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  • Real Life Elementary Teacher's Handbook

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    Real life - Elementary - teacher's book

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    Real life - Elementary - teacher's book

    Авторское право:

    © All Rights Reserved
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    4K просмотров146 страниц

    Real Life Elementary Teacher's Handbook

    Загружено:

    dangthanhhd79
    Real life - Elementary - teacher's book

    Авторское право:

    © All Rights Reserved
    Скачайте в формате PDF или читайте онлайн в Scribd
    Отметить как неприемлемый контент
    из 146
    Peas Portia Peculed rod olie PC Toila jnother Per ial Contents PONT acto) Cue eu Cu ay DN Tt SU DN tLe PETE ULB e er lacui ed TUL MTr Rs PT EU UTR Cae aiid SeeLC eur cred Students’ Book tapescript Mere eet teil DE Ua wi ater aTe9 114 ce oar) 121 122 PE) 128 132 Real Lifeis a five-level course for upper secondary students, ‘many of whom are preparing for a school-leaving exam. It recognises that most classes have students with a wide range of language ability and offers different ways of dealing with this in the classroom. It also notes that teachers are working, ina range of situations, with different facilities and time constraints, Real Life Elementary offers core material of ninety- four lessons with a flexible range of extra elements and ‘components to supplement where necessary. Why Real Life? Teenage students learn best when they are motivated and when they recognise the relevance of a subject to their lives. They become more confident in using English in interesting and familiar contexts. In Real Life, we want to develop learners'language skills as well as their cultural awareness and knowledge of the world. We deal with topics through the eyes ‘of people of the students’ own age, drawing on real teenage experiences and viewpoints in conversations, interviews and, vox pops. We look at real life issues, ike health and fitness or internet safety, as they affect young people around the world. ‘Where possible, we reflect the media formats that are part of students’ rea lives, for example, clothes and accessories’ are presented via an online E-conversation and ‘the future of our planet'is presented via a chat room. Central to our Real Life' approach, are the Real Time sections, which follow a group of characters through everyday situations, ike going shopping, ordering food in a café or buying a ticket for the cinema, Real life language and tasks are integrated in these sections and the model functional language is practised further in realistic contexts in the accompanying DVD. Real Life and exams We recognise the importance of exam preparation in secondary schools, the time when students have to prepare fora schooL-leavers' exam or an entrance exam for further study. Rea Life prepares students for typical exam task types and the Workbook Exam Trainer provides comprehensive exams training and practice tests Real Life and the Common European Framework ‘The Real Life syllabuses are linked to the Common European Framework (CEF). The Teacher's Handbook contains alist of things students can do at the end of each lesson. The table below shows how the Real Life levels fit both the CEF and the UCLES exams. Real Life cer uctes Elementary al Pre-intermediate | A281 Er Imermediate 81-82 PET Upper Intermediate | 82 PET Advanced 82-c1 FE The course components - at a glance Students’ Book The Students’ Book contains: +a Starter unit designed to review vocabulary and grammar that students have seen before + twelve units covering all the typical exam topics + each unit has skills, plus lessons of grammar, vocabulary and odd units end in a Real Time section which focuses on speaking and writing skills even units end in an Active Study revision section. [At the back of the Students’ Book, there is: * aWordbank containing illustrations for ten key lexical sets * a Mini Workbook for more grammar and vocabulary revision and practice to give your lessons total flexibility, © aunit by unit wordlist. On the fold-out back cover, there is: * areference section with exam and general study skills for students to refer to whenever they need to. pvp For each level of the course, there is a DVD that focuses on the language introduced in the Real Time sections of the ‘Students’ Book, * It provides a fresh context for the situational dialogues. There are interactive on-screen activities for each episode. + Photocopiable practice activities are provided in the Teachers’ Resources which are part of the Active Teach component, also available on the website, Class Audio CDs The Class Audio CDs contain all the listening activities in the Students’ Book, plus: + recordings of the reading texts + recordings of the Words2know and Phrases2know. Workbook . ‘The Workbook reflects the order and reinforces the content of the Students’ Book. It also provides additional training for, writing and exam skils. ‘The Workbook contains: * grammar practice with a Grammar reference on the same page with simple explanations and examples * exam practice task in the skills sections * extensive writing practice to build skills for typical exam text types, with model texts and explanations on the structure and content ix self-assessment tests corresponding with the Active ‘Study sections in the Students’ Book. The answer key is provided for students to assess their progress before attempting the tests in the Test Master. ‘There is also a unique exam preparation programme: * three Exam Trainer sections with three Exam Tests ; * activities to build reading, listening, speaking and English-in-use exam skills * Exam Tips on how to deal with exam tasks * an Exam Test for every Exam Trainer, with an answer key for students to assess their progress. ‘The Workbook also contains: * a bank of language functions covered in the Students’ Book * a full word list organised by topic. The audio for the listening exercises is on the Skills Multi-ROM. Skills Multi-ROM The Skills Mult-ROM (supplied with the Workbook) isa unique skills builder that gives students the opportunity to interact in greater detail with the reading and listening texts in the Students’ Book and the dialogues in the DVD, as well as the topic vocabulary. The activities can be used in class or for homework and checked in class. t contains: + mote skils practice exercises for each of the twelve units including interactive communication tasks where students can role play and record their part ofthe dialogue + six self-assessment tests from the Workbook) ‘+ mid-year and end-of-year tests to prepare them for the. class tests * practice exercises on the topic vocabulary + wordlists that can be sorted by unit or topic with audio and example sentences * the audio for the Workbook. The Skills Mult-ROM is included in the Active Teach DVD-ROM so that the teacher can use the exercises in class for the teacher Real Life provides a full range of teaching support materials for use in the classroom and to upgrade your teaching skill. ‘The Teacher's Handbook ‘The Teacher's Handbook consists of reduced pages from the Students’ Book, together with teaching suggestions and answers. This means the teacher needs only one book in the class. The Teacher's Handbook contains: * teaching suggestions for key exercises * background notes (Culture2know) on the content of the lesson * answers for Students’ Book and Workbook activities * tapescripts for the Class and Workbook activities, * ideas for warm-up exercises, extension activities and discussions topics © Now your students can list summarising the points that students have learned in each lesson * teachers‘notes and information on when to use the ‘Mini Workbook, Workbook, Multi-ROM exercises and photocopiable activities in the Active Teach DVD-ROM. ‘Abbreviations used in the Teacher's Handbook: [Ba]= Teacher's Resources (in the Active Teach and Website); Workbook; Skills Multi-ROM (with the Workbook and in the Active Teach) Active Teach ‘This DVD-ROM is the perfect teaching resource with ‘everything you need and more to help you create perfect lessons. for the classroom * an interactive whiteboard of the Students’ Book, with zoomable areas, integrated audio, DVD and interactive activities ‘+ the Skills Multi-ROM so that you can use these exercises in the classroom ‘+ a bank of teaching materials in the Teacher's Resources section to add your own personal touch to your lessons, with: - extra photocopiable/downloadable grammar, vocabulary and skills activities + activities to activate language introduced in Can you do it English? + activities based on the listening material in the Students’ Book - worksheets for the DVD ideas for short classroom activities. to develop your teaching skills + fourteen workshops on different aspects of language teaching * ideas for using the classroom board in your lessons. to create test materials * the Test Master so you can photocopy the tests or manipulate them to prepare endless versions: ~ an Elementary-+Pre-intermediate placement test twelve short tests (one per unit), in versions A and 8 ~ six language and skills tests (one for every two units), in versions A and 8 + speaking tests (for every unit) = writing tests (one for every two units) ~ mid-year and end-of-year progress tests - audio forthe listening comprehension tasks + all test material is also available in the Test Book and accompanying Audio CD. Website The Real Life website provides extra practice and reference ‘material for both the student and teacher: * visit the website at wwwpearsonlongman.comy/reallife for fun activities and downloadables * find out more about the authors * watch and download video clips on a range of topics * find lots of ideas for classroom activities * get more information about other related teaching materials. 4 cy Po ° 5 3 ° 3 & = How does the Students’ Book work? The Elementary Students’ Book contains an introductory Starter unit and twelve thematic units. The four-page Starter Unit provides a quick review of vocabulary and grammar that students are likely to have studied before. It is optional and designed for you to choose the exercises that you feel will benefit your students. Each of the twelve main Units consists of four two-page sections, each taking two forty-five minute lessons. The Teacher's Handbook suggests ‘where to break the two lessons but the boundary between them is generally flexible, making it easy to adapt the lessons to different learning styles. ‘The first two sections of the unit contain a vocabulary/stills lesson and a grammar lesson (Grammar Focus), so each unit has two grammar lessons. The third section of each unit is an integrated skills section with extended reading skills and vocabulary work. ‘The last section of each unit alternates between a Real Time section and an Active Study section. Real Time focuses on functional language via listening and speaking, and exam-type ‘communicative writing tasks. Active Study provides revision of the grammar and vocabulary from the two previous units, and ‘exam-type skis practice. Tips on how to tackle the tasks are provided in the Strategies on the fold-out flap of the back cover. ‘The Mini Workbook at the back of the book provides extra ‘grammar and vocabulary practice exercises suitable for cass work or homework. The appropriate Mini Workbook exercises are signposted at the end of each lesson, These exercises ate graded (one or two stars), so that teachers can see at a lance which are appropriate for their students. Grammar in Real Life Grammar is key to building a student's confidence in using a foreign language and it is central to the syllabus of Real Life. (Our aim is to revise and extend students’ knowledge in as simple and straightforward a way as possible, while gradually developing their noticing and analytical skils. Grammar Focus provides clear explanations of the core grammar while Grammar Plus in the Mini Workbook provides additional Information, for example, the three uses of’ in unit 1 Visit wwvw:pearsoniongman.com/reallife and download the video clip on teaching grammar. Vocabulary in Real Life Vocabulary in Real Life is systematic and thorough. Lexical sets on key exam topics like jobs, transport or the environment are presented, developed and recycled through the topics. High-frequency ‘power vocabulary’ is also presented to help students understand texts and ‘express themselves fluently, including many phrases and collocations, for example, go home or hang out with friends. The illustrated Wordbank provides a useful reference for students to check their understanding of the Words2know In the Students’ Book and provides extra items for some of the lexical sets to extend students’ vocabulary. The pages are designed with the words listed down the side of the page to make it easy for students to cover and test each other or themselves. As a teacher, you can use this section to check students’ understanding of the Words2know, as a pre-teaching tool or as a warmer for a later lesson, e.g. by Covering the words and asking students which ones they ‘can remember. Each Wordbank is signposted from the appropriate section of the Students’ Book. Visit wwrn.pearsonlongman.com/reallife and download the vvideo clip on teaching vocabulary. Reading in Real Life Real Life contains a wide variety of text formats: magazine and news articles fact files, quizes and questionnaires, web pages, blogs and chat rooms, postcards and emails, brochures and notices. Reading is often integrated with work on the other skill, especially speaking and writing, Further reading material is included in the other course Components (see Introduction pages i Visit wovw:pearsoniongman.com/eallife and download the video clip on teaching reading. Listening in Real Life There is a wide range of listening material in Real Life, including conversations and interviews, vox pops and monologues and radio and TV programmes. Each unit provides listening skills sections, and as with reading, key sub-skils and exam. taske-types are practised. There are also short pieces of listening material in other lessons. Wherever listening material contextualises target language, its reproduced on the page, so that learners can see as well as hear the new language. The Skills Multi-ROM provides more practice exercises based on ‘some of the listening texts in the Students’ Book. The Teacher’ Handbook has signposts to these exercises. Visit www.pearsonlongman.com/reallife and download the Video clip on teaching listening. Speaking in Real Life Speaking is an area in which many teenagers particulary lack confidence, both in their linguistic skis, and because they on't know what to say, o feel self-conscious infront oftheir peers. Our approach is to integrate speaking litle and often, around topics that wil motivate learners, and to choose issues that they have something to tlk about. We provide models Cra stimulus to get students thinking about the topic, and where useful, we include prompts to give students ideas and the language for expressing them. In more extended speaking activities for example Can you doit in English, students are encouraged to plan what they want to say and are given useful phrases to help them communicate and express ther ideas, Visit www.pearsonlongman.com/reallife and download the Video clip on teaching speaking, Writing in Real Life In Real Life, the main writing skills are presented in the Real Time sections, where we deal with typical communicative writing tasks (commonly set in exams), for example an Informal postcard, a short notice or a formal letter. We always provide models and key phrases to support students and focus on the relevant sub-skills, such as paragraphing, ‘as well. There is a full writing skills section in the Workbook and further practice exercises in the Skills Multi-ROM, also referenced from the Teacher's Handbook. Visit wwnw.pearsoniongman.com/reallife and download the video clip on teaching writing, Learner Training and study tips in Real Life Learner training in Real Lifes simple and manageable. Active Study tips encourage learners to notice aspects of vocabulary for example word formation and two-word verbs. There are also simple tips in the Active Study revision sections, for example reminding learners to‘learn words in grOups'or‘notice word stress, and useful study tips for exam tasks on the fold-out back cover flap. Vocabulary, Skills and Grammar ‘Words2know recorded on Class Signpost Wordbank with illustrations CD and Skills Multi-ROM to help | | torelevant | | for key vocabulary and students with pronunciation Wordbank. | | phonetic translations. ‘= it | agile Vocabulary contained in Words2know to provide clear focus and make revision easier. Vocabulary oad presented = = Eom pe in context, : = = ‘through Controlled and less ‘quizzes, fact ~ controlled practice files and other exercises, with short texts. ‘Grammar2know consolidation in the section with rules of ‘Mini Workbook at the meaning and form. back ofthe book. Wide range of listening tasks, including typical exam task types. ry FS ry 3 3 gy £ PI t= More practice in the Mini Workbook New language is thoroughly contextualised, and other components. All reading texts are recorded. Skills such as skimming, | | Active Study sections Special emphasis on exam scanning, predicting help to develop tasks types, for example and guessing meaning students‘ awareness of | | true/false questions, from context developed | | lexical features, such multiple choice and systematically. as compound nouns. matching exercises. ‘Modern, authentic- looking texts that are within the students’ grasp. Real Time presents functional language in real situations and teaches typical speaking and writing exam tasks in realistic contexts. Model texts with appro phrases, prompts and outline structure provided to support students’ learning. Main writing skills developed in Real Time sections. Useful functional and situational language in Phrases2know boxes helps students prepare for exams tasks. Regular practice of typical exam task types, for example role play and photograph description. Speaking activities clearly structured to minimise misunderstanding Active Study Useful study tips for exam tasks on the fold-out back cover flap for easy reference and revision. Mini Workbook with more grammar and vocabulary practice. r S P 3 H 3 ° 5 & (4 vii eee Reading Starter unit 4 to be; possessive adjectives; subject pronouns p6 Nouns; this, that, these, those 4 The alphabet; nationalities; months 'p6 School equipment; p9 have got P11 Possessive 5 I2 there isithere are 13 Possessive p 17 Present simple affirmative; time expressions p19 Present simple negative; ‘object pronouns p20 Present simple questions Revision of grammar and vocal p25 Countable/uncountable nouns; some/any 8 My things p10 My family p10 Describing people 1 It’s my life p16 School subjects and school routine p18 Routines p21 Free time 2 Your day units 1-2: Gap fil ary fro p24 Shops (p26 Rooms and furniture p27 much/many/a lot of p29 Describing towns { p33 can - ability 32 Sport p35 Adverbs;imperatives p34 Health | 36 Sports equipment activestudy2 p38. Revision of grammar and vocabulary from units 3~4: Multiple choice, gap fill S Eat well | p41 likelioveihate + ing p40 Food 3 Antcles | p43 Cooking G My time —_ p48 Present continuous p50 Clothes | 51 Present simple and present | p52 Computers and the continuous intemet activestudy3 p54__+ Revision of grammar and vocabulary from units 5-6: Gap fill p57 Past simple: to be p56 Music p59 Past simple affirmative p58 Festivals | p64 Everyday technology | p68 inventions | 65 Past simple negative and questions | p67 Question words gL activestudy4 p70 _- Revision of grammar and voc 9 Go greent | p73 Comparative adjectives p75 will for predictions p74 Our planet p75 Weather 77 Problems and solutions 10 Getting | ps0Superiative adjectives | p82 Holidays away p83 be going tofor plans and | pB4Transport intentions | activestudy5 p86 Revision of grammar and vocabulary from units 9-10: Gap fil 11 Nice p89 have to p88 Jobs and activities work? —_| p91 Prepositions p90 Feelings p91 Skills and qualities 12 Our world | p97 if + imperative | 96 Present perfect | p96 Cultural hab p98 Politics +pp104-121 Mini workbook + pp122, 136 Quiz answers and activities umberstelling thetime |, multiple choice __| multiple choice) REALTIME p78 activestudy6 102 «Revision of rammarand vocabulary from units 11~12:Gap fil matching __+ Reading: Multiple choice Introductions Efriends "pB My bestfriend (177) | pa What'sin your bag? (Matching) | REALTIME p14 | p16 Lan’ school day (/F) I8Helping hands (1/7) + Reading TF 24 Shopping mals p28 Cool cities (1/F) | neni’ | p34 Conversation with the doctor (T/F) : 36 xtreme sports (Matching. 1/F) + Reading: Matching p42 Teenage super cook (1/F) p45 Wild food (Matching, multiple choice) REALTIME p46 p48 Text messages (Matching) p50 How stylish RU? (T/F) p52 Smart surfing (Gapped text) + Reading: Matching [p56 Emails from a festival p58 My three New Year Festivals (Matching, 1/F) [p60 Strange days in the US (Matching, T/F) REALTIME p62 p64 Your techno world p66 Techno quiz | p69The inventor of modern life (Matching, Reading: Multiple choice p74 Planet Earth chatroom (Matching) 76 KT goes green (Matching, T/F) p80 come2Britain | p84 Around the world in thirteen years (Matching I+ Reading: Matching 88 Holiday jobs p90 The secrets of success (Matching) 926e a volunteer (Multiple choice) | REALTIME p94 96 Culture quiz 98 Get into polities 'p100 Watching the British (Matching, T/F) + pp123-129 Wordbank Listening Pe Phone numbers ‘Asking for information Times Asking the time | 1p10 Family description (Matching) "p10 Describing your family 'p12 Description of your partners p13 Radio programme 13 Talking about your desk bag Meeting and greeting (T/F) Introduce yourself (Roleplay) 'p20 Conversation (1/F) p19 Describing your daily routine p21 Talking about free time = aos edocs onl Seen . * Listening: Multiple choice (shor recordings) » Speaking: Jumbled conversation Exam Trainer n the Workbook | p24 Radio programme 29 Exchanging information about where | p29 Description ofa town, p27 interview (Multiple choice) you lve 29 Description of a town | i Directions Asking or/giving directions (Roleplay) _Ashort note: 33 Questionnaire 1 p33 Doing a quiz p34 Conversations at the doctor’ 35 Giving advice £ 37 Radio interview (Gap il, multiple choice) | p37 Talking about sports + Listening: Gap fll * Speaking: Jumbled conversation Exam Trainer in the Workbook f 41 Conversation (Gap fill) ‘P44 Giving opinions and responding _| p43 Recipe p45 Food survey (T/F) Conversation in a café (Gap fill) Ordering food (Roleplay) Postcard p49 Conversation (Gap fill ‘p49 Making suggestions and responding (1) $1 Description of a persons 53 Radio programme (Multiple choice) | p53 Describing a picture appearance and clothes "+ Listening: Multiple choice (shor recordings) + Speaking: Photo description "Exam Trainer in the Workbook 57 Radio programme (Gap fill) | 59 Taking about things you cin the past | 1 Description ofa festval 61 Description ofafestivalMitple choice) | p60 Discussing festivals | : Buyingtickets (Gap) Buyingaticket (Roleplay) Informal letter P65 Questionnaire p67 Describing a day out 67 Radio interview 68 Expressing opinions, agreeing and 68 Opinions about inventions disagreeing nin —___* Speaking: Roleplay | 72 Conversation (Multiple choice) 75 Speculating about the future ] | p75 Weather forecast 76 Celebrities and the environment | per nie osetia TSAI 1S ed omens sacle a Shopping (Multiple choice) Buying clothes (Roleplay) _ Notice | p83 Conversation 81 Talking about your town m 85 Interviews (Multiple choice) 82 Talking about holidays 83 Making suggestions and responding (2) 85 Newspaper interview (Roleplay) Listening: T/F + Speaking: Photo description Exam Trainer in the Workbook 'p90 Descriptions of successes (Matching) | p89Game — guessing jobs 'p93 Radio interview (Gap fil) 91 Discussing skills and qualities p93 Talking about volunteer jobs | fs Job interview (Gap fill Interview questions Roleplay) Formal letter ee 101 Conversation (Multiple choice) | p96 Discussing different cultures | p97 Advice for vstorsto your | p98Talking about youth politics | town pee l01General review | 2 H bem + Listening: Matching + Speaking: Roleplay Exam Trainer in the Workbook =pp130-135 Word list. = back cover Irregular verbs + back cover Skills and exam strategies Starter 1 ‘The Starter Unit gives students a ‘quick review of vocabulary and ‘grammar that they have studied before. By using the Starter Unit you can assess the level ofa new ‘ass and also give students the ‘opportunity to review what they know. This means that they start Unit 1 with more confidence. This is especially important after along holiday when the stucents might not have used English at all. ‘You don't have to do all the ‘exercises in the Starter Unit with your students. Read each section of the Starter Unit through and decide which exercises are going 10 be useful for your students. Draw students’ attention to the ‘objectives box at the top of the page. Tell students this isthe ‘grammar and vocabulary they are going to learn/review in part of the Unit. Tell them that they will think about what they have leamt and what they can do at the end of every second lesson e. at the end of every double page spread) LESSON Warmer Introduce yourself to the students, e.g. Good morning. ‘My name's (your name). Point at ‘yourself to make sure students Understand that you're giving your name. Ask different students What's your name? for them to reply. Prompt them to use My name’... Pre-teach a short dialogue by demonstration: Hi, ‘my names... What's your name? ‘My name’... Students practise the dialogue in pairs, turning to different classmates around them and saying the dialogue. Make sure students take tums at starting the dialogue. students don't need to read the dialogues aloud at this stage. ‘Answers: on student page Ib Practise the dialogue in open pairs before students take turns to read It in closed pairs. 2 Eo Focus students on the table and check understanding before they find the possessive adjectives and subject pronouns Ta Gamateh the conversa ‘Te isten and check a ‘Dan: Whats here? Sam: Her name Anne Dan is shea student? Som: No, she lant he 8 teacher a Jack Hel, My nmi Sophie Sop dnc eyouastde? Sophie Yes am bead the conversationsin pats three subject pronouns [ccammas Showy ‘Verb to be singular ‘2 head Grammar2know. Find two postssve adjectives and the conversations exerci I. 3 complete the sentences with the conact forme theverb abe 1 Ellen (nod ny class 2 |_lzer potlinthe ‘asketbal tam, 3 Ace youttom Foland? an my birthdy toy! Shei from tondon, He a? inodastudentat myachoot A cade he correctword 1 Hetrame Alex 2Duyama eenaoe. 2 Gh nthe oobal tam? 4 She@aroute singers Beyonce 5 W@isyour gut? 6 WhatisyouRname? Askand answer questionsin pas. Maat yma? Whar her manne? © Dssten and repeat the alphabet Tam Om amnot(mnet ABCDEFGHUKLM Yuare re) ‘remot (rent) 9 stadt NopaRsTuVWxYZ Herertscs) isnot dsr 7 mnand write the nares 2 hort answers 1 James Amiinyourcss? | Yesyovre/Na you erent eo aed ies, | apenas} & GDLstenand repeat the emall Areyouastuden?” | Yes famNe moot a 1 sanisonatieenet lehethetin ny las? | Ys heeft Hepordee pay 2 sampeteetwonoridscom Whatshernane? Hernan Aone. anki inhereerea a 4 marekaelphabet.couk ‘Subject pronouns _[Possersive adjectives 1 tnvent an email address. Thon ask a other students. Use Prozes2knovr. or he his io oeene: it Tis 66 Wars gov ema eres in the conversation. Have them check in pairs before checking as a class. ‘Answers: on student page 3 Accept, e.g. am not (sentence 2) but remind students that when we speak we Use the contraction (7m not) ‘Answers: on student page 4 Beyoncé is an African-American singer and actor. ‘Answers: on student page 5 Students can also do this activity in groups ‘of four, groups of boys and git if possible. 6 (3) Listen carefully for the letters you kriow your students have difficulty pronouncing, because oftheir mother tongue. If necessary, drill these separately for the class 7 Ca) Play the CD twice, giving students a chance to check in pairs before the second listening ‘Answers: 2 Maria 3.Charlie 4 Emily 5 Frank Students can take turns to repeat the email addresses in pairs. Make sure they realise that we write ‘a’ but say’at' and write’.’ but say'dot’ before they move on to exercise 8b, @ Match the counties andthe nationalti. Bay @ Countriesand natonalities VO a CDnumberthomonthsin ‘order Ten Istenandrepet. ‘TT ead the chat messages Tek V/) ue or cos (alse “4 Graces Mexican, 5 @.Grace andt2oaefrom NewYork. 1 Bileoissiteen 2 IB Hs birthday iin September. 3 Bleo'sit american, My e-tiends are Leo and Grace eo is 16 t's hi bitday ody Grice fe 15. tute ‘When is her binhday? Arla Her birthday i September, ae ‘re they boylend and ginend? Ames No, they aren They're bother and sister ake "re they American? Anata Yes they are. But thei parents are Me [Where are hey fon? Aneta “They ae from New York. tke ‘T2 ead Grammarzknow and complet the sentences 1-5 below fromthe txt Verb tobe plural Yura arentaren Bh ‘earthy are) th ——$_—=—— Are youteFiey Amara? Yes oun hey are Nayouwerh ort Wherare they fom? Therm Meio Subject pronouns __Postessve adjectives 'b Workin groups. Answer the questions + What month sit now? they ter 1 se they American? 2 Ves they ace 3 ict parents _2ce_ Meson. they giiend and boyfriend? + When is your birthday? + Whats your favourte 5 Wotey arnt “13 Workin pas Ask and answer the question about the photos Ib Students listen and write down the : ‘email address their friend has invented. LESSON Warmer ‘Write the following letters across the top of the board: a bf, i,0, 5, q, w. Students copy the letters into their notebooks. Say the seven letters aloud for students to repeat. Now say all the other letters of the alphabet aloud and have students match each one with the letter on the board which has the same sound, e.g. h and Zkave the same sounds as a. Do a few examples first so students understand what they have to do. They write answers in their notebooks and compare ideas in pairs. Check by going through the letters Of the alphabet again and eliciting the ‘matching letter/sound from the class. You could help students by telling them how many letters each sound has. Answers: a:b, j,k; bc, d,€,9, P, uv; limon, s,xz ky; @:(n0 matches); qj u; ¥: (no matches); w: (no matches) 9 @ tay When checking answers, focus on any changes in pronunciation e. Spain’ Spanish Argentina/Argentinian. ‘Answers: on student page ‘Answers: on student page 1b Do this frst as a class, then students can ask and answer in pairs. 11 Strategies for exam skills. Students need to read all the statements before they re-read ‘the emails. The wording in the statements is not exactly the same as in the emails but the Information Is in the same order, Make sure students understand that this is an online dialogue, that the people in the pictures are Leo and Grace and that the speakers are Luke and Amelia. Students can read the dialogue aloud, in open or closed pairs before or after doing the true/ false activity ‘Answers: on student page 12 Ei Check students realise that the sentences in this exercise refer to the messages in exercise 11 Answers: on student page 13 Brainstorm possible information about the people in the photos (including alternative names) and write it on the board, Brainstorm and write ‘ther questions for students to ask each other. This will help students with ideas for the activity. Now your students can: * use the verb to bein the present ** use subject pronouns and possessive adjectives correctly ‘* ask and answer about personal information. 5 Starter 2 ‘The Starter Unit gives students a {quick review of vocabulary and. grammar that they have studied before. Read each section of the Starter Unit through and decide which exercises are going to be useful for your students, The Starter Unit lessons are optional Draw students’ attention to the objectives box at the top of the page. Tell students this is the ‘grammar and vocabulary they are going to learn/review in part of the Unit. Tell them that they will think about what they have learnt and what they can do at the end of every second lesson (ie. at the end of every double- page spread) LESSON 3 Warmer With Students’ Books closed, give students two minutes to brainstorm in pairs all the school ‘equipment they can remember. Start them off with an example, eg. hold up a ruler and elicit what itis. licit the words from the class. 1@ ay Students quickly look at the words and pictures to find school equipment they didn't remember ‘or don't know in English, ‘Answers: on student page 2 Er Students compare in pais. Possible answers: n: exercise book, eraser, ractive whiteboard tuler, pencil sharpener, pencil case, calculator, computer, dictionary, desk, cupboard, bookshelf, box 3 ‘Answers: on student page an (ONLI Review the prepositions using mime i necessary betore Sudents complete the exer. ‘Answers: on student page equipment lee Caneserckebook Clpane Saneraser i apencsharpenet Blapenctcase Blacakuktor pencs Bacompuer Badctonay Sadek Elacupboord la bookshelf a box [Banineractie whiteboors ‘2 ead Gremmar2know. Then find three words ‘with am and four words within the plete EE Singular nouns + Use an with sing nouns + Useaith nouns stating with consonant: ‘ane, astuden pen + Useanwith nouns stating with a wowet Plural nouns + fet nouns tomate plu: + fees nounsening inch -5-4-0 ‘toh otc, bor ver TL aphind the Wordsinow in the picture. Then listen and check 3 Wteaoran. then wrt the plore form, Ve book Loot 3 SEMPR player AE oas 4 chs lene 5 computer _sonntee 6 sxomnge as a Watch the Wordzknow wth the pictures 1-5, 1b Workin pats Use the Werds2know to alk about thepeture in exercise 1. A Tae elena is ater tha th annette 6 Ib Elicit some sentences from pairs at the LESSON 4 end of the activity wauer 5 EEE ‘Answers: on student page 6 Check understanding and use of this/these and that/those in the classroom by getting students to talk about objects ‘which are far away from them, Le. on the ‘walls/board using that/those, and objects cn their or their neighbour's desks using thistthese, Play a game of number bingo. Write numbers 1-30 on the board at random (not asa list). Students draw a 2x 2 grid in their notebooks and write a number in each square. Call out the numbers at random. When students hear a number from one of their squares, they cross it out. When a student has crossed out all four numbers she/he shouts Bingo: Elicit the numbers from the student before declaring her/him the winner. 5 ead Grammar2hnow and writes (ingula or plain the boxes. Ei this that these, those ThsismyNP3ploe 8 Thseoremy hed a wi Tarsnyseol These ae mye © inpairs make sentences about your lasroom, Use ths that these, those Ta Cd Complete Wordszknow wth the humbers blow. Then ste and check. twelve seven fifteen eight ] ‘wentytwo sateen” thee ay Numbers 1-20 Tone 2two 3.2ére four Sie 6s 7usn Bate Shine 1Oten Weleven 12min T3thiten fourteen 15. ac 16 sive V7seenteen eighteen 18 nineteen 20twenty aitwengyone 22 fuses SOMNKY 1b GaDUsten andre the rumbers youbes 12/Q!20 4 710/28 29573 SQ 36s | 63s B_CDUstenand we the phone number. oma ite 0 Were: 44 Sop Say toutes |B CadcompletePhvases2hnow with the words below Then iten and check [eiee ws lomw\ one] a Whats the time? OOS VWsnine 2 hse 3 stan 4 square etch pastnine—pastine—pastine 9 OOO 5 Rstwenty 6 fstwenty: 7 Hshalfpast 8 Itscwaee fesse nine token HOO® 1 isons 10 gmt 11 esses) 12 Rw VO Guten and write the times. 1305 ‘V1 GiB Listen and repeat the Words2know. Then write ve ‘numbers and dts my ‘Numbers 105, 1005, and 1.0005 AD foty 506 Gosbey Overt BOeighty SOninety 100 onehunded 10 one hundedand one 200 to hundred 232 two hundred and thirty 140 ‘o00enethousnd 3000dvee thousand 500 erty ve thousand them to your pane ‘T2 Look atform 1 on page 136. Complete theinformaion {or an imaginary person. Now workin pals Askand swe questions and complete orm for yout artnet. 7 7a Go) Ey 8 CCheck students can recognise and say Focus on the Phrases2know before playing 13-19 correctly and check recognition _the CD. Make sure students understand and pronunciation of 13 and 30. ‘Answers: on student page that we write ‘0’ but say’oh’ and write ’44” but say ‘double four ‘Answers: 2 0780 6453329 ‘b GGd)Tell students they will hear a full 3 01865 873323 4 0038 055 27801 sentence, not just the number. ‘Answers: on student page 5 0770 3209343 6 0208 5546610 When people say phone numbers in the UK, they say each number separately, apart from when two numbers are the same. So the number 672854 is said like this'6-7-2- 8-5-4’ and the number 663321 is said like this double six, double three, 2-1 Optional activity Make sure students realise that this isa game and that they only have five minutes to collect and write down as many phone numbers as they can. Ask two students to read out the example exchange. Make the start clear, e.g. say’Ready, off you go’ and make the end clear, e.g. say ‘Everyone stop now: Find out who has the most numbers and elicit a few numbers from students to check they wrote them down correctly and that they remember how to say them. 30D Draw a circle on the board and tum it into a simple clock face to review when we use'past' and when we use'to: Ask students what the time is now. ‘Answers: on student page Tell students they will hear a short sentence or dialogue. ‘Answers: 2.11 o'clock/11.00 3835 4345 5 730 6 550 nay Close this activity by asking for volunteers to come to the board. Students dictate ‘numbers for the volunteers to write. Check that they use ‘and correctly in the larger numbers. 12 Before the pairwork part of this activity, elicit the questions students need to ask their partner for her/him to complete form 2.\Write them on the board if necessary. Now your students can: * use the demonstratives this, that, these, those correctly * talk about school equipment and identify and say numbers correctly * ask and answer about personal information. 7 Unit 1 SII In the United Kingdom, teenagers’ bedrooms are very much their own space. They keep everything in their bedrooms, as you can see in the photo, and decorate the walls with posters and photos. Most teenagers have their own computer in their bedroom, a music system and aTV.When their friends (male cr female) come round to the house, they listen to music and chat in their bedrooms. They don't spend time in the living room with the rest of the family. Draw students’ attention to the objectives box at the top of the page. Tell students this is the grammar, vocabulary and phrases they are going to learn in this Unit. Tell them that they will think about what they have learnt and what they can do at the end of every second lesson (ie. at the end of every double-page spread) LESSON Warmer Elicit from students the rooms in ‘a house. Focus on bedroom. Elicit from the class what they have in their bedrooms. On one side of the board write the things that most students have, on the ‘other write the things that only ‘one or two students have. Vocabulary and Reading My things 1 ORE ‘There are many different kinds cof games consoles on the market: the most popular ones ate PlayStation, Xbox and Wi You can ask your students which cones they like best. Compare the Words2know with those from the warmer. Elicit from students if the bedroom in the photo is ike theirs oF not Note: all the Words2know are in the photo. Answers: on student page 2 Check students know what a blog is and find out who in the class is a regular blogger. Tell students that they do not Vocabulary Ri: My things 1 Find the Worden Caresoom Ea I moblephone asatbows alco ape ‘computer agnmesconsle DVD plyer 2B Lockat chats blog below. Read about his fend, Lil; Make st of her things. ANP payer ‘Bead about ily again. Tk i true orerost fas 1 Uys amaican, 2 Z Herfavourte thing isher MP3 player. 3. BE erfavourte band The Kooks 4 Ziuiyisinaband 5 Zityaishercat 6 Bi chatieisherboyiend Profle Find people = 500 songs on tan 50 of them are by The Kiser hits My favours band the Kooks, $0 we “farm tater dats Lily has got a mobile phone and a computer but Lys got two pete ~a cat called Lyra and a goldich san ve ma» Oe Imsicand= musk Qh and Us gota nkname. t's Ly. My Shesmosicmad er edna See Uy ae stiend - she's favourtething Sher yest rina SO mY otTnena= se MPS player She's gx need to understand the whole blog. They only have to find the information in the instructions. They compare their answers in pairs before the class check. ‘Answers: an MP3 player, an electric {uitar, a mobile phone, a computer, two pets (a cat and a goldfish) 3 Strategies for exam skills. Reading: ‘True/False (back cover) Students need to read all the statements before they re-read the text. The wording in the statements is not exactly the same as in the text but the information is in the same order. Answers: on student page LESSON 2 Warmer Give students two minutes to look at the photo of Charlie and to scan the text about Lily again. Then they close their books, Write or dictate about eight true/ false statements about Lily and Charlie using has got, e.g. Charlie's got a goldfish (F), Make at least five of them false. Students write numbers 1-8 in their notebooks and then write T or F for each fone. Students open their books for the ‘checking phase. For the false statements elicit the correction. Prompt students to Use has/hasn‘t got where possible. 8 Before students do the Grammar focus |B Look at the table and complete the writing task, brainstorm the have got —— = things they've got in their ee Ey ea bedrooms and create a word 4 Read Grammardinow ad complete hese eae ae sentences th short forms, map on the board, with 1 thw erat etd het bedroom atthe centre. At the |x gotalot of good fiends. Ere ica Ga side of the board write the 2 Seias gt aac pt prompt in my bedroom I've got 2 Sst oot gamer on 4 tae aoa aT vr Bl some sentences fom ‘She sus? got a games console. ee eee students to check correct use of 3 az Andie sot afoot? = ten ae ‘@/an and numbers. Students can 4 Lyandinde ad aot copy the word map into their have got Diop notebooks. Ue hve otaabot pon 5 an Chace andy_2et aT? eee emonsvation ot + | UYouwertey | have gotacamera. ‘ the activity using open pairs — pa pins ore gat first. Remind students to ask ae Neate G Match the underlined words in sentences ‘questions about the things = [Wesabe Treveretgotocanea = t tgaymneneede ee Con the word map (not just var ero carere eee the things in their own lists), este ———hasnotgora came oa ace ‘Monitor students to check ‘hasnt goto camera ome: correct use of question forms. ea 7 GDPRONUNCITION Unter ndrapet , Selene thesertance Bb Students might need |tecrccanet| Ne outet eer « jneastacimen preparation time before talking Hasheishe/itgoto Yes he/shevithas. [Hus gates, to the class. (areal. ,

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