in North Beach. After breakast we went shopping. I bought two books, some postcards and a CD. In the afternoon we saw the Andy Warhol exhibition at theMuseumofModernArt.Sheila(-) didn’t l ike the exhibition, but I liked it a lot. We had acupofcoffeeandsomecheesecakeinthemuseum’scafé.Itwasdelicious!Itwas a perfect day, but it was time for me to return to Los Angeles. I hope Sheila comes to Los Angeles soon.

A. Santiago Ramón y Cajal was born in Petilla de Aragón in 1852. Ramón y Cajal was not an exemplary student and changed schools many times because of his bad behaviour. He was an excellent artist and a good gymnast.

RamónyCajalwenttomedicalschoolinZaragozaandgraduatedin1873. In 1883 he received his medical degree in Madrid. He was professor of medicine in Barcelona and Madrid.

During his lifetime, Ramón y Cajal received many awards and prizes for his research. Perhaps the most important recognition of his work was the Nobel Prize for Medicine in 1906 that he and Camillo Golgi won for their research on electrical synapses.

Ramón y Cajal made important contributions to the study of the central nervous system. He died in Madrid in 1934.

Today he is considered one of the founders of modern neuroscience.

B. Answer the questions with complete sentences.

1. Why did Ramón y Cajal change schools? He changed schools because of bad behav iour.

2. Where did he study medicine? He stud ied med icine in Zaragoza and Madrid .

3. Was Ramón y Cajal professor of medicine in Cádiz? No, he wasn’t.

4. Where was Ramón y Cajal born? He was born in Petilla de Aragón.

5. When did he win the Nobel Prize? He won the Nobel Prize in 1906.

Tell your partner what you did last weekend.

Write about what you did last weekend.


Hi!I’mVeronica.I’mfourteenyearsoldandIliveinToronto,Canada.Here’swhatIdidyesterday.First,IwokeupverylatebecauseitwasSaturdayandIdidn’thaveschool.IwatchedTVallmorning,thenI met a friend and we went skating in the park. My parents took us to have pizza. It was delicious. After lunch we went to the cinema. Thefilmwasn’tverygood,butweatelotsofpopcorn!

We returned to my house and we played games on the computer untilverylate.Itwasalotoffun!

Answer the questions.

1. Where does Veronica live? She lives in Toronto, Canada.

2. What did Veronica do in the morning? She watched TV and went skating in the park.

3. What did Veronica and her friend have for lunch? They had pizza.

4. Did they like the film? No, they didn’t.

5. What did Veronica do in the evening? She played games on the computer.

Veronica

Points /10

Total points / 35

Reading

Points /10

Listening

Points /10

Speaking

Writing

Points /10

Points /10

Total points / 40

Total points / 100

Listening Tests 2



Games, Activities and Photocopiable MaterialsUnit 1Heads Together

Cooperative Learning activity

In groups of 5-6 students will listen to the following questions. The members of each group must put their heads together to come up with an appropriate short answer. All group members must be actively involved in the decision-making process and all members are expected toknowthegroup’sanswer.

Theteacherwillaskanymembertoholdupthegroup’sanswer.Aset of short answers should be photocopied on card for each group.

Yes, it is. No, it isn’t. Yes, he is.

No, he isn’t. Yes, they are. No, they aren’t.

Yes, she is. No, she isn’t. Yes, we are.

No, we aren’t. Yes, you are. No, I’m not.

Short Answers

The teacher simply reads these questions to the groups:

Answers:

1. Is Tokyo in Japan? Yes, it is.

2. Are you students? Yes, we are.

3. Is Ibiza in Spain? Yes, it is.

4. Am I a teacher? Yes, you are.

5.Arethechairspurple? No,theyaren’t.

6.IsNewYorkCityinEngland? No,itisn’t.

7.AreyouFrenchstudents? No,we’renot.

8.IsLondoninSpain? No,itisn’t.

9.IsDavidBeckhamSpanish? No,heisn’t.

10. Is Rafa Nadal Spanish? Yes, he is.



Unit 2

Have You Got What I’ve Got? This activity combines a Cooperative Learning strategy called Inside Outside Circles with a chant. To set up an Inside Outside Circle, simply have your students stand in two concentric circles facing each other. Either the outer or inner circle should move, but not both. You may choose to work with six to eight students in both circles. The number of students who participate at one time depends on the teacher.

Preparation for the game:

Each student should think of one classroom object, such as a book, pencil, notebook, etc., without telling anyone else. Write the following chant on the board. Practise with the whole class, making sure they have the correct rhythm. Have students learn it by heart before starting the game:

I am, you are, Have you got what I’ve got?

Playing the game and moving the concentric circles:

Playlivelymusic.Whenthemusicstops,thestudentsstandfacetofaceandtheysaythechanttogether.“Iam,youare,HaveyougotwhatI’vegot?”Student’sanswer:“I’vegota(n)_______________.” If they have got the same object, they trade places. The game continues.



Unit 3

Find someone who …

Name of classmate

1. Speaks three or more languages. _______________________________________________________________

2. Wakes up before 6:30 a.m. ___________________________________________________________________

3. Likes skiing. ______________________________________________________________________________

4. Sings in the shower._________________________________________________________________________

5. Hates fast food. ____________________________________________________________________________

6.Doesn’tlikesushi. __________________________________________________________________________

7. Has two sisters. ____________________________________________________________________________

8. Rides a bicycle at the weekends. ________________________________________________________________

9. Plays a musical instrument. ___________________________________________________________________

10. Goes to the beach in the summer. ______________________________________________________________



Unit 4

Say You Can! Name of classmate 1. Can you use chopsticks? ________________________________________________________________________________

2. Can you sing “Happy Birthday” in English? ____________________________________________________________________

3. Can you count to 10 in French or German? ___________________________________________________________________

4. Can you spell your first name backwards? ___________________________________________________________________

5. Can you type? ________________________________________________________________________________________

6. Can you touch your nose with your tongue? ___________________________________________________________________

7. Can you ride a horse? __________________________________________________________________________________

8. Can you run 3 kilometres or more? _________________________________________________________________________

9. Can you play a musical instrument? ________________________________________________________________________

10. Can you cook a Spanish omelette? ________________________________________________________________________

Your Questions11. ____________________________________________? ______________________________________________

12. ____________________________________________? ______________________________________________

13. ____________________________________________? ______________________________________________

14. ____________________________________________? ______________________________________________

15. ____________________________________________? ______________________________________________



be begin buy catch

come do drink drive

eat fly get go

have make pay read

say see sing sit

sleep speak spend take

tell think wear write

Verb card. Unit 5



Unit 6(SeeTeacher’sGuideUnit6forinstructions.)

Tongue Twisters


summer.

Sarah speaks Spanish when she is in South America.

Steve skis, scuba dives and surfs,

but he never swims.


summer.



but he never swims.


summer.



but he never swims.


summer.



but he never swims.


summer.



but he never swims.



Sage 1 Sage 2

Sage 3 Sage 4

Unit 6

Circle the SageA Cooperative Learning activity

The teacher passes out the same story to four students. Number the rest of the students off, 1, 2, 3 and 4. Students then form groups 1, 2, 3 and 4. The group members must now go to the different Sages in order to hear the story that is going to be told. Group members should distribute themselves evenly and no more than three students from the same group should go to the Sage.

Each Sage has part of the story that is going to be told, therefore it is important that all members of the same group are distributed evenly.

Sages are encouraged to tell their story to the students who gather round them, instead of reading it. Sufficient time should be given to Sagestolearntheirstory.OncestudentshaveheardaSage’sstory,they must go to their respective groups and reconstruct the story.

Sages sit at the front of the classroom and wait for each group to retell their story.



1

Once upon a time there was a beautiful princess who lived alone in a castle.

She had many friends and enjoyed having parties at her castle. She was very happy and loved her life just the way it was.

2

One day the princess went for a walk.

She loved going for long walks in the country. Suddenly she saw a small frog on the ground. She realised that the frog could speak.

3

The frog told the princess that he was a handsome prince and with one kiss he would become a prince again. The princesswasverysurprisedtohearthefrog’swords.

4

The princess said that she was very sorry, but that she loved her life just the way it was and that he would have to find another princess. She wished him luck and then said goodbye. The princess lived happily ever after and sodidthefrog!

Unit 6



Verb card. Unit 6

become break bring build

choose cost cut draw

fall feed feel find

give grow hear keep

know leave loose ride

ring run sell send

show stand tell under-stand


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