A : MACMILLANContents Coursebook contents map Introduction Common European Framework (CEB) introduction Photocopiable CEF mapping Photocopiable CEF student portfolio checklists, Teaching tips Teaching notes Module 1 Unit 1 Home and away ‘Module 1 Unit 2 Other lives Module 1 Unit 3 It’s a small world Module 1 Unit 4'This month Module 1 Unit 5 Review Module 2 Unit 1 Being different Module 2 Unit 2 Family matters Module 2 Unit 3 Are you crazy? Module 2 Unit 4 Men and women Module 2 Unit 5 Review Module 3 Unit 1 See the world ‘Module 3 Unit 2 Market place Module 3 Unit 3 Outdoor life Module 3 Unit 4 Advances Module 3 Unit 5 Review Additional material contents Photocopiable resources ‘Teacher’s resource notes Photocopiable tests Test answers uw 15 21 Pa 88 112 118 154Coursebook contents Module 1 Worldwide 1 Home and aay pages 25 2 Other ves 3 esasmall world ages 10-13 4 This month Brighton “Thsishome now ‘What do you do all day? Mobi world + Dessiing places wing band eve Faclsesin azn Asie to diy sets Phrasal verbs to talker day Teng the ine Month cd dates "Reding undertnding main est 1 Speaking expressing person preferences ashing for and ving facta infrmaon aoutaplace + Listening nderandng bey information + Listening understanding gt infermaon 1 Speaking: aking snd answering personel + Writing note-taking for presentation + Listening: cxrating pec formations munters + Pronuncigion: torr 1 Speaking aslig for and ving personal information maling and ect poe cas + Reading: caning acta leat or specie retaning pif informion king about events and dates * tra pacie ges 22-25. * Grammar reference and word page 26-26 * Listening Srp page 30-51. * Communication activites pages 23,32 Module 2 Ourselves a 1 Being diferent pager 34-37 2 Family pages 38-41 3 Areyou cry? ge 42-45 4 Men and pages 46-49 ‘Crazy calles Lite tings trang babi 5 Review unit pars 50-53 + Taking about + expresingltes sn ces (ers Fa * Grammar seterence and worst pons 58-50 amy words Presa verbs with Jobe + Reading: ienttvng ke infrraon + Pronunetations cat san choonng and bung elotes Listening or pose informntion * Listening: dentihing speci information + Speaking! lking about amis + Reading checking predictions understanding 1 Speaking describing wher ting ae ling Listening? ening main nfrmatin ee aking "+ Reading understanding gi nd sling aie + Speaking: aking aout chores and who does, ‘tem Listening? undentncing speci information, ‘Wetingr a short tert about peopl’ ies + Listening septs pages 62-53. * Communication activities pages 6,64Module 3 Choices 1 Seethe wore Foes 66-89 2 Market place paves Advances pages 76-01 outdoor tte = “Aun the world + king about Buyme! + Comparing ie: (he power of adering) comparaine Alina name (wellknown nd apes ‘Working with ie wear (an * Prsenrtemics Tavertion (favourite and st * “Tikng about the Imothefitare(achatforum) fire intentions 5. Revew unit panes 82-85 bea practice pages 89. * Grammar reference and wrist poe 90-52 + Use CD for stening activites in tis med. CD-ROM contents Units 14 + Language acts Noles 1 ree + Common European Framework kes activity Holiday aces + Adictivesto + sien rds + Modem + Pred ver: CCOURSEROOK CONTENTS Reading: tarsi ke) information Speaking hing the sinaton in Listening? undertnsing key snfermation Raeding! checking preietocs * ‘Speaking: comparing avait of prods ‘Speaking: conducting a sinple interview lanning vis an event “Listening: denying weer conions Listening denihing main ides in aaa Pronunciation: iphones ‘Speaking giving and pst opinions + Listening cits pgs 4-95 * Communication activities paes 93,96 Markbook~help you to record and update your mas, * Bookmark help ou to save our fevoure cvs, + Wordnet + ar can back up, estore and pri ou our Markbock, Bookmarks and Worst Yo on also send saved ee "or more information ws the Help fer red the CD-ROM lel rvs woramacmllanenishcommoneAre you crazy? Topic Language study | Vocabulary Main skills ‘+ Crazy collections ‘+ Countable and + Prepositions of place | » Reading: understanding specific + Little things (strange | uncountable nouns | Phrasal verbs with information habits) + 0/ en, some any abject pronouns |» Speaking: describing where things ar: partes ‘atkng about routines Listening: identifying main information: rote taking Learning aims Optional activity + Canuse countable and uncountable nouns ‘Whats txy collection? Can talk about routines ideas for preparation ‘students bring objects from their collections into class (See Lead-in below) some small collectible objects (sce Optional activity below) liss of students and slips of paper with students” ‘name (see Revision activity page $8) Warmer Stand up, sit down Use this game to revise vocabulary from the previous units, Students all stand up. Tell the class that you are ‘going to shout out a word, If they have the thing, they sit down. After each word the class stands up again. Tis important that this game is fast moving, ‘Use these words, or revise others from your previous work with the class «a motorbikes a musical instrument, Black trainers black Jeans, ati, a green jumper, some red shoes, black coat, ‘a creditcard, sports cara husband, grandchildren, a younger brother a niece, DVD player a lt of video games. Extreme collecting Le 1 ead-in Ask students to open their books on page 42. Students look at the photo. Ask: What does he collect? nadges) Students read and discuss the questions with the class. ‘Make alist ofthe collections that are mentioned on the board If you asked students to bring objects from their collections into class (see Ideas for preparation), students show their objects to the class and tak about their collections, Put one of your collectible abjects (see Ideas for preparation) ina bag. Show itto the students so they ccan see the rough size ofthe object. ‘Students ask yes/no questions to guess what the objectis, The student who guesses the object comes to the front with an object of his her own, or give him / her another of your objects. Put the object in a ba, without the class seeing it Students puess the new object. Reading and vocabulary 1 +} 27 Use the photos on page 43 to check that students understand the words: marble mel), label ‘etl and bear cans Pb ka ‘+ Students read the article and complete the table ‘+ Check the answers with the class. Ask: Which collection do ou think is the crazies? Students give their opinions. Answers wanda [Gaios [otf Anale What? [martes [musica | beer cans | Banana Instruments label How | morethan | more tan [55,000 | more than many? | tition | 2400 f00. Where? | inboxes na | museun/ | spacial | inher largevoom "| house | balding | bedcom 2 ‘+ Students close their books. Read out the sentences, Students call out the answers from memory. Don't check the answers yet 3 Students read the article again and complete the ‘© Check the answers withthe class ‘Answers 1 Jeff 2 Angie 3 Mandisa 4 Carlos 5 Jeff 5 Carlos 7 Mandisa4 ‘© Check that students understand the task They ork in pairs and decide which collection they would put in their muscum and why: ‘© Compare choices with the class + Students look carefully atthe pictures that accompany the article and match the sentence halves to make true Answers, 1f 2e 3d 4b Se 6a 6 4+ Check that students understand the task. They work individually to think of three of their possessions. ‘+ Students use a dictionary, or ask yous to find out how to talk about the objects they choose in English ‘+ You may like to do the visualisation task below to help prepare students for the next stage 3: Think of your old intererting J waluable object. Remember ehere it comes from. Think of chen you got it Imagine you are looking tit now. Where are you standing? Where exactly ist? What is near it? ‘+ Students work in pairs o tell each other where their things ae, Optional activity Abug’ in the class t+ Say: The school director tsamts 0 know what goes on ‘nour clas, so he / she has put a bug in hereto listen to us, Check that students understand what a bug is (a small piece of electronic equipment used for listening to people in secret) ++ Choose a place inthe classroom for the bug. Write it down on a sip of paper. Students ask you yes 0 questions to find out where itis, eg si behind the board? Isic under the deck? ‘© Say: Think of a really good place wo hide he bug. Write idewon 4 Choose a student ro come to the front. The student gives you the slip of paper with the hiding place on st, The rest ofthe class ask him / her questions to find it. ‘+ You may lke to limit the number of questions they’ can ask to ten in order to ensure the activity moves dick Language study Countable and uncountable nouns: 1 ‘Read the rubrie with the las, Check that ll the students understand the difference between countable and uncountable nouns. UNIT ARE YOU CRAZY? Answers Group A uncountable nouns Group 8 - countable nouns 2 ‘+ Students work individually to underline the nouns in the sentences and then complete the table below. + Check the answers with the class. ‘Answers Singular, countable: a /an Uncountable: some / any Plural, countable: some / ary 3 + Students work individually and circle the correct word ineach of the rules, Answers some 2 any 3 any «Look atthe photo of the Siar Wars character. Students say what they know about Star Wars. ‘+ Students work individually to complete the gaps. Answers dan 2an 3a 8 any 4a 5 any 6 some 7 some 5 1: You're going to look at a pop star memorabilia ‘museum. Explain what pop star memorabilia is by giving examples, eg Elvis Presley's shoes, an old Beatles poster ee 4 Students tura to page 61 and study the picture for one ‘minute. They mustn't write anything at this point ‘Students workin pairs to write sentences about al the things they can remember in the picture, asin the ‘examples. They should use a /am and some / any in their Possible answers There are some posters onthe wall There are some cothes onthe bed. There are some records onthe floor. ‘hare ae some boots next tothe jacket / in font of the window. There's a newspaper next to the magazines. There's a mug next to the sunglasses. 7 ‘Pairs swap sentence sheets with another pair. Ask: Howe ‘many sentences ae thereon sour sheet? Students call out the number of sentences. + The pair with the fewest sentences on their sheet reads ‘them out sentence by sentence. The class decides ifthe + As students listen, they cross out the sentence if they have it on their sheet,UNITS. ARE YOU CRAZY? © Ask: How many different sentences are thereon your sheet? ‘The pair withthe lowest number reads them out, and so ‘© Continue inthis way until all the sentences have been read out, # Make a note of any mistakes in the students’ sentences as they are speaking, then deal with them in a correction stage after the activity hs finished so that you don’t incerrupr the low of the activity In my collection ... 8 ‘+ Each student invents three unusual things they have in a collection, as inthe example © This isa group memory game and may be familiar to classes as" ent to market and J bought a...” + Students playin groups of eight co ten students.They should stand in a cirele. ne first student makes a sentence ike this: fn my collection P've got some sea shells ‘+ The student on their right i the circle repeats their collection and adds their own, asin the example. + Ifa student can’t repeat the collection chain, they must start a new ‘chain’ with some new objects, ‘+ When the collection chain returns tothe first student in the group, he/she calls out Stop! to the class and then repeats the whole chain correctly. ‘tle things Reading and vocabulary 1 + 28 Say: Look ar teste ofthe quis and the picture. Is ‘ta serious quiz? (No) Students do the quiz."They count their a,b and ¢ ‘Students compare their answers in small groups. Ask: Do you agres withthe quis results? Are you a litle ‘obsessive’? About eehat? 2 + Read the phrases with the class, Check students understand them, + Students find the phrases quickly in the text. Ask: Whar do the cords in Bold refer? Answers them = some dirty plates it= your home computer t= something onthe loor them = things T dont wea fora long time 3 {Students work individu columns A and B, ‘+ Don't check the answers yet ly to match the phrases in 4 © @ 29 Say: The dialogues inthe recording are longer than the phrases in A and B. Liston only forthe phrases and check your answers ‘© Checis the answers with the class, asking pairs of students to read out the matehing phrases Answers ib 2a 30 4c 54 Listening script 29 1 ‘A: Don't close the door. The lights are on in te sitting ram, 3: Oh yes. I forgot to tum them off. Im sory, Lily. Your CDs are all over the floor. (Gan you pick them up for me? My hands are ful. ‘There's good film on tonight. Let's watch TV. Teed to write some letters, but you can turn it on if you like, This suitcase is heavy. Ooh! On! Put it down! Its too heavy for you. I'l take it Those are nice earings. {can wear them to the party, Great idea. Put them on ~ you look fantastic, ‘Students work in pairs. They choose one of the exchanges from Ex 3, ‘+ Dictate these questions: Who are you? What's your relationship? Where are you? What are you doing? ‘+ Inpairs they invent the answers tothe questions in preparation for the short dialogue writing ‘Students write and learn their dialogues by heart. «Students perform their dialogues forthe class. + While listening to the dialogues, the rest ofthe class ticks the phrases from Ex 3 that they hearOptional activity Phrasal verbs noughts and crosses ‘+ Drawa noughts and erosses grid on the board like this: turnoff — | putdown ‘throw away turmon take off ‘+ Divide the class into two teams ~ noughts and +The crosses start. They chose a square and make ‘sentence with the phrasal verb in the square. IF the sentence is correct, rub out the phrasal verb and draw an X in the square. If the sentence isnot ‘correct, the noughts play +The noughts choose a square, and so on. +The game finishes when one ofthe teams gets three symbols ina row Listening and speaking 1 + @ 30 Introduce the topic of this section, Tl the class about a strange o special routine that you have (or invent ome if you don't do arvthing special) eB The might before exam Tle oth the Book der my ors 1 don en ey bt Fee ales done hi nek that students understand! the task: Stents listen and number the situations in the order they appear inthe programme 4 Check che ansvers with the lass. Answers as bi c2 dé e3 2 4 Students write the situations in order as titles in their notebooks, leaving space to take notes under each ttle 1+ Ask: When you take nos, shar kind of words do you teri? (verbs and nouns usually, not full sentences) ‘+ lay the first part of the radio programme again. Elicit the notes forthe first situation onto the board to help students take notes: eall around hou, touch doors 4+ Students take notes for the other situations ‘Students check their answers in pairs. Play the radio programme as many times as necessary ‘+ Check the answers with the class UNITS ARE YOU CRAZY? Possible answers 4. going out inthe morning - walk around house, touch ors 2. doing an exam — wear two different socks, eg one red, one black 3 preparing fr something important - walk around house, ‘say names people in photos, goodluck 4 going to bed ~ tidy bedroom, put out clothes next day 55 going on ajourey - sit down 5 minutes, goodbye to house, good luck Listening script 30 (P= Presenter, K= Katie, T= B~ Bruce) P: What do you do before you go out in the morning? What do you do for good luck? How do you goto sleep? We all do strange things sometimes. Today in People everywhere we talk to some listeners about some ofthe special ttle things they do that aren't quite normal K: Before Igo to workin the morning, I walk al around the house and T touch the doors to all the rooms. Ife! terible when I don't do that. Ihave a feeling that something terble ‘is going to happen, 1: For good luck, in an exam for instance, I wear two different ‘socks - one red and one blac, for example Putting on two socks that ae the same colour brings me bad luck, fal the HM: When T have an important meeting, or an interview or something Iwalkall round the rooms in my house before it and Tsay the names of all the people inthe photos that I see ‘there. I doit really know why T do it, but T think it brings me ‘900 luck. 5: Trmnot a good sleoper. Before I goto sleepin the avening, I ‘dy everyting in my bedroom. I put out my clothes for the next day too. When things are untidy, T cant sleep. 8: Before I leave home to goon along jourey, [sit down for about Five minutes and say goodbye to the house. Everyone in my family does this - it’s for goed luck on the journey, but 1 ‘dont really know why. 3 {Discuss the questions with the clas. 4 ‘+ Check that students understand the task.‘They workin ‘pairs and tell each other about ther special routines. ‘+ Ifyou have time, feed back with the class. Ask: Who has «a special routine before going to bed? Students speak about their partners ‘+ Dothe same with the other situations $n, M= Maggie, S= Sam,UNITS. ARE YOU CRAZY? Revision activity Unit interview ‘+ You need a sheet of paper for each student in the class with alist ofthe students’ names down the lefthand side, preferably ina table. Aternatively students can write the names on lined paper: You also need slips of paper witha student's name on cach, 1+ Write these question types on the board: «2 question about your friends bedroom ‘2 question about collecting ‘a question using a phrasal verb «question about your partner's habits ‘+ Students work in four groups with one of the {question types each. They look back over the unit and write questions. They should each write one question of their group type that they would lke 10 ask every student inthe class using words or phrases, in the unit.They can use questions that they have asked in the unit, Examples: Have you got any posters on your ealls? Do you collet anything srange? Do you get up early? Whar do you do before you go om a journey? et. Students mingle with the name sheet. They must ask ‘everyone in the class their question, and note down the answers on the sheet. ‘¢ Mand out the name slips around the class. Each student should have someone else's name. ‘¢ Students mingle again. They ask each other for information about the student on theie name slip like this: A: What do you knoe about (Paula)? B: She collects match bases. C: She always takes am old ty dog een she goes on a Journey. Ds She haves getting up carl + When they have asked everyone in the class, students sit down and write everything they’ can remember about the person on their name slip. ‘+ Students hand their piece of writing to the student it isabout + ‘They read and correct the sentences about themselves Extra practice Students complete the Extra practice material on page $6 either in las, o for homework. Extra practice answers 1 1 under 2 insinfrontof 3 behind & on, nextto 21it her Zit Sus 5 them 6 them 7 him 31C 2C(ammsplnt) 3U 4c SU 6¢ 7U Bu 9c 10¢ 4 1some 2an 3sone 42 Ssome 6a 7 some 8 an S 1am 2some 3 any 4 any 5 some 6 any References Grammar reference Unit 3: Coursebook pages 58-59 ‘Wordist Unit 3: Coursebook page 60 Communication activites page 61 Photocopiable resources’ Teacher's Book pages 100-101 Unit 3 test Teachers Book pages 136-137 CD-ROM Unit 3 Are you crazy? [Language exercise: Museum of everything ‘Vocabulary activity: Joe's footbal collection (CEP -linked activity: 1ean use countable and uncountable nouns Game:‘The big squeeze (prepositions of place and phrasal verbs)_ isa five-level course for adults and young adults. It has a flexible modular approach with practical, everyday topics and plenty of practice and review material to build students’ confidence. Re ee nd A Coursebook with three |5-hour modules and helpful practice and reference sections An interactive CD-ROM A Class CD set A comprehensive Teacher’s Book BONO ara An invaluable introduction to the course - showing how the core and optional material can be used in varied teaching contexts. ‘Comprehensive teaching notes with answer keys, listening scripts, optional activities, background information, preparation and revision suggestions. Teaching tips with ideas for five-minute start and end of lesson activities, emergency lesson ideas, and suggestions for pair and group work. A photocopiable Common European Framework mapping section for teacher and student use with supporting notes. A resource section with photocopiable placement, unit and module tests; and 24 worksheets for discussion lessons and extra practice of language from the units. en ela aw Masta Laacecd Essential! a0 Soe ee ve ed =