@eren) Mind Ae elecbad Teacher’s Book Pack ate srluc ul) een eas Mariela Gil Vierma a6 MACMILLAN C+ reece N tcl eM co eect ce AdWelcome to your new teaching space with Open Mind. Pee ee ee ee a re a @ Online Workbook ee DRC CULE Ld OR a Co eR RC Sd eles Before joining, E 1 you will n | 4. Go to the website www.macmillanopenmind.com @ your code (see below) 2. Click ‘Activate your code’. @ your email © a password 3. Type in the code. 4. Enter your email address and password. Make a note of your password. Each teacher has one code; do not share your code. You can access your resources from any Internet-enabled device by using your username and password. Your code will last 48 months from the date you activate it. If you need help, get in touch at help.macmillan.com OMTBS758801647626 Minimam eystem requirement for online components a Bigtree E ae2 <= NTRODUCTION TO THE COURSE _ ree 2 HAGAN STRUCTURES: MIRACLE OF ACTVEENGAGEMENT page nit o STUDENTS BOOK SCOPE AND SEQUENCE = = o —_GRAAWAR REVIEW 3 page xe D oO ‘pe NKETOMEETYOU vase 7 oO Bs ‘WHAT DO YOU DO? age 10 _ Sp point Z pen Wy DAY IN DAY OUT = pet 5 ee Tee ao evervine pase2 6 DIFFERENT STROKES pages 7 oe, YOU'VE GOT TALENT! et ater pees 8 swore arouio SS pase 73 § UES ET = s _ pages 9 t Oe SPEAKING OF THE PAST is ae page 94 VS crests ee z pose 105 mr a IZ, a. IN THE NEAR FUTURE Sere at page 116 2 4 WORKBOOK ANSWER KEY ae page 126Pee ete ys TSR OREM Uae gti ‘The philosophy that underlies the Open Mind series is that language is a life skill ~ a skill for communicating and connecting with others in our everyday lives. As with other lfe sil, competence in a foreign language opens up possibilities and enables us constantly to expand our potential and our ability to function effectively within the wider social, cultural and economic worlds This course is designed to enable the students to interact effectively with others in English in a wide variety of communicative situations: in their learning environment, at work, when travelling, online, and go on, The authors recognise that the majority of students studying English in theie countries will never live or work in an English- speaking country. Instead, they will be using English in the context oftheir jobs or studies in their awn country. For example, they will probably not need to speak English to a doctor; however, they may have to help a foreign visitor to their country tak to a doctor The activities in Open Mind are designed to reflect the realty of how the majority of students will actually use English in their everyday lives. ‘The authors are fully appreciative and aware that students do not come to the classroom as blank slates. Instead, they bring ideas, opinions, feelings and experiences, all of which enrich the leaming process. The course is designed in such a way that the students are given as many opportunities as possible to share these ideas and experiences through pair and group work, in their writing ‘and communicative work. All this ensures that the students relate to the material and make it their own. They are no longer mere users, but active participants, expressing their ‘own points of view. The progression of tasks in each unit allows the students to relate what they have learnt to their own experiences and to express their ideas and opinions in English confidently. Specitically devised unit features ‘ensure this smooth transition, The course title, Open Mind, isa direct reflection of this underlying philosophy, It refers to the way in which leaming a new language opens the students’ minds, helping them become acutely aware of the social, cultural and economic activities that take place in that new language. It also reflects the way in which acquiring ‘communicative competence opens the students’ minds to the possibilities inherent in engaging with those activities, and it opens doors, both personal and professional, that may otherwise have remained closed. Finally, the title resonates with the fact that learning a new language opens ‘2 new channel for meaningful communication, allowing the students to express themselves accurately, creatively and effectively, while maintaining an open mind towards other people's opinions and ideas, The creation of Open Mind has been a rigorous and carefully researched process. Starting with the overall concept and then underpinning it with specife decisions has ensured that we sre presenting you with a course that is meticulously thought through, market-informed theoretically solid, and works pedagogically to achieve high learning outcomes in a demanding classroom environment, Each unit in Open Mind is written and designed in sections. The sections reinforce each other, but are not interdependent. This adds unrivalled flexibility and allows for variety in the lesson structure. The unit sections can bbe taught sequentially or they can be arranged to meet programme requirements, e.g. number of hours per term. Of course, you can decide to use any other parameters you deem relevant. Approaches to teaching language A Grammar Most students embarking on a language course expect to find grammar, as they see i as the basis of the language they are learning. The teaching of grammar has traditionally involved a deductive approach in which a grammar rule is presented frst (either by the teacher or by the textbook) and then practice exercises are given that allow students to apply the rule, In contrast, throughout Open Mind an inductive approach is appli, in which the target grammar is first presented in context, thus raising awareness of the structure in use. Students are then ‘encouraged to observe, compare and analyse in order to identify the principles or rules of the new structure, Finally, students are presented with exercises that ensure ‘comprehension of the grammar form in contexts that elicit I ‘the target language. To this end, each Grammer section in Open Mind follows a dynamic fve-step structure approach that activates the students’ learning potential, 2s shown opposite. In each unit, there are two Grammar sections. The ‘grammar hes been selected to 1) reflect the needs of the students at their present level of English and 2) be releva to the topic of the unit, ensuring that the practice is natural {and meaningful. After completing @ Grammar section, the students will encounter that grammer again as they work through the remainder of the unit, which reinforces the point and aids retention.1 ES Lxcunae w CONTEST Ltn pressor. De Soa ed Spa tow each eer af Sys ioee? HoT RAST anges sr ih ren Step 4 ~ Practise This stage is 2 writen exercise that en the students to apply and confm their inferences from the Analyeeetage and gives ‘hom controled practice in the use ofthe gremmar. Step 1 ~ Languas This stage intoduces students tothe target grammar in realistic wading or listening context. simple comprehension ‘ctvty ensures that the students have understood the main idea of tho tox’ ‘audio material. tar thie takes the form ‘of general comprehension questions or 1 matching tase At this stage stucents fare not expect language, but the structure in ar Step 2- Notice This feature consist of one or two simple {questions with regards tothe form ofthe new stricture, aeke students to notice something simple about the form ofthe new structure as ths appears inthe text, ‘The questions do not depend on any understanding ofthe new grammars meaning o function in context to produce the target "ay sr only made sare of fe context, | thes page. Step 3 Analyse presentation that uses example text inthe previous step. It usually consists of two sub-eections, Form and Function. | “Tasks elicit from the student the rules about the naw sructires form arc ale bout its fnetion and purpose, Having ‘done the tas, the students are lat with {3 complete grammar presentation on the focuses on 3 guided induct the Step 5 Now you do it “The final step of each Grammar section ie 3 one-step communicative activity thet allows the students to practise the new ‘grammar in a personalised context. The aim ofthis stage isto give the students the ‘opportunity to empley the new structure in ways meaningful t0 them, ther bath more relevant and more memorable. making i What's right? 2 fests which inductively rows the students’ attention to common leamer errs in itsuse. Introduction to the course [TAB Vocabulary Language students can make rapid progress in 8 foreign language if they are able to assimilate and use items of vocabulary quickly and effectively Treditional methods of teaching vocabulary relied heavily on memarisation of items, which were frequently presented in lists with an accompanying translation. While generations of students learnt vocabulary with some degree of success in this way, more recent anproaches have focused on the ‘communicative function of vocabulary, and particularly fon the way words combine with other words to form chunks of meaningful language, as described in the Lexical Approach, The question of how people store and recall ters of vocabulary has also become relevant, and the importance of associating words with @ context, an experience, an image, or indeed with other words, is seen by practitioners as central to this process. When creating a ‘course, there is the inevitable question of what vocabulary, to present and in what order. The seemingly random approach adopted in the past has been quantified with the latest corpus linguistics tools, which in tum has enabled us to identify words that are used mast frequently and words that are therefore most usaful to students, In Open Mind, the authors have adopted a coxpus- based approach to selecting and presenting vocabulary, ‘Stop 3 Some Vocabulary sections have a third step, in ahh the students are encouraged to use the vocabulary items actvelyn a speshing stivty, such asa discussion orrelepiay Information on frequency and collocation patterns has been sourced from the corpus work created for the Macmillan English Dictionary. The underlying philosophy to teaching vocabulary is that we should introduce students to the words and phrases that are most frequent and useful in ‘general standard English. To this end, each Vocabulary section focuses on lexical items that the students can use actively in everyday oral and written communication. Each unit has two Vocabulary sections. Typically, there are ‘two to three steps in each Vocabulary section. The target vocabulary (inthe form of both single words and multi- word phrases) is alvays clearly identifiable on the page. To help your students at ths level to boost their vocabulary, you can employ pictures (e.g. a factory, & bridge, an underground station); make a quick board drawing for items that are relatively simple to illustrate (e.g. a square, a circle); use real classroom objects (0.9. 2 chair, a desk); use real items you or the students have with you (e.g. 2 bag, a shit, a dictionaryi; use gesture (e.g. let, right, aver, unde; provide a synonym that is less complex. than the word you are tying to explain; or use their ist language if possible and appropriste in your context. Suggest to the students that they keep a vacabulary notebook to record new items of vocabulary and examples of their use in context Step 1 Tho students are prasented wth the target vocabulary items and thet meaning. At this stage the students are not expected to use the tems actively. Have the activities carsst of matehing words 0 their meaning, matching words to pictures, sorting words into groups, forming collocations, choosing the correct words to complete sentences, and $0 on, Step 2 This step gives the students the ‘ppertunity to Ute the new vocabulary items in 3 contraies practice sctivity ‘They ae often asked to compare ‘options, categorise, complete phrases nd sentences, and 80 onCC Pronunciation Accurate pronunciation isa key element of successful communication. Mastering pronunciation requires ‘awareness and practice at three key prosodic levels: sound, word and sentence ~ all of which are focused on in (Open Mind. First of all, there are the individual sounds (phonemes) of English. Here itis important to focus on those sounds which are diferent from those in the students’ mother tongue and which therefore cause the greatest difficulty, both in terms of recognition (listening and understanding) {and in terms of production (speaking and being understood). Second, there is the area of word stress, where English, with its numerous word stress patterns, may differ considerably from the students’ mother tongue, Finally, there is the question of rhythm and intonation, where English is characterised by a relatively high number of falling tone patterns in comparison with many other languages. Level-appropriate aspects of these three areas cf pronunciation are carefully developed and presented, ‘As with Grammar, Pronunciation in pen Mind is taught inductively. Each Pronunciation section in Open Mind typically consists of two or three steps. The Pronunciation sections are supported by audio - bath for the presentation and the practice steps. Step 1 Students are given a task which craws thei attention to @ specific sound for stress patter. They are always asked to repeat the words or phrases to practise Stop 2 This step proves the stucente with an opportunity to practise the pattern and to compare anc check their orasp of the pronuneaton pore ‘Step 3 Ths step contextualses the pronunciation point, offering students the Sppomtunity to practise it in reali speech. Approaches to teaching the four skills The four language skills listening, reading, speaking and writing ~ are informed by the two mades of communication: spoken and writen language. Each of those has @ receptive and a productive aspect. To ensure fluency, tis essential that leamers of a language get practice in all four sil. However, mere practice alone is net enough. The four skills need to be developed in 2 planned, coherent way, something thet many textbooks have neglected vp to now. Each of the language skills consists of a number of different abilities, or ‘sub-skils’. For example, the skill of reading consists of the meaningful use of sub-skills such as scanning, skimming, recognising the main idea, ete. In actual use, we employ a variety of skills and sub-sklls simultaneously. Consequently in order to develop the students’ skis, itis important to identify and focus on sub-skils in turn. In Open Mind, we have devised a skills syllabus that is methodically researched, carefully planned ‘and balanced, and which focuses on sub-skils that are ‘most likely to be of use to learners at their respective level All four skills are present in every unit in the Open Mind series. However, in order to ensure a balanced development of the four main language skills, we have deployed an alternate pattern of ‘on’ and ‘of’ skills, with ‘on’ skils being the ones that are developed through sub- skills and ‘off skills being the ones which are practise So, every unit includes two types of skills sections: 1) kills development sections for the ‘on’ skills and 2) skills practice sections for the ‘of’ skils. Their pattern is alternate in the sense that, for example, the two ‘on’ skills that are developed in Unit 1 are then practised in Unit 2 as ‘off’ skills, while the two ‘of skills that are practised in Unit 1 are developed in Unit 2 as ‘on’ skis, and so on and so forth. This alternate pattern of ‘on’ and ‘of sill sections is clear in the layout of the contents pages with the two ‘on’ skills sections in every unit highlighted ‘On sil Introduction to the course ETT1 Teaching sub-skills (skills development sections ~ ‘on’ skills) i Each skills development section stars with a skils panel which informs the students in clear, direct terms what the sub-skill is, why it's important, and how to apply it. The ‘sub-skil section builds on the information provided in this feature, The students are always given the opportunity to ‘apply the sub-skill at the end of the section, “On skill indicated cog, Co) In each level of the course, three sub-skills ae covered for reading, istening and writing. Each of these is covered ‘twice, the second time in further detail or in a more challenging context. There are six sub-skll for speaking peer level. Further practice of the sub-skills is provided in the Workbook. Listening In Open Mind Elementary, taining is given in the Listening sections in the development ofthe following key sub-skil: * listening for specific information (Units 2 and 4) * listening for numerical information (Units 6 and @) ‘+ understanding the main idea (Unite 10 and 12) Effective L2 listening isthe ability to understand an aural message in another language and respond appropriately. Without the ability to liston effectively, the students will be tunable to communicate successfully inthe target language. Listening isan essential component of Open Mind. For ‘many students, listening can be the most difficult of the ‘our skill and in the classroom it can eften seem the most intimidating. Help your students to become better listeners by training them in effective listening strategies. Reading ln Open Mind Elementary training is given in the Reading sections in the development ofthe following key sub-slls + recognising cognates (Units 1 and 3) + reading for the main ides (Units 5 and 7) * scanning for specific information (Units 9 and 11) Recycled ‘on’ skl indicated by cog and page reference, Speaking In Open Mind Elementary taining is given in the ‘Speaking sections in the development ofthe following key sub-skils: * using polite language (Unit 1) + esking for opinions (Unit 3) + checking understanding (Unit 5) ‘> showing interest (Unit 7) ‘using phone language (Unit 9) * taking time to think (Unit 11) ‘Apart from the skills development sections which cover speaking, there are constant opportunities for speaking throughout each unit of Open Mind! the students are lencouraged to gjve their own opinions, to diseuss their ‘own experiences and to communicate with one another con a variety of topics. A specific speaking stage can alweys bbe found in the Grammar section (Now you do i, in the Vocabulary section and in the LifeSkills section, All skills strategies are prectised in the Workbook, and the Teachers Book pinpoints sections where you can recycle any sub-kills previously taught. Writing In Open Mind Elementary, training is given in the Writing sections in the development of the following key sub-skils: * understanding the mechanics (using correct capitalisation and punctuation; writing complete sentences) (Units 2 and 4) + writing sentences (simple and compound) (Units 6 and 8) * sequencing and connecting ideas (Units 10 and 12) At this level, many students find writing a dificult skill, 30 give them plenty of preparation time. The writing ‘exercises in Open Mind take a step-by-step approach and gradually build up the students’ confidence. Don’t expect the students to be able to produce long pieces of written ‘text at this level. Expand your students’ writing practice by ‘encouraging them to work with the Listen and write / Read, and write pages in the Workbook. 7 sections ~ ‘off These sections (two per unit) provide the students with opportuities to practise sill with @ focus on the communicative outcome (e.g. writing an email in Unit 5; listening to a life story n Unit 11). Each section comprises two to three steps and integrates two or more language skills. The sections allow students to focus more on the tend product, with fluency in mind, and less on the process they g0 through in order to achieve it. In the activities here, there is @ strong emphasis on personalisation = relating the material to students’ own experiences.The frst two pages of every Open Mind unit are the unit opener. Itis an exciting visuel opportunity for students to ‘engage with the unit. The first page sets the overall scene visually by meens of a strking combination of two photos and also by providing a comprehensive lst of language cbjectives for the unit. This page always features two cogs wihich indicate the two ‘on’ skills being developed in the Unit and which, through simple questions or tasks, sim at getting the students to familiarise themselves with the unit. The LifeSkills panel at the bottom introduces the life skill of the unit end here again a question aims at getting the students to start thinking about the nature of the life skil ‘The second page of the unit opener features photos or ilustrations and provides a quick warm-up to the unit, or can be extended to a much longer and enriching speaking activity. This activity never expects the students to use any vocebulary or grammar in the unit to come. Is key purpose is to create excitement and boost motivation. A How to say it box with useful language always features cn this page, providing students with suppor for the king tase, peur Introduction to the course REEof both the speaking and writing workshops is based on a ‘common concept: the students are first presented with @ model, next they analyse it, then thay work on their own production and finally they self and peer.assess. ‘The Speaking and Writing workshops are each a page long ‘and come at the end of alternate units. Each workshop provides more in-depth analysis as well as extra support of the respective skill when this is an ‘off skill in the unit, and therefore the function in the workshop is always the same 2s the function af that skin the core unit. The structure For more independent writing consolidation practice, encourage the students to work with the Listen and write and Read and write pages in the Workoook, which follow the same concept, Step 1 “There is 2 model conversation ‘ormode! paragraph, email, ete and ase Based on the model The tasks on comprehension butitis al an opportunity for the students to stort working wth the language or structure that will be focuted on later, Ce a) Step 2 A task to focus students on ‘the usetl language in or the stucture of the model, This wat they wil nead to employ in the production task ater. Stop 3 Speaking Students engage in @ Conversation with 2 parmen checklist supports students, reminding them of language to include and practie in their Sa spate: Step 3 - Writing Here students star thinking about their ou production ‘The task helps them prepare in terms of information to include, language to use, ways of structuring and organising their ideas, etc eine oe a Step 4 Writing Having prepered forthe writing tak, students are now ready t2 aking othe writing tak Students have a similar conversation but witha diferent parner. This way they keep practising the same language, relating the same ideas while at the same tie they are maintaining a high level of engagement and building up their confcence Step 5 to raflect on their confident speaking, Step 5 SelFessessment and peersssessmnent jature to get students to mico-chack their own writng and macro-assess that of theiepartner, Seltassessment feature to get students‘One of the unique features of Open Mind sits focus on life skills, Each unit ends with an inspiring LifeSkills section. This is based on the notion that in todays highly competitive global environment, students of English need other, higher-order skills besides language skills. Life skills include information and research skils, tical thinking and problem-solving skils,self-direction and learning skills, organisation and planning skills, and collaboration skills. These skils are highly valued by employers and are essential to the students’ continued success, and yet rarely form a part of the students’ formal education. The authars firmly believe that itis our responsibilty to help ‘he students develop these life stills and, in particular, to prepare them to employ those life skils in English speaking situations. All the life skils covered in Open Mind require @ certain amount of collaboration, so pair and group work is an essential component ofthis section. [A three-step summary ofthe approach ‘that willbe applied through the different actitias in the section, The life skills in Open Mind feature as parts of three domains: Self and Society, Work and Career, Study and Leaming. itis important to understand that the use cf these three domains is not meant to function as an organising principle but rather as a reflection of one of the ‘many ways in which that particular skill can be applied. Life skills are essential in every aspect of our lives and therefore transferable. In every LifeSkills spread in the Open Mind series, the particular life kill tobe applied in one of the three domains was carefully chosen, The Reflect box at the tend of the spread acts as a reminder to the students that the life skill can also be applied in the other two domains. Each LifeSkills section is introduced by a three-step summary of the approach that will be applied through the different activities in the section. These steps are. applicable to the still in general and can be applied in ‘other situations, beyond the English classroom. Each LifeSkills section is linked to the general unit topic in which it appears, and the language and skills presented in the previous pages of the unit helo to prepare the students for this section. “The chosen coman forthe spread is highlighted butall three domains are mentioned as 2 reminder of the transferability of the sil Sects Een The Reflect question gots studonts to think about how the featured skill can 6¢ applied to the other twa domains Introduction to the course ETHEach unit concludes with a Language wrap-up which tenables the students to assess their grasp of the new vocabulary and grammar items presented in the unt. ‘The Language wrap-up exercises can be done in class or assigned as homework. If given as homework, tell the students not to look at the sections of the unit that are being tested in the wrap-up tasks before they do the Ifyou use the Language wrap-up in class, you might wish to set a time limit of 10-15 minutes for each task Again, encourage the students to do the tasks without looking bback st the rolevant sections of the unit. Motivate them to focus on the tasks individually, as pair or group work could lead to stronger students dominating and would not give ~accurete feedback on what individual students have learct. Itis a good ides to go over the answers with the whole class. This can lead to some discussion of the answers that ‘might be useful for students. However, students can check the answers themselves as the answer key is given at the back of the Students Book. Make sure the students read the can-do statements in the score boxes and write their score out of 10 for both the Vocabulary and Grammar sections. I they have 3 score lower than 8, encourage them to read the appropriate sections of the unit again for homework, and then de the exercise or exercises again at home. ‘To aid retention and ensure a long-lasting learning ‘outcome, its crucial to recycle language points from previous sections and units regularly. For example, to recycle grammar, you can ask the students a few questions at the beginning of each class, focusing on the grammar content of the previous class (e.g. for past simple, begin the class by asking What did you do last weekend? Where did you go after class yesterday. Integrated recycling is also catered for in the way vocabulary is used - the target vocabulary from each section occurs again over the remainder of the unit, reinforcing use of the items and aiding retention In adcition, to help you plan sub-skils recycling, the ‘cog symbol is used in the unit plan and again in the appropriate heading within the teaching notes, along with a reference to where that sub-skill was previously practised Teaching students at Elementary level presents the language teacher with a particular set of challenges, namely the students’ lack of vocabulary and the related cifculties in expressing ideas in English. At this level, however, it is important for the students to become accustomed to English and you should therefore use English as the primary language of the classroom, as fat as possible, Itis important to give brief, clear instructions in English (for example, use Work in groups rather than Id like to have you get together in groups). Where necessary, use gestures to support your instructions, for example Listan (cup your hand to your ear), Workin pairs (make an inward motion with both hands indicating that the students should work together), as this will help the students to get used to these instructions. Eary in the course, present and start using key classroom language such as What does X mean? How do you spell X? and How do you say X in English?, so that the students can use these expressions when they need help. If possible, key classroom phrasas such as. these should be prominently displayed on a wal for the students to refer to in the early stages of the course, Emphasise the advantages of using Englth for pair and ‘group work activities. When the students use thei first language in a task, it often means they ae interested and ‘want to express ther ideas about the topic, but feel that they don't have the vocabulary o- grammar necessary to do so. ‘The authors have anticipated these shortcomings and have provided the students with model conversations, prompts ‘and phrases in the How to say it feature to ensure thet they have enough functional language at hand to cary out a task confidently. Moreover, the course teaches a variety of useful skills to overcome any cbstacles and to promate interaction At this level, students need a lot of support end repetition If the instruction in the Student’ Book says listen and repeat, give the students plenty of opportunities to repeat. ‘Ask them to repeat choraly before you ask them to repeat individually. This can help to build their confidence to use English in class. ‘When presenting new vocabulary, ensure that the students feel comfortable with the pronunciation of any new words ‘and phrases. Use the photos and pictures in the Student Bock to help convey and reinforce meaning, by asking the students to find examples of particular words in the photos and pictures. Give the students further practice of language items by assigning homework tasks from the ‘Workbook, or from the extra homework ideas suggested in the Teachers Book. Encourage the students to keep 2 vocebulary notebook and focus on establishing geod learning practices Students at this level may fee! thet certain language skills ae less demanding or more accessible than other language skills. This can mean that they may be more motivated to engage with some tasks than they are with ‘others. Nevertheless, itis important that all four language skills be developed and practised in parallel. Covering all the tasks in each unit of the Student's Book and the ‘Workbook will ensure that no aspect of your stucients development is neglected,‘The Open Mind Workbook is an ideal source of additional activities to engage the students in further practice of the Student's Book material. The Workbook follows a format similar to that of the Students Book and reflects its section organisation. The dynamic and modern design makes the bbook appealing and easy to navigate through TT Vee + Bs ure om reer seit amoe Sonne Introduction to the course ETEEach Workbook unit can be viewed as consisting o three pars: the frst four pages practise and consolidate the Units grammer, vocabulary, and the two target suki; the fith page isa Listen and waite or Read and write pase vihich conslidstes the unit matorial and offers the student further opportunity for guided, supported end highy personalised writing practice. The language inthe Writing tutorhelps students get started and organise thelr writing; the last page of each Workbook unit isa Down time page which offers fun and engaging actives inthe form af quizzes, crosswords, games, riddles, and more. The Workbook is accompanied by its own audio CD with ‘the tracks for the listening tasks. The listening activities are signposted by an audio icon, and the audioscripts appeer at the end of the Workbook. The answer key for the Workbook activites (including possible answers) can bbe found on pp. 126-134 of this Teacher's Book,eae The Teacher's Book offers carefully planned, well- paced and insightful procedural notes to help you prepare, present and follow up on the unit material in an appropriate way for the students, teaching circumstances and programme requirements. a3 Features of the Teacher's Book The Teacher’ Back author has developed an array of teacherriendly features that support and build on and/or extend the material in the Student's Book Leadsin This feature provides you with optional activities that help you start your lesson or introduce a particular section of the Student's Book. Typically, the Lead:in does not require any additional preparation Alternative This instruction presents you with alternative approaches to the Student's Book material. It addresses different learning styles, provides challenging alternatives for high achievers and facilitates the presentation of activities for students who may need more support. ‘Along with the procedural notes, the Teacher's Book supplies 2 complete answer key (including possible answers) and includes the augioscripts for the listening tasks in the Student’ Book. ‘The course features exciting and euthentic phrases a6 unit les. The unite feature Offers an insight into the meaning of the Phrases and serves 289 min culture note to Sxpiain the colocation The information inthe unit plan outines the torget language and objectives by section, Italeo ofers suggested tinge “Tho Common Eurepean Framework of Reference for Languages (CEFR) is an inflentil document aroduced by the CCounci of Europe. Since ts publcaton, thas had a maor impact onthe work of teachers, teacher raine's, examiners and course ‘designers, Both within Europe and in othor pans ofthe word, Itdescrbes te nguisic ‘Competences inseers of arguage ‘possess at cifferent levels of achievement ft oes this by Geserbing the things 3 person witha given language lave can do, eeovers ‘Sx main levels of ably. Al, A2, 8, 82, C, C2. Students completing Open Mind Elementary ‘hould each the level of ably des=rbed by the Al performance descriptors. ‘Theresa CEFR unit map after each unit plan. ‘This map lists the sections in the unit and foreach soction, 2 can-do statements provided, Thess are based onthe type of ‘can-do statements found in the CEFR and describe the ability the studerts should ‘equre on eveeeetly compen the ‘section. Inthe map, reference is provided to the relevant sections ofthe CEFR. These re ether the sections where the CEFR specially mentions the competence boing developed in he Students Book, ‘or sections where tha CEFR mentions competences that ely on the competence ‘being developed in the Student's Book. “Tho complete text of the CEFR s avaliable for | Sonnloas rom the Counel of Europe website | (p/inmnicom intldgAinguisti/source! framework ene. | Culture note Here you can find background information that ‘may be of interest to your students and that will help you ‘withthe presentation ofthe section material t may provide ‘more information about a person, event or place mentioned in the Student's Book. i may also focus on what people in the English-speaking world do or say in a particular situation. Extra The eptional Extra activities equip you with ideas for additional classroom practice and homework. The activities always focus on and extend the language point Cf the section in which they appear. They are ideal for fastfinishers. Especially for Reading and Grammar, there are sometimes Extra reading comprehension or grammar items provided if you feel you want to exploit a reading tes further or practise @ grammar point more with your class Introduction to the course ETH| Flexible digital resources are a central part of the Open Mind approach to language teaching, The range of online and downloadable components and resources can be tailored to each class's needs and facilites, allowing for fipped and blended approaches as well as more traditional teaching styles For students, the Online Workbook and self-study video worksheets and video on the Student’ Resource Centre consolidate classroom learning and promote autonomy and awareness. For teachers, Open Mind's digital components provide tools to save you time and add to the class experience, ‘together with testing that ranges from a placement test to customisable unit and mid-course tests and an end-of course test. Teacher's and Student's Resource Centres ‘The online Resource Centres for teachers and students ‘re bursting with materials to suppor the course, 28 audio and video. Some features are available to both students and teachers, while others can only be accessed through the Teacher's Resource Centre, See the lists at the lend of this page for a complete overview. Video Each Student's Book unit is accompanied by a new video (see screenshots below), linked to the unit's theme and target language. Videos feature authentic footage and genres, such as reportage, travel shows and documentaries, to provide fascinating lesd-ins or jumping-off points for each unit of the course. All videos are accompanied by downloadable worksheets. These worksheets offer a variety of tasks and activities that build on the students’ prior knowledge, generate interest in the topic, check the students’ comprehension, and practise grammar and vocebulary. Each worksheet presents tasks for before, while and after watching, and comes with teacher's notes and answer key. Extra LifeSkills support The Teachers Rosource Centre includes twenty-four LifeSklls lesson plans ~ two for every LifeSkils double- age spread in the Student's Book. Each LifeSkils section in the Students Book presents a skill for example, “Understanding your learning style) through one domain (for example, Study and Learning), while the extra LifeSkils lesson plans will present this same skill through the two ‘other domains (for example, Self and Society and Work and Career. Besides offering alternatives to the Students Book ‘terial, the aim of these extra LifeSkils lessons is to show learners how they can apply the same life skill from the Student’ Book to other contexts, thereby further developing these competencies and empowering the students Tests All the tests you need for placement, progress and ‘achievement purposes are on the Teachers Resource Centre, These are avsilable both 2s ready-to-print PDF versions and customisable Word versions, and comprise: * Open Mind course placement test, with instructions on delivering this * Unit tests: these test the grammar, vocabulary and skills Covered in each unit of the Student's Book Mid-course tests: @ ready-made review combining items fom the unt tests for the first half ofthe Student's Book ‘+ End-of-course test: a ready-made end-of-book test with completely new test items covering the full Ozen Mind Elementary language syllabus ‘Student's Resource Centre ~ the complete package The following features are all accessible to your Open Mind students: * Student’ Book and Workbook audio files © Open Mind video * Open Mind video self-study worksheets + CEFR checklists = Word lists Teacher's Resource Centre - the complete package The Teachers Resource Centre includes everything on the Studert’s Resource Centre, as wel as: + Open Mind video classroom worksheets *+ Open Mind video teachers notes and answer keys Entra LifeSkils lessons Tests Placement test Communicative wrap-up lessonsts. Online Workbook The Online Workbook provides extra skills, grammar and vocabulary practice to support the Student's Book. It -ontains interactive activities, audio for listening practice ‘automatic marking ~ so students can instantly check rs and try again as many times as they v The Online Workbook is also linked to an LMS (learning management system) gradebook, which means you can see students’ marks for each activity, as well as the mount of time (and number of times) it has taken them ‘ -omplete each task. The Online Workbook is ideal selfstudy, but you may wish to consider using it for , jewing students’ work in open class via @ projector or an ils active whiteboard, k The Presentation kt isa digital version of the Student’ Access is easy. The Presentation kit can be downloaded désiened for enhanced classroom preserration onto your interactive whiteboard or laptop for use with = features all the content of the print Student's Book with projector - no disks are required. it ideal for work in open bedded video, class audio, full answer keys and simple class as an alternative to ‘eyes dow’ work, as interactive whiteboard tools checking and reviewing students’ work. CGnasd Lelals}s| ity Example rom Open Mins rer Presentation kt Introduction to the course METIMR U@ TU ee MUI Gt ate) ACTIVE ENGAGEMENT™ (® Dr Spencer Kagan and Miguel Kagan Kagan Publishing & Professional Development ‘wrt. KaganOnline.com Kagan Structures are instructional svategies designed to promote cooperation and communication in the classroom, boost students’ confidence and retain their interest in classroom interaction. The Structures work in all teaching contexts ~ regardless of subject, age group ‘and number of students in class - and are 2 particularly powerful tool for teaching a foreign language. In this anicle, we contrast a conventional classroom _ lesson and its environment with a classroom where Kagan Structures are brought in. We discuss the benefits of the Structures and explain why this alternative approach to classroom organisation works much better and has a long-term learning effect. Then, we present three of our favourite Kagan Structures that are particularly suitable for the language-learning context, and we offer you an ‘overview and the support to apply thom in your daily ‘teaching routines. For an in-depth presentation of the Structures and our approach to cooperative learning, you can read Kagan Cooperative Learning (2009), Let's compare a typical traditional English lesson to an English lesson using Kagan Structures, For example, we might want to teach direction vocabulary with prepositions of place and direction: next to, down, into, out, up, above, below. Ine traditional classroom, the teacher may provide some direct instruction, then do a whole-class question-and- answer session. During the question-and-answer session, the teacher usualy asks questions, then has students raise ‘their hands to volunteer answers. Alternatively, the teacher may ask a question and nominate a student to respond. Finally, the teacher may assign an activity for incividual work and have the students independently practise the new skill. Sound familiar? ‘Traditional learning is either whole-class, with the teacher leading the class, or independent practice work. As we'll see below, traditional learning lacks @ high level of active engagement, creates a more intimidating learning ‘envionment, and often fails to establish an effective +The Pu lishers would lke to developing ths article for the Open Mind serias, Ownership ofthe copyright remains with communicative context for natural language acquisition. Cooperative learning offers a powerlul alternative for language teaching ~ interaction! Many teachers believe they are doing cooperative learning by introducing pair and group work. However, unstructured pair and group ‘work lacks the basic principles of effective cooperative learning and therefore does not praduce the gains of true cooperative learning, There is a vast difference between Kagan Structures and conventional pair or group work Kagan Structures carefully engineer student interaction to maximise cooperation, communication and active ‘engagement by all. ‘The teacher whois fluent with @ number of Kagan Structures would teach the same lesson quite differently. She would likely sil provide some direct instruction, but skip the whole-clate question-and-answer session, and not do the individual exercise. Instead, she would choose ‘a Kagan Structure that vill involve everyone, ‘and encourage sharing and cooperation. On the subject of directions, the teacher might have the students do a Flashcard Game ~ students work in pairs with flashcards that have an arrow or simple diagram on one side and @ preposition Cn the other. They go through three rounds, memorising the content. Of, Match Mine would be another productive structure for this lesson. In Match Mine, partners sit on opposite sides of a barrie. One pertner, the ‘Sender places items in an arrangement. The other student, the Receiver, ties to match the senders arrangement, using only the senders verbal directions. Students use the direction vocabulary ina functional way: Place the square next to the triangle, Place the circle belaw the triangle. ‘Kagan Structures carefully | engineer student interaction | to maximise cooperation, | communication and active | engagement by all. Choosing a cooperative learning structure over traditional methods creates a dramatic positive difference in English language learning, We now know that there are many styles of learning and multiple intelligences. What works for some may not work well for everyone. Therefore, we need a variety of strategies to reach and teach our students with diferent learning styles and intalligences. If we always use lectures and independent exercises, we may inadvertently create barriers to English learning for many students If, instead, we use a variety of structures as we teach, we engage the different learning styles and students’ multiple intalligances, The variety creates greater novelty, increases motivation and maintains attention. Kagan Structures alzo create greater engagement, lower anxiety and promote natural language acquistion. Let's see how. Kagan and Miguel Kagan of Kagan Publishing & Professional Development for 2 authors.P val A eye Te NCR Cot: Pita g-coRtm ure ole Un ole CoC) bute that sets cooperative structures apart from ional instruction is that structures don’t call for oluntary participation. In the traditional classroom, the teacher asks students a question, and only those who the answer, or who are daring enough to respond, ‘aise their hands. The rest of the class can opt out. hen students have the option of non-participation, many *t participate. This is especially true for shy students, fe achievers and early language learners. The result 1ey don't learn as much or as quickly h Kagan Structures, participation is not voluntary. ipation is required by the Structure. In Flas! Game, students teke turns to play & t collaborative game. With Match Mine, students munication and) must communicate bsequent language accurately to complete ing. the task. In the traditional classroom, the structure 085 not require participation from every student. Its the with Match Mine with pair work or group work. IF oF group work is not structured properly, one student an simply do the work, while the others watch, or even ut. In contrast, the Structures hold every student individually accountable for participating, There isa direct nection between student participation, engagement, There isa direct connection mic/pation, engagement, munication and subsequent language learning. he traditional classroom, when one student answers at ime, the ratio of active engagement is quite low. What's re, the rest of the class sits quietly and there is very lttie During eur cocperative learning practice, 1 class is divided into pairs, and at ledst half of the class erating language at any time and the other half is tly receiving comprehensible input and practising J listening. This radically increases the opportunity to ‘and produce language. Cle Learning and using 2 foreign language can be stressful In the traditional English classroom, the teacher quizzes students in front ofthe entire class. Students may not know the correct answer, may be apprehensive about speaking in public or may be selfconscious about their accent. In global surveys, public speaking ranks as people's greatest fear, beating fear of death, spiders, fying and confined spaces. Whole-class settings for language learning are often perceived as threatening situations. We know from both language learning theory and brain research that stress negatively impacts attitudes, learning and memory. With Match Mine and Flasheare Game, students are working with ust one other student. Most Structures encourage pair work or work in teams of four. dents who would experience anxiety in a whole-class setting feel more comfortable speaking English in a more intimate setting. Cooperative groups are less intimidating than whole-class settings, Ths is especially true in cooperative claceccoms in which the teacher uses team-building to establish trust nd encourage support among teammates. “There's a big difference between learning about a language and actually acquiring the language. Too many nguage courses teach students about the language. Not enough courses allow students to actually use the. language in a functional way. In our example of the traditional classroom, students learn about directional vocabulary. They leer to correctly complete exercises. But are they realy building fuency? Results say no. In the real world, we don’t complete exercises on the proper use of language. But we often do need to give instructions and follow directions. When the situation of language acquisition (exercise work) is too different from t directions}, a transference gap is created and fluency is net acquired. Match Mine sidesteps the transference gop: the situation of acquisition (giving and receiving verbal directions) matches ituation of performance (giving and receiving verbal directions). Many Kagan Structures naturally develop fluency by sidestepping the transference gap. Kagan structures IETSToo often, language courses fil to build functional fluency. Students learn how to conjugate verbs, memarise vocabulary and learn grammer rules, but t30 often miss cut on the opportunity to use language frequently in a functional way. With the Structures, students not only lear about language, but they actually implement ito accomplish a goal. Natural language acquisition among infants is based on frequent social interaction. Cooperative structures provide the social setting for language use and offer students many more opportunities to receive input, interact in the target language end practice oral production ofthe language. Developing English fluency consists of four major inter= related language objectives: we want to build oral comprehension skills, so students can understand what they hear; we want to build oral fluency skills, 0 students can communicate with others; we want to build writing skills, so students can express themselves clearly and correctly; we want to build reading skills, so students can read with comprehension and accuracy. ‘To accomplish these four language goals reading, writing, speaking and listening - we need an array of teaching tools. That's exactly what Kagan Structures are. Each Structure is a different language-teaching tool designed to develop different skils. Some Structures are more suitable to build vocabulary skills e.g. Match Mine). Others are ideal for practising language skills such as comprehension and fluency (e.g. Timed Pair Share). Then, Structures ‘Awonderful feature of the | ike Flashcard Game Kagan Structures is that they | are great for simply are instructional strategies | memorising the breadth that can be used repeatedly. | of vocabulary terms and phrases students need to learn. Many Structures simultaneously address multiple ‘objectives that go beyond the four language objectives outlined above. We have developed over 200 Kagan Structures for promoting interaction in the classroom. Because cooperation and communication are two hallmarks of the Kagan Structures, they are particularly well adapted to English learning. A wonderul feature of the Kagan Structures is that they are instructional strategies that can be used repeated. They are not limited to one particular exercise, but are designed as shells so you can slot in any activities and target language. Once you learn some basic Structures, you can integrate them easily into your daily English lessons. Fos example, you may use Flashcard Game today on directional words, but you ean use it age tomorrow for correct use of tenses, Here are three sample Kagan Structures we encourage you ‘to experiment with 1 Match Mine Language functions: Voczbulary builder, Functional communication, Oral language production Advantages: '* Develops target vocabulary based on the content of the game. ‘+ Develops abilty to give and follow instructions accurately, Structure summary: Partners (Stuclent A and Student B) on opposite sides of 2 barrier communicate with precision in order for one to match the others arrangement of game pieces on a game oad. Description: ‘The instructor puts students into pairs. Each partner receives an identical game board and game pieces. ‘The game board and game pieces can be based on any vocabulary topic, such as food, clothing, sports, careers, verbs, and so on. For example, to practise human body vocabulary the game board is an illustration of a person. The game pieces are numbered arrows The pair sets up a fle folder barrier between them so they can't see each other's game boards, Student A (the ‘Sender} arranges the numbered arrows pointing to different body parts. Then, the ‘Sender’ describes the errangement of arrows on the illustrated body and Student B, the ‘Receiver, attempts to match the ‘Sender's arrangement exectly: Arrow number 1 is painting to her left ear. When the pair thinks that they have correctly made a match, the ‘Sender’ and 'Recelver' compare their arrangements to see how well they did, I the game pieces are arranged identically, the pair colabrates their success. Ifthe game pieces don't match, they congratulate their efforts, then discuss how they could have communicated better to make the match, Match Mine is terrific for developing communication kills, Students must use the target vocabulary correctly to achieve a successful match, 2 Flashcard Game Lenguage functions: Vocabulary, Grammar, Memorisation Advantages: * Develops mastery through repetition and peer tutoring, ‘+ Students learn by quizzing and being quizzed, ** Students receive immediate feedback Structure summary: Partners (Student A and Student 8) proceed through three rounds as they quiz each other with flashcards, master the content and win their cards. Description: Flashcard Game facltates mastery of English words, phrases and rules. Students need flashcards to play. Ino flashcards exist for the content, students can essily makeof the of to ny ler's 9 their own. Tho flashcards can take many different forms, depending on the content to be learnt. For vocabulary words, one side of the flashcard has a picture and the {nswer ison the back. For grammar, the card can have present simple on one side and past simple on the other side. Once the cards are made up, students proceed through three rounds in pairs to memorise the content. In Round 1, Stuclent A shows and reads the front and back of the flashcard. Then, Student A shows the front of the card and Student B gives the answer for the back. if Student B answers correctly, Student A offers praise and gives Student B the card. If Student B answers incorrectly, he or she does ‘rot win the flashcard. Student A offers a hint or shows the answer again. When they heve gone through all the cards, ‘he partners switch roles and go through the cards again. For Round 2, fewer cues are given. Student A shows the front of the card and Student B tries to win back the card by giving a correct answer. When both students win back all their cards, they move on to Round 3. In Round 3, even fewer cues are given. Student A says what's on the front, this time without showing the card. Student B tries to win ‘eack the cards with the correct answer. Flasheard Game is done in rounds to improve the likelihood cf success at each round. As Student A and Student B, students get repeated practice and immediate feedback. 3 Timed Pair Share Lenguage functions: Fluency, Elaboration, Oral Comprehension Advantages: «+ Half the class is actively producing language at any time, while the other halfis actively listening All students must participate. Students listen attentively so they can respond appropriately Students regulary practise producing language on various topics. Structure summary: Partners take timed turns listening and shering, Description: Timed Pair Share is one of the simplest cooperative learning Structures ~ and one of the most powerul. The: teacher states a discussion topic, how students are to pair, how long students will have to share, and selects who will go first. Its perhaps the easiest way tclinfuse cooperative interaction into just about any point of the lesson. For exemple, What do you predict this text will be about? Werk in pairs and share for thirty seconds each, Pariners| with the darkest clothes begin. When you compare Timed Pair Share to its traditional counterpart selecting one student to share with the class ~ its rue power is revealed, With Timed Pair Share, half the class is active at any one time, while the other half listens attentively. In the traditional class, only @ single student in the whole class is active at any time; the rest of the class may easily tune out. With Timed Pair Share, no students get left ‘behind. Everyone must participate Students practise speaking and sharing their thinking and) opinions in English. They practise listening attentively. A single Timed Pair Share vs selecting one student in the class probably doesn't add up to much, but when you consider how often teachers ask questions every day, then multiply that by the number of days the course lasts, this simple litle Structure has the power to dramatically improve language skills. Variation Progressive Timed Pair Share. n Progressive Timed Pair ‘Share, studonts take turns sharing with different partners fon the same topic. Each time they share on the topic, the ‘ime limit is increased. This gives students the opportunity to start small and work their way up to more elaborate sentences, phrases and ideas. As they hear ideas and. lenguage from their partner, they ean incorporate what they've heard into their own turn to speak. Dr Spencer Kagan is an internationally acclaimed researcher, presenter and author of over 100 books, chapters and) Journal anicles. He is a former clinical psychologist and full professor of psychology and education at the University (of Califomia. He isthe principal author of the single most comprehensive book for educators in each of four fields: cooperative learning, multiple inteligences, classroom discipline and classroom energisers. Dr Kagan developed the concept of structures; his popular brein-based, cooperative learning and multiple inteligences structures like Numbered Heads Together and Timed Pair Share ae used in teacher training institutes and classrooms worldwide. He has taught workshops and given keynote speeches in over 20 countries, ‘and his books are translated into many languages. Dr Kagan hhas boon featured in the leading educational magazines, including Educational Leadership, Instructor, Learning Magazine end Video Jour. Miguel Kagan is an Executive Director of Kegan Publishing & Professional Development, an educational organisation that offers publications and workshops on cooperative learning, language learning and active engagement. Miguel, together with Dr Kagan, co-authored a radical revision of te classic book, Kagan Cooperative Learning, Miguel has also written, designed and developed a multitude of books, SmartCards, sofware programs, learning games end electronic devices for Kagan Publishing. He is the editor of Kagan Online Magazine, Kagan’ e-zine that offers articles, research and tips for ‘educators implementing Kagan Structures. References High, Julie (1993), Second Language Learning Through Cooperative Leaning. San Clemente, CA: Kagan Publshing. Tis ‘book applies Kagan Cooperative Laaring Seucures to language leaming. Kagan, Spencer & Kagan, Miguel (2008). Kagan Cooperative Leeming. San Clemente, CA Kagan Publishing, This a recent revision of Dr Kagan’ clasic book on cooperative learning. tis ‘he mos: popular and comarchensive book nthe Fel Kagan, Miguel (2009). Match Mine Language Builders. Sen Clemente, CA: Kagan Publithing, Baced on the Structure Match Mine, tis book contains 30 ready-made cooperative learning (gemes covering common vocabulary worcs and concept Kagan structures ESO| STUDENT'S BOOK SCOPE AND SEQUENCE UNITI NICETO ‘MEET YOU! UNIT 2 WHAT DO YOU DO? | uns DOWN TIME UNIT 4 DAY IN, DAY OUT UNITS HERE, ‘THERE AND. EVERYWHERE UNIT 6 DIFFERENT STROKES FUNCTION ‘ling bast regs “FUNCTION. king frond ig options FUNcTON aes soe Reodng oclebiy iggy FUNCTION undestendag sonal ineratin D RECOGNISING ‘COGNATES: emagsine uadng magne ere FUNCTION desing routs nd bei READING FOR THE MAIN IDEA: dscipn ef places dng personal pales, FUNCTIONS andes personal iforoien * desc hes nd es Uiseriog te voeemal megs FUNCTIONS anderson tins odds + veer pee Ifernaten LUSTENING FOR SPECIFIC INFORMATION: cr nfo! serng arash FUNCTION tang hut penis nd dies, ‘GQ UsTENING FoR niteren Lisering foo ns repet FUNCTION desing ees nd Festi LUSTENING FOR NUMERICAL INFORMATION: erinocude voles STRATEGY: ing lt teow Teling cot foray SPEAKING WORKSHOP FUNCTION ig persed onaten ‘STRATEGY: sino pions, Taking cout ineresing oie, SPEAKING WORKSHOP FUNCTIONS * desing roves cr habits + thing abou hb COMMUNICATION STRATEGY: decking ndastondg Taking onl find SPEAKING WORKSHOP FUNCTION ting about ese cits (onpling onene reitatn fe WRITING WORKSHOP FUNCTION ig pers romaten Wingo peso destin (WRITING WORKSHOP FUNCTIONS. © hing penal frat * desig yor asl «thing about hobs od ire tng on ea give econ WaMING WORKSHOP: FUNCTION ging od erdestndn ciesKSHOP 9 peranl ey SOUNDS: tpt ‘woRDs: wosylabl nas SOUNDS: thd pens ‘woRDs: days efha weak ‘woRDs: conpourd ws SOUNDS: hl ad BE STATEMENTS AND YES/NO QUESTIONS FUNCTION sing bet ve psn lefancten ach ame, o¢ and nena {E- WH. QUESTIONS: FUNCTION wig b oak fr peso ‘lamas es noe, ped ety ARTICLES FUNCTION ing aries to desc poole nd gions POSSESSION FUNCTION using te opesapeposssive acs, whe ord hve ge kc fami end tots PRESENT SIMPLE STATEMENTS AND YES/NO QUESTIONS FUNCTION sng te pressing hoot fre Sine ais PRESENT SIMPLE INFORMATION. ‘QUESTIONS FUNCTION igh rs singe ok ‘pes cou pope his nd bis ADVERBS OF FREQUENCY FUNCTION sing odes equ ond advil pees olka how cen ve da tinge ‘CLAUSES WH UNTIL, BEFORE AND AFTER FUNCTION ning et freed aero ted oat secs of evens THERE I / THERE ARE WITH SOME, ANY, SEVERAL, A LOTOF FUNCTION wing hrs / fre aed oni desibe pees od athens IMPERATIVE FUNCTON git npr gv ioc ed dein psi cy PRESENT CONTINUOUS FUNCTION wig he pst cninousa fake PRESENT CONTINUOUS VS PRESENT SIMPLE FUNCTION ogi pst coins end the pe Sl elo Hepes. Recetas USEFUL QUESTIONS, FUNCTION ing gusto a frp in dss ‘ORDINAL NUMBERS, FUNCTION wing odin rants ok abu dete ‘OCCUPATIONS FUNCTION leaning tak sbutecaptos FAUILY MEMBERS FUNCTION leering ok abut fms FREE-TIME ACTIVITES FUNCTION leasing nk chu hb od freesime scties PERSONALITY ADJECTIVES FUNCTION unig adjectives dsr epi and vt thy ding Te FUNCTION leaning howtos wh ie is PREPOSITIONS OF TIME FUNCTION ig pepstion of ine otk bet ines af dy days fh week nd sauces of aces PLACES AND ATTRACTIONS IN A CITY FUNCTION ei howto dbo where yo lie LOCATIONS AND DIRECTIONS FUNCTION eating phrose o give direction a ploes LUFESTYLE ADJECTIVES FUNCTION ig ocvs dest ee eles AGREEN UFESTYLE FUNCTION sing verb cole o desi oe fitestyle Tey ‘SF AND SOCETY: urdestndng ferns FUNCTION idetiying oe cored pra inhmaton comple afm Wokk AND cane: spin FUNCTION copisg dfferom jobs te work out the sie oa STUDY AND LEARNING: eee FUNCTION shsking cost at you dingo work cut er earings od ingore how you eam xls SELF AND SOCIETY: ei yut ne FUNCTION thskigcbut fon you mcrae you tne inorder porte dee was SELF AND SOCIETY: sbi prints FUNCTION learig way taser prc sering SEIF AND SOCIETY: king pon hnge FUNCTION thik cboot then’ you vor ome in eye Student's Book Scope and sequence| YOU'VE GOT | “UNITS. | ‘SHOPPING AROUND UNIT 10 ‘SPEAKING (OF THE PAST UNIT 11 GREAT LIVES UNIT 12 IN THE NEAR FUTURE FUNCTION faking bet youre! FUNCTION ekg abut likes ad FUNCTION conpaing FUNCTON ‘dking ahoot ural © READING FOR THE | MAIN IDEA: corps Aeding oquesimnaie FUNCTIONS. + tig aboot hp bei * aig oboe much igs ost ‘SCANNING FOR SPECIFIC Feafigavarey FUNCTION dace ut execs “G SCANNING FOR sheet biography Aeag a iog FUNCTION thik abut | iets ond rests Lisesng a evew of TV show FUNCTIONS + desing es ord cies tig abou hes ond dies © USTENING FoR odd oversonens User ed ig hone ose FUNCTIONS, » andes phone lnguge + making plo gout UNDERSTANDING THE [MAIN IDEA: ifr coneratons Usering aif sry FUNCTIONS + vadersonig biog inomaien ° ety key eres ina peronslie © UNDERSTANDING THE (MAIN IDEAS enlfoms coovesatin ‘COMMUNICATION STRATEGY: shevg ints Asking ron does SPEAKING WORKSHOP FUNCTIONS. » ekg fer bpm sop » i tr es ‘STRATEGY: wing pine Iingoge Taking chou pas xpiene SPEAKING WORKSHOP FUNCTION desing feings Aovardsps experiences STRATEGY: taking oo tik Tin abe plas nd itantons SPEAKING WORKSHOP FUNCTION desig dy lens Wingo persona eerece WRITING WORKSHOP FUNCTIONS desing this od prelate: tng a eso review WRITING WORKSHOP. FUNCTIONS © desing eds esau * hing pions nd aig ‘earmendtin| Wing ohn gop \WRITING WORKSHOP FUNCTIONS + recuatig ioc idomoten * tdi obos hse Fnwesond eesCn worDs: cave sacle onxsHOP eserbing ‘sal ques SENTENCE RHYTHM ngs wih hi, hte ond te SENTENCE RHYTHM ok SOUNDS: “edenings SENTENCE RHYTHM: cbt pons woos: vats edgin sing CAN/CANT FUNCTION sing cn od cane bot shies ADVERBS OF MANNER FUNCTION ing overs of manele th pcg tls DEMONSTRATIVE ADJECTIVES FUNCTION sing i ht these ord hse ‘oie ae ef debing COMPARATIVE ADJECTIVES FUNCTION ig cparaiv ners to conaregodes CCOUNTABLE AND UNCOUNTABLE NOUNS WITH SOME, ANY, MUCH ‘AND MANY FUNCTION dite aos ‘VERB PHRASES. FUNCTION ing piss Ie i ie [ean Bre oto ak, cepted ese Into ond sugesion: nd axes ges plies jon ek te PAST SIMPLE ~ AFFIRMATIVE STATEMENTS FUNCTION wing th pos peo dese ‘helioy PAST SIMPLE ~ QUESTIONS AND [NEGATIVE STATEMENTS FUNCTION singh ps single ok shou smebedys weekend PAST SIMPLE WITH WHEN CLAUSES FUNCTION singe pats wih hen foto chute rer of event nthe post DIRECT AND INDIRECT OBJECTS FUNCTION since provost ood pg sands oesens PRESENT CONTINUOUS AS FUTURE FUNCTION singe pret onus to tak chu fore lars end ergenens GOING TO FUTURE FUNCTION ig gig al abot four pls tenons ed seins PERSONALITY ADJECTIVES FUNCTION ing ejects desc pene TALENTS AND ABIUTES FUNCTION lai et cei en re cy ‘cloTHes FUNCTION [eink chou wht pol weer TECHNOLOGY ADJECTES FUNCTION sing eecis kaon gigs FooD FUNCTION lenin ak cou drs foo ord dick ions ond fod rons ‘ORDERING FOOD FUNCTION lerig tor inept mens rd phrases ‘inorder fod om air “EDAND -ING ADJECTIVES FUNCTION ing odes otk cot fegs ond ste (MEMORABLE EXPERIENCES FUNCTION sing vr latins ok chu past pees UFEEveNTS. FUNCTON lite yanks HISTORICAL EVENTS FUNCTION leering ek about key eva isery PHRASES WITH GO FUNCTION wing preset pris ae te verb goto tok cbt ccs. INTENTIONS FUNCTION ing str aed so + gerd ok about ood ond kd kasd inns forthe ue [WORK AND CAREER: vetigeci ncn FUNCTION ‘denying stents ond wes of tech mabe fh ta, ‘wens thls oe comple fan [WORK AND CAREER: ing hes FUNCTION conpring leet pons ibe cle fo make geod cies SELF AND SOCIETY: mong pon FUNCTION mokioga pn | tobe blo fasta goup mes STUDY AND LEARNING: snaking ets on ta FUNCTION iethjiag the iingeran efron lo desc hist ans STUDY AND LEARNING: bending ina gop FUNCT betming ‘a cae up wifes fr sakes eo igohy Suny AND EARNING ening sects od koe FUNCTION slag nes fr are inrorement nein Eg Student’s Book Scone and sequence EET!GRAMMAR REVIEW S ‘This Grammar review has been included to help you establish what your students already know before they start Open Mind Elementary tis designed to be used in the frst lesson ofthe course and has a two-fold aim: firstly 2s 2n introductory activity to help you get to know your students and secondly, as a way to tablish the general level ofthe das. Italo provides a useful recap of rubrics and classroom language. ‘The Grammar review can be used in a variety of different ways. Itean be done individually, as a formal diagnostic test, to check that students have been placad at the correct level. A more interactive approach would be to elicit the answer to the first question of each exercise as a class and then have the students complete the rest of the exercise individually. ‘You can choose to check answers after each exercise or at the end of the review. The answer key ison p. 172 of the Student’ Book. Ifyou wish, the exercises can be exploited further, and ideas for some of them are given below. 1 (singular/plural of be) * Initem 4, check that the students understand that the subject is your phone number. 2 (possessive adjectives) * Inter 3, check that the students understand that the subject is Colombia and not |, Make sure they know that Jason is a male name in iter 5 (there is /there are) Make sure the students know that they also need to Write the name of the thing in item 2. You could also elicit the things in the picture before the students do the Follow-up: have the students make sentences in pairs with the other things in the picture, e.g. There's a chair 4 (articles) ‘+ Check that the students remember thet we sometimes. se no article (-) with plural nouns. Follow-up: have the students practise the conversation in peirs. Monitor to make sure they pronounce the correctly before vowel sounds and consonant sounds. 5 (information questions) * Read the question words in the box and check the students understand that they have to use What twice. Follow-up: have the students ask and answer the uostions in pairs. 6 (word order in questions) * Remind the studonts that they need to write the frst word of the sentence with a capital etter. If students need more support here, elicit the first word in each sentence before they star. + Follow-up: have the students ask and answer questions 4,3, 4 and 5 in pairs. 7 (can/can't) + Check that the students understand the activities in the table and that a tick means the person can do the activity and a cross means they can't do it. 8 (present simple yes/no questions) ‘+ Make sure the students understand there are two parts to this activity: completing the questions, then matching them to the answers, * Follow-up: have the students ask and answer the questions in pais 9 (present simple affirmative and negative) + Make sure the students understand that verbs with not in the brackets should be negative. Tel the stuclents 10 be careful with spelling in item 5. 10 (possessive apostrophe and possessive adjectives) * Make sure the students understand that they have to id one mistake only in each sentence and that they must write the correct sentence in full 11 (contractions) © Make sure the students understand the sentences can't be contracted (i ‘more suppor, tell them that two sentences can't be contracted) * Follow-up: have the students read out the sentences in pairs, focusing on pronouncing the contractions correctly 12 (adverbs of frequency) ‘+ Make sure the students understand that there are two parts to this activity: choosing the correct adver ‘eccording to the thermometer, then putting tin the correct place. Check understanding by eliciting th first thermometer represents usually ‘The Grammar reference provides further consolidation of the grammar points covered in each unit. It can be found on pp. 152-167 of the Students Book, and the answer key on pp. 174-175. For each grammar point, there are clear notes and tables outlining the form and function, as well as ‘wo exercises providing further practice. Itis designed to bbe done on a unit-by-unit basis and can either be covered as part of the unit, as follow-up to each Grammar section, or at the end of the unit in a test format.Unit opener (SB p.8) Writing: completing an online registration form (SB p. 10) Reading: recognising cognates (SB p. 10) Vocabulary: useful questions (68 p. 11) Grammar: be - statements and Yes/No questions (SB p. 12) jon: the alphabet 68 p. 13) é (SB p. 13) (SB p. 14) "¢ - wh- questions (88 p. 14) a voicemail message (SB p. 15) LifeSkills: understanding forms (Self and Society) (Bp. 16) + optional downloadable LifeSkills lesson (Work and Career) + optional downloadable LifeSkills lesson (Study and Learning) Language wrap-up (8 p. 18) Writing workshop: completing an online registration (SB p. 19) ‘Video and downloadable video worksheet Common European Framework: unit map Competence developed CEF Reference (A1) Writing can give basic personal information Table 1; Table 2; Section 4.4.1.2; z a Section 5.2.1.6 Reading an recognise cognates and use them to give basic ‘Table 1; Table 2; Section 4.4.22 ‘personal information ne Vocabulary can request clarification and assistance Table 1; Table 2; Section 4.4. Section 5.2.1.1 can understand and use ordinal numbers can use be in statements and questions can understand and use information questions with be 6.4.7.7, 6.47.8 Pronunciation can understand and say the letters of the alphabet Section 5.2.1.4 Speaking can use polite language when requesting factual information Section 5.23.2 Listening «an listen for simple specific information Table 1; Table 2; Section 4.4.2.1 Nice to meet you! |; Table 2; Section 4.4.3.1;| Lead-in ‘Ask the students to look at the photo of the gid. Ask them to think about these questions: Whereis she? What is she doing? How old is she? What’ her name? Where does she live? To get your students to think about the two skils being developed in this unit, ask them to look at the questions in the cogs. Reading: recognising cognates Elicit some English words that may be the same in the students’ language, e.g taxi, hotel, computer. Encourage them to look through the unit and find other English words that are the same in their language or similar to words in their language. Spesking: using polite language Write the word please on the board. Explain that in English, people usually use please when making requests because itis polite, e.g. A coffee, please. Ask them if they know any other polite words or phrases in English, Elicit ‘examples and write them on the board, e.g, thank you, you're welcome, how are you, excuse me. ‘To get your students to think about the two skills being practised in this unit, sk the following questions: Listening: to a voicemail message Why do people leave voicemail messages? Are voicemail messages shor or long? What things do people usually say in voicemail messages? Elicit examples such as name, telephone number, date, time, etc, ‘Writing: completing an online registration form What type of information do people need to inclucle when they complete an online registration, e.g. name, dete of birth, nationality? Make a ist on the board, Refer the students to the LifeSkills panel. Ask them to look through the unit and find as many different kinds of forms fas they can, A * Ask the students to look at the photos. Ask which person or people in each photo is asking for information and which person or people is giving information. Ask ‘them to label the boxes (Answers: 1A, 82 A/B, A/B 3 B, ny ** Elicit the kind of personal information we usually give (e.g. name, nationality, date of birth, job, and 0 on). Check the students know how to atk for this basic information (e.g. What's your neme? Where are you from? How old are you? ete) * Tell the students to imagine they are ata party and are ‘meeting someone for the fist time. + Ask them to look at the How to say it box. Make sure they understand all the expressions and how to use them. Give an example for I'm interested in .., 2g. lm interested in music. Put the stuclents into pairs and ask them to roloplay the conversation. ‘Liston to some pairs as a cass. Extra: vocabulary Elicit some of the vocabulary that could be used to talk about the three photos, e.g, job interview, intervowrer, applicant, pany, language institute / language school ecoptionst, language course. Check ‘tho students understand all the words. Ask them fo repeat each word with the correct word stress. Lea Ask the class how many students belong to an online social networking site like Facebook or Bebo. Ask what basic information they needed to giva in order to join the sites. Elicit basic terms lite name, email address, rationality, age, password, etc, and write them on the board. Tell the students that the term for this information is personal details A + Before the students look at the registration farm, go ‘over the terms first name and surname. Write the full name of a famous person on the board, e.g. Johnny Depp. Elicit the person's sumame. Then ask them for the first name. Label each name accordingly. Then ask a few students to tell you their frst and surnames. ‘+ Highlight that the terms given name and family or last name are also sometimes used in place of frst name and surname, respectively, Put the students into pairs to answer the question in Ex A. Check the answer with the class + Ackif the students know of any real social sites that are intended especially or students of English For students of English + Read the instructions to the class. Ask the students to invent a username and password for the form. * Give an example of a password and check that the students understand when they need to use a password (with an online account) ‘+ When the students finish completing the form, ask them to compare their usernames and passwords in small groups. Then elicit some of the usernames and passwords. How many students used their fist name in their username? How many used their last name in their username? How many have @ combination of letters and numbers in their password? Extra: personal details questions Elicit the questions we ask to find out personal deta ‘What's your first name?; What's your surname?; What's ‘your (email) address?; When is your birthday? Ask the students o pracio asking and anowering the ‘questions in pais.Extra: homework Ack the students to fll in the same form for a family member ora friend, Lead-in ** Read the information in the skills panel * Focus on the importance of recagnising cognates or loen words, There are words in English which may be similar ~ or even the same ~ as words in the students! ‘own language. Identifying these words is very useful, ‘specially when reading in English ‘* Write some examples of cognates or loan words on the board, e.g. international, address, telephone, nationality, hotel, taxi, arpor, police, television, computer. Ask the students if they know any more ‘examples, Write any relevant suggestions on the board. A *+ Read the instructions to the class and have the students do this exercise individually. *+ To explain the word survey, you can say a survey is 2 group of questions you ask to find out people's opinions * Give the students time to circle the words they recognise. When they finish, ask them to compare answers in pairs. Ask how many words they have circled, and how many of these are cognates. Have they circled the same words or diferent words? * Elicit the words the students circled, and write them on the board. Have the students repeat the wards chorally and then encourage them to ask questions about any words they don't know in the list. This is a good ‘opportunity to encourage some peer teaching, Ask for volunteers from the class to help explain the meanings of the words in the lst. Extra: word scramble game Think of sic words that you know are cognates or loan words in your students’ languages. They can be words already discussed or other words you think the students will beable to identify. Write the six words on the board ine scrambled order, e.g. th e o | (hotel) but give the first letter of the words they spell, e.g. h__. In pairs, have the students try to unscramble the words end {guess the cognates. The first pair to quess al six words B ‘+ There are number of challenging words in this section. Go over the pronunciation ehorally and individually of words that you feel your students will ind difficult. * Ask the students to complete the survey individally. Tell them they can tick as many boxes as they want in each section of the survey, ‘= When the students finish, ask them to compare answers in pairs, Ask how many answers are the same, and how many are different * Take a class vote to find out which reason for studying English is the most popular, which academic areas ace popular, and which special interests the students have, D> Workbook p. 4, Section 1 2 Lead-in Elicit the classroom language questions of this section ‘rom the students. For example, ask What can you say when you don’t know haw to spell a word / when you need help / when you want someone to speak more slowly? ABB) 01 * See the Students Book page for the audioscript * Play the recording once and have the students just listen. Then play the recording again and ask tho students to repeat the questions. Explain that these ‘questions are very usefl and can help them understand more English. Ensure the students understand their meaning + Estabish some classroom rules. Encourage the students to use these questions when they ask you for help with their English. Tall them that you wl only respond to ‘these questions if they ask them in English end if they 18k them correctly (@.9. What does that mean? not "What mean that?) Praise the students who make an effort to produce the conect language. * If possible, make large copies of the questions and display ther on the walls of your classroom. Its helpful to refer to these questions during clas time simply by Pointing at them to remind the students to use them B * Read the instructions to the class. Ask the students to ‘workin psirs and say which questions are possible for ‘each of the four photos. ‘+ Listen to some ideas from the class. Note that there is more than one possible answer for all apart from Photo 3. Scere 1 Can you help me? Can you repeat that? 2 Can you speak more slowiy? Can you spell that? Can you repeat that? 3 Can you help me? 4 What does thet mean? How do you say that in English? ee eau Nice to meet youLead-i ‘Tell the class where you are from. Use the contracted form ''m from ... Then ask the whole class Where are you from? ‘and elicit the responses l’m/We're from... After that, focus on one particular student and ask the class Where is he/she from? and elicit the response He'/She's from Remember that this is only an introduction, so don't spend too much time on this, and don't focus on error correction. A * Tell the students they will ead a short conversation. Draw their attention to the two statements under the ‘conversation. In the conversation they will find the answers to film the gaps. - * Ask the students to read the text and find the answers. * Elicit the answers from the class and write them on the board, 1 NewYork 221 NOTICE! *+ Ask the students to read the two statements and the different possible answers carefully ‘+ To reinforce the points in the statements, ask the students to underline 11. examples of subject before the vert be in statements and two examples of the subject after the verb be in questions. 1b 2a Form * Give the students time to look over the sentences in the grammar tables. Explain that affirmative means yes and negative means no. + Ask the students to work individually orin pairs to ‘complete the grammar tables. Tel ther that all the information needed to complete them can be found in the conversation in Ex. A * When the students finish, ak them to compare answers in pairs. Then check the answers with the clas. ‘+ Highlight the abbrevieted forms (I’m, You're, He’, She’, Is, We're, end They're) and the fact that we usually use these when speaking, Typically, we use the full forms when writing. Explain that when giving a short answer with yes, we always use the full form of be and that abbreviated forms are used only for answers with no. * Ask students what the error i inthe frst What's right? box. (Yes, we're is the incorrect sentence.) Function + Ask students to read the sentence and the two options and then refer back to the conversation in Ex, A again and think about when we use the verb be. c ‘+ Ask the students to look at the conversation in Ex. A ‘gain and tell you how old Brooke is. Highlight the question How old are you? Ask one or two students, and elicit simple answers (I'm 17, 'm 22, etc). Then ask the students to work in pairs and ask and answer howr ld they are. At the end, get feedback on people's ages from the class, e.g. Teacher: How old is Elena? Students: ‘She's 20, so that the students produce and practise different pronouns. Ask students to find the error in the second What's right? box. (| have 20 years isthe incorrect sentence.) Emphasise that we don't say have with age in English Point out that we can say | am //I'm 20 yoars old, or simply !am 20/1'm 20. ‘Read the instructions to the class. Ask the students to| choose the correct options individually, paying attention {0 the forms presented in the grammar tables in Ex. B. * When the students finish, have them compare answers in pairs. Encourage them to discuss any differences in their answers and refer back to the grammar tables bbefore daciding which one is correct. Check the answers withthe class 1 are 2h Bint Sis 4 ore 6 arent 8 Is Extra: grammar practice Write the following prompts on the board: They / English; she /Italian?; They / not/from Spain; He / nova student; We / 19 years old; 1/21. Ask students +0 work in pairs and write full sentences from the [prompts using the correct form of be. Invite students ‘to come to the board and write their sentences, They are English; Is she Italian’; They are not from ‘Spain; He is not a student; We are 19 years old; | am 21. D * Put the students into pairs. Tell them to decide which of the four people they will be. Make sure that partners choose different people, * Give the students time to read the prompts, and refer them to the conversation in Ex. A, where the statements ‘and questions can act as a model for this exercise. + Ask the students to practise the conversation in pars + When they have practised the conversation at least ‘twice, listen to a fow examples from the classsy ero inthe form ofthe vet be with ror correction techniques 2.9 using your fingers to show which word i incorect inthe sentence and prompting the students to selhcorect Extra: homework ‘Ask the students to choose two of the four people in Ex D and vite 2 conversation based on the one they had with their partner. > Workbook p. 5, Section 3 a oz + See the Student's Book page for tho audioscript. + Play tho recording and aok the student to lston to the vowel sound in each letter 0 hele them complete the ne Encourage the students to discuss ther answers in pars. ‘Then check the answers withthe class. Read out the answors in each column and atthe students 10 repost after you ighlight the pronunciation of certain letters ofthe alphabet in English Draw the students attention to the letters which cause the biggest protlems, e.g. e, which may sound lke in their anguage. Others may have problems hearing the diference betwecn voiced and unvoiced consonants, e.g. 6 and p, or some students might struggle cifeentiating between rand ! Teil: Hd, K Jou: W:B,C,0.E,G,2 TV fu/:0,U,W IELMNSXZ lal: R fa ‘i Culture note 2 In the UK and the rest ofthe English-speaking world, the letter zs pronounced /zed/, buts pronounced ‘Lii/ inthe United States B + Doone or two examples with the whole class frst. Spell tone easy word (e.g. password) and one more dificult word (e.g. language) aloud, and ask the students to write them down, + Check the answers by asking the students to spell the words back to you. Write exactly what they say on the bboard (e.g. f they mispronounce a letter or leave one out). Ths will aler them to the problem and give them a chance to self-correct. * Put the students into pairs to do the task. Circulate and monitor, assisting where needed. Extra: spelling race Divide the class into teams of five or six students Call ‘out a word from the unit, and have one person from each team write the word on the boar. The fst team to vie ‘the word correctly scores a point. Continue until every ‘member ofthe team hes had et least one tun. Lead-in ‘+ Highlight the importance of being polite. Briefly focus ‘on the pronunciation of each expression. + See the Students Book page for the audioscript. ‘+ Read the instructions to the class and play the recording * Ask the students how many examples of the polite ‘expressions they found in the conversation (six). Which tre they? Check the answers with the class. * Ask the students what the difference between thanks land thank you is (thanks is informal, thank you is more formal), Excuse me, please, please, Thanks, Thank you very much, You're welcome Extra: shadow reading Use this conversation for ‘shadow reading’. Ask the students to listen tothe recording and read the ‘conversation aloud with it, trying to imitate the speed and rhythm of the speakers on the recording. B + Read the instructions to the class. Then review the questions they need to ask to do the group exercise, eg, What’ your first name?; What's your email address? et. ‘+ Draw the students’ attention to the information in the How to say it box, as they will need to know the words at and dot to complete the task ‘+ Put the students into groups to find out the information from their classmates and compile a class directory ‘© When the students finish, listen to an example from ‘each group. ‘+ Highlight how phone numbers are pronounced in English: = Numbers are usually said individually, nd usually in ‘wo groups of three if there are six numbers. ~ The number 2070 often said as oh, e.g, 01752 631250 (ch one seven five two, sx three one, 110 five oh). D> Workbook p. 6, Secon 4 ad Nice to meet you!Review the cardinal numbers from 1 to 25. Afun waytodo Ey tras birthday line-ups this isto go around the classroom end have students count 131% 2 students own answor 3 student's own answer 4 14" 5 1" 6 students own answer Lead-in numbers up to the numbers of students inthe class, ach Have the students stand, and tell them that they need student adds @ number for his/her turn. 2 student makes __toline up according to when theirbithdlay falls For 2 mistake, that student has to start again from 1. Continue example, those bom in early January would be atthe Until you have reached the number thet isthe same as front ofthe queue. The students need to circulate and the number of students inthe lass. if you have 25 ‘ook their classmates for their bidhdays, so that they can students, count up to 25) determine where they should standin te queue, Monitor tomake sure the students are saying the orinal numbers A correctly When the students frish, start at the font ofthe * Tell the students that this exercise introduces ordinal ueve and have the students say their bithdys numbers. White one nd fst on the board, Ask them which isthe ordinal number rs) : Explain that we use ordinal numbers in dates in English, LgGAMMOMOLS MARCIE which may be different from their language, where cardinel numbers may be used in detes Highlight the use of -st in fist, -ndin second and rin third, and tal the students that they can eee this inthe speling ofthe ordinal numbers. Point out that all other ‘ordinal numbers end n-th and thatthe short forms of the numbers are written in this way: 1,2 38 4, etc Remind them that higher numbers(eg. 21% 224 folow a IA! the same pattern ‘Ask the students to do the exercise individually and then compare their answers in pairs. Check the answers withthe cass. + See the Student's Book page for the audioserpt. * Have the students look at the photo, and ask some. questions about it, e.g. Where are the men? Establish that they are in a shop, one man is possibly filing in 3 form, buying a mobile phone, etc * Ask the students to read through the gapped 79,118, 14%, 6, 154, 48, 19%, 35, (10%) statements carefully before you play the recording 30%, 256, 12, (2x4) 5%, 138, 9, 20", B® * Play the recording once, and check progress. If necessary, play the recording again *+ Ask the students to compare their answers in pairs. Then Extra: -feen or -y check the answers with the class. Many leamers init ficuleto distinguish between 19" and 30%, 14" and 40%, 15% and 50% ete. Thisis 0 ‘question of both hearing the difference and producing the difference, Draw the students’ attention tothe fact that the ste ison the lat syle in numbers ending 5 jn-teen, and on the first syllable in numbers ending in Alternative * ie i etn! ee =f rr ‘After checking the answers, have the students practise ‘the conversation in pais, first with the original Seo teas oe aE 20 information and then adding their own information. 120° 2 July * Briefly review the months of the year. Write the first NOTICE! letters on the board (e.g. J, FM) and elicit the words from the class. Ask the students to spell the words. * Before you ask the students to do ths exercise, craw their sttention to the How to say it box. Remind them that we Use the definite article the when we say dates eg. Today i the twenty-second, January the twenty-second, June the ‘swelth, When we write dates, we wrte the ordinal number £9. 22° Januayorthe carnal number eg 2 rua or January 22 ANSE Lee eae * Ask the students to do the exercise individually and then 2 a to compare their answers in pairs. Check the answers with the class. ‘+ Ask the students to read the firs instruction and to Underline examples of these words and phrases in the text. ‘+ Ask them to read the second statement and the different possible answers, Than they read the text and choose the correct answer,Form P + Ask students to look at the conversation in Ex. A again ‘and to notice the word order of the questions. + Elicit the answers to the two questiors. 1 atthe beginning 2 the verb be Function ‘= Draw the students’ attention to the grammar table and ‘emphasise that we use what to ask about things. ‘+ Ask them to look at the middle column of the grammar table. Tel them they need to find the question words we use to ask about the other categories (places, dates, age). Make sure the students know the meaning of ‘hese words. Refer them to the conversation in Ex. Ato find the underlined question wards and complete the first column of the grammar table. Then ask the students to complete the exemple questions in the last column of the table. * Elicit the answers, and then have the students repeat the questions chorally. ‘+ Highlight hat in items § and 7 we can use either the full form or the contraction. Emphasise that the contracted form is normally used in conversation. 2 where 5 What's 7 When's 3 when 6 Where are 8 How old are 4 how old c ‘+ Have the students read the answers either silently or aloud. Make sure they understand that they should think (of questions that would precede the answers. ‘+ Hove the students complete the exercise individually or in pairs. Then check the answers with the class. 2 How old are you? 3 When’ your birthday? 4 Where are you from? 5 How old is your brother? 6 What's your brothers name? Extra: grammar practice Write the following gapped questions on the boar: 1 she from? 2 his birthday? 3 hher sisters name? 4 ‘old he? ‘old your brother? Put students into pairs and ask them to complete the {questions using the correct question words and the correct form of be. Check the answors with the class. 1 Whereis she from? 4 How old ishe? 2 When'shis birthday? 5 How oldis your brother? 3 What's her sisters name? D ‘= Ask the students to look atthe information in the left- hand column of the table. Check that they know which ‘questions they need to use to complete the task 1+ Prompt the students to circulate, asking and answering ‘the questions. When they find someone who meets the requirements in the fst column, the students should ‘write that student’ name in the second column. ‘© When the students finish, elicit answers from 2 few students (e.g. Adam has a birthday in August. Laura is from another tov. She is from.) Pi to AaB os + Read the instructions aloud. Check thatthe students understand what voicemeilis. Emphasize that its a short message that people leave on your telephone when you are out or you cannot answer. Ask them what kind of information they narmally hatin 8 voicemail message (e.g. name of eller wo the mestage i for,» phone ‘number to cal back, an edsress where to meet, a brief message, et). «Give the students time to read the questions and the possible answers. «Play the recording ones, and check progress. If necessary, pla the recording again. Check the answers withthe clos. Audioscript Hi. Ths is Carla. Where are you? Anyway, listen — ifs my birthday soon! It's on 18 August. Come to my party! Its at the Clinton Club in town. That's | C-LEN-TON. The party is atnine. Call me, OX? Byel__} Mongbe sa 4b + Read the instructions aloud. Ensure the students understand the two roles. * Give tha students two or three minutes to work individually and make some notes. Remind them that the three key facts they need to talk about are the date {thei birthday), the time of the party and the place {which could be theirhome address or somewhere in the city cant). Nice to meet you!! Alternative Before the stuclents do the roleplay, give them one or ‘wo examples of your own. Have them listen while you roleplay leaving a voicemail message about your own, birthday party. Then ask them for the date, place and time. Put the students into pairs to complete the roleplay. ‘After they have switched roles and done the exercise 2 second time, nominate a few pairs to present their voicemail to the class. Correct any errors in dates and times. as Hy Pee p. 9, Down time Step 1: Identify the type of form. (Ex. A, Ex.8) Step 2: Complete the parts you understand. (Ex. C) Step 3: Ask forhelp with pars you don't understand, (&) Lead-in ‘+ Point out that this LifeSklis » Self and Society focus skill Highlight the importance of baing able to understand and fil in forms, Ask students how often they do this in their everydy lives. + Ask students to look back through the unit and find an ‘example of a task where they fled in a form - Writing ‘completing an online registration form. «Elicit a variety of forms that we fil in, e.9 (online) registration forms, application for a driving licence, application for @ new passport, etc. ‘+ Motivate the students by teling ther that they will learn how to identiy diferent kinds of forms and the personal information they need to sive + Explain that they will practise completing the parts of the form they understand and will learn how to esk for help with the sections they don't understand A ‘= Have the students look atthe four photas and match the phrases with the photos. Check the answers with the class. ‘+ Have the students read the sentences below the forms and choose the correct option. Have the students compare their answers in pairs. Then ccheck the answers with the clas. ‘Ask the students which words helped them to decide on their answers. Ask if any of these words are cognates or Joan words in their language. + Before you play the recording, atk the students to locate the sections in the two forms that need to be completed (I: Date of Departure; 2: Security cock). + Play the recording. Check progress. necessary play the recording again. Check the answers wth tho clas. Audioscript 1 Receptionist: Thank you, Mr Mshued. Oh, what's your departure date? Mr Mahuad: Departure date? R: The day you leave the hotel MrM: Oh, June 21* R: That's fine. Thank you. 2 Yousef: 'm sorry. Can you help me with this? ‘Woman: Sure. What's the problem? Yt What is the security code? Its @ number on the back of your card. Here. Yt Oh, yes. 624. Thank you very much, You're welcome, 1 a hotal registration form; 21° June 2 a credit card payment form; 624 c ‘+ Before you ask the students to begin the task, draw their attention to the expressions in the Hew to say it box in Ex D. Explain that put means write in this context. Tell the stuclents that they should use the expressions if they ‘need help filing in the form. Encourage them to ask ‘each other for help before asking you ‘+ Explain thet ths i an immigration form for the UK and that students don’t need to complete all ofthis information, only the items indicated in the rubric. ‘= Put the students into pairs and encourage them to ask ‘each other questions to check the information on their partner’ form. Ifnecessary, demonstrate this task by taking a student's form and asking him or her to spell ‘out her family name, her first name, etc. + Put the students into peir. Ask one person to oleplay a Visitor and the other to roleplay an immigration officer Remind them to use some of the questions they learnt eatier inthis unit (e.g. What's your frst name?; Where are you from?) and to use the expressions in the How to say tox ‘+ Model the tsk by asking a student the questions and having him or her give you the answers. Monitor the studens' progress, and give help as needed, «+ Tel the students to ignore tems 11, 1.3 and 1.10.The students may not know theie passport number, 80 tell them to invent one. They wll also need to invent an address in the UK (number, suet, city, postcode) and a date they moved there. Be prepared to give help with this, necessary + Check that the students were abe to complete the form ang explain any remaining unknown terms before you ‘move on. Encourage them to ask you for clarification in English2 Grammar Extra: homework : \Fyou have a copy of a simple internet form in English, EUs make photocopies and ask the students to fil in a tis 4 om 7 Howold 9 Where copy ofthe form with thelr wn information. 2am See 8 When 10 What ais rs Learning whore the skill of Understanding forms would @® rertect pet adi acl id Ree hs Bicars ertcre anes Wak soci Wi onic Fhe oneal orca Coens roa A bbe useful ‘+ Explain the task and any unknown vocabulary, €.9 cooking, username, ‘= Ask the students to read the form carefully and answer the questions. Check the answers with the class, ict the following Waa: ub aplication forma in tn employmant oes or the covers department tauren, on application form foreloure aa language school ora unversty an epplestion frm = for attendance ata conference, online forms to access leering materials, et ees 1 BA Paychology 2 Germany 3 reading, cinema, cooking, playing video games Students can do the Language wrap-up exercises in 8 cr for homework. If you give them for homework, ‘+ Check the students understand the word buttons. if remember to check the exercises at the beginning of the necessary, show them examples on a computer screen their next class or collect a few to mark and identify any typical ‘or other technical equipment. >xin eros. ‘+ Ask them to match the different parts of the form to the Tell sections A-E. you decide todo the excites in class, you can approach the Language wrapup asa twostop revowing procedure. Fis, atk the stunts to do the Vocabulary Section ndvidall When racy encourage tho students Se checkther anmers carly nd ten pattem nto pairs to compare answers and discuss any differences. Self. 1C 2A 3E 4B 5D and peercoection are to excelent woys of developing ‘Ask them to compare answers in pairs. Check the answers with the class. st paeper ce rere a aee ‘ vironment, Ar completing the Vocabulary sector, You.» Check the students understand the task i can apply the same procedure tothe Grammar section. 6 Hnitor while they ore writing and give help if Atthe end of each section, ensure thatthe students write «necessary. their score out often, they havo a score lower than eight, direct them to the appropriate sections of the unit and How are you doing? aya encourage them to read them again forhomework. After «Ask the students to read the statements and tick the z that ask the students to complete the eversels) against” ou Wer betecareeus nt. home. * Ask them to swap their writing with a parmer and check 2 each others writing, They should ansne the question Bs 1 Vocabulary with YeserNo : eae ey '* If the answer to the question is Yes, they can tick the 4 ‘green cil. I the answer is No, they tik the amber AT help 2 say 3 slowiy 4 spell § repeat Circle or the red circle. Reessue students that their ELA o ra AACS ie eTesS SS 2M partner ticks the amber or red circle, they can get extra ° feedback rom you i they fel itis necessary. ' Culture note a '5* November is an important date in the UK because itmarke the anniversary ofthe attempt by Guy Fawkes Ea to blow up the Houses of Parlamert in 1605. People ' sally celebrte this with arge bonfires and frewerk e dleplas in public places. Nice to meet you!open: (SB p. 20) Vocabulary: occupations ($8 p.22) (SB p. 23) Grammar: articles (SB p. 23) ‘Vocabulary: family members ($B p. 24) Listening: for specific information ($8 p.24) Reading: a celebrity biography 3 (88 p. 25) Writing: understanding the mechanics ($8 p. 25) Grammar: possession (Bp. 26) ‘Speaking: talking about family (SB p.27) LifeSkills: categorising (Work and Career) (SB p. 28) * optional downloadable LifeSkills lesson (Self and Society) * optional downloadable LifeSkills lesson (Study and Learning) Language wrap-up ($8 p. 30) ‘Speaking workshop: talking about family (SB p. 31) Video and downloadable video worksheet Common European Framework: unit map Vocabulary Grammar Listening Reading can correctly can use and undersiand possessive nou Competence developed CEF Reference (A1) Section 4.4.3.1, Section 6.4.7.1 can talk about family members Table 1; Table 2; Section 4.4.1.1, Section 6.4.7.1 can use definite; indefinite and zero articles “con anicipate and listen for specific informalion ‘can understand and respond fo a simple biography can use correct punctuation Table 2; Section 4.4.1.2; = Bes ae Sections 5.2.1.5, 6.4.7.10 can talk about family members and their occupations ‘Table 1; Table 2; Section 4.4.1.1students probably know Beyoncé as both a singer and Lead-in Ask the students to look at the photo. Ask them to think hese questions: What is the woman doing? How is she? Where is she? What is her ob? ‘To get your students to think about the two akils being ‘eloped! in this unit, ask them to look at the questions in F specific information the students what personal information people give 1en they give information about themselves. Elicit -cemples such as name, date of birth, nationality, home Jn, likes and dislikes, et. Writing: understanding the mechanics Write a capital ‘A’ and a small ‘a’ on the boerd. Elicit the im capital leter. Ask students what words begin with czpital letters in their language. Elicit exemples, e.g, names, names of countries, names of cities. Highlight any differences between their language and English, eg. in English, words for languages begin with a capital, e.g ‘Spanish, Polish, Russian. To gat your students to think about the two skills being practised in this unit, ask the following questions: Reading: a celebrity biography Ask the students if they are interested in the lives of famous people (e.g. where and when they were born). Ask them to look though the unit and find out which famous people they will read about inthis unit Speaking: talking about family Ask the students to stand up and walk around the class asking the question How many brothers and sisters have _you got? When they find someone who hes the sa number of brothers and sisters as they have, they should ask how old they are. Refer the students to the LifeSkils panel. Tell them that the topic of this unit's LifeSkills section is Categorising, Play a game of ‘Categories’. One person names a category of things (e.g. objects beginning with ‘’; animals; countries) One by one in order round the class, everyone then has to name something in that category (e.g. char, coffee). Ifa student can’t think of a word in that category, they are out cf the game. The last person in the game is the winner. A * Highlight the unit title question and the fact that we use this question to ask what someone's job is. We de not normally say What's your job?, What's your profession?, ‘or What’ your occupation? We use the word occupation in official forms to ask this question. * Ask the students to identify the three femous people inthe pictures (John Travolta, Woody Allen, Beyoncé), \Wiite the celebrities’ names an the board * Ask the students to work individually to match the people to thelr main occupations. Note that the {an actress. Remind them that they should choose the ‘main occupation * Ask the students to compare their answers in pairs Then check the answers with the class. Encourage the students to make full sentences when giving their answers (2g. Beyoncé isa singer; Woody Allen isa film director). 1C 2A 38 ‘Tell the students that all of the three people have ‘another occupation or activity that they do. Ask them to guess what these occupations could be (e.g. Maybe Beyoncé is an artist). Listen to their suggestions and write any new occupations on the board (e.g, doctor, teacher, writer) * Put the students into pairs to do the exercise. You may need to check the students’ understanding of clothing designer. You could either use an explanation (someone who has ideas for new or different clothes) or give some famous examples of clothing designers (Yves St-Laurent, Jean-Peul Gaultier, ete). Then, when the students finish, check the answers with the cless. Beyoncé - clothing dasigner Woody Allon - musician John Travolta = pilot Extra: occupations Cut out pictures from magazines (or download them ‘rom the internet) of people with different professions, «2.9. footballer, doctor, teacher, police officer, etc. Write the corresponding occupations on pieces of paper and have the students work together to match them to the pictures. To extend this exercise, you could also play it as a team memory game. Place the pictures and the occupations face down on a table ‘and ask teams to come up and take turns to find ‘matching pairs. The team thet finds the most matching pairs wins. Lead-in Elicit ary occupations that the students already know and write them on the board, The students wil probably know some cognates, such as student, doctor, computer programmer, as well as basic terms, such as teacher. What do you do?( Culture note 3 “The English word professors a false fiend in some languages - in English a professor works in a university department and does not work in a secondary school People who work n schools are called teachers, A *+ Draw the students’ attention to the photos and the lst of occupations * Ask the students to work individally to match the ‘occupations to the correct photo, Make sure the students use the gaps 1-10, and net the boxes within each photo. ‘+ Ask the students to compare their answers in pairs. Then check the answers with the class *+ Do some choral repetition of the occupations. 2 ‘+ Remind the students that some of the words might be cognates or loan words, but emphasise that while they ‘may recognise the mesning of the word, they need to pay close attention to its pronunciation in English, as its likely to be different. 2Etescher 5 B police officer 8 C engineer 31 actor 6A soldier 9-5 lawyer 4 Hifirefighter 7 F doctor 10 D writer B *+ Check that the students understand the word dangerous. Give an example of s dangerous activity (eg driving very fast, touching electric wires). Check that they understand the idea of ranking items from 1 10 10 (in this case from 1 for very dangerous to 10 for ‘not dangerous) by asking them to name a profession ‘they think is very dangerous (1) and one they think is not dangerous at all (10) ‘Ask the students to do the exercise individually, Make sure they write the numbers in the red boxes only. Circulate, checking the students’ progress while they are working and dealing with any questions they might have. c ‘+ Focus on the use of I agree when you have the same opinion as another person and I disagree when you have a different opinion. Point out that the stress in both c2tes is on the last syllable: J agree, | disagree. Ask the students to repeat each phrase chorally with the correct stress. Encourage them to use these phrases when ‘comparing their choices, ‘Ask one or tva pairs of students to model the task, 8.9. A: My number four is a teacher Being a teachor is dangerous. B: disagree. (I lon‘ think it dangerous.) * Ask the students to workin pairs. Circulate while they are talking. Remind ther to use English and the phrases agree / disagree. ‘+ When the students have compared their choices, elicit some ideas from the class. * Take a class vote to find out the students’ opinions on the top three most dangerous jobs, D * Toll the students that now they are going to give their ‘opinions on the most (and least) interesting jobs. Make sure the students understand that this time they should write the numbers in the blue boxes next to each picture: * Give the students time to complete the task individually. When they finish, elicit some of their ideas. Find out which occupations they think are very interesting (1) and which they think are not interesting at all (10). * Encourage the students to give reasons why they think the jobs are interesting or not interesting, e.g. A taxi driver meets lots of people. To wrap up, ask the class to ive their opinions of other jobs they think are interesting Extra: occupations race Put the students into teams, Tell them that they wil have two minutes to think of as many jobs in English 25 they can. After one minute, have the groups share their ists. Teams get one point for each orginal word (2 word not appearing in another teams is). The team vith the most points wins Se Lead-in ‘Write the words English and student on the board. Ask the students how many syllables each word has (one simple way 10 do this isto ask them to hum each word, as this cleely shows how many sylables there are). Ack the students to repeat the words choraly anc ask them whether the stress is ‘on the first or the second syllable in each word, AB 07 * See the Student's Book page forthe audloseript. * Pray the recording once and askthe students to just listen with theirbooks closed. Then ask them to tll you which slab is stressed in each word the fst nel eases). * Ask the students to open their books and draw their attention to the wey the words are broken into two syllables. Then play the recording again, and ask the students to repeat the words with the corect stress. Emphasis that the stress on the fist sylable *+ Note that many leemers find the pronunciation of lawyer ‘aja challenging, You may need to ask the students 10 repeat this word several times until they can say it comfortably Byer adder, Goyer 5 + See the Student's Book page for the audioscript. * Before you ask the students to work in pairs, ive therm time to prectise saying the words individually.ally and ing, ‘= Put the students into pairs and have them take tums saying the words. Encourage them to lsten to their partner's pronunciation for them to compare with their versions, ‘+ When the students finish, play the recording, then ask them to repeat the words chorally and individually ssager, driver, writer, actor, soldier, dancer Lead-in ‘Ask the students What do I do? They may say without sessing 2, You are teacher. I they say this, say, 4 teacher, and tell them that in English, unlike many ther languages, we use the indefinite article before ccccupetions. Check articles by gesturing to a book and the ‘board by saying @ book (indefinite), the board (definite) A * Give the students time to read the text individually. ‘Then elicit the people's jobs from the class. Ask What does Ed do? and got the students to answer with ful sentences (e.g. Ed’/He'sa lanyer| * Ask individual students What do you do? and ask them to respond, making sure they use the indefinite article (eg. ma doctor, 'm a student, et) Ed isa lawyer. (Carol is a singer. John is a pianist. John and Carol are musicians NOTICE! '* Check students understand the terms verb, adjective and noun. Write an example of each ‘on the board, e.a. big, student and speak. Ask students to match the words with the correct ‘grammatical terms. = + Ask them to circle examples of a, an and the in the text. ‘© Ask them to read the question and choose the correct answer. Check the answer with the class Form ‘Ask the students to look at the table and give you an ‘example of each type of article from the text in Ex. A (ero: ‘musicians; indefinite: a law fr; definite: the government. Function * Ask the students to read the statements and reflect on them carefully. Remind them that they can refer to the text in Ex A to find the answers. Check them with the class + Highlight that the indefinite article a is usualy pronounced with the schwa sound /al. ee 1a 2a 3b 4b 5b c ‘+ Draw the students’ attention to the What's right? ‘box. Ask them to identify the erox. (My mother is teacher's the incortact sentence.) Emphasise that with occupations, we always use a or an in English. ‘+ Remind the students that when they see a noun in the plural form (with an -s) it will never have the indefinite antcle alan, «Ask the stuclents to do this exercise individually. Circulate while the students are working and give help as necessary. When the students finish, ask them to compare answers in pairs. Check them withthe class. * To wrap up, ask the students to repeat the correct sentences, fist chorally and then individually, focusing) on the stress of the two-syllable words. 1a 2- 3an 4the 5- 6a 7 the 8 the Extra: grammar practice Write the following prompts on the board: 1 He / student 2 They / doctors 3 she / teacher? 4 you / singer? § He / inspector. Ask students to work in pairs and write full sentences from the prompts using the correct form of be and the correct articles. Invite students to write their sentences on the board. 1 Hes a student “4 Are you a singer? 2 They are doctors. 5 He’ an inspector. 3 Ische ateacher? aa D * Elicit the question we use to ask about someone's job, What does he/she do? and write it on the board, ‘Elicit the affirmative forms of the verb be and encourage the students to use them correctly in this exercie. Remind them of the negative form if they need to disagree with their partner. Hold up the Student's Book and point to @ photo an p. 2210 use as an example. Ask individual students, What does he/she do? Elicit the answers He's a/an ..: She's a/an Point to the picture of the actors and write on the board What __do? Ask the students to tell you the missing words in the question (do, they) Elicit the answer They're actors from the class. ‘Ask the students to ask and answer the questions about the remaining photos in pairs. Circulate and correct any errors with articles. Check the answers with the clas. et eer) What do you do?cH) 10 + Before you play the recording, atk the students to work in prs to match the words, Make sure the students understand that they should match the family words that Lead-in {go together (point cut the example parents ~ children) Ask the students what words they know for family and not look for words that mean the same thing members They will rabsbly aesdy know some words Play the recording o that the students can check their from songs and also through cognates e.g. mother predictions. Check the answers withthe class father, parents). Write the words on the board and ask the students to repeat them. Point out that the stress is on the first syllable in these words. A + Ask the students to work individually and decide what jobs the five people do +» Encourage them to compare their answers in pairs. Then check the answers with the class. * Prompt the students to answer with full sentences and = make sure that they remember to use the indefinite article before the job, James is a police officer. Cathy is teacher. 2a 3f 4b Se be Sarah is 2 doctor. Robert is a taxi driver. Will is a firefighter. > Workbook p. 11, Section 3 BB) 09 ‘Ask the students to workin pairs and predict which ‘words in the box could match the people in the pictur. Audioscript 1 Cathy and Rober sre my parents Wil and lave their children 2 Willis my brother. Im hie itor 3 Cathy's my mam and Robert is my dad. | ]m their daughter and Wills their son 4 James s my boytriend. lam hs gitfiand 5 Rose and Bran are my grandparent. Will and | are ther erendchidren, 4 Rober is my dad. Cathy is his wie, Rober is her husband Culture note In the UK, mum isan informal way of saying mother. Lead-in ‘in American English, mom is used. In both varieties of Ask the students to read the information in the skills panel. English, dad is ar yrmal way of saying father and Emphasise that before we listen, it is important to know Workbook p. SE What do you do?Culture note : The Oscars® aro also known as the Academy Awards. The frst Oscar ceremony was held in 1929. The films Ben-Hur, Titanic and The Lord of the Rings: The Return Of the King hold the record for the most Oscar awards =11 ‘The Golden Globes® started in 1944. Meryl Streep holds the record for the most Golden Globe awards eight. c ‘+ Give the students time to read the question and think ‘bout their answers individually. Put the students into groups to share thei ideas. When the groups finish their discussions, elicit some cof their ideas. Find out f any students have parents, ‘grandparents or other relatives who do the same job. Draw the students! attention to the What's right? box. Explain that although with most occupations the stress is on the first syllable, engineer is an exception, and the stress is on the last syllable, so engineer isthe correct for. Extra: my relatives Highlight the meaning of the word relatives in English {all the members of your family). You can also use this ‘opportunity to present z few more words, e.g, aunt/ uncle, nephew/niece, cousins. They are all relatives. For practice, ack the students to tell you what some of their relatives do, e.g. My uncle, my aunt, and my cousins are doctors. Lead-in * Ask the students to keep their books dlosed. Write your name on the board with a small fst letter instead of @ capital letter Ask the class what the mistake i. Then ask them what other types of words need a capital letter. Elicit ‘examples and write them on the board (e.9. countries, days of the week, months, languages. * Ask the students to read the information in the skills ppanel. Although capitalisation as a concept might be familiar to your students, it might be used differently in their language, e.g. in some languages the days of the week are not capitalised. CCheck that the stuclents understand that each sentence has one or more mistakes, where there should be 2 capital letter instead of a small letter, or there is extra punctuation *+ Ask the students to do this exercise individually and then to compare answers in pairs ‘+ Ask ther which category in the skills panel each answer belongs to (e.9. Egypt - a county, English ~ a language). 1 My brother isin Egypt. 2 Today is 14° February. 3 My sister and L are dentists. 4 | start my new job on Wednesday. '5. How do you say ths in English? 6 How old's your brother, Peter? B ‘+ Give the students time to read the questions, ‘+ Ask the students to do this task individually. Explain that {or iter 4, they should give the person‘s relationship as well as his or her name. While the students are writing, monitor their work. ‘+ When they finish, elicit responses from several students Extra: homework Look at Ex. A again. Write five new sentences, changing the country in item 1, the month in item 2, the day in item 4, the language in item 5 and the name in item 6. Saeed Lead-in Use some classroom objects to highlight possessives 3s, the languege point. For exemple: This is my desk; This is Liam's dictionary; Ths is her pen. A * Ask the students to read the statements. Then ask them to read the text and decide ifthe statements are true or fase. ' Ask them to compare their answers in pairs. Check the answers with the clas. ere NOTICE ‘© Highlight that there are several ways of expressing possession, ‘+ Ask the students to circle the ways of talking about possession in the text. Note: there are a total of 12 expressions, i, 'm Liam. haven't got any brothers, but ve got ‘wo sisters. Their names ere Sam and Jodie, and they/te very different! Sam has got brown hair and her eyes are brown, Jodie's eyes are brown, too. But Jodie hasn't gat brown hair ~ hers is blonde. Sam's 2 teacher and she loves hes job. Jodie’ a manager \Whiase job isthe best? Mine is! 'm a singer. min a bband with some friends. Qur band isnt famous, but who knows? Maybe one day.Form + Ask the students to write the correct forms 1-6 in the grammar tables, using words from the text. Then ask for volunteers to write the correct answers on the board. Point out that we usually use the contracted form, e.g F've got when we speak. The full form I have got is more lly found in writing and is more formal Highlight that while there is no difference in the pronunciation of the two forms that use the apostrophe ‘or possession, there is @ smell but important difference in the way we write them = the placement of the ‘3postrophe. Note that the singular possessive is much more commen than the plural one. + Ask students to look at the fist What's right? box. ‘Ask them which example is correct and which is wrong, (My sisters are both students isthe incorrect sentence.) Alert the students to this eommon mistake in English (often made by native spoakers) Encourage the students to be careful not to use the singular possessive $ when writing plural nouns. Focus on the two examples of irregular plural ppossessives. Point out that both examples are quite common, Check the students understand the meaning of whose. Use classroom items to illustrate it, e.g. Whose bag is this? Its Elena's. Whose book is that? Its Torn’. Extra: is or possessive 5 ‘To reinforce the difference between contracted ‘s _ and possessive ‘s, wrt this sentence on the boar: Richard sisters 2 student. Ask the students which sis the contracted form of is and which isthe possessive (the first one is the possessive). Ask them to tell you what helped them to decide. ‘Ask the students to look at the possessive pronouns section of the gremmar tables. Highlight the different use of possessive adjectives (my, yout) and possessive [pronouns (mine, yours) as shown in the examples. Point out that his s the only example where the possessive adjective and the possessive pronoun are the Make sure the students understand that possessive pronouns are used instead af nouns with apostrophes, 2.9, That bag is Suzie’. That bag is hers. Focus on the examples in tho socond What's right? box ‘and highlight that we never use possessive adjectives after the verb be, so That pen is my. is the incorrect. sentence. 1 Ive got. 3 haven't got 2 has. 4 Function ‘+ Ask the students to match the sentence halves to ‘complete the rules forthe functions of the different ways of expressing possession. * Ask them to check their answers with 2 partner. Check the answers with the class. te 2d 3a 4b c * Do the first sentence with the class as an exemple. * Ask the students to do the exercise individually, * Ask the students to compare answers in pairs. Then ‘check the answers by nominating students to write their sentences on the board. Ask the class to help you ‘correct any mistakes on the board. 1 parents’ 4 Rob's 7 brothers! 9 brother's. Zhavenit 5 Hollys —B theits 10 yours 3. Whose 6 mine rammar practice Wirt these gapped centences on the board 1 She got any brothers or sisters. 2___ you got a pet? 3___ penis this? 4 That book is yours. This one is ‘Ask students to workin paits and find words to fil the ‘gaps. Check the answers withthe class, ‘hasn't 2 Have 3 Whose 4 mine (his/hers) ‘+ Tell the students to look at the photos. Put the students into pairs and give them time to shate any information they know about the people in the photos. Nominate @ student to read aloud the example sentences. ‘Ask the pairs to make as many sentences as they can Using the possessive forms. Encourage them to write their sentences, * Circulate while the studonts are working and make sure that they are using the possessive forms correctly. ‘+ Check the answers with the class, and correct any errors inthe use of the possessive forms. eens ‘Owen Wilson isan actor. His brother, Luke, is an actor, 100. Sofia's dad is a film director. She's got two children and a brother. Her brothers also a film director. Will Smith is an actor. His wife, Jada Pinkett Smith, is also an actor What do you do?Culture note . ‘Omen Wilson has appeared in Shanghai Knights and Marley and Me. Luke Wilson has appeared in Legelly Blonde and The Wendell Baker Story. Sofia Coppola is an actor and director who won three Golden Globes® and an Oscar® for Lost in Translation. Her father, Francis Ford Coppola, has directed numerous films, including The Godfather and ‘Apocalypse Now. Will Smith first became famous when he starred in the TV show The Fresh Princo of Bel-Air He maried ada Pinkett Smith in 1997. She has appeared in more than 20 fms, including three Madagascar films and Europe's Most Wanted. ! ie See ‘+ See the Students Book page for the audioscript. ‘Ask the students to look at the photo, and tell them that they are going to hear these two friends talking about ‘the woman's family. ‘+ Give the students time to read the questions carefully Play the recording once and check progress. F necessary, play the recording agsin. Check the answers with the class. Alternative ‘Ask the students to keep their books closed. Write the two questions for the exercise on the boerd. Play the recording once and ask the students to compare answers in pairs. Then ask the students to open their books, and play the recording again so they can check their answers 1 She's teacher. 2 She's a shop assistant. Extra: conversation practice ‘Ask the students to practise reading the conversation in pairs. When they are comfortable, have them insert ‘their own information about their family members. ‘+ Drawa simple version of your femily tree on the board Wete the names of, for example, your husband/wife, parents, brothers, sisters and children, but don't explain their relationship to you. Ask the students to tell you their relationship to you (e.g. Teacher: Who is Francisco? ‘Studlant: He is your fathor. Teacher: OK, then who is Patrica? Student: Petrica is your mother, and s0 on). [As the students give you the correct answers, write the: family vocabulary under the names. ‘+ Ask the students to draw their own family tee on 3 sheet of paper, but only writing the names, not the relationships. ‘+ Ask them to work in pairs and ask and answer questions in the same way (Who is Luisa?, et). c ‘Ask the students to work in the same pairs. Point out the model conversation, and give a few more examples bby asking questions, e.g. What's your brother's name?; What does he do? ‘* When the pairs finish, nominate several students to tell you something about their partner’s family, 9. Maria father is @ doctor. Correct any errors in the use of possessives and the indefinite article. * Draw the students’ attention to the What's right? box. ‘Ask which form is correct (Lauren's sister) and emphasise that we do not say *This isthe sister of Lauren or *This is the pen of Maria in English > Workbook Pe Ruy Pen Step Step Understand the purpose of categorising. (Ex. A) Categorise the items using relevant characteristics. (Ex. 8) Step 3: Use the information to make a decision. (Ex. B, Ex. C, Bx. D) Lead-in + Read the target skill aloud and highlight the three-step strategy to develop the skill. Check that the students understand all the vocabulary + Relate each exercise to the relevant stage in the three- step strategy before you ask the students to begin the exercise (e.g. The aim of this exercise isto categorise items. This is Step Zn the three-step strategy). © Ask the students what categorising means (putting people or things into groups according to their Qualities). Emphasise that items in @ group share the same or similar qualities. + Point out that categorising can help us learn more effectively and do things more quickly in our jobs. A lot of the time we categorise subconsciously, but doing it consciously can help us use information to make decisions, A ‘+ Read the instructions aloud. Ensure the students understand the question. ‘+ Nominate a student to read aloud the partial sentence and the two options.* Check that the students understand the word career a job or occupation that you have for many years (e.g, Teaching is my career). Explain that ideal career means the perfect job for you. + Encourage the students to study the website on the next page carefully and choose an answer ‘+ Check the ansiver with the class. Ask the students what helped them make their choice (2.9. the expressions ream careers questionnaire, ideal career, + Ask the students to look at the photos. Say the names of ‘the careers and ask the students to repeat them chorally. Explain any unfamiliar vecabulary. ‘+ Ask the students to look atthe six different categories ~ below the photos. Make sure they understand well-paid jobs (obs where you earn a lot of money). Point out that «ll of the careers in the photos can be in more than one: category, Put the students into pairs and give them time to categorise the careers. ‘= When tho pais finish, have them join another pair and compare their answers, discussing their choices + Elicit some ideas for each category from the class. Find ‘out which jobs the students think are well paid, for ‘example, and which jobs they think are not 20 well psid Possib! creative jobs: architect, designer, journalist ‘well-paid jobs: architect, software engineer sales manager, designer ‘office jobs architect, softwere engineer, sales manager Jobs working with others: al of them jobs requiring a physical sil: architect, designer, mechanic jobs working from home: designer, journalist aoe Extra: categorising jobs = _ ‘Ask the students to work in pairs and think of other jobs that could go in each of these categories. Ask them to think about which category thee job, or teir family members’ and friends! jobs, ft into. Listen to theirideas as a class. ic *+ Ask the students to look at the questionnaire. Go over the meaning of the words ideal, dream and perfect. ‘+ Give the students time to read the questionnaire Explain that they can choose more than one answer to leach question. * Note that some of the words in the questionnaire might bbe cognates, so the students will be able to understand them. Be ready to explain the words alone (ust you), job security (the knowledge that your job is permanent as long as you want it to be), independent (nat depending con other people), harchworking (cameone who puts a lot of effort into their work), patient (the opposite of angry and upset) and describe (give details about what someone or something is lke). * Circulate while the students are completing the {questionnaire and answer any questions about vocabulary. ‘+ Put the students into pair ‘+ Make sure the students understand that they need 10 choose a career for their partner, according to the “answers their partner gave in the questionnaire. * Read the instructions to the class and give the students 8 few minutes to think about reasons for their choice of perfect career for their partner in Ex. D. ++ Write 2 few phrases on the board to help the students do the task, e.g. A good jab for Andy isa pilot because he’s. | think an architect is @ perfect career for Sarah because she's * Nominate students to tell the class which job they chose for their partner. Meke sure they give reasons why they chose that job. Extra: jobs and personalities Elicit the personality traits that are used in the questionnaire (careful, cresive, independent, hard- working, patient). Have the lass brainstorm more personality words they know. Then have them look ‘at the jobs presented inthe unit and discuss which personality traits are required for each job. @® rertect + Ask the students to read the Reflect question, ‘Give them some time to think about diferent situations in the domains of Self and Society and Study and Learning where the skill of Categorsing would be useful * Elicit the following idees: organising revision and studying for an exam, organising chores, choasing a holiday destination, ete See notes on p. 9 1 Vocabulary 1 parents 5 brother 8 daughter 2 dad 6 soldier 9 randporents 3 wile 7 offcer 10 driver 4 sisters What do you do?2 Grammar A ta 2- Ban 4an 5 the 8 1 Whose 4 mine 2 his 5 children’s 3 Clooney A : + Ask the students to read the conversation carefully and choose the correct options. * Ask the students to compare answers in pairs. Check the answers with the class, Explain any unknown vocabulary e.g. quite, stay-at-home mum, advantages and disadvantages. 1 about ‘4 do 7 dad's 2 my 5 officers 8 your 3 Tell ba 9 has B + Nominate a student to raed aloud the five items. Make sure the students understand them, + Explain that the students should find and underline ‘hese items in the text * Ack them to compare answers in pairs. Check the answers with the class. 1. re you Jacks brother? 2 What about yours? How about your mum? 3 Wow Really? 4 ima managerat Johnson. | work with Jack st Webstart. Two of my sisters, Lole and Karen, ao police officers, My other sister, Ava isa teacher. My dad's. teacher. My mum works in a hospital. Mine doesn't work, so she's a stay-athome mum, | suppose My other sisters stay-at-home mum, too. He still at university 5 So, whats lke being an only child? C + Check the students understand the task © Circulate while they are speaking and give help if necessary, * Listen to some pairs as # class. How are you doing? ‘+ Ask the students to read the questions and tick the ones: they believe are true, + Ask them to tick the circle that most closely represents how they feel about their speaking,Unit opener ‘Grammar: present simple - statements and Yes/No questions Pronunciation: third-person -s Reading: recognising cognates © Listening: to a radio show free+time activities = formation questions Speaking: asking for opinions Vocabulary: personality adjectives ‘Writing: a personal description LifeSkills: understanding your learning style (Study and Learning) ial downloadable LifeSkills lesson (Self and Society) * optional downloadable LifeSkills lesson (Work and Career) Language wrap-up Writing workshop: writing a personal description Video and downloadable video worksheet ‘Competence developed (Bp. 32) 20 min, (SB p.34) 40min. GBp. (Bp (Bp. (Bp. (Bp. (Bp. Bp. (Bp. (Bp. (SBp. (SB p. 35) 35) 36) 36) 37) 38) 38) 39) 40) 42) 43) 15 min. 30 min, 30 min. 25 min. 40 min. 20 min, 25 min. 20 min. 45 min. 45 min. 45 min. 15 min, 20 min. 45 min. COTTA SU LeU CEF Reference (A1) Grammar can understand and use statements and questions in the Tablet; Table 2; present simple can understand and Use information questions in the present simple Sections §.2.1.2; 6.4.7.7, 647.8 pnune can hear and produce di 07 Reading “can recoghise cognates and use them to u Lister rstand : Vocabulary can talk about free-time act can talk about personality Speaking can ask for opinions Writing ‘can describe themselves and their interests can understand a radio discussion and respond to the topic Tak Table 1; Table 2; Section 4.4.1.1 Section 4.4.3.1; Section 5.2.1.1 Table 1; Table 2; Section 4.4.3.1; Section 5.2.3.2 Table 2; Section 4.4.1.2 Down time MEST 21Lead-in ‘Ask students to look at the photos. Ask them to think about these questions: What isthe woman in the main photo doing? (iuggling) Where is she? Is she having fun? What ave the people in the background photo doing? To get your students to think about the two skils being developed in this unit, ask them 10 look at the questions in the cogs. Reading: recognising cognates Elicit, or remind students of, some English words that may be the same in their language, e.g. taxi, hotel, computer. Encourage them to look through the unit and find other English words that are the same in their language or similar to words in their language, Speaking: asking for opinions 2 ‘Ask students whose opinion they listen to before they bbuy a book or watch a film. Elicit some possible answers (friends, parents, brothers, sisters, etc). ‘To get your students to think about the two skills being practised in this unit, ask the following questions: Listening: to a radio show ‘Ask students if they often listen to the radio. What shows do they listen t0? Do they listen to discussion shows? Writing: writing a personal description ‘Ask students to work individually and think of three adjectives that describe them. Listen to their ideas with the whole clas. Then ask them to look through the unit and find out what adjectives for describing poople are in this unit, Refer the students to the LifeSkills panel. Tell them that the topic ofthis unit’ LifeSkils section is understanding _your learning style. Ask them to work in psirs and tel their Partner how they learn something, such as @ new skill ora ‘new word. Listen to their ideas as # class. A * Write on the board, Today is... Ask the students to tel you which day of the week it is. Then write @ day of the ‘week on the board (e.g. Thursday). Ask the students to work in pairs and write the other days of the week in corder. Ask students to come to the boatd one by one and each write another day of the week. Have the class ‘cheek that the days are in the correct order and that they have the correct spelling. Elicit the correct spelling of any words spelt incorcecty. * Ack the students to do this exercise individually. Tell ‘them to tick the times in the organiser when they are free. ‘+ When the students finish, ak them to compare their routines in pairs. Tell students to look at the example dialogue. Then ‘sk them to compare their routines in pairs, using the language from the dialogue. Do they have the same Periods of fres time or are they different? On which day of the week do they have the most dovin time? ‘+ Ask the students to name the activities the people in the pictures do in their down time. Elicit afew more ‘examples of down-time activities (e.g, watch DVDs, play football, read books) Alternative Produce anagrams to review the spelling of the days of the week (mixed-up letters, e.g. yom adn for Monday). Prepare these beforehand, making sure you include all the letters, and ask the students to Unscramble the letters to form the words Lead-in Ask the students one or two basie questions in the present simple, e.g. Do you like music?; Do you buy CDs? Elicit responses (Yes or No) from a few students Aji + See the Student's Book page forthe audioscript * Tell the students to look at the photo. Ask them what they think the man and the woman are talking about Elicit suggestions (e.g. They are looking at pictures and talking about them; They are looking at a product on a website, ate ‘+ Read the instructions aloud tothe class. Make sure the students understand the verb buy. Play the recording ‘once. the students cannot answer the question correct, pley the cording again, Elicit the answer from the lass May's brother buys MP3s (online); he buys a new album ‘every week. NOTICE! ‘+ Askthe students to underline and count all the verbs in the conversation in the present simple. * Ask them ifthe conversation is ebout general facts and habits or only about the present situation 1 has, goes, buys, buys, likes, doesn’t buy, buys, has, Does, like, doesn't like, loves, watches, prefer; Do, like, do. 16 verbs 2 Jake and May are talking about general facts and habits. Form * Before you ask the students to read the conversation ‘again, ask them to look carefully at the grammar table and ‘notice where they have toil inthe information. Tell them that they can use the conversation in Ex. to help thom, + Ask the students to do the task individually and then to compare their answers in pairs. Go over the answers with the clase.+ Highlight the contracted forms of the auxliany verbs don't (do not) and doesn’t (does not) and the fact that wwe use the contracted forms in speaking and the full in formal writing. Ask the students to repeat these forms chorally and then individually, * Askthe students to look at the first What's right? box. Ask which form is correct (Do you like music? Yes, | 0). Point cut that we never use the main verb in short + Draw the students attention to the spalling rules. Point out how the spelling changes in study - studies and explain thet this is triggered by the consonant preceding -y. Elicit other verbs which end in consonant +-y, e.g, many, carry, ty, and elicit the spelling of the ‘hitd person forms. Contrast with verbs whieh end in vowel + -y, where there is no spelling change, e.3. uy-buys, say-says. Mention the irregular form of have - has. * Highlight that verbs like study only change their form in * he third person, when they are used with he, she and it (studies). *+ Draw the students’ attention to the second What's right? box. Ask them which form is correet (He likes music). Emphasise that this isthe only change to the verb in the present simple, A bys 2doen't 3Do 4do Function + Ask students to look st the four different options end tick the correct functions forthe present simple. + Tell students that they should tick more than one option. We use the present simple to talk about facts, feelings and states, and routines and habits Extra: conversation practice Put the students into pars and have them practise the conversation in Ex. A together. Tell them to practise it several times until they can say the conversation without looking at the book. Tell them to facus on corect use ofthe present simple and not to worry about reproducing t word for word, ° Ask the students to do the exercise individually nd then to compare their answers in pairs, discussing any differences. Check the answers with the class. Be prepared to deal with any vocabulary questions (e.s. collect stamps = to get and keep stamps as a hobby). 1 likes 4 watches 7 Does, play 2 collect 5 Do, listen 8 doesn't buy 3 flies 6 teaches Extra: grammar practice Do this exercise in the same way as Ex. C. 41 My father the car every Saturday. (wash 2 My sister acer She___ French ac _—__ Suzie and Carla __ rock music? (like) Workbook p. 18, Section 4ole + Give them some practice in saying the five expressions tied to ak for opinions in Ex B, and encourage them to use them in the group discussion Highlight the main k stots in each of them a8 follows: And you?; Whats ‘Your opnion?; Do you agree?: What co you tink?: lead-in How about you? Then ask the students to repeat the = Ask the students what fim they have seen recent, saeaeee desk ol aco ith When the students give their answers, ask them some «vie the class into groups of thre or four Ask each simple questions to elicit their opinions of the flms,e9. "group to choose » sider to tel he close whet bes of Do you like it?; Do you like [actor]? films the students in their group like and dislike. a + Read aloud the information in the sks panel. Point out « Give the groups afew minvtes for ther cussions that we can use a variety of phrases to askforpeople’ When they ish, elicit some opinions fom each group 19, IE} abies Sa * Use this frst listoning exercise to establish the general topic ofthe conversation. Draw the students’ attention to ‘the question and make sure they understand that they only need to listen for the topic ofthe ciscussion. *= Piay the recording once. Elicit suggestions from the Lead-in ee i. wos incver snd ecvovetonthe board They areciscussing films These words might be cognates. f they are not make sure thatthe students understand thet an extrovert is 2 B person who talks and socialises @ lot, while an introvert is a + Focus on the word opinion, which may be a cognate. quiet person who prefers to stay at home and spend time Draw the students’ attontion tothe fect thet the stess__ alone. To help the students remember the meanings, point in English ison the sand syllable: opinion. Ask the ou thatthe prefixes ne and ex- can have the meaning of students to read the list of ve ways of asking for insice and ouside, rospecively. someone’ opinion + Play the recording once and check the students’ A progress. necessary, play the recording again. Make + Go over the meaning ofthe words joke (a funny ston). sure the students have ticked the corect boxes. alone (oy youset just one person, nervous (scared, : strat) close fend a fiend you krow well) Audioscript ‘+ Ask the students to complete the personality quiz Oswaldo: So. what films do you like? inlividially Bese Well [eae iss ne ries CHL + When they fish the qu, sk them to calculate the qeaeae eu? number of A enswars and the number of B answers they 0: don't realy lke love stories. | think they/se boring have. i peoter Selon Ae Hey Caranes race cle ‘Ask the students to compare their scores in pairs to opinion? find out who has more A answers and who has more B ) conse Uses eh tis Lies cartes esa FE anewers. To encourage language practice, remind them eater ler ee ‘0 use fll sentences when they compare, rather than ©: Really?! How about you, Andy? just saying A or B (have x As, how many do you have? ‘And ke things thet re funny, 0 comes are m How many Bs do you have? Bei isnt eens coxieten er nfo] EY eg ‘And you? Extra: third person -s practice What's your opinion? Foradditional third person practice, ask te gludents How about you? to swap books Put thom into groups, and have them share their parmars answers othe personality quiz c vith the group. e.g, Mara loves porties. Moria gots } + Read the four ypes of films aloud, Askthe students to nervous with people she doesnt know. i repeat them after you. Elicit one or two flm titles for cach type of fim. ‘Ask the stucients to read the model conversation Down time‘Make sure the students understand tha if they have more A answers on their personality quiz, they should read the text on the left frst, and if they have more 8 answers, they should read the text on the right first. + Briefly check their understanding of the adjactives highlighted in bold type. Some could be cognates, but you may need to check confident cure of youre! sociable (enjoying being with otter people), shy (ashy pperson is nervous in the company of other people), considerate (kind and thoughtful towards others) + Ask the students to read the other text, t00, and compare with a partner. Encourage them to use phrases such as | think .., How about you? / What’ your opinion? c 1+ Before you ask the stuclents to work in pairs, give them a litte time to think about who they are going to talk about ‘+ Encourage them to use the adjectives in Ex. 8, and suggest that they make a few notes before they begin. ‘+ Give the students a simple model by having them listen hile you describe a person you know well, ‘= Put the students into pairs to complete the task. ‘© When the pairs finish, elicit a few exemples from the class. Ensure they also cive you a reason why the person is, for example, loyal > Workbook p. 19, Section 6 Read the question aloud. Ask the students to choose a classmate they think thay know fry well Give the student a lite time to prepare their ideas. Encourage them to uso some of the adjectives that describe extrovert and introvert people and to think about things that the'r classmates lke and dbo. + Do this exercise with the whole class, Ask the students being described to sey whether or not they agree with ‘their classmates’ descriptions of them. B ‘© Make sure the students understand the question What interests does Dimitri mention? Explain that they need to find out what things he likes to do in his fee time. ‘+ Give the students time to read the web page and then clicit the answer from the class. Alternative ‘Ask the students to listen while you read the webpage aloud. watching TV, playing video games with his friends, running, playing basketball, going to the cinema, ‘meeting new people c + Encourage the students to take a few notes before they begin to write. Explain that they can use the adjectives from Ex. Bat the top of the page and the fee-time activities from p. 36. Tel them to make a shor list in each category before they start writing. Suggest thet they use Dimitris profile as a model for their writing Alternative Give the students a template with gaps to filin. Write ton the board, eg. Hi, 'm____I'm___years old + Draw the students’ attention to the What's right? box The correct sentence is I like listening to music. becouse the verb lke is followed by the -ing form. Point out that love, hate, prefer, and don't lke all follow the same pattern a8 like. + Ask the students to write on a sheet of paper: While they are writing, circulate and give help 2s required. Help the students correct any errors before you move: ‘on to Ex. D. Checkin particular that they have used the simple present, like + -ing, and the personality adjectives correctly, This is a key time to assess the students’ grasp of the material introduced in the unit. ‘+ Ask the students to put their descriptions on the wall ‘Then have the class circulate, reading the descriptions. Alternative If you cannot stick the papers on the wall, another approach is to collect in a the papers. Then ask the students to work in groups. Give each group a number cof papers to read and discuss. Then pass the papers ‘on to diferent group until everyone has had a chance to read and discuss all the papers. Or, fr large classes, ask the students to work in groups and read their group members’ papers. ‘© When the students have read ther classmates’ descriptions ask them to stand in groups with people with similar interests. Then ask the students to share some interesting fact they have learnt about their classmates. > Workbook peter Bean bea'+ Ask the students to find the colour that matches their first colour from the questionnaire. Tell them that this colour corresponds to their preferred learning styl. * Give the students time to read the text for their colour '* Introduce the idea of learning styles. Explain that = res), others learn things more effectively if they 312 associated with movement, and some need to hear things to learn them, * Ask the students what type of learner they think they 2. (fyou are interested in exploring this further, you can refer to Frames of the Mind: The Theory of Multiple ‘+ Put the students into pairs, and give them time to Complete the task. Tell the students that they can say the meaning of the word in their own language, if appropriate. When the students finish, ask them how many words they could remember. g Intelligences by Howard Gardner ~ 3 very influential Babiianddcescesmdconten it) Se " A *# The aim ofthis exercise is to demonstrate to the vse suvaes ohh legiieg eile eres be teetioche Fe * hak the students to look et the photos. Ei fom the _—_‘Raaet hich eaming stan te be more eft students what the photos show (dferent sl). Ask the Sudents if they already have some of these sls, eg Who plays a musical instument? + Aakcthe students to repeat the procedure from Ex. Bick a te ate Ucar a face eee cere . ‘between draw and paint. Explain that to draw, you simply 4 When the students have tested exch other, find out need a pencil, but to paint you need brushes and paint. aL GEE ey Sle ean + Ask the students to do the exercise incividvally and ees, then to compare their answers in pairs. Elicit some ideas from the class @ Find out how many people want to learn to juggle, how er rece many want to play a musical instrument, and so en. Find _* Ask the students to read the Reflect question. cic ahiy thay Gait loa thoca alae * Give them some time to think about different situations in the domains of Self and Society and Work and B career whore the skill of Understanding your learning style would be useful + Elicit the following ideas: a visual learner will benefit from seeing illustrated instructions in @ manual for operating @ newly purchased gadget or a new system at ‘work, an interpersonal learner will prefer to be informed ‘of the new team structure at work in 2 meeting whereas 2 linguistic learner might prefer to read about it in an email, etc than one learning style can suit them. Encourage them 0 experiment. fell the students that doing this questionnaire will help them identiy their preferred learning style, + Ask the students to work individually and tick one of the coloured boxes for each question. Encourage them to bbe as truthful as they can. ‘+ When the students finish, ask them to write their total scores for each colour in the gaps on the right. Ask them ‘to compare their scores in pairs. They may be interested to find out who has scores similar to theirs, in particular for their first colour, the one with the most teks. They wilfind out the significance ofthe colour in Ex. C. ic See notes on p. 9 ‘+ Ensure that dictionaries are available for this activity 1 Vocabulary preferably monolingual. «Begin by asking th students how they learn a new word innglah:EleR some ess fom the class and wite XA ccc ‘hem on the board (these will probably include ideas A such as write the word in my notebook, repeat the word 1 goonline 3 play sport 5 watch TV many times, write the word in a sentence, etc. I's a 2 listen to 4 see fiends good idea to ask the students from time to time about the way or ways in which they learn words. This ean help them to find methods that work best for them, as well as te learn helpful study tips from their classmates, ‘Put the students into pairs. Ask them to choose who is Student A and who is Student B in each pair. Check that the students understand the instructions and are looking at the right group of words. e 2a 3b 4d Se Down time [EXEMPT]2 Grammar 1 do, know 5 work 8 don't want 2 plays 6 has 9 doesn't think 3 do, do. 7 Do,ike 10 does, want 4 study, | + Explain the task, * Ask the students to read the text and the personal description carefully and answer the questions. © Check the answers with the class. If students ask about unknown adjectives (e.g. crazy, caring), explain that they wil earn these in Ex. C. 1 Olivia Best 2 She wants to be on You're the One. 3 popular, crazy, sensitive, caring + Check the students understand target reader (the person who will read this material; for example, the Target readers of a sports website are sports fans) + Ack thom to look at the text again and choose the correct answers + Ask them to compare answers in pairs. Check the answers with the class. 1a 2a 3b 4b ° * IF possible, make sure dictionaries are available in the class. Put the students into pairs and ask them to match the adjectives to the definitions. Check the answers with the class. : 1d 2a 3f 4b Se 6c D + Check the students understand the task. Tell them to look at the personal description in Ex. A to help them. + Monitor while they are writing and give help if necessary. How are you doing? ‘+ Ask the students to read the statements and tick the ‘ones they believe are true. ‘+ Ask them to swap their writing with a partner and check ‘each others writing, They should answer the question with Yes or No. * If the answer to the question is Yes, they can tick the green circle. If the answer is No, they tck the amber Circle or the red circle. Reassure students that if their partner ticks the amber or red circle, they can get extra feedback from you if they feel itis necessaryeck tra DVL Unit opener Yocabulary: telling the time Reading: @ magazine article ‘Grammar: adverbs of frequency and adverbial phrases Pronunciation: days of the week Listening: for specific information © ‘Wocabulary: prepositions of time ‘Speaking: talking about interesting activities ‘Grammar: clauses with until, before, after Writing: understanding the mechanics @ [GfeSkills: managing your time (Self and Society) '* optional downloadable LifeSkills lesson (Work and Career) * optional downloadable LifeSkills lesson (Study and Learning) Language wrap-up Speaking workshop: talking about interesting activities Video and downloadable video worksheet (SB p. 44) (SB p. 46) ($8 p. 46) (SB p. 47) (SB p. 48) (SB p. 48) (SB p. 49) (SB p. 49) (SB p. 50) (88 p. 51) (SB p. 52) (SB p. 54) (SB p. 55) CC eMC EN OLS LL} Competence developed Vocabulary ean tell 1 time in a variety of ways Gan understand and use prepositions of time CEF Reference (A1) Table 1; Table 2; Section 3 Section 4.4.3.1 Reading __—_—_can read and respond to a short magazine article. Section 4.4.2.2 Grammar ‘can understand and use adverbs of frequency ~ Table 1; Table 2; Sections 5.2.1.2; an Understand and use clauses with until, before, after 6.4.7.7, 6.8.7.8 can correctly stress the days of the week = Section 5.2.1.4 “ear oF specific information __Table 1; Table 2; Section 4.4.2.1 about atarercog Sea SS eee can write sentences and use subjects Table 2; Section 4.4.1.2; correctly Section 4.4.3.4 Day in, day outLead-in ‘Ask the students to look at the photo. Ask them to think ‘about these questions. What is the man doing? How old is he? Where is he? Does he do this every day? To get your students to think about the two skils being developed in this unit, ask them to look at the questions in the cogs. Listening: for specific information Toll the students what your favourite day of the week is. Tell them what you usually do on that day, e.g. My favourite day is Saturday. In the morning, | read the newspaper and in the afternoon, I watch spart on TV. Ask the students what their favourite day of the week is. Ask what they usually do on that day. ‘Writing: understanding the mechanics Write the sentence John likes tennis on the board. Elicit that the subject of the sentence is John, Ask students to look through the unit and find out if every sentence in English needs a subject. To get your students to think about the two skills being practised in this unit, ask the following questions: Reading: a magazine article Ask the students what time they get up and whet time they 40 to bed. Ask f they prefer the morning or the evening. ‘Ask them to look through the unit and find an article about this topic. Speaking: talking about interesting activitios ‘Ask the students to take a piece of paper. Ask them to ‘write an interesting thing that they do on the sheet of paper (e.g. | play squash). Collect the sheets of paper and ‘mix them up. Read out the activities, Students have to ques who does each activity. Refer the students to the LifeSkills panel. Tell them that the topic of this unit's LifeSkils section is Managing your time. Ask them how they remember things that they have to do. Elicit answers and write a lst on the board, ¢.9. use a diary, make alist, use a mobile phone. A + Write the word time on the board. Check the students know its meaning, Then write the expression Time is money. Elict the meaning of this saying from the students (the time you take to do things can cost you money). Tell them that this type of expression is called 2 saying or proverb ~ an expression that many people know and use, and thet gives an important message or advice about life. * Ask the students to look at the pictures end nominate individual students to read the sayings aloud. + Put students into pairs and ask them to dacuss the general meaning of each saying (e.g. Time waits for no ma Time never stops; Time fils when you are having fun = Time moves quickly when we are enjoying something) Bofore students start to discuss the sayings ask them to look atthe How to say it box. Remind them to use these expressions when asking for and giving opinions. Extra: sayings with time Wit onthe board two more sayings with time: There no tim lke the present and Better late than never Ask the students to speculate on what they might mean, Exolain thet the frst one is smiiar to Seize the moment (Carpe diem) + Read the instructions aloud. + Put the students into pairs to discuse whether they agree with the sayings in Ex. A * When the pairs finish, get some feedback from the clas. How many students agree with each saying? ‘+ Ask the students to think of similar sayings about time in their language. Elicit ideas from the class. Note that some students find similarities and differences between their language and English in the use of proverbs and sayings very interesting, Focusing on this will help the students remember the English expressians more easly Extra: idioms with time You can present some oral of these idiomatic ‘expressions in English with the word time * only a matter of ime (used for saying that something wil coainly happen) «om tie to time ometimes, but not often) + make time (make some of your time available fora pariculer purpose) ficient mask tie) il time (fo make time seem to pass more quickly by doing somthing instead of ust waiting) + tme out (a penod oftime wien you stop what you usualy do and rest or do something else instesc) Discus their meanings with the students and ask them to write sentences withthe idioms Lead-i Point at a clock (or draw a clock with a specific time on the bboard) and ask the students, What time is it? Don't worry at this stage if they can't give you an accurate answer because ths i the focus ofthis section. Then write 9.30 Con the board. Tell the students there is very easy way of saying this. Elicit it from the class (nine thirty). Write three more examples on the board (e.g. 11.15, 2:45, 9.20). Ask the students to tell you the time in the same way as nine thirty. Emphasise once again how easy this s in English (eleven fifteen, two forty-five, nine twenty). Return to the ‘example of 9.30. Tel the students there is another way to say this in English using the word half. Ifyou can't elicit the phrase half past nine, write it on the board. Do the same for quarter past and quarter to. Give the students further practice by dictating some more times and asking them to write them as numbers. Continue until they can do this easily‘+ Focus on the expressions in the box, Remind students of ‘the meaning and usage of am (ante meridiem) and pm (cost meridiem). Elicit that am is used before noon (12 O'clock) and pm is used after noon, but before midnight ‘= Read the instructions to the exercise aloud. Make sure the students understand that some of the pictures, match more than one sentence. ‘Ask the students to do the exercise individually When the students finish, ask them to compare their ‘answers in pairs. Then go over the answers with the class. A3 B17 C58 D49 E2 F610 Culture note = ‘The 24-hour clockis typically used to tak about travel times, eg. The train leaves at 18.23 (pronounced eighteen twenty-three). * Before you ask the students to do this exercise, remind them that we use the preposition at when we give the time something happens. To give an example, elicit the starting and ending time of your class, e.g, The lesson rts at 10.30am. The lesson ends at 11.15am. + Circulate and make sure that the students are using at and expressing the times correctly ‘= When the pairs finish, ask a few students to report back about their partners (e.g. Meryl gets up at 7 o'clock) ea 2 “+ Write the words ovl and lark on the beard, Tell the students thoy are both birds and to look at the pictures. + Write the following vocabulary from the text on the board: stay up late, do washing, surf the internet, midnight, ABE (accident and emergency), noon. Try to elicit the meanings from the class and explain any expressions the students don't know. * Draw the students’ attention to the question in the instructions. Encourage them to think of what the difference is when reading the text * Give the students time to read the text and the descriptive summaries of the two birds. Lrks wake up early and owls stay up late. Extra: reading practice 41 Howmany people are larks? 2 How many people are owls? 3 Which of these ae lars: doctors, writers, artists? 4 When does Scott Adams draw? 1 One inten 3 Writers and artists 2 About two in ten 4 From bam to 7am + Read the questions to the class. * Put the students into pairs to discuss the questions. Encourage them to give reasons for why they are larks Cr owls, e.g. I'm a lark because I always wake up early Give the class an example by telling them reasons why you are an owl ora lark ‘© When the pairs finish their discussions, elicit some responses from several stuclents. Find out who is an ‘wl and viho isa lark. Encourage the students to give ‘examples with specific times in their answers, e.g. like to study late st night. usually start at 9pm. Lead-in Write the following sentences on the board: Bill never stays up late.; Rachel always goes to bed early. Ask the studonts how many days a week Bl stays up late (none). Ask how ‘many days a week Rachel goes to bed early (seven). al i9 + Soo the Students Book page forthe audloscript «Ask the students to read the questions at the end of the text. Check tha they understand what lor moans (many things) Tell them the conversation is between Rick and Alicia, o they should write either Riek or Alicia inthe gaps. Alternative ‘Ask the stuclents to just listen to the recording once without looking at their books, Ths will give them practice gaining understanding from listening, * Play the recording once. Check the students’ progress ‘and play the recording again, if necessary. Check the answers with the class 1 Rick 2 Alicia Day in, day outj NOTICE! * Ask the students to read the underlined phrases in the conversation again and choose the correct ‘answer to the question. ‘+ Check the answer withthe class. Form * Complete items 1-3 as a class. Encourage the students 40 look forthe answers in Ex. A. + When you have elicited the answers, ask the students ‘0 look at the What's right? box. Ack which sentence is correct (the first one), Highlight thet the adverbs of Frequency always come after the verb be, not before. 1b 2a 3a Function ** Draw the students’ attention to the diagram and explain ‘that 0% indicates never. Emphasise that this diagram is 2 good way to express how often something happens. Give the students time to complete the diagram individually. Remind them that they can use the conversation in Ex. A to help them. ‘Ask the students to compare their answers in pairs. Then ‘check the answers with the class. rarely, always c + Read the instructions aloud and have the class repeat the activities in the table. Elicit their meaning, Ask the students to complete the exercise individually. Gireulate while the students are working, giving help as needed. 7 ‘+ Tell the students to compare their answers in pairs. Then ‘check the answers by calling on students to write theie sentences on the board. ‘Ask the class to check that the frequency adverbs are in the correct place in each sentence. Remind them of the position of the adverb with respect to the verb. ‘Ask the students to repeat the correct sentences after you to recycle the pronunciation of the third person singular of the present simple. 2 He usually cooks at home. 3 He sometimes chats online. 4 He always drives to work. 5 He rarely plays video games. 6 He often watches the news. Extra: grammar practice Write these sentences on the board, Ask the students to put the words in brackets in the correct place in the sentence. 1 She gets up early. (always) 2 He is late. (often) 3 We go to the cinema, (sometimes) 4 They are tired. (often) 5 She is wrong. (never) 1 She always gets up eariy 2 He is often late. 3 We sometimes go to the cinema 4 They are often tired. 5 She is never wrong, ‘+ Ask the students to look at the questions in the How to say it box. Tell them that How often are you... is only Used to ask about one of the activities in Ex. C. Elicit Which one itis (be lato for class ~ How often are you late for class). For all the other activities, they will need to use How often do you ..? '* Put the students into groups and have them discuss how often they do the activities. To ensure that all students get practice with the questions as well as the answers, for each activity, have one group member start by ‘asking How often ..? to the person on his or her right. ‘That person answers, and then asks the person on his, cor her right. The group continues until all students have had a chance to say how often they do each activity. * Ask the students to report back on their group. discussions. Make sure that they put the frequency ‘adverbs in the correct place. Also make sure that they Use the third person -s ending correctly Extra: hangman Play 8 quick game of hangman’ on the board with the class, using adverbs of frequency to review both the words and thir spellings See xLead-in Wirte Today is... on the board. Ask the students to tel you sehat day it is. Ask them to spell it for you. Write the day en the beard, questioning any incorrect pronunciation of ne letters as they spell it. Elicit all seven days of the week, * See the Student's Book page for the audioscript. * Play the recording once and ask the students to circle the stressed syllable in each word, * Piay the recording again and ask the students to repeat each word chorally. Draw the students’ attention to the ct that all the days of the week are stressed on the first syllable. : *+ Highlight that Wechnesday has only two syllables ‘wenzder/ and that the first dis silent * Drill the pronunciation by having individual students repeat the words after you ee ee a CauBeay BR 21 + See the Students Book page for the audioscript. + Put the students into pairs and have thom take turns practising the sentences + Pay the recording so students can check their answers. Leadin Use the photos to introduce the section, Ask the students what activity or place they can see in each phato (e.g. A’ go to the gym, 8: watch TV, C: meet fiends, et), Remind the students that they practised listening for specific information on p. 24 a2 + Explain thatthe students should iaten and match the photo tothe comect dey. Emphasise that thoy wll ned telsten both forthe day and the activity. + Play the recorcing once and check the students progress. Play i againf nacessory. + Ask tho students to compare their answers in pairs. Then check the answers with the class Audioscript What's your dally routine? Here's what one person says: ‘about her week Interviewer: Um, what's your deily routine? Woman: Well, on Mondays, | work in the office. On ‘Tuesdays, | have a class after work. On Wednesdays, | go to the gym before work. That gives me energy forthe rest of the week! On Thursdays, | usually meet friends for coffee. And Friday? W: There's a dance class | usually go to on Friday ‘evenings. On Saturdays, | relax at home and watch wv. F Monday ‘AWednesdey —_D Friday E Tuesday © Thursday B Saturday Extra: daily routines Q&A Tal the students that you are ging to tel them your daly routine. Explain that they sould try to stop you getting to the end of your day by asking you lots of ‘questions. For example, you say getup and have breaifast and they say Excuse me, what do you eat for breakfast? You answer toss, and they con then sey Do {you have t with butter? A the end, inte students to ‘come to the front to recount their day. This will help review question forms and question words fom earlier inthe book B23 + Before you play the recording, ack the students to look atthe lst of activites. Tell thern thatthe woman does six ofthese aetities on Sundays. Ack them to work in pars and decide which activities she does + Elicit some suggestions from the class, but do not correct them a this stage. + Play the recording and ack the students to check their predictions. Check the answers withthe class. Audioscipt [Interviewers Tel mo about Sundays, What do you do on Sundays? Women: | usually getup late and have breakfast! often read the newspaper atthe same time. In he late ‘moming, | usally go fora walk in the park. | got home and Ihave lunch at one. What about after lunch? In the early afternoon, | do the housework. T of the day, cook and relax have breakfast go fora walk do the housework read the newspaper havelunch cook Day in, dav out* Read the instructions aloud and draw the students attention to the model sentence. Highlight the fact that we use the plural form (an Seturdays, on Sundays) to mean every Saturday, every Sunday, ete. * Give the students time to think about their weekend routine. Encourage them to use some of the ideas in Ex. Aand Ex. B, as well as the frequency adverbs that they learnt earlier in this unt. Put the students into pairs to complete the task ‘+ When the pairs finish, nominate a few pairs to tell you the things they do which are similar, and the things they do which are different. * Encourage them to use We both .. for the things which are similar. ss Lead-in Review the words morning, afternoon and evening. Do this by writing the times 6.00 to 12.00, 12.00 to 18.00, and 18.00 to 23.00 on the board, Ask the class which words we use for these different times of day. Alternatively, remind them that instead of the 24-hour clock, we can use am and pm. A ‘+ Nominate a student to read the text aloud. + Use the text to help the students work out the meznings and use of before, after and until. they have problems understanding these words, ask them if they go out with ‘their friends before work (or school) or after work. Tell them the school is open unti/ 10 o'clock (for example) and then its closed. ‘Ask them to read the three statements carefully, Make sure they understand later and earlier (8 o'clock is earlier than 9 o'clock, but later than 7 o'clock) ‘+ When the students finish the task, check the answers with the class 1 until 2 after 3 before * Ask the students to find exemples of on, at, in, befor, after and untiin the text in Ex. and to underline them. + Ask the stuclents to work individually to complete the table. They should use examples from Ex. A and their own ideas. * When the students finish, check their answers with the class. Point out that we say in the morning and in the evening but highlight that we do not say in the night, but at righ. ‘on Mondays), Friday morning(s), weekdays at two (o'clock), 4am, 9am, etc in the morning(s), the afternoon(s) before two (o'clock), 4am, 9am, etc after breakiast, schoo! ‘until Saturday, two (o'clock), 4am, 9am, ete Extra: remember it ‘One way to help the students remember how to use ‘these prepositions of time is to give them a sentence that contains all three, e.g. On Saturdays, I get up at 8 (o'clock in the morning. Ask them to write 2 version of the sentence that is true for them in their notebooks. c ‘+ Ask the students to do the exercise individually and then to compare their answers in pairs. Tell them to refer to the examples in Ex. A and Ex. B to help them complete the exercise. Check the answers with the clas, 1c 2b 3b 4c Sb 6c Extra: prepositions with time Give each student thre sips of poperand a thick marker Ack them to write on on one sip, aton another, and in onthe third one in very big letos. Tall them you wil saya time reference (9 the afternoon, "wenty past five) and they should holdup the eared with the comect proposition. Once they hve practsed the phrasos with you, they can test eachother in groups or pir. alos Key aB2a + Soothe Students Book page forthe audlosript * Tallthe students to ook at the picture, Explain that they will hear Oven talking to Eve about his routine + Ask the students to red the questions at he end ofthe convertion and check that they unde'stand them, + Pay the cording once and check progres recestary ply te recording oguin, Crock the anawers wath the dass.Extra: shadow reading Use the conversation as ‘shadow reading! execs. Pay ‘Se coring and sk the stents to red along wiht 8 *+ Read the instructions to the class and give the students 2 litle time to think about the interesting or unusual things that they do. Give help if necessary (¢.g. suggest sports or hobbies). Ask them to read the model conversation, ‘+ Highlight that we do karate (and judo), but we play ball games (like football) and go swimming land other spors| activities ending in «ing, e.g. skiing). Encourage the students to circulate, asking and answering questions about their activities. Elicit some Wh- questions. Ask them to speak to atleast five other students, Extra: follow-up questions Encoutatje th students to exend ther convesatona by asking one or two fllow-yp questions about thelr partners activites, For example As Enltatlten onto 8: Oh, where do you play? le + Whon the students finish Ex. 8, nominate several students to share some interesting things they learnt bout their classmates, + As students give their answers, encourage the rest of the class to ask questions to find out more information about their classmates’ interests, * Write any interesting and unusual activities on the board to help boost the students! vocabulary Lead-i Refer the students to the Vocabulary section, Ex. C, on 1.49, Tell them to read item 3. Ask who in the class brushes their teeth before they have a shower, and who brushes their teeth after they have a shower. Find out what the rajarity does, Ask other questions about their morning routine: Do they get dressed before or after they have brealfast? Do they drink coffee before or after their shower? A * Before you begin the exercise, pre-teach and dill the pronunciation of some of the words, e.g. superstitious (believing that certain things or types of behaviour can bring good or bad luck), dressing room (the place where athletes change their clothas), touch (put your hands (on), luck (good fortune) + Tell the students to read the text and decide if the statements are true or false. Check the answars with the class. “© Note that pretty here is an adverb and is not related to the adjective pretty. Here it means fairy or even very. 1T 2F Culture note ‘Serena Williams’ tip for winning at tennis is tying her shoelaces in the exact same way, using the same shower room before each match, and bouncing the ball five times before the first serve, and twice before the second. Michael Jordan always wore his North Carolina Tar Heels shorts under his Chicago Bulls uniform for good luck. Extra: popular superstitions Lead a brie class discussion about popular superstitions in he students’ home countries. Ask the students whether they believe in them, NOTICE! ‘Ask students to read the text again and undevine the ‘examples of after, before and until. Note that there is one example of each. Then ask them to circle the correct option to complete the statement. Function * Read the instructions to the class. Ak the stucients to repeat the model sentences in the gremmar table after you. ++ Ask the students to do this exercise individually and then to compare their answers in pairs. Check the answers with the clas, 1 first 2 second Alternative Wit on the board this sentence from the text in Ex. A: [touch the grass before I start 10 play. Ask the students which happens frst ~ touch the grass or start to pay ouch the grat Day in, day out+ Highlight the diference between the use of before/after to talk about the order of events, and untlto talk about the duration of events. Make sure the students understand ‘these concepts. An added challenge forthe students may be the way these words are used grammatically in sentences in their languages, e.g. they might be used with infnitives or future tenses Draw the students’ attention to the example sentences. Note the use of the comma when you begin with the: subordinate clause (inthis case, the clause beginning with afton. Extra: changing order ‘To reinforce this rule, ask the studlants to workin pairs and wite the before and after sentences in a diferent order (e.g, Before | start to play | alvays touch the grass.). Make sure they have remembered to put the comma in the right place. Point out the What's right? box. Ask the students which example is incorrect (the second one, because there is 2 subject pronoun missing before have). Give the students time to think about what they do before and after the activities. + Ask the students to work individually to complete the sentences. Then encourage them to check their answers in pairs, discussing any differences. + Nominate students to read aloud the completed sentences to check answers 1 before, after 2 after 3 until 4 after, before Extra: grammar practice Insert before after or until to complete the sentences. 1 We usually have a coffee ___we finish our lunch. 2 Ihave.a shower _ | go to school 3 I watch TV ___itis time to go to bed. ‘4 We tidy the classroom we go home. after Z2before 3 until 4 before ‘+ Ask the students to read the model conversation. Then| pput the students into pairs to do the task. ‘+ When the pair finish, elicit some examples fram the class. Ask the students to report back on their partners, e.g. Daniel watches TV before he does his homework. Review the pronunciation of third-person -s endings, ‘and ensure that students are using before, after and until correctly. eer 2) Lead-i ‘+ Write two incorrect sentences on the board (e.g. *Have coffee every morning and "He never late for class) ‘ell the students there is a mistake in each sentence, ‘and ask them to work in pairs to correct the mistakes. Emphasise that the first sentence is incorrect because it has no subject ‘Remind the students that they practised understanding the mechanics on p. 25. ‘Ask the students to read the information in the skills box carefully, Emphasise that sentences in English always have a subject and e verb. «fin your students’ languages the subject can be ‘omitted, encourage the students to remember 10 include the subject in English Before you ask the students to do this exercise, remind ther to look for the subject and the verb in each sentence to decide ifthe sentence is correct or not. ‘+ Ask the students to work individually or in pairs to complate the task. Circulate as the students are working, giving help as needed. ‘= Check the answers with the class, Nominate students ‘to come to the board and write the corect versions of the incorrect sentences, Ask other students if they agree with the versions on the board, 1 Friday is my favourite day. 4 | have an unusual routine. av Sv 3 tis cold today. 6 His an interesting job. ‘© Ask the students to look at the photo. Ask them where ‘the man (Jake) works and what his job is (hes a roadie, working for musical groups, setting up equipment in stadiums before concerts and taking it down afterwards) Try to get the students to predict his daily routine, e.g, He wakes up at 9.00am; He starts work at 11; After he starts work, he drinks coffee, etc. ‘Tell the students that they will ead a text about the man in the photo, and that the text has three sentences with mistakes. Ask them to find the mistakes and underline them, ‘+ When the students fnish, ask them why the sentences are incorrect. Elicit the correct sentences from the students and write them on the board. ‘+ Highlight that if there are two verbs in one sentence, land the subject is the same for both verbs, its not necessary to repeat the subject. An example from the text is: He puts all the equipment away and finally gets to sleep at around four in the morning. ‘+ Ask the students why Jake's routine is unusuel. (He gets up very late. He works until 4am.)He got up at midday ...— He gets up at midday. (The present single form of the verb ends in s for he/she/it) Is hard work, = is hard work. (A subject pronoun is. seeded before the verb) --- goes back to work. =... he goes back to work. (A ‘subject pronoun is needed before the verb) c * | the students have problems identifying a family member or a celebrity with an unusual routine, direct them to the pictures of people on p. 24. ‘+ While the students are writing, circulate and monitor, ving help where necessary D * Put the students into pairs. Ask them to read each thers sentences and discuss the similarities and differences. * Ask for several volunteers to read their sentences to the class. Have the class try to guess the person's job based fon the description of the routine. E ‘+ Tell the students they are going to help each other correct any errors in their sentences. ‘+ Put the students into pairs and have them swap books. Remind them that sentences in English always have a subject and a verb. ‘+ While the students are correcting each other's work, circulate and make sure thatthe final versions are correct. Extra: language auction Cn the board write ast of about ton corect and ‘en incorect sertonces covering aspects ofthe language the students have recently covered, such as the thir person singular form, adverbs of frequency, postionig of eves it seninces, ane prepostons Of ime, Put the students into groups and explain that teach group has £10,000 to spend. They should try to "buy ae many conect sentences as possible. When the ‘auction sans, they bd for their sentences, with the sentences beng sold to the highest bidder Keep 0 tally atthe side of the board of how much each group has spent teams must stop bidding when they run ‘out of money. At the end, reveal which sentences are Correct and who got the mos for their money. : eon e > Workbook ee PAN Step 1: Understand any problems you have with managing your time. (Ex. A, Ex.) Write a to-do list and categorise each task. (Ex B, &.O) Decide on the best order for the tasks. (Ex. D) Stop 2: step Lead-in + Ask the student if they have a lot of time to do things, orif they sometimes feel they don't have enough time to do all the things they need to do. Check that they understand the word busy (a busy person has many things to do and not enough time) Emphasise the imponance of effective time management. Expsin that careful planning helps us manage our time beter Explain the concept of a to-do list (writing down all the things you have to do in a day o- a wee'd and the benefits of puting these in order of priority trom most important 9 least important. ‘Ask the students if they write to-do lst and, ifthey do, how they help them plan their time. A + Ask the students to look at the photes on the quiz. Ask them which photo shows a worried, stressed person, ‘and which photo shows a calm, organised person, Go over the meanings and pronunciation of worried and waste time. + Read the instructions for the quiz. Make sure the students understand that they need to chaose one: answer for each question. Tell ther to circle the answer ‘that is tue fr them in each caee. * Ask the students to do the exercise individually. Circulate while the students are working, and offer help 2s needed. + When the students finish, have them calculate their scores according to the chart on the right of the quiz. ‘Take a class poll to find out which category the majority of students belong to. Note that you may need to ‘explain achieve (do something successfully) and attitude (your opinion about something), Alternative The quiz can be done as an interview. Ask the students to work in pairs and ask each other the questions. They should then write down their partner's answers to ‘each question and work out their partner’ score and which category they bolong to. B + Refer the students to the term to-do lst (list of everything you want or need to do). Note that the stress is on da. Ask the class how many of them make to-do lists regularly. ‘+ Ask the students to look at the example list. Ask them What three eategories are included in the to-do lst (the day or date, the tasks, the estimated time for each tas ‘Check that they understand the word task (something that you need to do, often something that is dificult) Day in, day outboard to remind the students to include them all:Give 52 notes on p 9 them plenty of time to think about this before you move Pe onto Ex. C. 1 Vocabulary Ask the students to make @ similar to-do list forall the days of the next week. Write the three categories on the Alternative a ac Sia ‘Ask the students to make a to-do list for just two or 1 go, quarter past eight ‘three days ofthe next week 2 have, seven (o'clock) 3 go, half past ten / ten thinty c B * Ask the students to look at the diegram. Explain that this ‘1 before 2 after 3 On, until is one possible way of prioritising tasks when writing a to-do Ist —importantnot important, urgentnot urgent. * Point out the How to say it box and ask the students to repeat the sentences chorally and then individually. 2 Grammar * Putthe students into pairs and tell them te exchange A their to-do lists with their partner Encourage them ie ere touse the questions inthe Howto say itbox to find = 3 Dig Manna cout whather the tasks in their partners to-do ist are important or not, and have them work together to rank B si the tasks from A to D. When they fish ell them to 1 Leo has dinner before he plays games on his ive the to-do lists back to their partner: computer. / Before Leo plays games on his computer, he has dinner D 2 Marina chats to friends online until its ime for bed. 3 David plays video games after he does his homework 1 Bker David does his homework, he plays video games. 4 Lola watches TV until she goes to bed. | 5 After Samuel plays a video game, he lstens to music. //Samuel listens to music after he plays a video game. ‘+ This is 2 reflective task, so give the students plenty of time to do this. Explain that they will need to reorganise their orginal to-do lsts based on how important Cr urgent each task is, Highlight the importance of priortising ‘+ Emphasise that the students may find it helpful to bbelance out their to-do lists by moving tasks from one day to another. While the students are doing this task, circulate and ‘monitor giving help where required, Ee * Read the instructions to the class. A ‘+ Put the students into pairs and have them compare their lists. Write 2 few phrases to help them on the board, e.g. What do you have to do on Monday? | need to clean my room. Encourage them to evaluate each ‘other’ lists and decide if they have enough time to do everything they have listed, * When the pairs finish, briefly get some feedback from the class. Take a class poll to find out which students ‘Ask the students to read the interview carefully and choose the corract questions to complete it. * Ask the students to compare answers in pairs. Check the answers with the class. Explain any unknown vocabulary, 2.9. powerlul, jets of water, dolphin, loops, lake Sinktheyboweneughtnetocs senting fire alee ae areany student eho dont have ercugh tne scene Sia pearance 3 cal ves lar ne soothe els a pavartakeeneresrane Shay ohenler eiee rer @® rertect Wado neon hte ee ak ie Sida ede Relates © Give them some time to think about different situations B inthe domains of Work and Carer and Study and” «Nominate a student o read aloud th ve untons Learning where the skill of Managing your ime would” Malgceethtaceot ico he ee *eglinet be ceri asariee emo + El the folowing ides organ yourtaks when" gbnstat Re students should match te youhave to meet a deadline or when you need to make fukehem to compare avon hrewte, Chek the Te ea em, | eee when you have a deadline for an assignment, ete oHow often do you :..? Do you think ..? ‘Why don't you tellus .? ‘What is that ‘Can you tell us more about ...? c ** Check the students understand the task. Read aloud the items in the list of things to include and encourage them 10 use these when roleplaying the interview. ‘+ Ask thern what the two activites in the bottom photos 212 (bungee jumping, skyaiving). * Circulate while they are speaking and give help if necessary, * Listen to some pairs asa class. *+ Ack the students to find a different partner. ‘+ Ask them to roleplay the interview again ‘= Remind them to use the items from the lst in Ex. C. How are you doing? ‘+ Ask the students to read the questions and tick the ones they believe are true. ‘+ Ask them to tick the circle that most closely represents: how they feel about their speaking, Day in, day outBae A ats Unit opener (SB p. 56) 20min. Grammar: there is / there aro with some, any, several, a lot of, many (SB p. 58) 40 min. Vocabulary: places and attractions in a city (SB p. 59) 25 min. Pronunciation: compound nouns (SB p. 59) 15 min. Reading: for the main idea (SB p. 60) 20min Listening: to a news report (SB p. 60) 30min, ‘Grammar: the imperative (SB p. 61} 40 min, Vocabulary: locations and directions (SB p62} 25 min. ‘Speaking: repeating directions to check understanding (SB p. 63) 20 min 7 an email to give directions (5B p.63) 20min LifeSkills: establishing priorities (Self and Society) (SB p. 64) 45 min, * optional downloadable LifeSkills lesson (Work and Career) 45 min. + optional downloadable LifeSkils lesson (Study and Learning) 45 min Language wrap-up (SB p. 66). 1S min. Writing workshop: writing an email to give directions (SB p. 67) 20 min Video and downloadable video worksheet 45 min, Grune ECL ee ual ‘Competence developed CEF Reference (A1) ' titering eadunciersardlinioateion hana meee coor Table abe | Grammar can understand and use there is / there are Table 1; Table 2, | ean understand and use the imperative : ATT 6478 can describe places/atiractions in a city, 4 Table 1; Table 2: _ can ack for and give directions Section 4.4.3.4 1 can Gomectly seers compoundnome Section 52.14 can understand the main idea in a text Section 4.4.2.2 ~~ ean ask for directions. i Table 1; Table 2; it Section 4.4.3.1 ‘can respond to and write a short email Table 2; Section 4.4.1.2; Section 4.4.3.4Lead-in ‘Ask stuclents to look at the photo. Ask them to think about those questions: What is the man doing? Where is he? Where is he going? How old is he? To get your students to think about the two skills being developed in this unit, ask them to look at the questions in the cogs. Reading: for the main idea ‘Ask stuclents where they usually see written opinions (e.g. in newspaper articles, on internet blogs, etc. Ask them if thay often read opinions and vihy or why not Speaking: repeating directions to check understan« Ack students when itis important to check information. ‘Ask them to look throug the unit and find out what type of information people are checking, To get your students to think about the two skills being practised in this unit, ask the following questions: Listening: to a news report ‘Ack students if they listen to any of these types of news reports: national and international news, local news, news about cultural events, commentary about social, cultural and political issues. Writing: an email to give directions ‘Ask students why they usually write emails. Ask them to choose from this list: for work or stucy; to get information from 2 friend or company; to talk to friends or family; for another reason. Ask them to find the email in this unit and say what itis about, Refer the students to the LifeSkills pane! Tell ther that the topic of this unit's LifeSkills section is Establishing priorities. Ack them to work in pairs and discuss when they need to order things aecarding ta their importance and f they are good at this, and why or why not: Listen to their ideas as a class. A = As the focus of this unit is geography and travel, begin boy asking tho students to tell you the names of any countries they know in English. Ask them to work in pairs and write down as many country nsmes as they can in two minutes. Listen to their suggestions as a lace, Note that many of the countries they suggest may have the same spelling as in their language, but the stress and pronunciation may be different, Alternative ‘Another way of checking the spelling of countries in English is to present a list of them with all the vowels taken out, ¢.6. Grrny for Germany, Jpn for Japan, and ask the students ta work together to spel! them, correctly Refer the students to the How to say it box. Explain that we use probably when we are almost cerain something is true but not absolutely certain. Encourage them to use the ‘expressions in the box when talking about the pictures * Ask the students to look at the pictures. Elicit guesses for where they think the events in the pictures ar. + Ask students to give reasons for their answers. * Ask the students which of the events they would like to attend and why. ‘Mexico, Day of the Dead festival USA, Cherry Blossom Festival in Washington Italy I Palio horse race in Siena Malaysia, harvest festival in Sabah, coey Culture note “The Day of the Dead is a festival and a national holiday in Mexico. It takes place on 1 and 2) November. The Il Palio horse race is run around the Piazza dle! Campo in Siena, taly, on 2° July and 16% August. iis believed that the first race took place in 1656. ‘The Cherry Blossom Festival is @ spring festival hall in Washington DC, USA, to mark the anniversary of a git ‘of Japanese cherry tees from the mayor of Tokyo to ‘the ely of Washington in 1927. ‘The Sabah harvest festival begins on 1” May each year and traditionally celebrates the rice harvest Extra: team game Divide the class into teams of four Ask the teams to ‘rite alist with she names of iremetional capital cies Put two teams together and ask each team to give the ‘aime of a capital ety and the other tear has to name the comesponding country (eg, Madi Spain) This Is 4 good way of checking the students’ knowledge of the pronuncation of counties and cties ih English B * Elicit questions for asking for others’ opinions (see p. 38) land write them on the board, Ask the students to repeat them chorally and individually, with the main stress in the correct place (e.g. What do you think’. ‘+ Put the students into pairs or small groups, Read the instructions aloud and give the groups time to discuss their answers ‘+ Encourage the students to uso the questions for asking for cthers’ opinions when they are ciscussing their favourite things to do and places to visit (e.g. I eally ke New York: What do you think? B: | agree. Its a fentastic city) += Elicit some ideas from the lass, Here, there and everywhereay ‘= Tellthe students they are going to read about another festival, Ask them to look at the photo of the festival ‘Ask ther what part of the word this could be and what might happen at the festival ‘+ Nominate a stuclent to read sloud the three ques after the text '* Ask the students to read the text individually and answer ‘the questions. When the students finish the task, check: ‘the answers with the class. 1 Roswell, New Mexico 2 Planetarium shows, talks, a costurne competition, a parade 3No NOTICE! + Road! the questions aloud to the class * Purthe swudante into pars and atk them to anowar the questions. Check the snawors with the cass 1 things, 2 theres i Function + Give the students time to read the statements, and have them do the exercise individually, + Ask the students to compare their answers in pairs before you check the answers with the class. 4a 26 f Form “Ask the students to look back at the toxt in Bx. A and: Underline all ofthe examples of there is and there ave. ‘+ Elicit the negative forms (thero Isn't / there arent) and ‘the question forms (ls there? / Are there?) ‘* Highlight that there is can be contracted te thera, but there are doos not normally contract, + Ask the students to look at the What's right? box and sey which sentence is correct. Remind them that people is plural, and therefore requires the plural orm, so the first sentence is correct. + Ask the students to fill in the gaps in the table using the correct affirmative, negative and question forms of there is / there aro. ‘+ Highlight that the pronunciation of thin there is /8/. Take some time going over the pronunciation, emphasising that the tongue comes out slightly between the front teeth, land the sound is voiced (.e. they touch their throat while ‘making the sound, they can feel their vocal cords vibrating). + Nominate students to say tho answers ‘Affirmative Negative ‘Questions: There is/There’s There isn't Is there There's There is Thore aren't ‘Are there: There are There aren't There are Thore are c ‘+ Ack the stucionts to read the statements. * Ask them to do this exercise individually and then to ‘compare their answers in pais. Encourage the students, to discuss any differences in their answers * Check the answers with the class. Remind the students that we use any in questions and negatives (items 1, 2 and 5), and we never use any'in affirmative sentences. + Ask the students what helped them salect the comact form of there is / there are {if the noun is singular, use there is, and if tis plural, use there are), ais 5 any Te 4 several 6 are B alotof 1 oren't 2 Are Extra: grammar practice ‘Ask the students to correct the errors in these: sentences, There is one error in each sentence. 4s there any festivals in your city? 2 There aren't some carnivals in this region. 42 There is lot of cultural events here, 4: Thore isn't any airport in our city. 1 Are there 3 There aro Zany camivals 4 an airport ‘= Ack the students to read the model dialogue. Do another similar example with the class. Choose a local festival that the students will know ~ or use one of the festivals from earlar in this rit ~ and give @ brief description, using thera is and there are. Have the class quess the festival ‘= Give the students time to think of a festival and make some notes about what happens during the festival Remind them to use there is and thor ar. ‘+ Put the students into pairs to complete the task, While pairs work, monitor and check the students ace using the correct forms of the verb be with there. Sate 2)al2s ‘+ Ask the students to look at the picture, and olicit that the information is about @ Chinese New Year festival ang parade + Ask the students to look at the map, Use the icons to help with the meanings of unfemiiae vocabulary. + Tell the students they will hear 2 guide for visitors to the festival, Explain that they should listen and circle th places on the map that the speaker mentions. ‘= Play the cecording once end check progress. Play the recording again, if necessary. Check the answers with the class Audioscrigt Hell and welcome to our phone guide Tor he yeare Chinese New ear testinal. There lot for everyone fo enon Between January 23% and 29" tava special tahton f Chinese patings atthe at gary oh Pork Stree. There oe spect events at he 200 fr children Under 10 and Chinese dancers and musicians inthe park ever dy at! am. Chinese [ood avalabe from ‘facia sain the shopping cente at weekends, Pleaso ‘tt that there are special buses which leave hourly from the bus station ‘at gallery, 200, park shopping cent, bus station B ‘= Read the instructions and the question in item 1 aloud. ‘= Ask the stucients to read the model dialogue. + Put the students into pairs to answer the first question. Encourage the students to use both affirmative and egative forms of thore is / there are when talking about theirtown, e.g. There is a park. There aren't any art galleries. ‘= When the students finish, elicit the answers from the class ‘= Read the instructions for item 2. ‘+ Ask the students to read the model dialogue * Ask the students to work in pairs again and list as many other places in their tonn as possible. Give them time to ask questions about unknown vocabulary. You can ‘expect the students to mention possible cognates ‘or loan words, such as bank, supermarket, hotel and ‘= Write new words on the board, marking the stress, and ask the students to copy the words into their notebooks, ee a ou A 26 + See the Students Book page forthe audlioscript © Explain thet compound nouns are words with two parts = two nouns that together form one phrase. Point out the examples. «+ Play the recording once and ask the students to Underline the strested word in each pair. Check the fenawers with the class + Toreinioree the stess on the first noun in the compounc, get the students to say the stressed noun more loudly than the other nouns. Also point out that in the fist words with more than ene syllable, the stress is on the fist sylable acience, shopping, chocolate). ‘science museum, shopping centre, chocolate factory, at gallery ‘We stress the first word in compound nour, ‘+ Read the instructions to the class. Then nominate students to read the example compound nouns aloud, Correct the pronunciation as needed, + Put the students into pairs to think of new nouns using the prompts. Monitor while the students are working, and offer help as noeded. + To check answers, ask for volunteers to write their words: ‘on the board. Ask the students to copy any new words into theie vocabulary notebooks. (eo ‘art museum, maritime museum; bus station, police station, petol station; shee factory, phone factory, Extra; more compound nouns Elicit some other possible compouind nouns related ‘to towns and cities which the students may stuggiest or ‘ask you about: post office, football stadium, swimming pool, sports contre, taxi rank Have the class repeat the words after you, making sure they place the stress ‘on the first word in each pair. c ‘= Put the students into pairs to write sentences using the compound nouns from Ex. A and Ex. B. Remind them to Use there's and there ara in their sentences. ‘= Studonts read their sentences aloud to each other. + Nominate some pairs to read their sentences aloud to the class, Correct any errors in the uso of there's and there are and in the stress pattern of the compound nouns they use. ize daa ccd veeLeadi + Ask the students to read the information in the skills + Emphasize that when they are trying to identify the main topic of a text, they do not need to read and understand every word, but they can often run their eyes quickly over a text to find the main topic from key vocabulary items (both words and phrases) in the text. = Read the instructions and topic options to the class. Check that the students understand the word neighbourhood (the area where you live, the ares around your house) ‘+ Ask the students to read the three taxts as quickly 35, possible, Give them a time limit of no more than two ‘minutes to read all three texts and then ask them to close their books, '= Ask the studonts to discuss the answer in pairs. Then check the answer with the class, ‘+ Read the instructions to the class. Make sure the students understand that they need to decide if each person's attitude towards their neighbourhood is positive or negative. Explain that the people say both positive and negative things about where they live, but the students should try to understand the person's general feeling about the place. «+ This is an opportunity to practise reading for the main idea, so once again, give the students a time limit of ‘one minute to complete the task. + Wher the students finish, check the answors with the class. ++ Ask the students what helped them decide whether the people had a positive or negative attitude towards their neighbourhoods (e.g. key words ike friendly, boring, busy, noisy, great, fantastic Emile: positive Melissa: negative Carlos: posi Extra: reading practice 1 Where does Emile live? (Paris) 2 Where does Meliss live? (Singapore) 3 Why doesn't she like it? (t's noisy and there's lots of taffic) 4 Where does Cerlos live? (Montevideo) 5 le Carlos’ neighbourhood bia? (No) Culture note Singapore is @ diy state, situated on a group of islands. off the southern ip of Malaysia, Ithas a population of approximately 5.3 milion arid has the third highest per capita income in the world after Luxembourg and Qatar Extra: making a list ‘ak the studehis #9 make a Ist ofthe thiogs there sre in each of he thee neighbourhoods (e.g. Erle Several shops, several café, a stain). Tell tho frodonts te give you their answers using there Is and there aro, ond correct ay sristaks in shew vse of thee words c “+ Putthe students into pairs. Read the instructions aloud and give the students time to prepare for the task. Ack them to make alist of the paces in their neighbourhood, and what they like or disike about it. Encourage them to use as many of the new words from this unit as they can, ‘+ Monitor while the pairs work, civing help with spelling and vocabulary. “+ When the students finish, nominate several students 10 share their ideas with the class. Pe eid ape sae) s Lead-in ‘Ask the students for examples of famous festivals around the world (e.g. Mardi Gras in New Orleans, Carnaval in Rio, ete). Ask the students to work in pairs and discuss what festivals take place in their town, city or region. Elicit some ideas from the class, and write the names of some of the festivals on the board, alj27 + Read the instructions aloud. Ask the students if they have heard of the festival of La Tomatia.IFthey have hheard about it, ask them what they know about it + Ask them to look at the pietro and tel you what they think the festvel is about + Give the students time to read the sentences and options. Emphasise that they ate listening for the name ofthe city and the month when the festival takes piace. + Remind them not to worry if they don't understand every word they hear. Explain that they have worked on Tistening for specific information in earlier units, and that they should apply this same skill here. «+ Play the recording once. Ask the students to compare ‘heir answers in pairs. Play the recording again, if necessary. Check the answers with the class