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65Unit 4

Aims Buying a train ticket

Talking about opening hours

Vocabulary Nouns: (tourist) attraction, capital (city), closing / opening times, festival, platform, price, ticket, tourist, tourist information centre

Word Bank 12: Around town

Adjectives: main, single, return

Verbs: arrive, leave, travel

Other: number one (Arts festival)

Expressions: Have a good trip!, How much (is it)?, I have no idea., I’m not sure., (from) Monday to Saturday, You’re welcome., What time do the shopping centres open on Sundays?, What time does the next train leave?, It takes six hours.

Grammar What time …? + present simple

Skills Listening: for specific information

Reading: for specific information

Speaking: talking about opening hours; buying a train ticket

Recycling Present simple; Times; Days of the week

Preparation Lead in: Photos / word cards for local / world cities + places in Edinburgh

Extension: Leaflets / information guides for local services / attractions

Ex. 6: Teacher’s Resource 16 p. 101 Ex. 10: Teacher’s Resource 17 p. 102

Lead in 5 min

● Books closed. Ask What’s your favourite city? Where is it? Use photos to elicit cities. Elicit opinions of the cities using I think (Rome’s) a fantastic city.

● Books open. Use Word Bank 4 to revise countries and elicit names of famous / capital cities. Elicit / explain capital city. Ask What can you do in Paris / London, etc? Use Word Bank 8 to elicit and revise some of the activities people can do in cities.

Reading 15 min

1 4.1

● Ask What are your favourite places in a town? Write the first few facilities and buildings SS call out on the board as the trigger to return to Word Bank 12 Ex. 2 p. 75. N.B. If you skipped the revision lesson, you will have to do Ex. 1 here too.

● Word Bank Ex. 1: Focus on pictures. Elicit words for places SS already know.

● Focus on example answer. Elicit the correct word for the next picture. In pairs, SS match the words to the correct pictures.

● Play audio. SS listen and check answers. Drill any they find hard, e.g. restaurant /’restron/ (only two syllables).

● Word Bank Ex. 2: Follow the same procedure as Ex. 1.● Word Bank Ex. 3: Elicit any words for places that are

similar in SS’ own language(s). Model the example sentence. In pairs, SS tell each other about similar words.

● Word Bank Ex. 4: SS cover the words and test their partners.

● Go to p. 46 and ask again What are your favourite places? If time allows, ask What are not your favourite places?

1 a travel agent’s 2 a cinema 3 a flat4 a gym 5 a hotel 6 a nightclub7 an office 8 a restaurant 9 a language school 10 a (sports) club 11 a supermarket12 an airport 13 an art gallery 14 a bank15 a bus station 16 a café 17 a castle18 a museum 19 a palace 20 a park21 a post office 22 a pub 23 a shopping centre 24 a monument 25 a station26 a theatre 27 a university

Answers

2 4.2

● Focus on the photo but cover the text. Ask What city is it? Where is it? What do you think of it? Have you visited Edinburgh? /edinbr´/ Elicit any information SS know about Edinburgh and Scotland.

● Elicit SS’ predictions for what the text will say about Edinburgh. Read the sentences aloud. Elicit meanings of tourists, attractions and travel.

● Play audio. SS listen and shadow-read the text. Elicit the first answer. Play audio again, if necessary. SS listen and mark the remaining sentences true or false.

● Paircheck then classcheck. Elicit correct versions of the false sentences. Ask Would you like to go to Edinburgh?

1T 2T 3F The festival is for three weeks.4F It takes five hours by train or one hour 20 minutes by plane.

Answers

Listening 15 min

3 4.3

● Focus on the leaflet. Elicit the meaning of Tourist Information Centre. Ask What’s the address? What’s missing? Elicit the meaning of opening and closing times and revise open and close.

● Quickly revise days of the week and a.m. / p.m. if necessary. SS who need revision of times can look at Word Bank 10, p. 73.

● Ask Who’s Lars? What does he do? Say He has a class project about Edinburgh. He phones the Tourist Information Centre. Play first part of audio. Elicit first missing day. Play rest of audio. SS listen and complete the missing information. Play audio again if necessary.

● Paircheck then classcheck. Ask Is the Tourist Information Centre open now? Does Lars speak to a person or a machine? Have you ever made this mistake?

12● Focus on the photo and read the information about

Sarah. Read the example sentence and elicit some more sentences about Sarah.

● In groups of three, SS use Word Bank 11 to describe Sarah’s day. Monitor for accurate sentence formation.

13● Focus on the prompt sentences. Say two true sentences

about your own routine and elicit sentences from SS.● SS make / write six true sentences based on the

prompts. Monitor to make sure SS are using the adverbs, days and times accurately.

● In pairs, SS compare their activities. Monitor for accuracy.

14● Focus on Word Bank 8, p. 71. Model the exchange.● In pairs, SS compare their own weekend activities,

noting five interesting differences.● Elicit the differences SS have found, e.g. I never have a

barbecue at the weekend. Petra always has a barbecue at the weekend.

4AHave a good trip!

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8 ● Focus on the photo. Ask What’s this? Explain that Lars

is going to buy a train ticket to Edinburgh.● Focus on the ticket. Elicit with sketched arrows on the

board the meanings of single and return (ticket) and price. Elicit with mime the meanings of leave and return. Explain £ if necessary.

● Play audio. SS listen and complete the ticket, circling either single or return.

● Paircheck then classcheck. Ask When does the next train leave? When does it arrive? What ticket does Lars buy?

9 ● Focus on the first line of the dialogue and elicit the next

line. A strong class should be able, working in pairs, to put the rest in order from memory and logic, without having to listen again.

● Play audio if necessary. SS listen and number the other lines of the dialogue, then check answers in pairs.

● Play audio again, stopping after each line for SS to listen and repeat.

Monday–Wednesday 9.00 a.m.–5 p.m. Thursday–Saturday 9 a.m.–6 p.m.Sunday 10 a.m.–5 p.m.

Answers

AudioscriptL = Lars; W = WomanL: Hello.W: Thank you for calling the Edinburgh Tourist Information Centre.L: Hello.W: I’m sorry, but we’re closed.L: Oh!W: The Centre opens Monday to Wednesday from 9 a.m. to 5 p.m. and

from 9.00 a.m. to 6 p.m. on Thursday, Friday and Saturday. On Sundays, we open at 10 a.m. and close at 5 p.m.

L: OK.W: Thank you for calling the Edinburgh Tourist Information Centre.

Goodbye.L: Goodbye.

4 4.4

● Focus on the timetable. Ask Do you go to shopping centres? (US malls) Where are they? Elicit names of any local shopping centres. Ask Do you go to the post office? Where is the / a post office in this town?

● Play audio. SS fill in missing times. Play audio again. Paircheck then classcheck.

1 10 a.m. 2 7.30 p.m. 3 5.30 p.m. 4 1.00 p.m.

Answers

AudioscriptL = Lars; W = WomanW: Good morning. Welcome to the London Tourist Information

Centre. Can I help you?L: Hello. Yes, please. Do you have information about Edinburgh?W: Edinburgh? Yes, I think we do. Just a second. Where are you from?L: Sweden.W: Ah, Sweden, that’s nice. OK, here are some brochures for you. Is

that OK?L: Thank you. I have some questions for you about Edinburgh.W: OK. What would you like to know?L: Well, what time do the big shops open on Sundays?W: The big shops? You mean the main shopping centres?L: Yes, yes, what time do the shopping centres open on Sundays?W: Let’s have a look! Yes here. Look here in this brochure. It says all

the main shopping centres open at 11 a.m. to 5 p.m. on Sundays.L: OK. From 11 to 5. And during the week, what time do they open?W: They open from Monday to Wednesday and on Saturday, they

open at 10 a.m. and close at 6 p.m. It’s late-night shopping on Thursdays and Fridays, so they close at 7.30 p.m.

L: Sorry, my English is not very good. Can you say that again, please, more slowly?

W: OK, no problem. Look here. It says on Monday, Tuesday and Wednesday and on Saturday, they open at 10 a.m. and close at 6 p.m. And, on Thursdays and Fridays it’s late-night shopping. So, they close at 7.30 p.m. OK?

L: Great! Thanks. And what about the post office?W: It opens at 9 a.m. and closes at 5.30 p.m. every day except on

Saturday.L: From 9 to 5.30. Good. I see. And what time does the post office

close on Saturdays?W: At 1 p.m.L: Phew! Thank you. Yes!

W: Right. Is there anything else you would like to know?L: No, well, yes, no thank you very much.W: That’s no problem. Bye!

Grammar 10 min

5 4.5

● Focus on the two gapped sentences. Go through the Grammar box.

● In pairs, SS complete the sentences with the correct verb forms. Play audio. Paircheck. Classcheck. Play audio again. SS listen and repeat.

● Focus on the information in Exs. 3 and 4. Ask: What time does the Tourist Information Centre close on Saturday? What time do the main shopping centres in Edinburgh open / close on Thursdays?

● Ask What time do / does the main shopping centres / the post office open / close in this town on Thursdays?

● Extra practice: Ex. 1, Activity Book p. 100.

1 do 2 doesAnswers

Extension

If possible, bring examples of guides / leaflets for local services / attractions to class for SS to look at and ask and answer about opening / closing times. SS pool their knowledge and produce their own guide to opening / closing times of their language school and local services / attractions.

6Teacher’s Resource 16● Divide class into pairs, SS A and B. Give cards to the

appropriate SS. SS read cards but don’t show them to their partner.

● Go through the places / attractions listed on the cards and drill pronunciation.

● Model the exchange. In pairs, SS ask and answer about opening / closing times. Classcheck if necessary but you shouldn’t need to if you monitor hard.

Stop and do a quick grammar drill if SS are making too many mistakes with it and they verb forms.

Tip

Speaking 15 min

7● Focus on the places in the box. Ask What time does /

do the post office / banks open in your country? Elicit similar questions about the places in the box. Model example exchange.

● In groups of four, SS ask and answer about opening / closing times in their countries.

4A

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4A

Unit 4

8 4.6

● Focus on the photo. Ask What’s this? Explain that Lars is going to buy a train ticket to Edinburgh.

● Focus on the ticket. Elicit with sketched arrows on the board the meanings of single and return (ticket) and price. Elicit with mime the meanings of leave and return. Explain £ if necessary.

● Play audio. SS listen and complete the ticket, circling either single or return.

● Paircheck then classcheck. Ask When does the next train leave? When does it arrive? What ticket does Lars buy?

return 9 a.m. 2. 15 p.m. £62Answers

9 4.6

● Focus on the first line of the dialogue and elicit the next line. A strong class should be able, working in pairs, to put the rest in order from memory and logic, without having to listen again.

● Play audio if necessary. SS listen and number the other lines of the dialogue, then check answers in pairs.

● Play audio again, stopping after each line for SS to listen and repeat.

3 6 9 4 1 12 11 2 7 10 58 13

Answers



● Act the part of the ticket officer and elicit SS A / B’s first request. Help them to transform Departure into What time does the train leave (London)? etc. In pairs, SS buy train tickets from each other using the information on their cards.

Fast finishers

Fast finishers can think of different places, times and prices to substitute for those given.

Extension

SS research on www.nationalrail.co.uk for times and prices of single and return tickets for the following journeys:London – Leeds / London – Manchester / Manchester – York

Activity Book 4A, p. 100 Homework

W: Right. Is there anything else you would like to know?L: No, well, yes, no thank you very much.W: That’s no problem. Bye!

Grammar

5 ● Focus on the two gapped sentences. Go through the

Grammar box.● In pairs, SS complete the sentences with the correct

verb forms. Play audio. Paircheck. Classcheck. Play audio again. SS listen and repeat.

● Focus on the information in Exs. 3 and 4. Ask: What time does the Tourist Information Centre close on Saturday? What time do the main shopping centres in Edinburgh open / close on Thursdays?

● Ask What time do / does the main shopping centres / the post office open / close in this town on Thursdays?


1 do 2 does

Extension



● Go through the places / attractions listed on the cards and drill pronunciation.

● Model the exchange. In pairs, SS ask and answer about opening / closing times. Classcheck if necessary but you shouldn’t need to if you monitor hard.

Stop and do a quick grammar drill if SS are making too many mistakes with it and they verb forms.

Speaking

7● Focus on the places in the box. Ask What time does /

do the post office / banks open in your country? Elicit similar questions about the places in the box. Model example exchange.

● In groups of four, SS ask and answer about opening / closing times in their countries.

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Point out the silent ‘r’ in February and the fact that it rhymes with January. If appropriate, ask how many words for the months are similar in SS’ language: start with the same letter, have only one syllable etc. to highlight patterns and help memory.

Grammar

4 ● Elicit the spoken forms of dates in Ex. 2 section 2. Go

through the list of ordinal numbers. Read aloud the first five and drill pronunciation. Elicit the complete forms for sixth and seventh and drill.

● In pairs, SS complete the remaining ordinal numbers. ● Play audio. SS listen and paircheck then classcheck.● Play audio again. SS listen and paircheck then

classcheck. Ask How many don’t end in -th? (only 1st, 2nd and 3rd)

● Ask What’s the date today? Write this on the board. Focus on the Tip box. Write different dates on the board and elicit and drill the spoken forms.

Pronunciation

5 ● Write 4th and 5th on the board and elicit their

pronunciation. Write th on the board and drill its pronunciation. Demonstrate the position of the tongue clearly for SS to imitate.

● Focus on the phrases. Elicit pronunciation of the first phrase. Play audio. SS listen and repeat. Play audio again if necessary.

● Focus on the cartoon. SS read the speech bubble aloud. Elicit other English words SS know containing the /T/ sound (e.g. think). Containing the ‘th’ spelling, e.g.:T = think, thanks, both, monthD = they, there, this, that, these, those, with, the, father,

mother, brother

NB The list above is just for your reference. Stick to ‘th’ spelling, rather than the difference between voiced and unvoiced pronunciation at this stage. If SS can regularly get near the correct sound at this stage then they’re doing fine.

6● Go through the Grammar box. Focus on the prepositions

to use with months, dates and days.● SS read and complete the sentences with the correct

prepositions. Paircheck then classcheck.● Elicit the correct spoken form of the sentences. Remind

SS of the difference between the spoken and written forms of dates (see Tip box).


4B When’s your birthday?

Aim Asking about dates

Vocabulary Nouns: birthday, festival, typeMonths: January, February, March, April, May, June, July, August, September, October, November, DecemberTypes of music: classical, country, folk, heavy metal, jazz, opera, pop, rockOrdinal numbers: first, second, third, fourth, fifth, etc.Celebrations: Christmas Day, Halloween, New Year’s Day, New Year’s Eve, Independence Day, Thanksgiving Day, Valentine’s DayQuestions: How long (is it)?, What type of (music) is it?Expressions: When’s your birthday?

Pronunciation Stress in months of the year

Grammar Prepositions with days, months and dates

Skills Listening: for specific informationReading: for specific informationSpeaking: asking and answering about dates, festivals, birthdays

Recycling Questions; Verb be

Preparation Ex. 1: Teacher’s Resource 18 p. 103Ex. 1: Recordings of different types of musicEx. 7: Teacher’s Resource 19 p. 104Extension: Teacher’s Resource 20 p. 105

Lead in 5 min

● Books closed. Ask What type of music do you like? Elicit different kinds of music onto the board (pop, rap, classical, etc.) and, if time, examples of performers / songs from SS.

● Ask Do you go to music festivals? Where? Which ones? When are they? Write the names of festivals on the board, and ask for spellings if necessary. SS can if need be revise letter names for spelling in Word Bank 6, p. 69.

● Write high numbers on the board for SS to say. If SS need revision, refer them to Word Bank 1, p. 64. SS practise the same activity in pairs.

● Ask Are you good at remembering numbers / dates?

Reading 15 min

1Teacher’s Resource 18● Books open. Focus on the photos. Ask What do they

show? Focus on the words in the box. Model and drill pronunciation. Ask What type of music do these festivals play?

● Divide the class into groups of three, SS A, B and C. Give out cards to the appropriate SS. Ensure SS don’t show each other their cards.

● SS read about the festival on their card and tick the kinds of music it plays.

● Elicit the answers for each festival.

Edinburgh International Festival: classical, jazz, folk Salzburg Festival: classical, opera Montreal International Jazz Festival: jazz

Answers

If possible, play different types of music to SS and elicit the correct name for each.

Tip

2● Read the questions in section 1. Ask What’s your

festival? and elicit answers to the first question from SS A, B and C.

● In groups, SS ask and answer about the three festivals. ● Classcheck. Elicit similar information about other

festivals SS know.● Read the sentences in section 2. SS work together in

groups to look at all three cards to find the answers. ● Classcheck. Elicit the dates of any forthcoming festivals

SS know about.

Section 1 Edinburgh Festival: a Scotland, b over 50 years old, c Three weeks, d classical, jazz, folk; Salzburg Festival: a Austria, b over 80 years old c Five weeks, d classical, opera; Montreal Festival: a Canada, b over 20 years, c Ten days, d jazzSection 2 a July and August b 1st July and 22nd August c Card A bagpipes; Card B violin; Card C saxophone

Answers

Pronunciation 10 min

3 4.7

● Books closed. Ask What month is it? Elicit the months.● Books open. Focus on the list of months and the word

stress box. Focus on the different stress patterns. Illustrate these by clapping / beating out each rhythm.

● Play audio. SS listen and write each month in the correct column of the table.

● Paircheck then classcheck. Play audio again for SS to listen and repeat. Use clapping / stress beating to reinforce any stress pattern that SS find difficult.

●●● ● ●● ●● ●●●

JanuaryFebruary

MarchMayJune

AprilAugust

July SeptemberOctoberNovemberDecember

Answers

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4B

Unit 4

Point out the silent ‘r’ in February and the fact that it rhymes with January. If appropriate, ask how many words for the months are similar in SS’ language: start with the same letter, have only one syllable etc. to highlight patterns and help memory.

Tip

Grammar 10 min

4 4.8

● Elicit the spoken forms of dates in Ex. 2 section 2. Go through the list of ordinal numbers. Read aloud the first five and drill pronunciation. Elicit the complete forms for sixth and seventh and drill.

● In pairs, SS complete the remaining ordinal numbers. ● Play audio. SS listen and paircheck then classcheck.● Play audio again. SS listen and paircheck then

classcheck. Ask How many don’t end in -th? (only 1st, 2nd and 3rd)

● Ask What’s the date today? Write this on the board. Focus on the Tip box. Write different dates on the board and elicit and drill the spoken forms.

sixth seventh ninth tenth eleventh twelfth thirteenth twenty-first twenty-second twenty-third thirtieth thirty-first

Answers


5 4.9

● Write 4th and 5th on the board and elicit their pronunciation. Write th on the board and drill its pronunciation. Demonstrate the position of the tongue clearly for SS to imitate.

● Focus on the phrases. Elicit pronunciation of the first phrase. Play audio. SS listen and repeat. Play audio again if necessary.

● Focus on the cartoon. SS read the speech bubble aloud. Elicit other English words SS know containing the /T/ sound (e.g. think). Containing the ‘th’ spelling, e.g.:T = think, thanks, both, monthD = they, there, this, that, these, those, with, the, father,

mother, brother

NB The list above is just for your reference. Stick to ‘th’ spelling, rather than the difference between voiced and unvoiced pronunciation at this stage. If SS can regularly get near the correct sound at this stage then they’re doing fine.

Tip

6● Go through the Grammar box. Focus on the prepositions

to use with months, dates and days.● SS read and complete the sentences with the correct

prepositions. Paircheck then classcheck.● Elicit the correct spoken form of the sentences. Remind

SS of the difference between the spoken and written forms of dates (see Tip box).


1 on 2 on; inAnswers

Speaking 15 min

7Teacher’s Resource 19● Divide the class into pairs, SS A and B. Give SS

appropriate cards. Get SS to fold the sheet down the middle so they can’t see the dates in order to drill the names of the countries following the bolded stress: Colombia, Greece, Indonesia, Kazakhstan, Nigeria, Peru, Poland, Sweden, Switzerland, Ukraine and Vietnam. Revise other countries with Word Bank 4, p. 67.

● Model the exchange. Elicit answers to the second question.

● SS ask and answer to complete the information in their tables. Get them to add their own Independence Day if they have one and it’s not in the table.

8● Focus on the cartoons. Elicit and drill the names of the

special days illustrated and explain any that SS don’t know. Elicit some national festivals and celebrations from SS’ own countries and write the names of these on the board. Ask SS to spell them.

● Read the model sentence and elicit meaning of public holiday. Elicit similar sentences from the class about special days in their countries.

9 4.10

● Write birthday / ’s / your / when / ? on the board. Elicit the question and answer it. Write your birthday on the board and elicit meaning of birthday.

● Ask What do Tim and Anna do? Where do they work? What does Emma do?

● Read the questions aloud. Play audio. SS listen and tick the correct options. Play audio again if necessary. Paircheck then classcheck.

1 On 4th September 2 Rock and JazzAnswers

AudioscriptA = Anna; E = EmmaA: Hello.E: Oh, hi Anna. This is Emma. How are you?A: Fine. What’s up?E: It’s Tim’s birthday next week and …A: Really? When?E: On Friday 4th September. Let’s have a surprise party for him!A: Sure! That’s an excellent idea. How can I help?E: Can you buy him a present?A: Of course! Any ideas?E: How about a CD? What type of music does he like?A: I think he likes rock, pop and jazz.E: I know. Let’s buy him a DVD – you know, a concert on DVD?A: Perfect!

10

When’s your birthday?● Divide the class into groups of three, SS A, B and C. Give

out cards to the appropriate SS. Ensure SS don’t show each other their cards.

● SS read about the festival on their card and tick the kinds of music it plays.

● Elicit the answers for each festival.

Edinburgh International Festival: classical, jazz, folk Salzburg Festival: classical, opera Montreal International Jazz Festival: jazz

If possible, play different types of music to SS and elicit the correct name for each.

2● Read the questions in section 1. Ask What’s your

festival? and elicit answers to the first question from SS A, B and C.

● In groups, SS ask and answer about the three festivals. ● Classcheck. Elicit similar information about other

festivals SS know.● Read the sentences in section 2. SS work together in

groups to look at all three cards to find the answers. ● Classcheck. Elicit the dates of any forthcoming festivals

SS know about.

Section 1 Edinburgh Festival: a Scotland, b over 50 years old, c Three weeks, d classical, jazz, folk; Salzburg Festival: a Austria, b over 80 years old c Five weeks, d classical, opera; Montreal Festival: a Canada, b over 20 years, c Ten days, d jazzSection 2 a July and August b 1st July and 22nd August c Card A bagpipes; Card B violin; Card C saxophone

Pronunciation

3 ● Books closed. Ask What month is it? Elicit the months.● Books open. Focus on the list of months and the word

stress box. Focus on the different stress patterns. Illustrate these by clapping / beating out each rhythm.

● Play audio. SS listen and write each month in the correct column of the table.

● Paircheck then classcheck. Play audio again for SS to listen and repeat. Use clapping / stress beating to reinforce any stress pattern that SS find difficult.

●●● ● ●● ●● ●●●

JanuaryFebruary

MarchMayJune

AprilAugust

July SeptemberOctoberNovemberDecember

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Aim Talking about likes and dislikes

Vocabulary Nouns: types of films (action films, cartoons, comedies, dramas, musicals, science fiction, thrillers, westerns), types of music (disco, reggae, techno)

Adjectives of opinion: boring, fabulous, great, horrible, interesting, wonderful

Verbs: like, love, hate

Other: very much

Expressions: Come on!, I’m sorry I really …, What do you think of …?

Pronunciation Stress in sentences

Grammar Object pronouns


Reading: a conversation in order to complete it

Speaking: giving opinions

Recycling Giving opinions; Present simple

Preparation Ex. 1: Stills or snippets from films

Ex. 8: Teacher’s Resource 21, p. 106

Lead in ● Books closed. Ask What do you do at the weekend /

after work? and elicit as many different free time activities as possible. SS go to Word Bank 8, p. 71 to revise these.

● Ask Do you go to the cinema / watch DVDs / listen to music? What type of film / music do you like? Elicit different films and music. Ask SS to spell these if necessary and stress them correctly.

Listening

1 ● Books open. Focus on the photos of the films. Ask

What films are they? (The Simpsons, LA Confidential, Hairspray, Open Range, Star Wars) Have you seen them? What do you think of them? Ask Can you name any of the actors? Do you like (John Travolta)? etc.

● Read the words for different types of films and drill pronunciation. Elicit other examples of films for each genre, using mime or give first letters of the film titles on the board, etc. if necessary. SS match the films in the photos to the different genres. (Simpsons = cartoon; L. A. Confidential = thriller; Hairspray = musical; Open Range = western; Star Wars = science fiction.) Revise the types of music SS already know. Elicit and drill pronunciation of disco, reggae and techno and elicit examples of singers / songs.

● Ask Who’s Kate? Who has a birthday on 4th September? Explain that Kate’s at Tim’s birthday party. Elicit predictions about types of films / music Kate likes.

4B

● Ask two SS When’s your birthday? Write the two birthdays on the board with your own, putting them in calendar order.

● Ask SS to find out each others’ birthdays and then stand in calendar order across the classroom from Jan 1st to Dec 31st. SS mingle asking and answering about each others’ birthdays. SS put themselves in order. To check answers get each of them to say their birthday aloud to see if their birthday line is in the correct order. Congratulate them if they get it absolutely right.

11● Draw a chart of the months of the year on the board and

find out in which month most of the birthdays are. Find out if there are any shared dates, too.

● Read the model sentence and elicit similar sentences about your SS’ birthdays.

Extension

Teacher’s Resource 20Divide the class into pairs, SS A and B. Give SS the appropriate cards. SS ask about and fill in the missing birthdays on their cards. Monitor for correct pronunciation of the dates but don’t worry too much if they don’t anglicise the names perfectly. Fast finishers can try to remember which country each one comes from.

@ WeblinkSS research famous people’s birthdays at www.famousbirthdays.com and report back at the beginning of the next lesson.

Activity Book 4B, p. 101 Homework

Musicals? I’m sorry, I really hate them

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Aim Talking about likes and dislikes

Vocabulary Nouns: types of films (action films, cartoons, comedies, dramas, musicals, science fiction, thrillers, westerns), types of music (disco, reggae, techno)

Adjectives of opinion: boring, fabulous, great, horrible, interesting, wonderful

Verbs: like, love, hate

Other: very much

Expressions: Come on!, I’m sorry I really …, What do you think of …?

Pronunciation Stress in sentences

Grammar Object pronouns


Reading: a conversation in order to complete it


Recycling Giving opinions; Present simple

Preparation Ex. 1: Stills or snippets from films

Ex. 8: Teacher’s Resource 21, p. 106

Lead in 5 min

● Books closed. Ask What do you do at the weekend / after work? and elicit as many different free time activities as possible. SS go to Word Bank 8, p. 71 to revise these.

● Ask Do you go to the cinema / watch DVDs / listen to music? What type of film / music do you like? Elicit different films and music. Ask SS to spell these if necessary and stress them correctly.

Listening 15 min

1 4.11

● Books open. Focus on the photos of the films. Ask What films are they? (The Simpsons, LA Confidential, Hairspray, Open Range, Star Wars) Have you seen them? What do you think of them? Ask Can you name any of the actors? Do you like (John Travolta)? etc.

● Read the words for different types of films and drill pronunciation. Elicit other examples of films for each genre, using mime or give first letters of the film titles on the board, etc. if necessary. SS match the films in the photos to the different genres. (Simpsons = cartoon; L. A. Confidential = thriller; Hairspray = musical; Open Range = western; Star Wars = science fiction.) Revise the types of music SS already know. Elicit and drill pronunciation of disco, reggae and techno and elicit examples of singers / songs.

● Ask Who’s Kate? Who has a birthday on 4th September? Explain that Kate’s at Tim’s birthday party. Elicit predictions about types of films / music Kate likes.

● Play audio. This is an extract from a complete dialogue that SS will hear later on. SS listen and tick the correct types of film and music. Play audio again if necessary. Paircheck then classcheck. Ask Does Kate like science fiction films? Do you like science fiction films?

Films: musicals and thrillersMusic: country and rock

Answers

AudioscriptT = Tim; K = KateT: Your favourite type of music’s rock, then.K: Yes, I like it very much. And country, too. They’re my favourite.T: And what type of films do you like?K: Thrillers, musicals … But not science fiction films. I hate them.

They’re horrible!

Show SS stills or video snippets from different filmsif you can. SS say which type each film is.

Tip

2● Read the rubric aloud. SS mark their likes / dislikes.

Model the question, then elicit questions about your own likes / dislikes.

● SS mingle, asking and answering about their likes / dislikes and trying to find someone with the same taste. Monitor for accuracy.

● Elicit feedback from SS who found someone with the same taste and any SS who did not. Find out the favourite (and the least favourite) types of film and music in the class.

3 4.12

● Focus on the adjectives. Elicit and revise / teach the meanings. Make different facial expressions and elicit appropriate adjectives for each. Draw two columns on the board with + and – at the top. Elicit the correct adjectives for each column and write them in.

● Play audio. SS listen and number the adjectives in the order they hear them. Play audio again if necessary. Paircheck then classcheck and write the correct number next to each adjective on the board.

8 4 2 1 3 5 7 6Answers

AudioscriptT = Tim; K = KateT: So, Kate, do you like this song?K: Oh, that’s Justin Timberlake. He’s very good.T: Yes, I like him a lot! How about Bono? I think he’s fabulous. Do

you like him, too?K: Oh yes. Justin and Bono are great. I love them!T: Your favourite type of music’s rock, then.K: Yes, I like it very much. And country, too. They’re my favourite.T: And do you like the cinema?K: Yes! My favourite actress is Kate Winslet. What do you think of

her?T: Oh, she’s excellent. I like her, too. And what type of films do you

like?

Extension

@ WeblinkSS research famous people’s birthdays at www.famousbirthdays.com and report back at the beginning of the next lesson.

Musicals? I’m sorry, I really hate them 4C

Unit 4

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72

Aim Giving opinions about activities

Vocabulary Verb + -ing: boxing, running, swimming, walking, weight training

Word Bank 13: Free time activities

Nouns: athletics, calories, event, fan, gymnastics, sports activity, Olympic / gold medal

Adjective: recreational

Verbs: lose weight, prefer (x) to (y)

Other: every, more

Expressions: I love it!, I hate it!, No, not really., What about …?

Grammar Verb + -ing


Reading: analysing the vocabulary in an article


Recycling Giving opinions; like / love / hate; Adjectives of opinion

Lead in ● Books closed. Ask Do you play sports in your free

time? Elicit names of different sports. SS look at Word Bank 8, p. 71 if they want. Ask Do you go to the gym / do exercise? Do you like sports? Do you watch sports?

Reading

1● Books open. Focus on the photos. Elicit words for the

sports shown (swimming, walking, weight training, running, dancing). Ask What do you like doing? What do you hate doing? Find out which is the most / least popular activity in the class.

● Ask Can you swim? Do you like swimming? What do you know about swimming? Do you recognise the man or woman in the photos?

● In pairs, SS read the quiz questions. Elicit meanings of cycling, athletics, boxing and gymnastics using mime. Explain / elicit meaning of calories, e.g. How many calories are there in a glass of water? (zero).

● SS answer the questions. Don’t check answers with class yet, as SS will do this for the next exercise.

2● In pairs, SS read the article to check answers to the quiz.

Classcheck. Ask Any surprises? Did you learn anything new? Do you watch the Olympic Games? What do you think of Michael Phelps? Do you think he’s the greatest sportsman of all time? Did you enjoy reading that? Why / Why not?

K: Thrillers, musicals … But not science fiction films. I don’t like them. They’re horrible!

T: Come on, Kate. Science fiction is wonderful! For example, The Matrix films are very interesting. Now, musicals?! I’m sorry, I really hate them. They’re boring!

K: Boring? No way. What about Dream Girls for example, or Hairspray, or Chicago or Grease …?

Encourage SS to record and learn words like opinion adjectives in related groups, e.g. all the positive meanings together and all the negative meanings together.

Tip

4● SS read Tim and Kate’s gapped conversation. Elicit the

first missing word.● In pairs, SS complete the conversation with the correct

words. This exercise is revision of auxiliary do and prepositions for and of.

● Classcheck.

1 do 2 Do 3 of 4 is 5 do 6 is 7 do8 of 9 of 10 do 11 is 12 For 13 for

Answers

Grammar 15 min

5● Draw the four emoticons on the board and elicit

appropriate adjectives for each one. Revise like / don’t like / love and teach hate, using the emoticons.

● SS read the dialogue in Ex. 4 again. ● SS link the columns to make more true sentences. (If

possible, ask them to use a different colour for each new sentence.)

● Paircheck then classcheck by eliciting true sentences.

Tim likes Justin a lot. Kate loves Justin and Bono. Kate likes rock music very much. Tim likes Kate Winslet, too. Kate doesn’t like science fiction films. Tim hates musicals.

Answers

6● Focus on the dialogue in Ex. 4 again, and on the

pronouns highlighted in yellow.● Go through the Grammar box. Elicit first missing

pronoun.● SS complete the Grammar box with pronouns from the

dialogue. Monitor for accuracy.● Paircheck then classcheck. Ask questions to highlight

patterns to help them remember more easily,e.g. How many object pronouns– finish with ‘m’? (2)– start with the same letter as their subject pronoun? (4)– are the same as the subject pronoun? (2) etc.


him her it themAnswers

Give examples of well-known songs or quotations containing object pronouns: She loves you, yeah, yeah, yeah. Tell Laura I love her, Hold me close, Love me do, etc. Elicit other examples from SS. See also Activity Book 4C Study tip, p. 102.

Tip


7 4.13

● Focus on the sentences. Elicit the pronunciation of the first sentence. Focus on the stressed word and the use of pink type to show it.

● Play audio. SS listen and circle the stressed word in each sentence. Play audio again for SS to listen and repeat. Paircheck then classcheck.

2 hates 3 like 4 don’t 5 like 6 loveAnswers

Speaking 15 min

8Teacher’s Resource 21● Divide the class into pairs, SS A and B. Give cards to

appropriate SS.● SS read their cards but don’t show them to their partner.● Model the exchange and elicit questions about Tim and

Kate. Illustrate the answers with appropriate emoticons on the board.

● In pairs, SS ask and answer about Tim and Kate and draw appropriate emoticons in the correct column.

● Finally, ask Are Kate and Tim very similar?

9● Focus on the table. Read the words and elicit examples

of films, film stars, rock bands, and singers.● SS complete the table with their own choices. Model the

exchange, using your own choices as examples. Focus on the Tip box and warn SS about the incorrect forms I like and I like he / she, etc.

● SS move into groups of three or four and compare their opinions. Monitor closely for fluency and accuracy.

● Feedback any interesting findings with the whole class.

Extension

SS research photos of films and singers they like or don’t like and make a poster / PowerPoint presentation giving their opinions.

Activity Book 4C, p. 102 Homework

4C Swimming is my favourite activity!

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73

Aim Giving opinions about activities

Vocabulary Verb + -ing: boxing, running, swimming, walking, weight training

Word Bank 13: Free time activities

Nouns: athletics, calories, event, fan, gymnastics, sports activity, Olympic / gold medal

Adjective: recreational

Verbs: lose weight, prefer (x) to (y)

Other: every, more

Expressions: I love it!, I hate it!, No, not really., What about …?

Grammar Verb + -ing


Reading: analysing the vocabulary in an article


Recycling Giving opinions; like / love / hate; Adjectives of opinion

Lead in 5 min

● Books closed. Ask Do you play sports in your free time? Elicit names of different sports. SS look at Word Bank 8, p. 71 if they want. Ask Do you go to the gym / do exercise? Do you like sports? Do you watch sports?

Reading 15 min

1● Books open. Focus on the photos. Elicit words for the

sports shown (swimming, walking, weight training, running, dancing). Ask What do you like doing? What do you hate doing? Find out which is the most / least popular activity in the class.

● Ask Can you swim? Do you like swimming? What do you know about swimming? Do you recognise the man or woman in the photos?

● In pairs, SS read the quiz questions. Elicit meanings of cycling, athletics, boxing and gymnastics using mime. Explain / elicit meaning of calories, e.g. How many calories are there in a glass of water? (zero).

● SS answer the questions. Don’t check answers with class yet, as SS will do this for the next exercise.

b a c bAnswers

2● In pairs, SS read the article to check answers to the quiz.

Classcheck. Ask Any surprises? Did you learn anything new? Do you watch the Olympic Games? What do you think of Michael Phelps? Do you think he’s the greatest sportsman of all time? Did you enjoy reading that? Why / Why not?

● Read definitions 1–5. Elicit examples of a noun, an adjective and a verb. Focus on the yellow highlighted words in the article. Elicit the correct word for definition 1.

● SS match the other words and definitions. Paircheck then classcheck.

1 recreational 2 gold medal 3 lose weight4 fans 5 event

Answers

Set a time limit, e.g. two minutes to do this (or any reading) activity to encourage SS not to stop at every new word or phrase. Remind SS too that it’s not necessary to understand every new word when they read a text provided they get the main idea.

Tip

Speaking 10 min

3● Read the sentences aloud and focus on the example and

its matching photo.● SS read the sentences and match them to the correct

photos, then paircheck and classcheck. Elicit / demonstrate the meaning of prefer.

● SS tick the opinions they agree with.

2E 3B 4C 5DAnswers

4● Give your opinions to SS and elicit their reactions.

Quickly elicit opinion adjectives and write them on the board if necessary. Revise like / don’t like / love / hate.

● In pairs, SS compare their opinions. Monitor for accuracy and help expand their ideas.

● Finally, elicit exchanges from pairs of SS.

Grammar 15 min

5● Focus on the sentences in Ex. 3. Focus on the verb + -ing

forms for activities and the Grammar box. Elicit the first completed form.

● SS complete the Grammar box. Monitor for accuracy. Paircheck. SS can use Essential Grammar p. 119 Exs. 6 and 7 to check or consolidate the grammar if need be. Classcheck.


Learning Doing doing watchingstaying going

Answers

6 4.14

● Ask What do you like doing? and elicit some non-sporting activities. Go to Word Bank 13, p. 76.

● In groups of three or four, SS cover the words, look at the pictures and in one minute see how many they can name. Monitor, praise and prompt as necessary but don’t correct yet.

Give examples of well-known songs or quotations containing object pronouns: She loves you, yeah, yeah, yeah. Tell Laura I love her, Hold me close, Love me do, etc. Elicit other examples from SS. See also Activity Book 4C Study tip, p. 102.

Pronunciation

7 ● Focus on the sentences. Elicit the pronunciation of the

first sentence. Focus on the stressed word and the use of pink type to show it.

● Play audio. SS listen and circle the stressed word in each sentence. Play audio again for SS to listen and repeat. Paircheck then classcheck.

2 hates 3 like 4 don’t 5 like 6 love

Speaking

8Teacher’s Resource 21● Divide the class into pairs, SS A and B. Give cards to

appropriate SS.● SS read their cards but don’t show them to their partner.● Model the exchange and elicit questions about Tim and

Kate. Illustrate the answers with appropriate emoticons on the board.

● In pairs, SS ask and answer about Tim and Kate and draw appropriate emoticons in the correct column.

● Finally, ask Are Kate and Tim very similar?

9● Focus on the table. Read the words and elicit examples

of films, film stars, rock bands, and singers.● SS complete the table with their own choices. Model the

exchange, using your own choices as examples. Focus on the Tip box and warn SS about the incorrect forms I like and I like he / she, etc.

● SS move into groups of three or four and compare their opinions. Monitor closely for fluency and accuracy.


Extension

4DSwimming is my favourite activity!

Unit 4

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74

Aim Talking about how often one does things

Vocabulary Nouns: advert, computer programmer, diet, (junk) food (burgers, hotdogs, lasagne, pizza, salad), lifestyle, mind, body

Adjectives: happy, healthy, sad

Verbs: do (aerobics, sit-ups, yoga), go on a diet, go to the dentist, have English lessons, need

Expressions of frequency: once / twice / three times (a week), every (month), every other (day), regularly

Question word: How often …?

Expressions: Me, too!, Really? I … .

Grammar How often …? + present simple

Expressions of frequency


Reading: to complete a text

Speaking: asking and answering about activities

Recycling Ex. 1: Flashcards of junk food

Activities; Prepositions: before / after

Lead in ● Books closed. Ask Do you have breakfast / a big lunch

every day? Do you usually do exercise / go for a run every day? Do you play football / tennis every day? Elicit questions and answers about everyday physical and eating activities and their frequency. Revise everyday activities with Word Bank 11, p. 74 and frequency adverbs (sometimes, never, often, usually).

Reading

1● Write diet on the board and mime / elicit / pre-teach

vocabulary related to it (lose weight, eat a lot / a little, junk food, salad, burgers, hotdogs, pizza, lasagne). Model and drill pronunciation of new words. Use flashcards if you can.

● Books open. Read sentences aloud, giving your own opinions. Teach need / don’t need and revise prefer … to … .

● SS read the sentences and circle the best words for them. In pairs, SS compare answers.

● Elicit sentences. Ask Do you eat a lot of junk food / salad? Is exercise an important part of your life? Do you prefer doing exercise to watching TV?

2● Focus on the advert and photo of Jim. Make sure they

realise it’s the same man! Ask How do you win $1,000?

● Word Bank Ex. 1: SS uncover the words and focus on the example. Highlight the verbs and the completed example.

● SS match the other verbs and pictures. ● Write chat on the board and show how to add the -ing

ending and doubling the ‘t’ to make the activity word. Write cycle and show how the e must be omitted before -ing is added.

● Tell SS that every line represents one missing letter to help them work out the spellings.

● Play audio for SS to check answers. Write the correct verb forms on the board for them to compare and correct their spellings. Drill as necessary. Make sure SS don’t stress the -ing ending; it’s never stressed.

● Word Bank Ex. 2: SS choose four more activities they like doing to add to the list. They can look at Word Bank 8 for ideas, adding the -ing form to the verbs to make the activity words. They can use dictionaries too of course to find their own preferred activities.

2 cycling 11 dancing 10 drinking5 driving 3 eating 1 singing 6 sleeping9 studying 8 taking a photo 12 travelling (by plane) 7 working

Answers

Speaking 15 min

7 4.15

● Focus on the table. Elicit the activities shown in the pictures and any information SS can remember about Kate, Anna and Leo. Ask Does Kate like watching science fiction films?

● Divide the class into groups of three and assign roles, SS A, B and C. Tell As to listen and tick the activities Anna likes doing, Bs to do the same for Kate, and Cs to do the same for Leo.

● Play audio. SS listen and tick the information. Play audio again if necessary. Don’t check answers yet. Ask Do you like talking and running at the same time? Do you prefer running alone or with a friend?

AudioscriptK = Kate; A = AnnaK: Ana! Hi! So you like running, too!A: Hi Kate! Nice to see you! Well, no! Er, I don’t really like running.

Actually, I hate it! But it’s good exercise, so …K: Oh I think it’s OK, I mean I like running sometimes, but I really

prefer swimming. I often go swimming in the morning.A: Oh, yes! Swimming is fantastic. It’s the best sport. In Italy I go

swimming a lot, but not here in London. It’s cold!K: What about Leo? Does he like swimming, too?A: Leo? No way! He hates it! He prefers walking and cycling. And he

doesn’t like running, so I usually go running alone.K: But … er, do you sometimes do exercise together?A: Oh, sure! We sometimes go dancing together. Leo doesn’t like

dancing much, but I love it.K: I never go dancing here … It’s terrible! I love dancing, but I don’t

have time, you know, I work in the evenings.A: Yes, I know.K: Listen, Anna. Let’s go swimming together every morning. What do

you think?A: Yes, OK. That’s an excellent idea.K: Great! Come on!

8● In groups, SS talk about the activities Anna, Kate and

Leo like, following the model exchanges.● Monitor closely for accuracy of verb forms.● SS answer the last question. Check with class by asking

What do Anna and Kate agree to do? If SS ask why it isn’t What do Anna and Kate agree doing?, point out that the infinitive (dictionary form) is used after to. Try to associate -ing forms at this level with verbs of emotion (love, prefer, like and enjoy).

Anna: swimming, dancing Kate: swimming, running and dancingLeo: walking, cyclingKate and Anna agree to go swimming together every morning.

Answers

9● Staying in groups, SS talk about their own favourite

activities. They can refer back to Word Bank 13 for ideas. Monitor closely for fluency and make sure all SS take part.


Activity Book 4D, p. 103 Homework

4D He goes running once a week

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75

Aim Talking about how often one does things

Vocabulary Nouns: advert, computer programmer, diet, (junk) food (burgers, hotdogs, lasagne, pizza, salad), lifestyle, mind, body

Adjectives: happy, healthy, sad

Verbs: do (aerobics, sit-ups, yoga), go on a diet, go to the dentist, have English lessons, need

Expressions of frequency: once / twice / three times (a week), every (month), every other (day), regularly

Question word: How often …?

Expressions: Me, too!, Really? I … .

Grammar How often …? + present simple

Expressions of frequency


Reading: to complete a text

Speaking: asking and answering about activities

Recycling Ex. 1: Flashcards of junk food

Activities; Prepositions: before / after

Lead in 5 min

● Books closed. Ask Do you have breakfast / a big lunch every day? Do you usually do exercise / go for a run every day? Do you play football / tennis every day? Elicit questions and answers about everyday physical and eating activities and their frequency. Revise everyday activities with Word Bank 11, p. 74 and frequency adverbs (sometimes, never, often, usually).

Reading 10 min

1● Write diet on the board and mime / elicit / pre-teach

vocabulary related to it (lose weight, eat a lot / a little, junk food, salad, burgers, hotdogs, pizza, lasagne). Model and drill pronunciation of new words. Use flashcards if you can.

● Books open. Read sentences aloud, giving your own opinions. Teach need / don’t need and revise prefer … to … .

● SS read the sentences and circle the best words for them. In pairs, SS compare answers.

● Elicit sentences. Ask Do you eat a lot of junk food / salad? Is exercise an important part of your life? Do you prefer doing exercise to watching TV?

2● Focus on the advert and photo of Jim. Make sure they

realise it’s the same man! Ask How do you win $1,000?

Focus on the sentences in Ex. 1 and decide which ones match Jim’s opinions both before and after his ‘success story’. Do the first one with them as an example.

● Elicit the meanings of happy and sad, using facial expressions. Elicit the correct adjective for Jim in each picture.

Before: 2 Going on a diet is very difficult for me.3 I eat a lot of junk food. 4 I prefer eating lasagne to eating a salad. 5 Doing exercise isn’t an important part of my life. 6 I don’t prefer doing exercise to staying at home and watching TV.After: 1 My weight is fine. I don’t need to lose weight at the moment. 2 Going on a diet isn’t very difficult for me. 3 I don’t eat a lot of junk food. 4 I don’t prefer eating lasagne to eating a salad. 5 Doing exercise is an important part of my life. 6 I prefer doing exercise to staying at home and watching TV.

Answers

Listening 15 min

3 4.16

● Focus on the photo of Jim again. Elicit SS’ guesses for how much Jim weighed before and after he lost weight.

● Play audio. SS listen and complete the advert. Play audio again, if necessary.

● Paircheck then classcheck by asking questions: What’s Jim’s nationality? Where’s he from? etc. Elicit meaning of computer programmer.

Before: 110 kg After: 65 kg Nationality: Canadian From: Toronto Lives: Los Angeles, California Age: 27 Occupation: Computer programmer

Answers

AudioscriptJim: Hi. I’m Jim Ransom. I’m Canadian, from Toronto, but I live in

California now, in Los Angeles. I’m 27 and I live alone with my two cats. I’m a computer programmer and I work for a small company here in Los Angeles. Last year I was very unhappy: I was really fat! I was about 110 kilograms! But now, this year I’m a very happy man. I have a new body, a new look, a new life! I’m now just 65 kilograms! That’s right – 45 kilos less. Fantastic! I eat a lot less than before, you know … And I do a lot of exercise and I love it! I play tennis, I go running, I go swimming, I do yoga … I just can’t stop!

4 4.16

● Focus on the sentences. Elicit meaning of yoga using mime if necessary.

● Play audio again. SS listen and circle the correct options. Paircheck then classcheck.

● Focus on the Tip box on p. 55 and the correct verbs to use for sports and similar activities. Elicit other examples. Say examples of sports / activities and elicit the correct verbs.

1 do 2 play 3 go 4 go 5 doAnswers

8● In groups, SS talk about the activities Anna, Kate and

Leo like, following the model exchanges.● Monitor closely for accuracy of verb forms.● SS answer the last question. Check with class by asking

What do Anna and Kate agree to do? If SS ask why it isn’t What do Anna and Kate agree doing?, point out that the infinitive (dictionary form) is used after to. Try to associate -ing forms at this level with verbs of emotion (love, prefer, like and enjoy).

Anna: swimming, dancing Kate: swimming, running and dancingLeo: walking, cyclingKate and Anna agree to go swimming together every morning.

9● Staying in groups, SS talk about their own favourite

activities. They can refer back to Word Bank 13 for ideas. Monitor closely for fluency and make sure all SS take part.


4EHe goes running once a week

Unit 4

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76

Aim Talking about how often people do things

Vocabulary Nouns: couple, expert, rule

Adjective: funny

Verbs: decide, rent (a DVD)

Adverbs of frequency: always, hardly ever, never, often

Question word: Which …?

Expressions: I don’t really like her., I really like him., I don’t really know him., Who’s she?, Only joking!

Grammar Adverbs of frequency; Prepositions of time, place and movement


Reading: to complete a text with the correct prepositions

Speaking: about famous British people, art, monuments, etc; about weekend activities

Recycling Activities; Prepositions: before / after

Preparation Lead in: Photos (from magazines / newspapers / the Internet) showing famous people, places, monuments from around the world. Include Judi Dench if you can for Ex. 1.

Ex. 3: Teacher’s Resource 22 & 23 p. 107–108

Lead in ● Books closed. Using photos of famous people and

places, ask Who’s this? What does he / she do? Where’s he / she from? What’s this? Where is it? SS can look at Word Banks 5, 12 and 4 to revise jobs, places and countries / nationalities. Include Judi Dench if you can to help with Ex. 1.

● Elicit SS’ opinions of the people and places.

Listening

1 ● Books open. Ask questions about Leo, Anna, Kate and

Tim. Are they married? Are they friends? What do they do? What types of film does Kate like? Revise types of film, too.

● Read the rubric and questions aloud. Elicit meanings of decide and make a joke. Explain meaning of Which …?

● Play audio. Elicit the answer to first question. Play audio again if necessary. SS listen and write the correct names.

● Paircheck then classcheck. Spell Judi Dench aloud for SS to write down. (SS who need revision of the letter names can look at Word Bank 6, p. 69.)

5 4.17

● Focus on Jim’s exercise calendar. Elicit the illustrated numbered activities and days of the week. Ask What does Jim do on Mondays? etc. Elicit the meaning of How often?

● Focus on the frequency expressions a–d. Elicit their meanings. Teach once / twice / three times and every other and drill pronunciation. Ask When does Jim go running? and elicit the first answer.

● SS number the frequency expressions.● Play audio. SS listen and check answers. Classcheck.● Ask Which letter in every is silent? Play audio again for

SS to listen, say answer and repeat. Drill pronunciation of every and often.

If time, elicit other words with silent letters and encourage SS to keep a list of them, with the silent letterstruck out: listen, answer, castle, two, know, ordinary, dictionary, etc.

Tip

a4 b3 c1 d2 Silent letter: every oftenAnswers

Audioscripta He goes running once a week.b He plays tennis twice a week.c He goes swimming three times a week.d He does yoga every other day.

Grammar 15 min

6● Focus on the frequency expressions in Ex. 5. Ask

How often does Jim go running? Contrast with When …? for times.

● Go through the Grammar box. Elicit first missing word.● SS complete the Grammar box using expressions from

Ex. 5, then paircheck. SS can use Essential Grammar p. 119 Ex. 8 to check or consolidate the grammar. Classcheck.

● Ask How often do you go swimming / running? and encourage a range of answers including ‘Never’!


twice three otherAnswers

7● Focus on the pictures. Elicit vocabulary for as many of

the activities as possible. (SS can look at Word Banks 8 and 11.) Elicit and teach have English lessons and go to the dentist using mime if necessary.

● Focus on the model exchange. Say something true about yourself and elicit SS’ responses. Teach Me, too and Really? I … . Elicit the meaning of coincidences.

● In groups of three or four, SS talk about their regular activities and find any coincidences.

● Classcheck their findings.

Speaking 15 min

8● Focus on Dr Sane’s photo and his problem page. Ask

What does he do? (SS can revise jobs in Word Bank 5, p. 68.) Ask Do you think he’s a real doctor? Elicit the meaning of sane. NB This text is quite ‘tongue in cheek’ and is supposed to be a pastiche, not real.

● SS scan the text and find the activities Dr Sane mentions. Drill pronunciation if necessary.

● Read rubric aloud. Elicit meaning of lifestyle. Ask Who’s Carmen? Is she happy? Explain that she has written to Dr Sane about a problem. Ask What is the problem?

● SS read Carmen’s question to find out what the problem is. Paircheck then classcheck.

Her friend Jim never stops exercising.Answers

9 4.18

● Read the frequency expressions aloud and check understanding. SS read Dr Sane’s answer to Carmen’s question. Elicit suggestions for the missing expression for the first numbered box.

● In pairs, SS decide where the other expressions should go.

● Play audio. SS listen and check their answers. Play audio again, if necessary. Ask again Do you think he’s a real doctor? to establish that he probably isn’t.

● Finally, tell SS how often you do some of the activities mentioned in the text. Elicit similar sentences.

1d 2f 3a 4e 5b 6cAnswers

10● Focus on the underlined activities in Dr Sane’s reply.

Elicit the meaning of sit-ups and aerobics, using actions if possible.

● Ask How often do you go running / swimming? How often do you do weight training / aerobics? Repeat and drill the question form, writing it on the board or referring to the Grammar box. Elicit similar questions.

● In pairs, SS ask and answer about the activities. ● Elicit SS’ opinions of Dr Sane’s suggestions Do you agree

with Dr Sane? Do you need to do weight training once or twice a week? Is it important to go dancing with a friend? Do you read / like articles like this?

Extension

SS can write a short paragraph describing their lifestyles (physical activities, diet, socialising), for another S to read and decide if they are healthy and give one or two suggestions.

Activity Book 4E, p. 104 Homework

4E We hardly ever go to bed early

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Aim Talking about how often people do things

Vocabulary Nouns: couple, expert, rule

Adjective: funny

Verbs: decide, rent (a DVD)

Adverbs of frequency: always, hardly ever, never, often

Question word: Which …?

Expressions: I don’t really like her., I really like him., I don’t really know him., Who’s she?, Only joking!

Grammar Adverbs of frequency; Prepositions of time, place and movement


Reading: to complete a text with the correct prepositions

Speaking: about famous British people, art, monuments, etc; about weekend activities

Recycling Activities; Prepositions: before / after

Preparation Lead in: Photos (from magazines / newspapers / the Internet) showing famous people, places, monuments from around the world. Include Judi Dench if you can for Ex. 1.

Ex. 3: Teacher’s Resource 22 & 23 p. 107–108

Lead in 5 min

● Books closed. Using photos of famous people and places, ask Who’s this? What does he / she do? Where’s he / she from? What’s this? Where is it? SS can look at Word Banks 5, 12 and 4 to revise jobs, places and countries / nationalities. Include Judi Dench if you can to help with Ex. 1.

● Elicit SS’ opinions of the people and places.

Listening 15 min

1 4.19

● Books open. Ask questions about Leo, Anna, Kate and Tim. Are they married? Are they friends? What do they do? What types of film does Kate like? Revise types of film, too.

● Read the rubric and questions aloud. Elicit meanings of decide and make a joke. Explain meaning of Which …?

● Play audio. Elicit the answer to first question. Play audio again if necessary. SS listen and write the correct names.

● Paircheck then classcheck. Spell Judi Dench aloud for SS to write down. (SS who need revision of the letter names can look at Word Bank 6, p. 69.)

1 Tim 2 Ana 3 Tim 4 Judi DenchAnswers

AudioscriptT = Tim; K = Kate; A = Anna; L = LeoK: Let’s all go to the cinema.A: Great idea, Kate! What film do you want to see? K: How about Casablanca? It’s on at the ABC. I really love that film.T: Oh, no! Not Casablanca. I don’t like black and white films very much.L: OK, Tim. Let’s go and see the new Judi Dench film.A: Judi who? Who’s she? I don’t know her.K: Anna? You don’t know Judi Dench? She’s a fabulous British actress!L: Yes, she plays M in the Bond films.A: Oh, yes, of course. She’s great! Let’s …T: Well, I’m not sure. Judi Dench is a wonderful actress but, well,

she’s always a bit Shakespearean.K: You mean you don’t like Shakespearean actresses, Tim?T: No, I hate them!A: Really? Oh, well. OK, Tim. so what type of film do you like? Thrillers?T: Well, thrillers, yes! I love them … Hey, it is Friday night, you know.

How about something with Scarlett Johannsson. I like her. Or Keira Knightley? I really like her! Or Jessica Alba … She’s beautiful! Or Angelina Jolie, or ... !

K: Tim!! Please!T: Only joking, Kate. Relax! Let’s go and see the new Judi Dench film.

I think Judi Dench is great!

2 4.19

● Read the sentences aloud and highlight the numbered example. Elicit the full sentence and who said it (Tim).

● Play audio for SS to listen and number them in correct order.

● Focus on the names and categories in section 2. Elicit pronunciation and highlight the example. Play audio again. This time SS match letters of the sentences to the correct names / words.

● Paircheck then classcheck.

A4 C5 D3 E2 A Thrillers C Keira KnightleyD Classical actresses E Judi Dench

Answers

Speaking 10 min

3Teacher’s Resource 22 & 23● Focus on the photos. Elicit the names of the people and

the place (Stonehenge, Emma Watson, Leona Lewis, Prince William).

● Ask What do you know about …? Ask What do you think of (him)? Use emoticons on the board to revise like / don’t like / love / hate. Revise monument, famous, big and small.

● Go through the speech bubble exchanges. Show a card to the class and elicit responses.

● Divide the class into groups of three or four. Cut up and give a set of cards to each group and tell them to put them face down in a pile. SS turn over a card and say all they can about it.

● Find out which S in each group knows the most about famous British people, places and things.

● Finally, give out answer cards and elicit sentences about who they (don’t) like, is Scottish, not English etc.If possible, show SS photos of the people / things and places.

Speaking

8● Focus on Dr Sane’s photo and his problem page. Ask

What does he do? (SS can revise jobs in Word Bank 5, p. 68.) Ask Do you think he’s a real doctor? Elicit the meaning of sane. NB This text is quite ‘tongue in cheek’ and is supposed to be a pastiche, not real.

● SS scan the text and find the activities Dr Sane mentions. Drill pronunciation if necessary.

● Read rubric aloud. Elicit meaning of lifestyle. Ask Who’s Carmen? Is she happy? Explain that she has written to Dr Sane about a problem. Ask What is the problem?

● SS read Carmen’s question to find out what the problem is. Paircheck then classcheck.

Her friend Jim never stops exercising.

9 ● Read the frequency expressions aloud and check

understanding. SS read Dr Sane’s answer to Carmen’s question. Elicit suggestions for the missing expression for the first numbered box.

● In pairs, SS decide where the other expressions should go.

● Play audio. SS listen and check their answers. Play audio again, if necessary. Ask again Do you think he’s a real doctor? to establish that he probably isn’t.

● Finally, tell SS how often you do some of the activities mentioned in the text. Elicit similar sentences.

1d 2f 3a 4e 5b 6c

10● Focus on the underlined activities in Dr Sane’s reply.

Elicit the meaning of sit-ups and aerobics, using actions if possible.

● Ask How often do you go running / swimming? How often do you do weight training / aerobics? Repeat and drill the question form, writing it on the board or referring to the Grammar box. Elicit similar questions.

● In pairs, SS ask and answer about the activities. ● Elicit SS’ opinions of Dr Sane’s suggestions Do you agree

with Dr Sane? Do you need to do weight training once or twice a week? Is it important to go dancing with a friend? Do you read / like articles like this?

Extension

We hardly ever go to bed early 4F

Unit 4

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Revision Unit 4 Language and vocabulary

Preparation Ex. 5: Teacher’s Resource 24 p. 109

Ex. 12: Teacher’s Resource 25 p. 110

1 ● SS look at Word Bank 12, p. 75, choose five words and

write them down on their ‘Bingo card’.● Play audio. SS listen and tick the words when they hear

them. The first person to tick all five words shouts Bingo!

AudioscriptOK. Are you ready? Word number 1 is the bus station. Bus station, Number 2 – that’s the museum. Museum. Next is the art gallery. The art gallery. Next we have the theatre. Theatre. Word number 5 is a shopping centre. The shopping centre. That’s mall in American English. Does anybody have Bingo? No, OK. Word number 6 is the bank. The bank. Number 7 is the university. University. Number 8 is the castle. The castle. OK? No Bingo? No? OK, word number 9 is the post office. The post office. Number 10 is the monument. The monument. 11 is the café. The café. Word number 12 is the station. The station. 13 is the palace. The palace. 14 is the park, the park. And number 15 is the pub. The pub. OK?

You can play Bingo like this at any time to revise any of the Word Banks.

2 ● SS complete the dialogue with the correct words.● Play audio for SS to listen and check.● SS practise the dialogue in pairs. Monitor closely for

accuracy and praise any successful improvisation.

3● If necessary, revise family members using Word Bank 7,

p. 70. Write a member of your family along with their birthday on the board. Write another family member and elicit questions about their birthday.

● Model the exchange. In pairs, SS ask and answer about three people in their family and their birthdays. Monitor closely for accuracy of ’s and possessive adjectives.

● Ask Any coincidences? and take feedback with the whole class.

4● SS scan the text and predict what it is about. Read the

rubric and elicit the meaning of Gregorian calendar.● In pairs, SS read the text and find four groups who do

not use the Gregorian calendar.● Classcheck. Ask Did you learn anything from this text?

Grammar 20 min

4 ● Ask What do you like doing at the weekend? Write up

SS’ ideas on the board. (Revise free time activities using Word Bank 13 if necessary.)

● Tell SS they are going to read about two couples talking about their weekends.

● SS read the gapped texts in Ex. 5. SS note down which activities on the board are mentioned in the texts. Classcheck.

● SS circle the correct option for questions 1–3. Paircheck.

1 Debby and Justin 2 Sue and Roger3 Sue and Roger

Answers

5 4.20

● In pairs, SS read the texts again and complete them with the correct prepositions.

● Elicit the meaning of rent a DVD. Play audio for SS to check answers.

● SS use texts to help complete the Grammar box. Paircheck.


Prepositions of time: in at onPrepositions of place: at Movement: to

Answers

6● Focus on the yellow adverbs in texts in Ex. 5 and their

positions on the scale. Elicit the meanings of always and never.

● Elicit the meaning and pronunciation (with the silent ‘t’) of often and its correct position on the scale. SS complete the other gaps on the scale with other missing adverbs.

● Paircheck then classcheck. Elicit meaning of hardly ever.

● Focus on the two jumbled rules for position of adverbs of frequency. Elicit first word for Rule 1. In pairs, SS put them in the correct order. Classcheck.

Rule 1: Adverbs of frequency go after the verb be.Rule 2: Adverbs of frequency go before other verbs.

Answers

7● Read the prompt phrases and model sentence aloud.

Say a statement about number 1 that is true for you and elicit others from SS, using different adverbs of frequency.

● In pairs, SS make true sentences about their habits. Check SS are using adverbs in correct positions.

Speaking 10 min

8● Write notes on the board about places you usually go

and things you often do at weekends, e.g. Friday evening – have a barbecue, Saturday morning – do yoga, etc. Use a grid like the one in the book.

● SS make notes in the grid about their own weekends.

9● Use your notes to act out the model exchange.● In pairs, SS compare their weekends. Monitor for correct

use of prepositions.● Feedback any interesting discoveries with the whole

class. Are any of them similar to Debby and Justin or Sue and Roger?

Review● Ask SS if they enjoyed Unit 4, what they remember and

which lessons they particularly liked or found useful. Encourage them to be honest.

● SS will find a self-evaluation section in Activity Book 4F. The aim is to help SS to see the progress they have already made and to be aware of any areas they need to revise through Word Banks and Activity Book exercises.

● For homework, preferably in pairs, SS do Phrasebook Unit 4, p. 78.

Remind SS to use Phrasebook phrases whenever possible.

Tip

@WeblinkSS go to www.woodlands-junior.kent.sch.uk/customs/questions/famous_people.htm to find out about a famous British person they didn’t know before and talk about him / her with other SS.

Extension

SS prepare a poster or PowerPoint presentation about a famous British person’s lifestyle.

Activity Book 4F, p. 105 Homework

4F Revision

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Revision Unit 4 Language and vocabulary

Preparation Ex. 5: Teacher’s Resource 24 p. 109

Ex. 12: Teacher’s Resource 25 p. 110

1 4.21

● SS look at Word Bank 12, p. 75, choose five words and write them down on their ‘Bingo card’.

● Play audio. SS listen and tick the words when they hear them. The first person to tick all five words shouts Bingo!

AudioscriptOK. Are you ready? Word number 1 is the bus station. Bus station, Number 2 – that’s the museum. Museum. Next is the art gallery. The art gallery. Next we have the theatre. Theatre. Word number 5 is a shopping centre. The shopping centre. That’s mall in American English. Does anybody have Bingo? No, OK. Word number 6 is the bank. The bank. Number 7 is the university. University. Number 8 is the castle. The castle. OK? No Bingo? No? OK, word number 9 is the post office. The post office. Number 10 is the monument. The monument. 11 is the café. The café. Word number 12 is the station. The station. 13 is the palace. The palace. 14 is the park, the park. And number 15 is the pub. The pub. OK?

You can play Bingo like this at any time to revise any of the Word Banks.

Tip

2 4.22

● SS complete the dialogue with the correct words.● Play audio for SS to listen and check.● SS practise the dialogue in pairs. Monitor closely for

accuracy and praise any successful improvisation.

1 return 2 please 3 you 4 does5 at 6 arrive 7 Thank

Answers

3● If necessary, revise family members using Word Bank 7,

p. 70. Write a member of your family along with their birthday on the board. Write another family member and elicit questions about their birthday.

● Model the exchange. In pairs, SS ask and answer about three people in their family and their birthdays. Monitor closely for accuracy of ’s and possessive adjectives.

● Ask Any coincidences? and take feedback with the whole class.

4● SS scan the text and predict what it is about. Read the

rubric and elicit the meaning of Gregorian calendar.● In pairs, SS read the text and find four groups who do

not use the Gregorian calendar.● Classcheck. Ask Did you learn anything from this text?

Chinese people, Muslims, Jewish people and Wiccans

Answers

Wicca is a nature-based pagan religion, whose followers are called Wiccans. It is based mainly in the USA and UK. There are about one million Wiccans worldwide.

Tip

5Teacher’s Resource 24● Divide the class into pairs, SS A and B. Give out the

appropriate cards.● SS work individually to complete the table in Ex. 4 with

the new information from their card.● Model and drill pronunciation of years (e.g. 2009 =

two thousand and nine) and Islamic and Jewish. Model the exchange, ensuring they use ‘the’ each time in questions, e.g. When’s the Chinese New Year in 2010? as in the model.

● SS ask and answer in pairs. Monitor.● Ask Do you know any other ‘New Year’ systems?

6● Focus on the example. SS join the three columns of

words to make five true sentences. Give an example and elicit examples. Elicit reasons for the likes and dislikes. Revise opinion adjectives if necessary.

● In pairs, SS say their sentences and find out if any of their sentences and reasons are the same as their partners. Monitor closely for accuracy.

● Ask Any surprises? to elicit what SS learned about their partners from the activity.

7● Focus on the example and elicit the second correct

pronoun.● In pairs, SS complete the dialogue with the correct

pronouns. Monitor.

2 you 3 them 4 her 5 She 6 him7 He 8 us

Answers

8 4.23

● Elicit the correct verb + -ing activities for the pictures in the table.

● Focus on the four emoticons and their meanings.● Play audio. SS listen and draw the correct emoticons

in appropriate places in the table. Play audio again if necessary.

● Paircheck then classcheck.

Pia hates swimming doesn’t like cycling; likes reading loves dancing hates shopping

Answers

Audioscript

M = Man; P = PiaM: So, Pia. Can I ask you one or two questions, please?P: Sure. What would you like to know?M: Do you like swimming?P: No, I don’t. I hate it. It’s really boring!

Speaking

8● Write notes on the board about places you usually go

and things you often do at weekends, e.g. Friday evening – have a barbecue, Saturday morning – do yoga, etc. Use a grid like the one in the book.

● SS make notes in the grid about their own weekends.

9● Use your notes to act out the model exchange.● In pairs, SS compare their weekends. Monitor for correct

use of prepositions.● Feedback any interesting discoveries with the whole

class. Are any of them similar to Debby and Justin or Sue and Roger?

Review● Ask SS if they enjoyed Unit 4, what they remember and

which lessons they particularly liked or found useful. Encourage them to be honest.

● SS will find a self-evaluation section in Activity Book 4F. The aim is to help SS to see the progress they have already made and to be aware of any areas they need to revise through Word Banks and Activity Book exercises.

● For homework, preferably in pairs, SS do Phrasebook Unit 4, p. 78.

Remind SS to use Phrasebook phrases whenever possible.

@WeblinkSS go to www.woodlands-junior.kent.sch.uk/customs/questions/famous_people.htm to find out about a famous British person they didn’t know before and talk about him / her with other SS.

Extension

Revision 4

Unit 4

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M: OK. And what about cycling? Do you like that?P: No, I’m sorry, I don’t like cycling. I’m not really a sports fan.M: Oh dear. So what do you like doing, then?P: We’ll, I like reading and I love dancing?M: Dancing! That’s interesting.P: Yes, I’m a very good dancer.M: Good and what about shopping. I’m sure you like shopping.P: No, I don’t. I hate it!

9● Model the exchange and draw appropriate emoticons on

the board to show answers.● In pairs, SS ask and answer and complete the rest of

the table in Ex. 8 about each other. Monitor closely for accuracy of pronouns and correct intonation.

Fast finishers

Fast finishers can improvise more Do you like ...? questions, too.

10● SS read the example sentence, then write their

own three sentences based on the information they completed about their partner. Make a note of any errors. When SS have finished, put the errors on the board and elicit corrections.

11● Focus on Word Banks 8 and 13. Model the exchange and

elicit questions about your own activities.● In pairs, SS ask and answer, using expressions of

frequency. Monitor and encourage SS to remember any interesting findings to share with the class.

12Teacher’s Resource 25● Elicit the meaning of Pinocchio (somebody who doesn’t

tell the truth). Ask if anyone has read the story or seen the cartoon.

● Divide the class into groups of four. Give one set of 20 small activity cards and three large Lie / Truth / Truth cards to each group. SS shuffle each set separately and place them face down in separate piles.

● A takes a small activity card while B, C and D each take one of the large Lie / Truth / Truth cards.

● A asks B, C and D the activity question, e.g. How often do you see a doctor? SS with the Truth cards tell the truth, while the SS with the Lie card must invent an untrue answer. A listens to all three answers and then guesses who the Pinocchio is.

● If A guesses correctly, he / she keeps the activity card. If not, the lying S keeps it.

● SS reshuffle the three big cards, then repeat the game with a new activity card and a new SS A. The winner is the S with most activity cards at the end.

● Stop the game after five to seven minutes and find out who is the “best liar” in the class.

13 4.24

● Elicit the name of band shown in photo (Arctic Monkeys). Ask Where are they from? (Manchester in the UK) What type of music do they play? (Contemporary rock) Do you know / like their music? Can you name any of their songs? How old are they? Do you think they’re good?, etc.

● In pairs, SS complete the dialogue. ● Play audio. SS listen and check answers.

1 love 2 in 3 fantastic 4 them 5 great 6 think 7 like 8 singer 9 she

Answers

14● Focus on the categories in the box. Elicit two or three

names for each of them and write them on the board. Ask What do you think of …? and elicit opinions.

● In groups of three or four, SS ask and answer about the topics, using similar language to the dialogue in Ex. 13. Monitor, listening for good examples, then ask SS to act them out for the class. Make a note of some common errors, then put them on the board for the class to correct at the end.

15● SS rewrite the sentences using adverbs in the correct

positions. Revise the rules for position of adverbs and elicit the first answer as an example if necessary.

1 You’re often late. 2 They often go for a run in the morning. 3 Chris hardly ever goes shopping on Saturdays. 4 His classes are hardly ever boring.

Answers

Fast finishers

Fast finishers can make a jumbled sentence for the rest of the class to do (as with so many of these revision exercises).

4R

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