‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Frontmatter More information Tete ha Ea MeLeLete (a Messages Teacher's Book 1 Please note that worksheets and teacher's notes for the Messages online InfoQuests can be found at hetp://www.cambridge.org/ell/messages/teacherquest <3] CAMBRIDGE 9 UNIVERSITY PRESSre ‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Cambridge, New York, Melbourne, Matha, Cape Town, Singapore, So Paulo Cambridge University Press The Edinburgh Building. Cambridge CB2 BRU. UK wor cambadge og Information on this title: waav cambridge ora/9780521614252 ‘© Cambridge University Press 2005, This publication isin copyright Subject to statutory exception and tothe provisions of relevant collective licensing agreements, no reprodction of ary part may take place without the writen permission of Cambridge University ress First published 2005, 43rd printing 2007 Printed in the United Kingdom at the Univesity Press, Camiige ‘A catalogue record for this publication is avalabte fam the Brtish Library 'SBN 978-0-521-61425-2 Teachers Book |'SBN_978-0-521-54707-9 Student's 800k 'SBN 978-0-521-69673-9 Workbook with Audio CD /CO-ROM SBN 978-0-521-61426-9 Teacher's Resource Pack SBN 978.0-521-61827-6 Class Cassettes 'SBN 978-0-521-61428-3 Class Audio CDs 'SBN 978-0-521-67998-5 Messages Level 1 and 2 Video VHS PAL 'SBN 978-0-521-69676-0 Messages Level 1 and 2 Video VHS NTSC |'SBN 978-0-521-67997-8 Messages Level 1 and 2 DVD PAL / NTSCi Cambridge University Press (978-0-521-61425-2 ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Contents ‘Map of the Student's Book Introduction Teacher's notes and keys Module 1 Facts 1 What do you remember? 10 2 Are you ready? 16 Module 1 Review 23 Module 2 Things and people 3 What have you got? 4 Descriptions Module 2 Review Module 3 Daily life 5 My world 6 'm usually late! Module 3 Review Bae ass Module 4 Inside and outside 7 Athome 8 Having fun Module 4 Review afre Module 5 Today and tomorrow 9 At the moment 410 Plans ‘Module 5 Review Bsn Module 6 Looking back 411 About the past 32 Heroes ‘Module 6 Review x 22g Games 103 Workbook key and tapescripts 104 ‘Acknowledgements a2 Contents we‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Grammar Unit 1 ‘What do you remember? “Revision: m1, ve got 18 He/She Mister ‘Classroom language 1 cancasking for permission and help Unit 2 8 Be-afimative. ‘© Members ofa band « Read an email ‘Ask for and lve information are you regatve, qvesdons, —« iteress and ‘© Usten to an interview for ‘© Wote about an imaginary band ready? shor ansvess sesiites a stucen suney 1 Describe your interests ‘Questions wih Wha» Counties an cites» Listen toa radio quia 1 Tak about ces and countries Where. Wa. When Geography | Life an euteure:The UK = Playa ul game {= Singular ana pura, (( Vocabulary and) Pronunciation ‘+ Numbers and dates = The alphabet ‘Things inthe dlasteom Listening and Reading skills '» Punctuavon + Liston t and undestand song ‘Read a letter in English Lie and culture: Alphabet sword 1 yt cit word ‘Communicative tasks ‘Tell the class about youset * Ask and answer questions bout you and your fends Talkto your teacher in English Wate eter to an English frend Review Sud sls Your coursebook How's it gong? Proatess check Coursework Facts about me O I Unit 3 ove got ‘ veryday things ‘Liston for specie infomation What have 6 Aan some, ary» Famles Read an announcement 1 Stress in sentences 2g is Fo) vou aot possessne = '* Rlythm dit: plural Story The Silent Powers 5 © Possessie adectves nouns: etal Chapter 1 I ‘ mus/tese,catctase Lie ad culture: Collections 5 - pe) une 1 What is/are. ike? Ropearance and» Read a ‘Happiness Recipe" BY Descintions 6 Has gor personality ¢ Listen to personal descriptions = = Aipare ‘+ The body + Listen to and understand Ive gota song, a hheadacho/eold ——_» Story The Silent Powers ry ‘© fh and tinks| Chaps 2 F erween words Lite and culture: London = “lk about possession. and things you use at school Sa who something blange to Wie a desenpton ofa famity Ask about and describe things ite a “Happiness recipe’ Describe poopie’ appearance and personaly Say how you ee Write abot an imaginary peson ‘Study sls Wow do you lean? How's it going? roses check Review Stuy stil Using a dctinany Howse gong? Progress cack Cousewor: Important things to me Unit 5 1 Present simple: ‘Things you to “Read about Brith teenagers, My world irmatie negathe, ” regulaly + Listen and understand ‘weston shot Sear things song sets Verb + sf, a! # Sto he Silent Powers * Revision of question suess.and intention Chapter 3 fons Inauescons ‘Ute and cite: Schodls = i= questions Unit 6 Presentsimple + # Feat. tink ‘© Read and ster to Vmusuely —" fequency adverbs" and mols questionnaire late! © fave +a meal et.» The tine ‘Listen toa conversation about * Daly routines meals 1 Ry ci yowel—# Read a report about food in seus the uk 1 Usten ta descrotion of someone's doy 1 Stay The Slant Powers rapter (Life and culture: My name ieDion Coursework day omy Ue * Describe things you do + Wie abou feenagers Talk about feos, thes an istkes + Wite 8 questonnaie # Make aconvesation shove daly Ute + Describe your hai Talk about things you eat and dink + Wite a epor about ood © Ask for and tell he time + Describe day routines © Cambridge University Press‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Vocabulary and ) [Listening and { Common Pronunciation Reading sis Communicative tasks Grammar Tree is/are = Homes ‘Read a shopping lst Describe ferent homes Uncounable nouns = Things in toom ——_* Usten ta conversation in Wie a description of your Prepostons * Food a supemariet sieam bone = pty rit 1 Stay: The Sent Powers ‘Ask about places and food stress sentences Chapter 5 Wie a ‘isustng vein’ 1 Life and culture: Homes inthe UK Describe» om Unit 8 Cantor ability and Abies ‘Usten to andunderstand a song Tal about your ables Having fun possiiy "laces ina town © Real a newspaper article 1 Wake a notice fora club ‘can se, can hear Cam, cant las,» Read a poem + Describe things you can 6 ‘Must, rustne weak om of an 6 tay Te Sent Powers In your town Imperative bi hres 6 «Describe the sgh and sounds «Life and cute Stephen Hawking aound you ‘Tell people what ro do ‘© Wite a short poem Ween eee ‘Study shits: Leaming vocabulary How's going? Proares check Cousewerk My neighbourhood ‘Present continuous: ‘Usten ta fotbllcommentay © Describe things in progress affmacve + Football + Read about the Worts Cup at the moment gate QUITS. 6 yzhm dil ng) & Ustn to a conversation at 4 Playa guessing game shor answers iy ‘football stadium « Describe what youre wearing {bec pronouns 1 Stay: Te Silent Powers row. and what you usually cater 7 wear 1 lifeandcuture: Spore fans “resent continuous Future sie ‘+ Readalistof tame in a caféané Talk about future arangements ised forthe future” expressions aston ‘ake and reply ro suggestions 1 Suggestions fs The weather ‘+ Ustentoand understanda song 6 Write a message to frend ‘Thefuuewith ——« Weak fom to Readapostard «Describe plans ane intentions aint ‘alin going to & Stay, Te Silent Powers ‘Talk about the weather (aoter& ‘Wit aholday poscaré 1 tie and cute: An exchange vise ‘Stuy shils Pats of speech How's ie gain? Progress check Coursework My cates Wetec eae ‘Past simple of be © Occupations ‘+ Uston ta conversation with Tak abou people fom and vegular vhs: ¢ Ry da verbs + a-ghost, the past aftrmatie Wi" eg ed! Rad etionaydeinions 1 Playa qu game westions Story: Te Silene Powers ‘ Wite about an imaginary Chapter 9 eons tie ‘ie and cuture: From Worth Desribe your eal chithood tesouth Pee = past sinple: pastime ‘© ston toa staf vents in the past ¢ Describe hings that happened regaties questions, expressions «Read an adverusement inthe past short answers: @ Wordswith tie Ustanto and understand a song Witea letter about a event iragular verbs some vowel ound Sty: Te silent Powers inthe past Chater 10 1 Wit 3 cary 1 tife ond cute: Que: The UK Talk about your school year and the USA Review Stasis Planning your eaming ow’ going? Progress check Coursework My Ue ine «Grammar index « Communicative functions Inder « Worllat © Spelling nates « Lexical et and iragular verbs © Songs ‘Map of the Student's Book © © Cambridge University Press vw camibidgeong‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Introduction ‘Welcome to Messages lower secondary couse providing 80-90 hours of elasswork per level. Messagesis designed to meet the needs of you and your students by making both learning and teaching simple and effective. thas a clearly structured progression In both grammar and vocabulary, and a ‘wealth of opportunities for students to practise the language they are learning, |We hope that students wil fd Messages an enjoyabe, ‘engaging cours, with is clea signposting of ims. Interesting {and motivating themes. and a wide renge of rich resources. Teaches wl ind i offers practical easy-to-use material that can be adapted to mixed-abllty classes. Massages 1 is ‘designed for students who have studied English previously at primary Level. but includes revision of al basie structures Course components ‘Student's Book 1 Six madules of two units each ‘© Module opening pages ‘+ Extra execlses page with KET syle activites ‘© xtra readings on Life and Culture ‘© Continuous story he Silene Powers ‘© Review sections at the end of every module, containing grammar and vocabulary summaries. consolidation excises, study sks and a progress check ‘+ Coursework {Reforence section that contains: ~ Grammar index ~ Communicative functions index = Worslst ~ Spelling notes oneal sets ~ Song iynes = Phonetic symbols Workbook Fall range of exercises, including more KET style activities Extension activities for stronger lgamers Learning dian Comprehensive grammar notes CD-ROM Extra with a range of fun interactive actvitios practising grammat vocebulay and reading. Also includes ‘Workbook eutio, pattem dls and animted tour of the Infoquests Teacher's Book ‘© Step.by step, easy-to-follow instructions ‘© Students Book answers ‘© Background Information on texts ‘© Guldetines for ow and when to Include supplementary material eas for language games in the classroom Tapescript for the Student's Book audio ‘Workbook answer key Se Introduction Teacher's Resource Pack + Photocopiable activites: = Entry test ~ Communicative activities = Gremmar worksheets ~ Module tests ~ Final cost © Pattern ails «© Teaching notes and answers ‘Audio CDs/Cassettes ‘Student's Book audio © Tests audio ‘Web material 1 Infoquests at www:cambridge.org/elt/messages/infoquest ‘Downloadable worksheets and Teacher's guides for Infoquests at ww.cambriige.org/elt/messages/teacherquest ‘= Downloadable grammar worksheets for weaker learners at www cambridge org/olt/messages DVD/VHS videos for Levels 1 and 2 ‘= a collection of ight creme style programmes based around two fiends, Emily and Pau ‘© activity bookie including worksheets, teachers notes, answer key an full video scripts About Messages ‘A sense of purpose and achievement In Messages there are thee levels at which students focus on what they can do in English ‘© The units are divided into thre steps. The step begins with 2 description of the target language ané the communicative ‘tsis) (Use what you know which students wil be able to do, using that language. Each step takes students through 2 series of related activities, which lead them quickly for ‘input of new language to meaningful communicative ‘qubut. Short, carefully prepared and guided tasks ensure ‘that even weaker students can enjoy a sense of success. ‘© At the end of each madule, students complete one pat of 2 potflio of personal information ened ‘AU about me ‘This is a continuous Coursework projct. based on diferent aspects ofthe averall theme of the book (see below) and on ‘the language ofthe preceding units. Language is recycled ‘and revised in the modules themselues and in the reviews, tests and aditional material ‘© Thore isan overall purpose to each years work. Each book has its own theme, exemplified inthe si Coursework tasks In Book 1, the theme is ‘Everyday life’ and, by the end of the year students should be able to describe themselves, their interests and everyday lives in simple English © Cambridge University Press‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation ‘Authentic and meaningful language learning ‘Although the language in Messages 1 is, of necessity simple and controled. itis a5 natural and realistic a possible, presented and practised in authentic contests. Students will lam about their English-speaking counterparts, and about the ‘world around ther Inthe unt, students engage actively with the mater and use a tange of cognitive sis suchas guessing. deducing. comparing ‘matching, sequencing. Students are asked to discover sentence patterns and grammar rues for themselves, to make thei own ‘parce: and to ‘testa end. Tere are frequent opportunities for students to talk about themselves and thei interests. In the reviews. a sories of exercises and tasks help Learers two moniter what they can do. In Hows t going? they make thelr ‘own assessment oftheir grasp ofthe language points covered Tiss reinforced when they complete the Learning tary inthe Workbook, Using Messages 1 You wil find detailed suggestions foreach activity In the unit notes that fll. In general Module openers ‘These two pages allow teachers to set the scene’ and create Interest for their students. Thy contain a selection of visuals ‘tom the coming units, 2 lst of what students wil study Inthe ‘module and wiat they wil be able to do atthe end of it, and 2 brief matching exeris, ‘You may need to translate some ofthe language points for ‘weaker classes, but encourage al clases to say as much 2s they can about the pictures before they do the matching erase |With stronger classes, you may want to ask students to identity ‘which language point each ofthe sentences relates to, orto supply sitar sentonces. Presentation ‘hore is 2 wide variety of presentation texts and dialogues hoy each present the new grammar point in a context which iusteates its concept and meaning, as wel as providing plenty ‘of natural examples of i Always begin by setting the scene (for example, by asking students to comment on the photos) so that leamers can anticipate what they are about to hear. In some cases, students Uston fst with thelr books closed (or ‘the text covered) This wil enable them to focus on the sounds ‘ofthe language without being distracted ~ and sometimes ‘confused ~ by its written equivalent. Ask plenty of comprehension questions, and got students to repeat the key sentences. They should listen to/tead ‘the conversation/teat at least ewice during this phase of the lesson, Key grammar Key grammar activities follow on from the Presentations and focus onthe language within them. Give students a few ‘moments to discuss and complete the examples and ‘explanations erally, Then write the completed sentences on the board, In some cases, students translate the examples and ‘compare them with the mether tongue equivalent. Practice The controlled pcactice exercises which always follow Key ‘grammar sections can be done orally with the whole class, and then individually in writing ‘Students ae often asked to then make ther own ‘exercise and Test a fiend. Look at the example in the book with the whole lass fst adding further examples on the board i necessary This s an excellent opportunity for students to focus actively on ‘the new grammar and test thelr understanding It also gives you ‘a chance to monitor and deal with any dificultes they may rave. For additional oral practice, there is a set of pattem dls in the Teacher's Resource Pack. with the cartesponding auco on the Workbook CD. Recommendations for when to use the pattern fills are made inthe une notes of the Teacher's Book. We suggest you play the compte dil trough at Least ence, before pausing forthe students to respond gach timo. Key vocabulary ‘These are mainly matching activites, many of them with atime Limit. Mest ofthe Lexical groups include tems which students should know fom primary scheal, as well as some now words. ‘Students can work alone or in pals and use thir citlonaries for words they don't know. ‘The cove vocabulary ofeach unt i pracused further tothe Workbook. Encourage students to star their own vocabulary notebooks and to record new vocabulary in therm. Key pronunciation ‘Messages 1 focuses on basi areas, such a stress in mult syllable words, the pronunciation of fina -s, weak forms, and ‘res5 and intonation in sentences ‘Some ofthe pronunciation practice comes inthe frm of hythm ‘ls winre students sten and then jin in. The pronunciation actives are always linked tothe Language of the unt. Speaking ‘Students are encouraged to repeat key vocabulary and the key Sentences of each presentation. In adlition, new language is practised in meaningful contexts that involve an element of ‘creativity on the part of te tener, with an emphasis on moving fom accuracy to fluency. Student create and practise simple four-linecialogues. make quiz questions. invent sentences about themselves their fiends and families, and thei wider ‘enironment. ‘Speaking can also be encouraged by aving students the chance ta act role plays. The aim here should be to reproduce the situation rather than the orginal conversation word for word. ‘Stronger students can work in groups and acta slighty diferent conversation, Introduction (or © Cambridge University Press‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Writing ‘Wilting is intwoduced gradually and ts aways carefully guided. There isa variety of task types. fom simple sentences to 2 postcard, a diay anda letter. For Longer wring tasks, encourage students to fst writ a rough ‘raft then read through and check ther work before wating 2 final version. They could also check each others’ work from time Use what you know ‘The Use what you know tasks atthe end ofeach step enable students to use what they have leart for an authentic. communicative purpose. Many ofthese tasks can be prepared in tng and then done orally oF vice versa. Students are always sien examples to follow, and you wil find 2 model answor ‘where apaicable inthe notes tat fellow inthis Teacher's Book. ‘Some ofthe tasks can be prepared in class and then done for homework Listening ‘Attention to receptive skis is vital the eary stages of teaming English, so there isan emphasis on providing abundant, vated input Students wil tsten to the presentation texts and dialogues, and have the chance to read them at the same time, and thore i ‘also. specific listening task in each unit. covering a variety of ferent txt types tor example, conversations, 2 radio quiz, an Interview otc These may include language which is sightly beyond the students’ productive level. However, they ae not ‘expected fo understand or reproduce everything they have heard "Yu should focus on the key sentences oni. Remember that learners may need to listen more than twice curing these acts, ‘Songs ‘The sir songs have been written as an integral part of the book: «musical form of listening comprehension. They canbe used fr: ~ global comprehension Unit 2) ~ teaching and practising vocabulary (Uni 4) ~ teaching and practising vocabulary and grammar (Units 5 8. 10 and 12), ‘Once the specific work an the songs has been done, students may enjoy singing them! The words are siven on page 144 of the Student Book Reading ‘There is a short reading task in each nit, covering a range of text types, for example: a magazine article, an announcement, repo, an advortsement ete. Students wil usually red the text once Tor ‘gist and then move onto mere detaied questions. The teats develop reading strategies such as skimming and scanning, tra reading practice is provided through an entra reading text with each unit eating with Life and culture in the English-speaking word ~ the story Te Silent Power wich begins in Unit 3. This provides an opportunity for reading for pleasure. Students confidence willbe greatly enhenced by the Knowledge that they can read andl understand a continuous story. Each chapter w Introduction ‘ofthe storys accompanied by a puzzle in the Student's Book. ‘while background information, comprehersion questions and detalied suegestions for its expoitation ae given inthe Teacher's Book. The listening and reading activities include a range of KET text types. Consolidation and testing [tthe end of each unit. there is page of extra exercises onthe language ofthe unit. providing practice of KETstye tasks. [tthe end of every module, preceding work Is pulled together Inthe Review. This, togetner with te following vocabulary summary, prepares and leads them int the Coursework task There is a model each time, based onthe character Jack, for you ta study with the whole class. Individual coursework can then be done at home over a period ofa couple of weeks or so At the fend ofthe year, the student's Coursework comprises a coherent ‘and self-contained set of assanments, based ona clear model In ation the Reviow Section includes work on study sls to help students become more independent and effective leaner, ‘and a chance for students to assess thelr own progress Further conslidation of the language inthe modules can be ‘achieved through the communicative activites and grammar worksheets rom the Teacher's Resource Pack which should be ne atthe end of each unit and through the accompanying Infoquests onthe wob (see below) Students’ progress can be more formally tested through the use the photocopiable module tests inthe Teacher's Resource Pack The audio forte Ustoning element ofthe tests can be found on the class CDs/cassetes, Workbook \Werkbvok activites shoul. n the mal, be dane for amework, ‘haugh they can be prepared in class with weaker stents if ecessay. art you can also ge stronger stents the Extension ‘exercises if they finish earlier than their assmates. Make sure you have covered the relevant pat ofthe stp before stadonts begin the cortesponcing Workbook exercises. [tthe end ofthe unit students complete thelr Leaming dary The Workbook answer key canbe found an pages 104-112 of the Teachers Book Infoquests ach module of the course is accompanied by an Infoquest in Which students are encourage to find information on specially designed websites and to work co-opertively The wobsites are housed at http: / www-cambridge.og/elt/messages “nfoquest and are designed to reinforce the language ofeach module, and ‘should therefore be done atthe end ofthe module. Free accompanying worksheets and clear Teacher's guides can be found at utp /www.cambridge.org/elt/messages/teacherquest. You will need to complete a simple form to register and then get ‘access to these items, and will need o log in with your user ‘ame and passwerd each time you want t use them, © Cambridge University Press‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Classroom management Creating an ‘English’ atmosphere Use every opportunity to bring ‘the real world into the classroom: maps, posters, magazines etc. Encourage students to look for examples of English tet cutside the classroom: \wards from pop songs, nstuctions fora machine, English food packaging na supermarket etc Use classroom instructions in English rom the beginning. and ‘get students to aldess you in English as much as possible, Making good progress ‘Avwide variety of task types ensures regular changes of pace and ‘activity, with frequent opportunities for students to work at dei ‘own level Work ata lively pace ard have the courage to move ‘on even though students may not have learnt everthing in a lesson perfectly. Some ofthe activites include atime limit to ‘encourage students to work quickly and to introduce a ‘game! element Dealing with classes of mixed ability There area large number of personalised and open-ended ‘activities which allow students to respond in different ways ‘éepending on their ability The rubric do atleast. also enables students to work at ther own love. Other activities If you have ‘time. Try this! and the Extension exercises in the Workbook) can abs be used by pupils who finish eat. ‘Ty to make sure you involve all the students, For example, ask ‘weaker students to suggest single words to dascbe a photo, while stronger students might tink of a question to ask about it ‘When you ask a question, give everyone the chance to think of ‘the answer before calling on individuals todo so, When doing individual repetion ask stonger students fist but be careful otto make this too obvious by always varying the order. and who you cal on, Use the cifferent sls ofthe students in as many ways a you ‘an. The student wh hates speaking may enjoy writing vocabulary on the board while another student may be good at ‘drawing, o¢ making posers, ‘to bla an atmosphere in which students communicate with you and with each other in a respectful, courteous and good humoured manner. Never underestimate the importance of praise and encouragement: That's great! Well done! Good! Explaining new words New vocabulary which aes oter than in the Key vocabulary section can be explained sing visual aids such as your own set of| fas cars. pictures onthe blackboard mime, contertualised ‘amples a if necessary translation. Encourage students to guess ‘the meaning of new words as wel 35 using thelr clovarares Controlled oral repetition ‘The key vocabulary and the key sentences canbe reinforced ‘through choral and individual repetition. This helps students ‘get thelr tongues round’ the sounds ofthe naw language. ‘When asking a question, lve everyone time to think ofthe answer before asking an individual student by name. When two ‘or three individuals have responded, finish by getting the whole lass to repeat. Get students to ask as well as answer questions. Questions and answers can be dilled by dividing the class in two and geting the groups to take i in tums to ask and answer, before moving ‘on to illing with two individual students, Wien driling words or sentences, you can beat the stess of, words and sentences with your hand to show where the main stress is — exaggerate slighty if necessary. You can also use your hang to show whether the sentence goes up or down atte end itn Long sentences, use "back-chaining half past ten. 1 bed at half past ten, usually 90 to bed at halt past ten Pairwork Getting students to work in ples will greatly Increase the Amount of English spoken in the classroom. even if some Students may use the mother tongue. Walk round and ston whilst students are speaking, Vary the pairings So that students «donot always work with te same partner. Always give exampes of what you want stugents todo and check that they understand the activity clearly Group work Some of the activites in Messages 1 can be done in groups it you wish. Ensure fist that everyone is clear about what they are doing, then monitor thelr werk and dont let the activity rag on for to long, Use mie ablity groups and appoint 2 soup leader. Correcting oral mistakes When correcting students. be sensitive and realistic about what you can expect at ther Level. Give them an opportunity to. onect thei own oF each others’ mistakes whenever possible. Focus on fluency rather than on accuracy. You ean note down any important and recuring errors and go over them with the wile class atthe end of the lesson. Try to focus on content as well as an accuracy and eespond accordinaly if something is interesting, Correcting written work ‘Make your corectons clear by indicating the type of ero, for example, vocabulary, grammar, spelling ete, Comment positively on content where applicable. eg. This is very interesting. Carlos. ‘Again. boar in mind the student’ Level and the focus ofthe activity. 3s you may not want to corect every mistake. Enjoy it Wie hope that che materal in Messages 3 wilt motivate the students and facilitate thir arming, ane thatthe way the ‘material has been structured wil make your job as straightforward aed effective as possible. Most of all, we hope it roves a rewarding experience for you and your students. Introduction we © Cambridge University PressSerre ‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation Facts Module 1 ee RU eee Perce nee snc es member? Unit is a revision unit and has no specific Key grammar and Key vocabulary sections The structures covered wil ll be eate with systematically in Later units The sim ofthe unit is to activate some of the language which students have already leant and which will be essential for communication in the classroom. e's important, wherever posible, to speak in English in your lessons and encourage the students todo the same. Revision: Simple sentences with My name's. Vm. he and I've got — Some common words Communicative tasks: Making sentences, Giving personal information «© Asan intcoductor exercise, revise greetings in English Say Hallo o Hand encourage students to retum the ‘greeting. Then add How are you? and elt appropiate responses: Fine, thanks. OK tanks. / Al fot thanks. ‘8 Ask students t tum to their netghbours and exchange ‘oreetings in English. ‘© When you came tothe end ofthe lesson. say Goadye ‘and elie the appropriate response: Goodbye. See you tomorrow / on Monday / om Friday. b | Words ‘Ask the class to say the Leto ofthe alphabet inorder {fom A to Zand write them up on one side of te board Tol students to write the letters in thei natebooks. leaving a space beside each one (© Working as quickly 2s possible, students ty to think of ‘an English word beginning wit each letter inthe ‘alphabet. Set time Umit of ve minutes and get them ‘working ether individually orn pairs. Tell them na to ‘worry too much about spoling and to move on quickly it ‘they can't think fa word for any ofthe lettes, 1 Finding 2 word starting with x wil be very aitfcut 30 you may choose t leave out this letter of to supply 2 ‘ward yourself at the beginning for example, xy, 2ylophone ‘¢ At the end of vw minutes, stop the activity. Go quickly eo oe round the lass to get several example words for each eter. f students had problem with more uncommon letors Uke k gand z you could give clus t elicit. same ofthese words hing, key ite queen, quiz. question 2 200 2p. 200 ‘© Wit the four lists on the board Invite students to come to the front and add words tothe lists. Alternatively you ‘could writeup the words youself as students suggest thom or appoint one o to confident students to do sa, Check understanding by asking fr ansations in ‘the students’ own language ‘© Remind students that itis a good idea to list now words in groups like this. The connections between them often make them easier to remember. Sentences ‘© Look at the example and ask students to form another sentence starting with Ive got (ve gor a camer. Ive _gec twelve computers, Then do the same with Fn (Wim tite, Fn fined and 1+ ie like seth animals. ‘© Remind students that we ony use am witha singular noun (NOT Hegare-cumputs, ‘© Choose two students t read out the examples. {© Gwe the class time to write at least two senteneas about themselves. They can use the words inthe balloons or they can add words oftheir own. ‘© Choose students to say thelr sentences to the cass. ‘With a small class, you could ask students to stand up and mingle, greeting each other and Introducing themselves with their sentences, Listening song © Look atthe picture and ask students to say what thoy ‘© Focus on the bottle and the jumbled word. Ask: Cn you ‘make three words? students have’t seen these words before thore may be similar words inthe own language ‘that wil help them to-guess the English for and to @Cambridge University Press‘Cambridge University Press 978-0-521-61425-2 ~ Messag Teacher's Book 1 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation = workout the meanings sk them to identiy the sea, the bottle andthe message inthe picture, ‘Answers, bottle, message, sea © CBB Play the recoding atleast once to let students simply listen and enjoy the sone, ‘© Give them a few moments to look at the jumbled sentences and to think about the caret order of the words, ‘© HET Play the recording again. Students listen and read the sentences, concentrating on the corect onder ofthe words wien they hear them. 1 CRB Ask stonts to write the sentoncescorectly. Then Dlay the recording once agai. Student isten and check, ‘© Check the answers with the class, but dont focus on punctuation at ths stage © CBB Ask stutonts to tum tothe song words an page 144 ofthe Student's Book. Play the song again end ‘encourage them to sng along. The second time round, you can divide the cass into two, with one hal asking and the other hal answering the questions and ‘everyone singing the chorus together. ‘Answers, 1 Whatisi@ 2 tsa message Ina bottle in the sea 3 es in Enlist 4 Do you understand? Punctuation ‘© Say the words inthe box and as students to repost Ifyou think its aporoprite sk them to explain the use ofthe diferent punctuation marks in their wn language ‘© Eaplainor elicit the meaning of atthe beginning atthe fend and in the mile ‘6 Students complet the explanation inthe box. They can 4o this oral in writing or both Answers capital eter ful stop, question mark exclamation mark ‘© Ask students to check their punctuation in 3 the sentences from the sonal. Note that an exclamation mark could be used atthe end of sentence 2 because the speaker seems to be expressing surprise and ‘excitement © Emphasiso the use of capital lattes atthe beginning ‘of words for nationalities and languages fr example, Engl. 5 Writing Information about me «This exercise can be done in class ors for homework ‘Ask students to write thelr sentences on a piece of paper and fold it. Collect the papers and put ‘them together Then ask students in tur to take ‘one and read out the sentences leaving aut the person's name, The test ofthe class have to guess who each person Is Revision: ‘Simple sentences with |, he and she Classroom language Communicative tasks: {Communicating inthe classroom | Reading 2 letter Asking and answering about personal information {| Classroom language 2 Ask the question and brainstorm ideas. using the student's own language. As well a the suagestions inthe box answers might include ~ Asa paront or an older broher/iser — As an English speaking fend. ~ Use picture and examples in the Students Book to help you ~ took ata grammar book. Db Look it the example and ask fr other things we can say in English Wete good sugeestions an the board Answers rmight include: = 1 don now this word ~ Sony, on't/cant understand this. ~ Can/Could/Would you repeat tha, pleaser = Can/Couta/Would you speak slow lease? © © Tel stodents to check thelr list against the examples in the box and explain any new words (guess, panic otc ‘iil the expressions for things you can say bath in the box and onthe board, Start with chealrepetion and ‘hen ask individuals to ropeat. 9. Reading A message in a bottle ‘2 © Make sure it's clear that this text the message inthe bot from Step 1 Explain that some ofthe words are ‘wot so we can't read them property. «Tell students to look ony a the complete words, and to pick aut any ofthese that they don't understand (for ‘example, Bete, souihwest, torttse, Lightning «In pairs, students ask each other about the words they havo picked out They may beable to explain ar guess ‘the meaning of some of thelr partner's words. they ‘What do you remember? oS Cambridge University Press wuewccambridge ong‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation ‘can't they should use expressions fom Exercise 1 to suggest a way to find out ‘© Students follow their part's advice unl they are Satisfied that they know the meanings ofthe new wor. ‘You will need to circulate so that they can ask you for meanings as necossay. «Sill in their pais, students try to work out the legible ‘wards inthe message. Tall them ta look carfuly atthe surrounding words to help them, 1 Look t te fist sentence together before they start and alice posible answers (ou or boy, Tl students tat they won't be able to fl the ne ofthe writer atte end ofthe message, but they wil find ths out in Beercse 3, ‘© Gotravgh the answers withthe class, but don't confirm ‘or correct them at this staoe © Ask students about tho itr ofthe message. without revealing that she is female: This person lives in? (eter) Nationality? (Brish How old is this parson? twelve) ‘Answers git England: twolve: music: computers: sister a: called: nationality Whats: name (adied Meet Joe, Sadie, Sam and Jack! ‘Give students a few moments to Look 2 the photos of Sadie, Joe, Jack and Sam the dog, Introduce the names ‘ofthe thre characters andthe dog and practise the pronunciation, ‘Tell students to clase their books. Introduce the recording (usten to Jo, Sadie and lack) and ask the question (Who Is the message tram? «© BB Pay the recording. several times if necessary. Students may at fist come up with diferent answers — Iso, discuss them together. (The writer isnt Jack bacause ho ves at number 27, not 25, isn't Joe because Sade says her other is 14 not 12. So its Sado ~ she's 12 ‘and she's gata brother a sister and a dog called Sam) woo ‘Answer sadie © HBB Play the recording acain, students ston and read the paragraphs. ‘© Draw attention to the Remember! examples. Ask students to choose the cortect pronouns and complete the sentences abaut Sadie Teach or evse the word ares. ‘Students wite cut the sentences in fl, supplying the ‘correct information from the txt in Exercises 2 and 3 oe Unit-1 Answers, ‘The message's fram Sadie because she Is 12 years ‘old, She has gat a brother asst a dag anda tortoise. Her address is 18 Maple Road, Exeter, EX11 ANP. UK © © CBB Play the recording ofthe message. Students listen and check their answers for. Ask them what Sade’s sumame is (te and wnite ion the board so that they ‘an complete the message Tapescript 18 Maple Road, Exeter EXI1 4NP, UK, “The 30th of August Hil This sa letter from a gin the UK. I'm English live in Exeter, inthe southwest of England. ‘pra. [ike music and I'm interested in computers [ve got a brother anda sister. We've gota dog called ‘Sam and a tortoise called Lightning ‘What about you? What nationality aze you? Where do you live? How old are you? What's your name? lease write to me. ‘With best wishes from Sadie Kelly, (j Writing and speaking More about me ‘8 Elicit and dil the questions from the message inthe bottle. Start with choral repetition by the whole class, and then ask individuals to repeat. ‘8 Give students ime to write ther answers. necessary, revise the names of students’ nationalities. ‘¢ Choose students to ask and answer the questions across the class (© Inpais. students ask and answer the questions. Revision: Communicative asks: Can 1.2%0r permission Using numbers Numbers and dates Saying the date I The alphabet paling words in 7 More classroom English language Asking for permission and help 4 Numbers © You could start by using fash cards to vse the numbers 1-100. Hold up cards in rendom order and ask the class toy the numbers. (Altematvely, you eould wnite the sumbers onthe board ‘© Look at the example, Ask the class to say the numbers Uincuding the answer Then elicit the next two oF thee numbers in the series (11, 13.19. 1 Ask the class to say all the numbers in each ofthe ater series. They then work aut the next number in each sees. Cambridge University Press‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation © CB Play the recording Student listen and check. 6 Ask afferent students fr thelr answers they should ‘ead the whole sees aloud. Then ask the class to say the next fow numbers in each sets. Tapescript/Answers KATE: Kate~ A, H,K,J HE Lee-BG ERT VD.G MEL: -Mel-B LM X,2,N,8 ‘Tapescript/Answers MIKE) Mike=1,¥ 1 13,5,7,9 JOE Joe-0 2 24,6,8,10 SUE: Sue-Q,W,U 311, 12,13, 14 MARK: Mark 4 20,30, 40 5 65,70, 75,80 For futher listening practice, give students a ‘secret 6 21,28, 35, 42 ‘message’. ASk them to draw an empty atid of 7x 4 > © Students naw devise their own number series without letting anyone see what they have written, a pais. they read out thei numbers to thelr prin HINT Popeye ‘who must write them dwn and ty to workout the down the columns next numb in the sais. ‘answer MiMyname | HALS| tt [N]T © there is time, students can form now pairs to repeat {s Sadie. (we in Exerery [M[M[S[E|v[E|e the exercise with different partners vielattfelxiR 2 Dates 1 You can again use flash cards or numbers written on the board to eli ordinal numbes, Give special attention to the ‘regula’ ordinals: fs, second, ch, ith © Askstudents to say the names ofthe months in order, from January to December. Ask: Whats the dace today? and elicit the conect ‘answer. Dril the question and the answer, making sure that students say the words the and of = squares, Read out the letters tine by line. fom left to right. Students fil i the letters, and then work out the message by reading Things in the classroom ‘8 Ask studonts to lok around and say as many words 5 thay can for things inthe classroom. Test thee ‘understanding by pointing to things and asking Whats Bice t's ‘© Bs Pla the recording. Students tisten and wate down the letters. When they give thelr answess, ask them to sy the word and spel i out «© Read through te information in the Remember! box. Tapescript/Answers Then ask a student to write today's date on the board ee (its good to establish the practice of asking forthe date 3 eee and inviting @ student to write it onthe board at the Star of each lesson} 1 Ask the second question and alii the comact answer im spoken and writen form. Follow up with other questions, for example: What's the date tomorow? What's the dare on Saturday? When's your birthday? 3 The alphabet ‘© Look atthe photos and say the names ofthe characters. ‘emphasising the vowel sounds in each one. Students repeat «Say the names again, followed by the letters with the same Sound, Students repeat. 1b Focus onthe remaining letters in thelist. Encourage students to sy the letters aloud to help them decide hich group they belong to. (© CBI Pay the recording. Students listen and check. a WaN.Dow 4 DACTLONARY 1 Play ‘Simon says, using the command Point to —and the words for classroom things. See Games. page 103 inthe Teacher's Book 2 Play ‘spy’. Write up the shyme: 1 spy with my Wale eye something beginning with Say the riyme and give the fist letter of 2 classroom object. Students make suggestions Lntil someone guesses the object you are {thinking of. This person then starts the next round of the game. ‘What do you remember? oS Cambridge University Press wow cam‘Cambridge University Press ‘978-0-521-61425-2 ~ Messag Teacher's Book 1 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation Asking for permission ‘Read out the thee questions and ask students to match ‘them withthe pictures. ‘© iil the questions with students repeating altogether ‘and then Individually. Pay attention to the intonation With the words Can being unstressed, For example: Can 1 ook at your dictionary, please? ‘Answers ae 2a 3b be Dil the two replies tothe question. «© Gye prompts to elicit questions and reps, for example Window? (Cant close the window) Stake your head (No, sony) ©» Lookat the exemple in Sc Substtute some other words ‘twice new questions, fr example: Door? (Can 1 close/open the door) Pen? (Can | use your pen) Baok? (Can 1 look at your book?) ‘In pais, students take it in tums to ask and answer. een Asking for help 18 Moke sue students can identity the people inthe photo (Sadie and ack. Ask: Where are they? VA home / In their bedrooms) Ar they in the same house? No Jack 1s ext door) What ar they doing? (Homework) «Teli students to close thelr books and Usten Ak the question, 1» RE Ply the recording. With books closed, students Usten for the caret answer. Answer French © © BBD Play the recording again. Students ston and road ‘They then put the questions in order and cept with te ‘© iil the questions Can you help met How do you say .? ‘and How do you spell? Give special attention to the Pronunciation of do you Agu, but don't discus the ‘rammar in any detail at this stage. «In pais, students ask and answer. ‘Answers 11 How do you say's area’ in your language? 2 How do you spell ‘great? d_ © Give pairs time to practise the dialogue. Encourage ‘them to substitute thelr own names for Sadie and Jack Students taking Jack's ole canals substitute @ ‘question about English. using a word or phrase in their ‘wn language (How do you say. m English oe Unit 1 {© rvite one or two pats to perform tet dlalogue for tho ass. 1] Writing A (etter to Sadie Tel students to e-1ead Sado's message on page 8 bofore they write, and to make sure they answer her ‘questions + lc somo example sentences forthe promsts inthe ‘example, Point out thatthe adkess and date go at the tp ofthe letter. ‘© Walk round te cass, giving help where necessary. Encourage students to ask question in English when they need hel. ‘© Collect te letters to mark and choose two or three to read out inthe next Lesson, Example answer Dear Sadia ve got your message. My name's Peto. im 12. 'm Italian and | ve in Ancona. 've gota brother called Stefano and ve gota cat called Mir ike animals And m interested in fins With best wishes from Pie. Extra exercises ‘The Extra exercises canbe used flenbly, 35 consolidation, ether ‘uring ar atthe end ofthe unt. The teaching notes explain naw ‘they can be exploited in cass, bu they can also be given as homework depending on time availabe ‘6 Studonts write the question in the corect oder: Remind them t0 use a capital letter atthe beginning ‘9 As,you chock the answers, ask fr example replies tall ‘questions excopt 3, Fr question 5 point to something inthe classtoom, Answers, How do you spell your name? What does it mean? Can you helo me? Whats? How are you? (Can | use your mbbert 1p you understand? 9) etka same wth the ds Assen 0 suggest other replies that would be correct for ths question (Fine. thanks. / OK tanks) Blt questions that ft wth reps b and cb: Whats your name? Hows hed 1 Students read the questions and choose the coroct replies. cambei University Press‘Cambridge University Press (978-0-521-61425-2 ~ Messages Teacher's Book 1 Meredith Levy and Diana Goodey Exeerpt ‘Moreinformation ‘Answers 2b ac 4a 5b 9 lekatine mame and he strate rover a What's Sace'ssuarme? (Keli) What's her nationality? (english) ‘8 Students choose the corect words forthe ather sentences. Answers. 2b ab 4d Se (]* fetsttens tox ne se andr li rth nad |stor equals for the = sig, Teach mis (- and times 6 ‘© Read out the example (Fifty minus tn forty ‘8 Students do the sums and give the answers in words If some stunt finish ear, they could workin pas sting each other new sums to work out Answers, 2 thiny-seven 2 fy 4 ewontythree 5 seventeen 6 fourteen 7 nineteen 8 ninety 9 siatyfour 10 eighty-ethe 5 lokatthe camo wth he ds. Ak My thor aera? Establish tat the ther three words ae nares of animals 1 When you go though the answers. ask students to give reasons for their choices, ‘Answers, 2 teacher 3 September 4 sea 5 university ‘Are there accent fr vawels or consonants In their language that don’ exist in English? ‘© If hore ar any ferences inthe forms of punctuation btwoon the two languages, you could draw attontion to these, For example, there may be diferent weys of Indicating direct speech, or words that have @ capital. lottor in English but a small eter inthe students language. Task ‘© Introduce the words vowel and consonant. and dil the pronunciation /¥aval/ and konsanant, Say some English words and ask students to say they Begin with vowel or consonant. ‘© plain the meaning of symbot You could use Egyptian hiraolyps as an example of a language that uses pictrial symbols 1 As students to read the txt and match the letters frm Givestudens afew minutes to wit ther own sentences, ‘In pais they complete each others sentences with the comect words.5) Speaking posible. start te acy yous by talking about two things in your pocket an showing them fo the cas Ask each ofthe questions and eit some reples. Help students wih any ew vocabulary they needa use 2 tandkerciet «lunenoor te). Ws ely ha they wit vant tinue soe uncoutable nouns ~ in hs case teach the words wih some ame money. ome chewing Gui bt do fous ante grammar oie a ths, Stage. The use of some and any wth uncountable nouns wil be taught in Unit 7 Play a ‘chain’ came with I've got + a/an/same. ‘Start with: ve got an apple in my bag. in turn, students repeat the sentence, adding a new item beginning with the next (etter of the alphabet. For example: A: 1ve.got an apple and a banana in my bag. Bs I've got an apple. a banana and some crisps in my ba. G: te got Allow students to prompt each other so that no ‘one gets stuck Key pronunciation Piura nouns 2 Ask students to read the rhythm dill before the listen. fxplain or elicit the meaning of ary new words. © BD Play te recoding. Students Usten and wea © CBB Play te recording agai. say the lines aloud and encourage te students 19 jin in. Beat time or cick your fingers to emphasise the yeh. ‘© BB Play the recoding tne by tine and ask students to repeat. Pay attention tothe stress onthe nouns and the unstressed lain some. Also note the sound links before words staring with a vowel. for example: cameras.and COs be BI Play the recording ofthe word groups. Students listen and repeat Emphasis the extra syllable for the -2s ending in badges, cases and watches. © Use the chant to dil the woes, fist on their own and then in clusters, for example: sadoes some badges ve got some hades F¥e got some badges and some watches. ‘© Students say the whole chant together with the recording, then on thee own. 8 Key grammar have got + some/any Read out the three example sentences with some and ary ‘¢ Draw attention to the negative and question forms (of ave got and to the use of any in these sentences. ‘© Students complete the explanation orally and/or in ‘iting Note that some can also be usd in certain ‘questions: Cn J have some potatoes? Would you lke ‘some bread? However, dant invoduce ths complication here) ‘¢ Rot to the question and dri te shor answers. You could substitute other pronouns (we, ey in the (question to elicit Yes, we/they have and No, we/they havent Practice ‘¢ Students write sentences about themselves, When checking the answers. make sure they are using some and any coreety ‘+ Choose students to as and answer across the class or set them working in pas. ‘Encourage students to tink of more questions and ask and answer. (BS Pattem dlls: TR, page 11 (Unit 3 Step 1. Writing and speaking My school shop ‘# Teach or revise shop and manager ‘¢ Read though the Instucvon carefully and check that students are clear about the difference between useful and inerestina, «Give students time to think about the things they want In their shop, '¢ Lock atthe example dialogue Invite afew diferent ‘suggestions forthe second question, and elicit answers. «Students ask and answer in pairs. Make sue they exchange ols so that each partner has a chance to be ‘the manager, ‘You could as afew pats to perform their dialogue for the class. Grammar: ‘Apostrophe: possessive “s Possessve adjectives this/ehese, that/those mE ‘Communicative tasks: Identifying things Taking about people's belongings What have you got? 64] Presentation that’s Joe's lunchbox 2 © Ask students to look at each photo and to say what they can se, Make sute they identify Sadie, oe and thet rather and father (Mr and Mis Kelly bb «Read out the introduction tothe dialogue. Explain or ‘lict the meaning of Ktchen and ina hury. Teach Students the word sas © CBB Play te recording Students isten an follow in ther books = CB Play the recording again, Pause and ask students to identity the tems by number inthe photos. Tell therm that mobile short for mobile phone. + Practise the pronunciation ofthe word in the photos. « ‘Studems could practise reading the dalogue aloud in 510405 of four. Answers 1 lunchbox 2 sandwiches 3 anorak 4 mobile 5 umbrolla 6 football socks 7 trainers 8 watch Choose students to read out the eight sentences © CBB Play the recording again. Students read, then write In their notebooks ifthe sentences are true or false. AS you check the answers ask for corretions for the false Semcences Answers Te False (They're Joe's trainers) False (They re Joe's football socks) False (t's Sadie's umbrella) Thue. Thue False (t's Joe’ mobile) We 2 eRe G Seat Seer Sy See eee see ea aed 9. Key grammar possessive’s ‘¢ Discuss the translation withthe students, «Draw attention tothe apostrophe in the examples. Point ‘ut thatthe apostrophe goes after the person who owns Something (and that in this case it doesnt represent missing Leto. ‘¢ Make i lear that this possessive fem is used with other ‘nouns, not only with names. For example: IMy rena’s mathe s French. The cars name is Thomas. Se unit 3 ‘© You might choose to deal with plural examples here also, For example: This i my brothers room. (= belonging tomy brothers) Practice ‘© Look atthe example. Make it clear thatthe words in A and B need 0 be inked by is oF are. ‘© Students work individually to mate the items and write ‘ut the complete sentences, You could tell hem to look back to the message from Sadie on page 8 if they cant remember some information. ‘© low students to compare and discuss answers with 2 partner before you check with the whole cas. ‘© Point out that if two people ae the owness of something the comes at the end ofthe second name only for example. Joe and Sadie's doa. ‘Answers, 2 Joe Kate's brother. 3. Sams Joe and Sacie’s doa. 4 Ughtning is Sade's tortoise '5 Anne and Mark ae Je and Sade’ cousins 5 Sadie s Uses best rend (RD Pattern dit: page 11 TRF (Unit 3. Step 2) Key grammar Possessive adjectives ‘© Suudents compte the lst with possessive aojectves. ‘Draw attention tothe diference between his and her «Point out that, ke all adjectives in Enlish, these words on’ change their form, whether the noun described is singular or plural masculine or feminine. ‘Answers, you~ your heh she — er we ~ our: you ~ yout Practice ‘© Students complete the sentences orally and/or in wing ‘students ask about the use of has’ rather than havn't in question 2. explain briefly but dont spend 8 lot of time on this point. The use of has/hasn’t got Is taught in Unie 4 Answers Dhis 2 their 4 his 5 her 6 yourfj Listening Two famous sisters ‘rus Willams bor 1980) and her younger sister ‘Serena (born 1981) grew up in a poor area of Los “Angeles. Coached by thir father both os stared playing tennis at fur years of age and tured professional at 14, At 17, Venus reached the final ‘ofthe US Open, but it was Serena who fst won the tle in 1999, and in that year both sisters were. ranked among te top five players in the word | 2000 Verus won at Wimbledon, the US Open ‘and the Sydney Olympics, while teaming up with ‘Serena for doubles victories. In 2002 Serena beat ‘erus inthe tnals ofthe French US and ‘Austalan Opens and Wimbledon. The sisters grow up as both competitive rivals and clase fends, ‘coached and managed by their father. «Elicit information from the class about the Willams sisters. Establish their names (Venus and Serena) and ‘ther sport tennis. Db Road the six questions and ask students to pred the answers © BY Play the recording Students Uisten and match ‘the questions withthe answers Answers 2f de 4a 54 6b Tapescript The Williams sisters are famous tennis players ‘Their names are Venus and Serena, Venus Williams ison the left of the photo and her sister Serena is fon the right. Their father’s name is Richard and their mother’s name is Oracene. Venus and Serena travel allover the world, but thelr favourite place is their house in Horida ‘Focus on the pronouns in the Remember box. Remind ‘students that this and these refer to things that are clase ‘tw the speaker, while that and those refer to things at some distance aay. ‘© You could point ou thatthe words can also be used as adjectives. for example: This watch is American Those Practise the pronouns with a ‘chain’ activity. In tum, students hold up or point to one or ‘more objects inthe room and ask about i. For example: A: Elena, what's this? B: Ita ruler Robert, what are those? C: They'te windows. David, what's that? Dit. | Vocabulary: Families ‘Communicative task: Writing a description of a family Speaking My things «sk sues in tu to bing one pasesion ora callection of possessions tothe front ofthe cass and ut iton your table. Before putting it down, they hold it up for everyone to see and say what tis, fr exarole: This is my mobil. / These are my penal Hold up ane or mare of the students possessions and aske What's this? o What ave these? Elicit the corect answer with f€5 or Tey and ave the objects) back to their owmers, Name a student to come to the font toask the next question and continue in the same way ut al he objects ae gone ‘Make sure that students say the I! forthe possessive s tending when they name the owner of any ofthe objects Key vocabulary Families ‘¢ Focus on the pictures, Point out Lucy and explain that ‘the other people are members of het family, gathered around her new-born baby brother. Ask them to find the baby's name (Robbie. Go through the words inthe Uist Refresh students ‘memory ofthe wor they know and teach any tat are ew. You may decide to add grandchildren grandson {and granddavgiter tothe list Practise the pronunciation, Give particular attention te son san. daughter "sta, aunt lant! and cousin Prkxaw Set a ime limit of three minutes for students to ‘complete the sentences. They could workin pals (CB Piay the recording. Students listen and check thee answers and say the complete sentences ‘Answers: 2 grandtather 3 aunt 4 uncle § son 6 cousin 7 sister Tapescript VAL: Hello, dear! W's Val. I'm your grandmother. ERIC: Hello, Robbie. 'm your grandiather, Exc Pleased to! meet you, LUNDA: Hi, Robbie. I'm Linda. 'm your mum's sister Im your aunt BILL I'm Bll, Lindas husband. 'm your uncle. ‘And this is our son, Pot. PETE: Hi 'm your cousin, LWCY: Hi, Robbie. Its nice to see you. Kim Lucy. im your sister, What have you got? @1b © Focus on each person in tum in the picture and ask students to say thelr names 1 Students complete the sentences oly and/r in wring, Answers 2 Eric Robbie's grandather. 3 Linda i Robbie's aunt 4 Bills Robbie's uncle. 5 Pete is Robbie's cousin 6 Lucy is Robbie's sister ¢ # Itmay help students with this if you get thelr help to ‘raw a fami tree on the board (ee wa (Can) = Cn ways |= [ us mtr || [tae (Crete (her ebie 1 Other examples of questions: ‘Whois Robbe's father’s dauahor? Lucy.) Whois Petes father's wife's meter? Val) Who is Robbie's aunt's son's arandate ric) ' “vce some students to read out hei sentences and ask ‘the rest ofthe class to work out the answers 9 Reading A new baby ‘2 Ask studomts to rad the toxt quickly to find the answer to the question. Ask them to expain what type of text it isn their own language. t's an announcement that the parents have putin a newspaper to tll people about the bit of whet son) ‘© Explain the meaning of the new words in the text pleased, announce and bith Answer Cooper. 1b «Students use al the information they have bout Lucy’ family to complete the sentences, Check answers with the cass. ‘Answers 2 sisters brother 3 Lucy, Robbie 4 Zalvah $5 son, daughter 6 Zatrah, Nick Writing and speaking my family + Allow students to choose which topic they wil write about, Remind them of sentence openings they can use "ve got His/Her nae is He's/She's/Theyre 1 To prepare forthe fist topic, read out the example and ask the students to workout wa the person i (isa ‘Simpson inthe TV snes The Simpsons wie them to suggest some more information thay could add to the daserpion of her family Example answer lve got a brother and a baby sister My brother's name is Bart and my sistors name is Maggie. My parents are Homer and Marge. ve got two aunts Patty and Selma. We've gota dog and a cat Try this! ‘Answer: fs 8's mother CHAPTER 1 The Silent Powers Two messages for Sophie The story The silent Powers based on a legend. The storys set apace called Aldertey Edge in Cheshire In the northwest of England. Te Edge is a wooded clit. The legend says that under the cUf the anclent Brtish king King Arthur, les asiep, sutounded by his knights and their milk white horses, They are waiting forthe ay when England is inthe greatest danger. On that day they wil wake and rde out to save the county. Many years ago 2 farmer was taking his beautiful white horse tothe market. As he crossed Alderley Edge, an ‘old man stopped him and asked to buy his hose. The farmer refused, but the olé man said ‘Do as you please but this evening you wil sell the horse to me. ‘A the market no one wanted to buy the fine horse and the farmer made his way home. AS he walked across the Edge, the old man appeared agai. ‘olow me.” he said He touched a rock wth his staf and agate appeared, The man led the farmer ad his hose into a lage cave inside the gate. Thre the farmer saw the knights and their horses, all asleep. and there was 2 pile of gold and jewos. Te old man tld the farmer to take his payment forthe hose The fatmer took some jewels and rar out of the cave i fear When he stopped and looked round, the ld man had gone and he could see only the cif face.The old man was Metin the wizard, who ved in King ‘Arthur's ume, and he had chosen the farmer to provide 8 missing white horse forthe knights seems that Sopive In our stry is the next person tobe chosen fortis task Runes: Th runic alphabet was a Germanic alphabot used in Scandinavia. Brain and other parts of rorhern Europe in eatly medieval times. When the Roman alphabet became the prefered seript runes fl into suse, but tei farms and meanings were reserved In inscriptions and manuserps ‘9 Tell students that this isthe fst chapter of a story that will continue through the course Explain that tis based ‘na real English legend. you have a map, show the location of Aldertey Edge, where the story s sett’ in the coumy of Cheshire. noe far from Manchester ‘© Focus on the picture and induce Sophie. Ask: What ‘as she gt inher hand?(A mobile phone. Use the Dicture to teach cottage, horse and riding ‘© GB Pay the recording (or ead out the story if you refer Elt or explain the meaning of rexe message. ‘Aska sunt to ead out Seth's letter. Make sure that ‘students understand the meaning oF lady. ‘© Ask these comprehension questions and aici answers from the class. Alteratively, you could write them on ‘the board and ask students fo write down the answers 1 Whereis Sophie fom? (London) 2. Whats on her mobile phane ths morning? text message) Who i te text message from? (We don't know — there isn't a name atthe end) Who is the letter om? ‘Sophie's brother Seth) Where Seth's new house? (ear Adertey.) What is Seth’ house called? White Lady Cottage) ‘Seth kes his new house. How do you Know? Find 'a sentence in hs letter. (Tis pace is fantasti) 8 Sophie tikes nding. Why i she pleased Bacause ‘Seth nas got horse.) ‘+ CB To conclude, play te recording while students follow the story in ther books. Puzzle task ‘© Draw attention tthe rune inthe text message. Give ‘students some background informacion about runes (see Background notes above ‘Intoduce the for ofthe ride. Expain that he seven letters — one in each line — make up the secret word, ‘symbolised bythe rune. (Note thatthe meaning ofthe text message itself will become cea ater inthe sto.) ‘Students work individually to lscover the word in the Fidle. Ask them to find out what the word means ‘Answer joumey (Each eter of journey sin the ist word but nat the second woe in each ine} « lnvite students to suggest reasons for the ile. Why o they thnk the word journey might be important for Sophie? Allow them to dscuss this in thei own languace. Extra exercises 1 1 Look atthe example with the class and make sure that students can read’ the family tre. necessary, ‘90 through the names to establish whether they are mae ot female. Answers, 2 wife 3 aunt 4 grandfather § husband 6 cousins 7 daughter 8 sister 9 children 10 orandmother ‘Students choose the corect ansnet, a, 8 oF € ‘Answers, 2b 3a 4 5b For question 3, make sure that students se ‘swith the lastname only (NOT Joes and Sade’ siren, Answers 2 Jack’s 3 Joo and Sadie’s 4 Usa's 5 Serena's ‘Go through the sentences and ask students to say whether the noun after the gap is singular or plural Fox plural nouns. sk: When do we use same? lin atfrmative sentences) When do we use any? lin negative sentences and questions} Answers Zany 3am 4a 5a 6 any 7 ary 8 some ‘© Ask students to read the paragraph fist. They then Look at the alternatives and choose the comect answers Answers 2b 3a 4a Sa 6b 7a Bb ‘¢ Ask students to work on the translation in pars or smal, groups and then discuss wit the whol cas. What have you got? SeExtra reading Collections Lead in ‘© Explain the meaning of collec and collecion Ask about things that the students collect. How many items have they got? Where do they keep their collection? If you prefer, iscuss these questions inthe students" language, and ask if dey know of any unusual collections that eople have made, Task ‘Ask stents to rea6 the fve paragraphs quickly to find out what each person collects, Ector explain the ‘meaning of model car halt. chewing gum and packet. «Ask students to read agin. Which collection do ‘hey think isthe most interesting/valuable? «Ask students to look atthe example answers inthe table. Elct questions withthe question word in the fist columa for example. Whois he/she? Where's the ‘collection? Wha’ in his/her collection?) «Students refer back tothe teat and copy and fil inthe table. Point out that they should look for coures, not. owns, fr the Where from section. «Ask some questions to test comprehension, fr example ~ Who's gota collation of cars? Subhail Mohammed Al Zaooni) — Whar’ im Steve's collection? (Chewing gum.) ~ Where are Fiorenzo’s watches? na museum in aly.) ~ Who's gat someching from Albert Einstein? ohn oznkott) — How many pens has Angelika got? (168,700) 2 Flotenzo Barindll, tly, watches 3 Subhall Mohammed Al Zaroon United Arab Emirates, model cars 4 John Reznikef, USA hair 5 Steve Fletcher UK. chewing gumDescriptions ‘they think are eas. funny ot. Ask them to find tree ‘adjectives that mean ‘very good fantastic. brillant grea, Grammar Position of adjectives What is/are. ke? [== Vocabulary: Adjectives ‘Communicative tasks: Asking about and describing things ‘Answers favourte dancing. ood. new. re, easy, fantastic bia ‘noisy. exci, interesting. rilant. happy. ad funny, serous, extreme, great, dangerous bb © Read out the lists and ask students to repeat. Make sure . that they understand the new adjectives: bad Boing, quiet 4] Presentation My favourite things ald and aw, ‘Students rewrite the lists in pits of opposites, You could ‘people perform dramatie stunts on their boards, kayaking and rafting in dangerous waters, barefoot watersking, bungee jumping and skydiving. ‘Sky surfing is similar o skydiving — participants Jump out ofan arcratt and do aeral stunts while In fre fal unt finally opening their parachutes to land, Inthe case of sky surfing. ther fet are ‘ask them to compare answers witha partes. Dancing cans are novelty toys with pans that © CBI Play the recarting so that students cn listen and SS) move when you wind them up. check their answers. The American film Shek an animated fairy tale g released in 2001. is he story ofa green ogre Tapescript/Answers from a swamp. wo ses OJ to rescue a princess big small good bad Extreme spots ae adventurous activites. often happy-sd ——lficult—easy focused on individual perfomance, where people noisy —quiet great ~awful have to face dangers and take risks. Examples are funny serious exciting ~ boring Skateboarding and snowboarding contests (where aera Students who finish early can use dictionaries to find other ‘opposites (long shor. dark — ght, clean — ery. 3 Key grammar Position of adjectives ‘Students rod the examples and complete the explanation attoched toa bord Uke» surboad wich ages ‘orally and/or in writing. te the difficulty and gives more scope fr acrobatic display, g Answer befor ‘¢ Ask students to look at the photos and say wht they Practice ‘an See. Wie key words onthe bod ‘8 CB Play the recording while students listen and read. ‘8 Students supply appropriate agjectives Tel them that los Pause after each paragraph and ask them 1 identity Sieh mmeenen pills es ‘the speaker’ Tavoutite thin inthe pictures. Help with Toco eases ew words Example answers ‘© Rea ut the tit (1-5 and elicitor explain the meaning 2- big noisy, exciting, great, small, old othe adectives. Students match the items with the 3 noisy. new, dficalt exciting, eas. boring descriptions, 4 big. new, intersting. exciting funn, boring 5 new, exiting, ood reat ad. aw Answers apy. funny. prea serous, quiet, ol 1 Joe 2 Mack 3 Uisa 4 Lee 5 Sadie Speaking 2 Kaviwocabullary' aaictves "2 © CBD Remind students of tees avout thing fom Eerese ‘2 Make sur students know what asectives ae Ask them 4 Play the rearing while they flowin ther books. to give some examples fram ther awn language. ‘© Pay the recoring asain. Pause after Wa’ 4 Seta time limit of thre minutes. Students find all the ike and ask ora tansaton inthe students language adjectives they can, ‘ni What’ ike? with the cas, ‘To check undestanding, elicit example of things that Students practise the dialogue in pas Descriptions oS1b © Choose pais of students 10 read out the examples in the Remember! box Elicit the full fxm of What's (What) and emphasise the plural form of the question: What re ‘thay lhe? Explain tat tke in these questions isnot verb ~ is ferent from the verb like in a sentence such a Uke dogs ‘© Point cut thatthe answers to the question ae descriptions. ‘ten using adjectives. The answer can give information about the thing/person it gor ars and fas ort can express an opinion She's grea. © Choose two students to readout the example daloave. ‘6 In pais, students make similar dialogues about the ater characters, using the texts in Exercise 1 (RD Pattem dri: TR. page 11, (Unit 4, Step. Example answers ‘What's Sadie’sfayourte game? A 8: The Red Mountain, ‘A: What’ it tke? 'B: Its dificult, but the graphics and sound are farcas ‘What's sas favourite video? ‘Shrek Whats it tke? es biant. 1's happy and sad, funny and serious. | Wat’ Joe's toute TV rammet Exree Spor west Waly et © « ulin pars suems aan arse att thet ow fate Bigs For extra practice, ask students to suggest ‘examples of the following: ‘anew bulging ancl city a noisy street sad song boring TV programme 2 funny film an exciting fim © an awul TV commercial Invite discussion, If there are disagreements, ‘encourage students to expres their opinions 1 don't think 50.1 think i's S unit 4 § Reading Mark's ‘Happiness recipe’ ‘2 # Introduce the words happiness recip. ingredients. instructions and mic. xplain tat instead o telling ‘show to make some kindof fod, the text is Mark's recipe for happiness. ‘Students rad the text and count the ingredient. Help ‘hem to guess ary ufomilar word Vor example, sunny. surfboard, ‘Answer Seven ingredients; No, they'e not 1b students read the recipe again and give the opinions. Is ita good recipe for happiness? Are there things they would prefer to change? J] Writing My Happiness recipe” ‘© This writing exerse can be done in class or st for homework. Encourage students to use adjectives fom ‘the unit in ther ist of ingredients Ask students to design posters for their recipes, Illustrated with their own drawings or pictures ct out of magazines. Display the posters inthe classroom. You could have @ class vote on the best happiness recipe. Try this! Answer: Is 2 table/desk. Grammar: has got Vocabulary: Adjectives describing appearance and Personality Communicative task: Talking about a person's ‘appearance and personality mE ee Sec ee ene4] Presentation He's got a crvel face Ask stent to look at the pictures and say what they an about them. Note the pronunciation of Jekyll ‘agekl. ‘© Read out the Introduction tothe text while students follow in ther books. let or explain new words sclentst potion, drink change into and become. «Test comprehension by asking: Whe drinks the potion? Who is Mr Hye? Make sure students realise that Jekyll and Hyde ae in fact the same person ‘© Choose students to read out the sentences. Give examples to show the meaning ofthe new adjectives. © BB Students complete the matching task then listen to the recording and check Tapescript ‘The Strange Case of Dr Jekyll and Mr Hyde isa bbook by Robert Louis Stevenson (written in 1886). Dr Jey i a scientist. He has got a special potion and, when he drinks the potion, he changes into a different person. He becomes Mr Hyde. Lsten to the details about Dr Jekyl He's a nice person. He's tall. Hea kind, honest rman, He's got curly hae He's got short fair ha Listen to the details about Mr Hyde He's got long, dark hair. He's got straight aie He's got a crue face and his teth are black. He hasn't got glasses. He's got brown eyes. He hasnt got a friendly face. He's a dangerous man. Everyone is scared of him, 9. Key vocabulary Appearance and personality 2 6 CB Pay te recording for students to ston and repeat the words fom the lst 1 Ask students ott he ajecves under he four headings. txplan hat some canbe used In more than one ist Wate thelist onthe Board. + Poinout the we ofall or pool as well 5 tes/ baiting ete «Point out also tat we use faint Ui to describe Ug-colored hai oF kn Answers Hat: lon, dark, blac, nce, short straight brown, cur, fir yes: dark. black, nice, brown Height tal short Personality: cel, nice, dangerous, endly, honest. kind b ‘© ci examples from the class and write them on the board inthe following way ‘Mr ek 5.. Mr ye has got Point out that with har and eyes we need to use a form of have got. Alematively. we can say His hairs long His eyes are brown) Answers Mr Jeli is nice riendly /nonest kind. ‘My Hyde nas got tong/dark/stright halt. He's got ‘brown eyes. He's got black teth. He's got a cel face Listening and speaking © GB Play the reconting through once before the students start to wate (© CBB Play each sentence and pause for students to write thelr answer If they have ooube wih any of the Sentences. rewind and play it again o say it yoursel, ‘© CB Play the recording through once again, pausing afer each oe to check ther answer Tapescript 1 ve got straight hai. 2. ve got brown eyes 3 ve got glass, 4 Thaven't got dark hale, 5 Vm quite friendly 6 Vmt 7 8 9 ve got short, fae hat [haven't got curly halt Va dangerous person. 10 Tm not very honest © Give students alte time to think ofthe things they ‘want to say about themselves. ‘Invite students to deserve themselves tothe las. Keep this bi and avoid anything potentially embarassing for individual. Key grammar has got © Look at the ist two examples lt the ful form of he's he fas) and pont ot that she and i have the same form (she's got i's go. Emphasse that the 's in this vetb form is short for has. not és and point out ‘the examples in de Remember! box. ‘Focus on the question ad elicit the short answers. Answers. has: hasn't Descriptions eo5 Practice 2 Ask students to try to guess the corect information from memary fst. They thon lok back to photos in the Student’ Book to check the information, Answers 2. dack hasnt got olases. 3 Usa has gt dark hal 44 Joe hasn't gt cry ate. 5 Lee hast got blue eyes, 6 Sadie has got long hai 1b © Choose two students to rea out the example dialogue. ‘Make it clear that student shouldbe able to workout hich petson student B fs thinking of by asking just one ‘question, The question can Be about ether appearance or personality, ‘# Ask students to suggest one or two other questions that ‘could ask Has he got far har? I he tal? she a cruel ‘person? Ele the corec shart answers. In pais, students take iin tums to ask and answer (CB Patter dit: TRP, page 12 (Unt 6, Step2. fj Speaking ‘Look at each picture in tu and ask students to describe the people Elicit a range of answers with Me's/She'sand He's got / She's got ‘Invite etferent students to saya sentence. The est of the class can guess which person is being described. ‘Asan alternative to Exercise 6, you could use ‘the pictures forthe ‘Picture memory game' (see age 103 ofthe Teacher's Book). Give teams a few seconds to look at each picture before they close their books and start to make sentences about it When they begin to run out of things ‘tw say, ask them fo open their books and move. fon tothe next picue, ] Key pronunciation /h/ ‘© CB Pray the recording, Students listen and read. ‘© Explain the meaning of hamster. heart and octopus. ‘¢ GB Pay the recording agin. Students listen and repeat. following te intonation ‘# Focus particularly onthe hi sound, shown by the letters ‘ bold type. Exaggerate te aspiration of this sound. Ask students to repeat the /h/ words on their own and then In longer clusters. © CBB Point aut that some words are inked by a ine Read them out so that students can hear the elton eo Uni 4 Play the recording once more for them to practise the Uinks bewween words. ‘Ask students to guess the answer tothe second question. Answer An octopus has got the hearts Q Writing and speaking Guess who! ‘¢ Demonstrate by thinking of 8 famous person and escrbing him/her to the cass. Students try to guess who itis ‘Ask student to choose thelr own famous person to write about. without naming him/her. The writing can be done in elas o set for homework. ‘Encourage students to plan thelr description by making notes under the topics inthe Student's Book nationality Jed, personality. appearance. they aren sure of some facts, they may be able to tnd the information at home in fan magazines oF onthe ntemet. 1 In pairs. students take It in tums to readout their descriptions and guess thelr partne's famous person, Example answer He's an English football player He ist very tal He's got fair hair and bie eyes. He's a great player and he's ance person. (David Beckham) Vocabulary: Parts ofthe body Adjectives: Describing how you feel Five got a headache/col, Communicative tasks: ‘Saying how you feet Describing an imaginary person 4] Key vocabulary Your body ‘© if students are uncertain about this vocabulary, you can revise by pointing to your own body. saying the words and asking the cass to repeat ‘8 Seta time limit of thee minutes. Studens complete as ‘many words as they can. They coud do this individually rin pais. {¢ CB Pray the recording for students to check their Tapescript/Answers 1 head 2 face 3 nose 4 halr 5 eye 6 ear 7 mouth @ hand 9 atm 30 leg At foot1 You could introduce or revise some other body words here, for example: stomach. {ooth/teeth neck. back shoulder elbow, finger, ‘knee, ankle, toe 2 To practise the vocabulary play the game ‘Simon says’ (see page 103 ofthe Teacher's ook) Use these commands: Touch your face/foot et. Point your nose/knee (tc. Open/Close your eyes. 2 Key vocabulary How are your ‘© Intcotuce the question How are you today? and ask students to repeat. ‘© Focus on the pictures and read out the sentences, ‘Students use the pictues to understand the sentences. ‘© Ask students ro repeat the sentences. Pay particular tention to the pronunciation of stomach 'stamak/ and ‘ache ek! ‘© Point out that ced, ne and fed up are adjectives. while 42 cold, a headache and a stomach ache are all nouns. ‘sed with ave got. You could point out the alference between Ym coldand Ive gota colaher. ‘© Choose pars of students to ask How are you today? and to answor across the lass. 3 Key pronunciation stress and intonation ‘© BB Point ro the stress paters 1-6 in the exercise Play the recording, which demonstates the sess pattems. using nonsense syllables ‘© Students match the sentences in Exercise 2 withthe stress pattems in 33, (© CB Play the recording for students to check their 1b answers. Pay it once more for students to repeat. imitating the ste, ‘Answers. 2adeatse ca Students ask and answer in pats c cP 4 Listening song «© CB Play the song trough twice. Allow students to ston tothe melody and pick up the genera feeting of the song, «© Ineduce the expression Ive got the blues, meaning "Tm feeling sa You cout tll students thatthe style of this type of music. orginally developed by black American musicians, i als called che ives, Answer sad, bb» Read out the aietves. pain empty and hesny and ask student to repeat them, «© Gottvough te sentences rom the song and ask [tulers to pret where the odjecives te 1 BB Play the song again. Suderes stem and check thei dees. ASK: Why he saa? Because his oitirend #5 gong away) 4+ BD Ask stunts to tun to the words on page 244 in thei books. Play the song once again and encourage them tin in Answers 2 white 3 heay 4 black 5 blue 6 empty 5 Writing 4 Superme’’ {© Botoe students start to wie, elicit afew more suggestions for Super pats ofthe body. Reming students that they ean belong to anyone ~ male or female, allve o dead! Example answer {ve got Michelangelo's hands. ve got Marin ‘Monroe's legs. ve gt Serena Wiliams’ arms. ve got ‘Mick Jagger’s mouth. 've got Cleopatra's eyes.) CHAPTER 2 The Silent Powers Sophie’s dream 1 Ask some questions to revise the previous chapter ofthe stay. For example: ~ Whois te gi in the story? (Sophie) ~ Who is she staying with? (Her brother Seth) What animat has Seth got? horse) ~ Sophie's gota text message - who fom? We don't row.) 1 Tell students that in Chapter 2 Sop is at her brother's ‘nous. Look at the picture and introduce the word dream. Ask students what they can say about Sophie's ‘team from the picture, (© BD Play the recorting ofthe ist part ofthe story (or read it aloud while students isten and flow in thee ‘books. Help them to guess the meaning of new wocs by looking a the context and withthe felp ofthe picture © Intoduce key words inthe second part ofthe chapter: arden, stone, lady, messenger. Ask students to read the dialogue quickly on ther own. ‘© Choose a student to read the part of Sophie while you ‘ake the part of Set. Read te dialogue aloud, Descriptions 6‘Ask these comprehension questions and elicit answers from the class. Alternatively, you could write them on, the board 1 Who i in Sophie's cream? (A worman anda dog.) 2 What isthe woman inthe picture tke? (She's got {ong far hair and a white dress. She's kind and frienaly) 3 What isthe dog in the picture Uke? sa black dog with sang yellow eyes) 4 What isthe woman on the wal ofthe cottage calla? The White Lady.) 5 Whereis Mr Neil's house? t's near Seth's cottage) © Why can Mr Neil help Sophie? Because he knows the story ofthe White Lady) 7 Wo is the woman in her dream? What does Sophie ‘hunk? (Sophie chinks the woman is the Whe Lady.) 8 What about the dog in hor crear? What does Sophie ‘hnk? (She thinks the dog inher dream 1s Mr Neil's dog) (CBD Play the recording once more, while students follow the sory in their books. Ask students to practise the dialogue between Sophie and Seth in pais. You could choose a pair to perform the dialogue forthe class. Puzzle tasks To work out the word reresented by the new rune students need to follow the insuetions carefully [Answer message Student ln the puzzle to find the dog's name. Hf they have problems remembering any of the words. tll them to lok atthe Vocabulary lists on pages 24 and 46. Answers cABal (0 face 2 parents 3. numbers 4 mountain curly) The rune suggests that Sophie's dream isa ‘message’ ‘Askstudents what they tink it could mea forthe ‘ure. Who could the Lady be? What coud she mean when she sas: 7am your guide ~ not here. but in ‘another worl Discuss these questions inthe stadens' language. eo Unit 4 Extra exercises 4] Tatsuo hin toate sate ot en {quest to choose the carect word, have or has. 1 they are't sue of the answers to some ofthe ‘questions, ask them to look back through the unit 10 find the information, ‘Answers 2 Has Lee got biue eyes? No he hasn'. 3. Mave you gota stomach ache? Yes, have. / No. haven't 4 Have you got strait hai? Yes. have. / No. haven't ‘5 Has Satie got a new computer game? Yes, she has. 6 Have you got a favourite thing? Yes, have. / No, haven't 7 Has Jack go a friendly face? Yes, he bas. {8 Has Mr Hyde got a big nose? Yes, he bas. 1) + Elstsome eal sentences sing the tate adjectives in questions 1. 23 and 5, ‘Answers 2d 3a 4c 5b 6a 3) * Fetauestons 1-3, ic anroprateqesons that fit with the alternative answers. Answers 2c 3b 4a 5b g | Answers 2a 3c 4e 5b 5 | Answers 2ac 3a 4b 5c 6a 72 Bj © Mstudems wat on he wanton prs or sma ‘sr0ups. and then dscuss wit the whole cass,Extra reading baie London Zoo, in Regent's Park. was founded in 1828 25 the war's fst scientific 200, for scientist to study ‘exotic animals, thas been open tothe public since 41847. Nowadays it runs conservation and breeding programmes for endangered animals. ‘The Science Museum opened in 1857 and now has ‘more than 40 galleries of eahibits showing the major Selene advances over the past 300 years, Ic includes ver 1,000 interactive exhibits ‘The Imax Cinema has 3 highly sophisticated projection system and an enormaus screen, 20 m high and 26 m ‘wide It produces a dramatic tree-dimensional effect ‘which makes the viewer feet part of the action. Madame Tussauds is a waxwork museum which displays Ue-sized wax figures of historical figures and ‘modem colebrtes. ‘A135 m high the London Eye f the wor’ largest bseration wheel The passenger capsules can each ‘ake up to 25 people ona slow-moving rie which lass for 30 minates, Lead in '¢ Bofore students open ther books, ak them to say anything they know about the city of London (Big Ben, double-decker buses, black taxis, Tower Bridge etc) They can offer their ideas i their own language, but you should write notes onthe board in English ‘¢ Ask students to read the text and see how many things in the ist on the board appear inthe text. Check comprehension of new or unfamiliar vocabulary (sights planets, amazing etc). 1 Ask some questions to test comprehension for example, ‘Whore can you see a good view? What does IMAX mean? Where can you go if you're interested in science? Task 1 In pals or groups, students can make a lst of sights, shops and museums in their capital city. These can be ‘iscussed with the whole class. For futher practic they ‘ould wite captions like those in the text encouraing tourist to visit some ofthe places on their ist. Descriptions SeLanguage summary 4 have got Students complete the sentences with have/as got or hraven’“hasnt got they can't remember information about the characte in the book, tll them to look back ‘icky atthe texts in Medules 1 and 2 to find out. Answers, 1 has got 2 [student's own answer 3 hasn't got 4 have got 5 [student's own answer 6 [student's own answer] 7 hasn't got 8 have got 1 Give students 2 few moments to think about the ‘question forms for sentences 1-8, Then choose students ‘ask and answer across the clas, 2 a/an or some ‘© Organise a collection of objects on your table atthe ‘ont. Cover them and ask students to write down all the things they remember. You could then ask them to make their own collection of objects on their desks and to test their partner inthe same way 3 some/any Answers any: somes any ) Possessive adjectives ‘Students work individually or in pars to translate the sentences 5) Possessive ‘s ‘© Students write about the relationships between the character in the Book. Remind them that when two people ae named asthe ‘pssesso the goes at the end ofthe second name only. Answers 2 Sue Kelly Joe and Sace's moter. ‘Nick and Zara are Robbie's parents. 3 44 Robbie is Lucy's brother, 5 Kates Sal's sister, So Module 2 Review {i this/that/these/those ‘Answers lef to right this these Those: that ] Adjectives es Answers 1 London isa very bi city. 2 e's got cuty hat 3 Mr Hyde is a dangerous man 4 ve gota new watch For revision of opposite adjectives, you can play 190 (see Games, page 103 of the Teachers Book). Students fil their rd with nine adjectives from the list in Exercise 2a on page '38.As you call out the adjectives, they cross ‘ut the opposite adjectives in their grid. Q Describing appearance What's he like? ‘Students look atthe painting You can tell them that ‘the picture is called Woman in blue ranes, by Paul Klee (or leave it othe students to decide if they think itis @ ‘man oF 2 woman) and write a description ofthe person In the picture Example answer She's gota blue, green and brown face She's got black eyes. She hast got hai. She hasnt got ear. She's got a black mouth Study skills 2 Using a dictionary 4 © Bisudons oie er haat hey have aot an English citionary. Ask how often they use iI it aificute to user ‘Introduce afew othe simple dictionary abbreviations for parts of speech and see ifthe class can work out what they mean. Fr example: v= verb a = adjective ron = pronoun ‘© Students srt the letters and words into alphabetical order.Answers AEGHLMS bad key pencilcase quiet uncle tall teacher tennis essues 1 2 3 4 scientist shop straight strange Blanka te ts dle es fan ek abr te ‘meanings of mouse. 1 Point out that a dictionary separates the diferent ‘meanings of a word and gives examples. Ths helss Us fo recognise which meaning isthe ane we want Answer ‘A mouse can be an animal ve gota pet mouse rit ‘canbe a part ofa computer (Use the mouse to move to different places on your compute screen) 4° ontau ta Eas orncaion oa wad aen very ferent from its spelling. Explain thatthe phonetic ‘symbols sed in dctonanes can help with this problem. ‘Elicit te comect pronunciation of the words. You cole ‘write them on the boss as phonetic symbols, as an Introduction to tis ‘alphabe’ of sounds. How's it going? Your rating ‘Students ook back atthe exercises in the Language ‘summary and make ther oun assessment of how well they understand and remember te diferent language points. Vocabulary ‘©The most suitable ites inthe Vocabulay list for Module 1 are Members ofa fanny, Pars ofthe body ‘and Adjotves Students test ther memory of the words they have leamt in these categories Test a friend ‘# Ask students to tink of other words and people to substitute in these questions, They then ask and answer inpats. Write to your teacher ‘8 Use the students lets to find out what they ae enjoying and where they are having dificutes. Reply to the letters witha personal message in the students language. giving help praise and encouragement. Your Workbook ‘Students should complet the Leaming dary when thy ‘come tothe end ofeach unit Coursework allabout me! Important things to me ‘Students wnite about their favourite things. places and people ‘© Give students a few minutes to look at Jack's project about himset, ‘© Expaino elicit the meaning of key words: ip, presen film star badger. ‘© Aska fw comprehension questions, for example What's Jack’ fvounte fl star? Whats this animal? (pointing at badger Who's Ben? What's he like? tc. ‘© Wite up the following headings on the board Favounte poople Favounte possessions Favourite paces Favounte books Favourite fms Favourite animals Elicit afew iaas foreach one. ‘© Ask students to copy out te headings and quicky jot ‘down some ideas of thei own foreach one, They should include some bret desenptive notes ‘© Students select the things they want to write about from ‘thet notes and set to work onthe own project at home. They should write atleast four paragraphs and ‘ustate them as they wish f Set atime tit allowing one or two weeks fox work on the project. students want co spend longer on this work. you could negotiate an extension of time. The ‘work shouldbe mainly done at home f Askstudents to check ther text before they copy it out and design thir page ell them to use Jacks toxt as 2 ‘model and remind them to look back at Units 3 and if they need helo with language,Module 3 iy My world Grammar: Present simple: affirmative and negative Communicative ta Talking about things you do ‘Writing about teenagers’ habits 4] Key vocabulary Things you do 9 © BI Focus on the pictures Play the recording for students to listen and repeat Make sure they say the ‘a sound in the verb use. ‘© To test comprehension, you can mime the actions and ask students to say the plrases ‘© Choose someone to read out the example. Then ask ‘Students to make similar sentences about themselves, 1b Hilp sudents to substitute other nouns that they can use with these vetbs, for example: read books watch fms, play football / the outa, wear jeans, use 2 calculator, eat alo of peanuts, dink water goto 3 sports club / 10 the cinema, ‘Point out the diference between play volleyball ame/sport) and play the piano (= musical instrument. Vegetarians: Students may be interested to know that just under 25% ofthe world’s population eat mainly vegetarian food, and there are about three million vegetarians in Britain. Leonardo da Vine, wos 2 vegetarian, and so was Albert Einstein Famous vegetarians today include Paul MeCartney, Richard Gere, Kim Basinger, Madonna, Paul Weller and Michael. lackson 2 Presentation 1.90 to a judo club 1 Before students read the text you could ask them to tell you what they know already about Sadie and Joe © BD Read the question and explain addict Play the recording while students listen and read ‘Elicit he answer to dhe question. ASK students to find the sentence which tells us that Joe isnt a computer addict. oe doesn use the computer every dey) 1 Choose students to read the teat aloud. Pause at the end ‘ofeach paragraph to help with vocabulary and practise oe Unit 5 LFA ‘See page 7 of the Introduction for ideas Ce ead Answers. 1d 2e 3a 4b 5c ‘bronunciation. Pint out that the vet with judo Is da, ot play: Sade does judo (NOT ploy Answer sad. ‘¢ Dil some ofthe present simple phrases from the text. for example: / play hockey. J don't watch spor. Je pays Footbal He doesn't uke vegetables. 1D Look at the pictures and ask: What i itor Wht are they" to elicit basketball. computer jade etc ‘© Students refer back to the text to ident ee person foreach piture. Ask them ro write sentences asin the ‘example, Draw attention to the -s verb ending, Answers, 2- It’s Sai, She writes alot of emails and she uses the ineret It’s Satie. She goes toa judo club / does judo. Its Sate. She's a vegetarian / doesn't eat meat. It’s Je. He reads horor stories, ts Jo. He's gota bike © You could ask students to complete the sentences (in writing) without looking a the txt. They then scan the text quickly to check ther answers. Answers, 1 Sadie 2 Joe and Sadie 3 Sadie 4 Sadie 5 Sadie 6 Joe and Sadie 7 Joe 8 Joe and Sadie 3 Key grammar Present simple: affirmative and negative ‘= Students complete the table orally and/or in writing, Emptasise the ending forthe hid person singular ‘ver frm. Elicit the ful form of done ro and ‘dos’ |does nod a point out that both negative forms are followed by the ifritve ofthe verb (NOT daesne ps, ‘© Make it clear thatthe present simple isnot use for actions happening at this moment. but for tings that happen normally o regulary. Answers, plays play> Practice ‘Students supply the corect form ofthe verb ike to complete the sentences (GB Pattern dit: TRP. page 12 (Unit 5. Step. ‘Answers 2 the / do’ the vegetabies |. 3. doe plays basketball | | 4 Vike / don't ke sport. | 5 Sade does’ the steak | 6 Joe and Sadie like music. tee—e—r—~ Sd «Look atthe example Encourage student wie a few ferent sentences, same tue ard some alse « tnpars, students Usten co each othe and decide the semances ae tue ole. You can as several stent saya sentence and iit responses om the dass. Key pronunciation verbs + /s/. 2! /iz/ ‘© BB Play the recording. Students listen and repeat. Paint out thatthe sound diferences ave the same as {or plural nouns soe Unit 3, Step 1. Exercise 6 You could ask students to put the following verbs in the correct lists: refers. listens (ves, chooses fishes. helps. guesses, speaks. Writing and speaking ‘© Give students time to write three or more sentences. Encourage them to use and or but for related or contrasting statements # In pairs, students read out tel sentences. «© lovite several students to report back to the class on the similanties/aiferences between them and thelr partner. Reading British teenagers ‘Surveys suggest that British teenagers spend upto five hous a day watching TV. ‘The majorty ofschoos in rain have a ‘compulsry uniform. I usually consis of dress (FSF rit or trousers ox boys an ois, with a matching jumper or sweatshirt. a jacket and perhaps a te Radio 4 is. 2 BBC adi station which mainly plays ‘pop music People Inthe UK ae very fond of crisps and other Junkfood. They ae also the top consumers of ‘chocolates and sweets in Europe. Some reports ‘estimate that due to poor det and lack of exercise ‘more than a milion Bes ehldren under the age of 16 are obese. “Te British fall far behind other Europeans in heir knowledge of foreign Languages. The UK isthe ‘only EU country whee language teaching in ‘ximary Schools isnot compulsory, and a survey in 2001 revealed that 66% of the population have no real knowiedge of any foreign language. a © Ask students to read the list of characterises. Check ‘comprehension of any new words. Note that this isa profile of ‘average’ behaviour ~ it cortainly int tue of every British teenager 1 Discuss the information with the class and invite ‘students to make comparisons wih their own habits. be Students use the ist to write sentences about themselves. ‘sk a few tudents 10 read out thet sentences. ) Writing and speaking Teenagers in my county This writing exercise canbe done in class or set for homework Encourage students to ist as many points as they can. Remind them to use the -s ending forthe present simple afmadve vers. 1 You coud choose some students to rea out ther work Invite the class to comment and discuss. Grammar: Present simple: questions and short answers Vocabulary: Scary things ‘Communicative task: Talking about fears, kes . and disikes| 4] Presentation Do you like heights? ‘The seaside resort town of Blackpoat is in Laneashire near Liverpool. ts popular for its cheap and cheerful amusement facilities along 11 km af promenades it up by coloured lights known 25 the illuminations. thas the wor’ largest rollercoaster, 75 mewes high and 1.5 km lon, ‘The Blackpool Tower isa steel structure ult in the 1890s. takes visitors tothe top ofthe tower where the Walk of Faith was installed in 1994, and the building that forms its base houses an aquarium, an adventure playground, a cicus and a ballroom My worid S‘© Ask students to look at the photos and to say what they an about them. Ineduce the word rower and establish what we mean by 0 be scared of heights. ‘6 Tell he class thatthe tower inthe photo isin Blackpool If you have a map of England, you can point out the town’s location, ‘© Read aut the paragraph about Blackpool Tower or ask 3 student todo so. ‘© plain the meaning of fat Ask students to suggest hy this amusement is called the "Walk of Faith (© BB Read the instruction and the question. Pay the recording ofthe dialogue. Students listen forthe answer, ‘¢ GH Play the recording again. Pause ater the hid and fourth lines and ask students to guess the meaning of scared and tered | Answer No, she isn't She's terrified. Tapescript REPORTER: ackpoot isa holiay town in the north of England. Every year a million tourists visit Blackpool Tower It got a glass floor 117 metres above the ground, I called the ‘Walk of Faith’ br... Excuse me! Can I ask you some questions? GIRL: Er. yes REPORTER: Are you scared? GIRL: Yes, Lam. I'm terse! REPORTER: Do you want to walk actos? GIRL: Yes, Ido. But 'm too scared! REPORTER: Do you like heights? GIRL: No, Tdon', ‘@ Give students afew moments to rad the two ists. Ask them to think about how the questions and answers match, © CBD Play the dialogue agin. Students listen forthe ‘questions and check ther ideas. «Draw attention tothe use of does inthe questions and short answers with want and like Dil the questions and answers. Answers te 2a ab ‘© raw attention to the use of do and don‘tin these ‘questions and answers, wher the subject is you OFF ‘Studonts choose thei own answers to the questions Make sur they recognise the diference between quite scared and tered ‘iil the questions and answers. Pay attention to the unstessed schwa sound of Do in de question. Contrast this with the stressed do in the answer So Unit 5 ‘¢ Ask fora show of hands to find out how many students In the class share a fear of heights. You can reassure ‘them by telling ther that thsi @ very common human feat, Key grammar Present simple: questions and short answers ‘© Look atthe example questions. Substitute J we and they for you in the question to make it clear that we use do (nt does with al these subjects, ‘© Ei te shor answers forall forms ofthe question ‘© Draw a corirast with questions and answers using the verb be Reming students that we donot use any form fo with the ver be Answers, oes don't Explanation does Practice 1 Choose one ar two students to say each question, Then ask the clas to repeat 1 pais, students take it in tums wo ask and answer. Hf they arent sure about any of the information about Joe and Sadie. they can look back quickly to the text on page 50. Answers ‘Does Sale lke tomato ketchup? Yes, she does Does Sadie watch sport on TV? No, she doesnt Does Sadie eat meat? No, she doesn't. Does Je like vegetables? No, he doesnt. Does Joe read horror stories? Yes. he does. Speaking 1 Ask students to ive a few examples of hor films, funny fis, comics etc. ‘In pais students ask and answer. 1 Encourage students wa finish quickly to add new ‘questions. They could use the verbs inthe box or they could choose others. For example: Do you eat / wear / 00.For further practice. you can play ‘Find someone ‘who .". Students copy down a list of actvities. {or example: Find someone who ves near the school. doesn’t lke fish reads alot of books. plays the piano. doesn't eat meat lays basketball wears black trainers. walks to school. Students mingle and ask questions (Do you ive rear the school? etc) until they can find a name foreach activity 5} Key vocabulary Scary things According toa survey. people's most common fears are: 1 spiders 2 people / social situations. 3 fying 4 open spaces. 5 confined spaces, 6 heist, 7 vomiting, 8 cancer, 9 thunderstorms, Some ofthe strangest include fear of beads, chickens, dol, string and the colour purple! {© Look atthe person in the picture. Ask Whar’s the matter? tooolict the answer She's scared/temtied. ‘Read out the words inthe list. {© Seta time limit of wo minutes and ask students to ty to match te words wit the numbered ites in the picture. They could work on this in pars. You could tlt them tat UFO stand fr unidentified fying abject and tansate this phrase literally fr ther. CBB Play the reconting for stedens to check thei answers and repeat the words, «To test comprehension, give definitions and ask students 1 say the words. For example {An animal with eight legs. (spider ‘An animal that goes ou at eg. tat) ‘An animal in the sea (shark) ‘A noisy sound in te sy. fehurden ‘Someone from another wort alien) ‘Ask student which of these things they are scared of ‘You could start tf by describing a fear of your own, to help them feel relaxed abou talking on ths subject. Tapescript/Answers 1 thedark = 6 at 2 thunder 7 spider 2 UFO 8 vampire 4 alien 9 bat 5 shark 10 ghost § Listening song ‘2 © CBD Read out the ees and then pay the song. Students choose the best ite. Answer cui | © BD Play the song again. Help the students with new vocabulay. for example, tromble belive in hide pillow ‘© CB students compete the sentences in writing. They ‘then Usten again to check their answers Answers Lie 2 Do 3 scared 4 believe C@ Students form more questions with words form Exercise 5, Chose students 1 ask and answer across the class, ‘© CB Ask studens to tum to the song word on page 1.4, Play the song once agai fr them 19 jin in. 1B Pattern dis: TR, see page 12 (Unit 5, Step2. J Writing and speaking A questionnaire Look at the example, Ask students to wnte similar ‘questions on wo ofthe listed topics. 4 Students use thelr questionnaire to interview other stucents Example questions ls Do you watch fms on TV? Do you go to the Cinema? What's yout favour flim? Who's your favourite film sar? Try this! ‘Answer: A tarantula, (Also known as the wot spider, the tarantula sa large hairy hunting spider. with a body about 25 em long. Grammar: Question forms (revision) = Wn- questions m (Communicative task: Writing a conversation about everyday life 4] Presentation where do you come from? © Focus on the strange figure inthe picture and ask Who {is bo? What’ he like? stalish that he's an alien from ‘uter space, and the chilis asking him questions. ‘© Read out te questions or choose students todo so. Explain the question What sort of -? Ask them to repeat ‘the questions My world eo‘© Give students time to read the answers. Help with new vocabulary (planet. meet. Queen. ‘© Students complate the matching task They could do this, Individually orn pas (BD Play the recording Students listen and check thet Point out that in Exercise 1. questions. 3.6 and 7 lead toa Yes or No answer, However those starting ‘with question words need an answer that gives some kind of informacion ‘© Remind students that questions withthe verb be are formed simply by inverting the subject and ver. For ‘other present simple verbs. we have to use do or does. ‘© Ask studonts to practise the questions and answers in pairs ‘© Ask students to suogest some other posible answers for ‘questions 2-8 Answers, th 2e3f 4b 59 6c 7a 84 2 Key grammar wn. questions 1» Asc students to translate te question words into their ‘nn language. They then complete the table orally and/or in witing ‘© Choose students o read out the questions, using the Subject he. and elit possible answers about the alien ‘© You could ad another question using When 2 for example: When does fe eat his lunch? ‘© Remind students that these present simple questions and answors are about things that happen normaly or regulary, Key pronunciation stress and intonation ‘+ Ask tudonts to read the sentences an to predict where ‘the main stresses fallin each sentence ‘© GB Pay the recording once or twice Students match the sentences with the stress and intonation pattems. Saw the rising/faling intonation at the end with your hands CBD Piay the recording again Susdonts listen and repeat. ‘Answers 1b 2a 3b 4 Writing and speaking An interview ‘¢ Explain te task and read out the question ané answer. Choose a celebrity and elicit other questions that an Imervewer coud ask. using diferent question words «In pars, students discuss which famous person they wil choose for their interview and agree on thet roles 2s the famous person and the interviewer «Students work together in their pais to write the Interview, Ask them to write atleast tree questions and answers. The answers don't need to be true) «Pairs practise their interview. Encourage the tamous ‘people’ to act ther par as expressively a possible ‘Each par joins up with another to ead out their «You can irvite some pais to perform their interview for the class. Encourage other students to add their ‘own questions atthe en. ‘CHAPTER 3 The Silent Powers The house in the trees BACKGROUND ‘A moonstone isa pearly white semi-precious stone 9 Practice ‘© Students write the questions. As they do so, ask them . to think about a possible answer foreach question. 1 Check the questions with the cass and elicit ange oF possible answers ‘Ask some tre false questions to revise previous events in the stor, For example: ~ Sophie's got 2 strange text message (Tue) ~ ech’ eotage is called White Horse Cottage (als. es called White Lady Cottage) ‘Answers ~ Sophie has a dream about che White Lady. (Tue) 2 What srt.of food do ations Ut ~ The dog in Sophie's dream is brown, with strange 3. What do they drink? yellow eyes. False I's black. with svange yellow |4 Who does the alien want to meet? eyes) 5 Why does he want to visi our planet? ~ Sophie wants to fied a mam called Mr Neil (Tue) 1 Where does the Queen lve? ‘Focus onthe picture and ask students what they can se, 7 When does the Queen eather lunch? oe Unit 5