a a a A a 8 = ® 8 ie = Oc a ae x] = a 5 . % © A XN ws = in a6 = = 5 i ¥ i = i a = ‘a a com yww.longm: 3Pearson Education Limited, Edinburgh Gate, Harlow, Essex, C20 2/E, England ‘and Associated Companies throughout the world. wuwlongman-elt.com @ Pearson Education Limited 2001 All righus reserved; no part of this publication may be reproduced, stored tn a reirieval system, of transmitied in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers. The tight of Liz Kuibey to be Identified as the author of this work as been asserted by her im accordance with the Copyright, Designs and Patents Act 1988. First published 2001, Fifth impression 2008, Set in Delima 9.5pt Printed in China SWTC/05 ISBN 978-0-582-30646-2 Illustrated by: Pamela Gaillard (The Write Idea) Design by Gemini Design and page make-up by The Write Idea Photocopying ‘The publisher grants permission for the photocopying of those pages marked “photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by classes they teach. School purchasers may make copies for use by their staff and students, but this permission does not extend to additional schools or branches. Under no circumstances may any part of this book be photocopied for resale. Cover photograph © Pearson Education/by Peter Lake. ie a aea a auras Contents Students’ Book Contents Map Introduction Welcome to In Touch In Touch for students In Touch for teachers The principles behind the course Motivating materials A systematic approach to language learning A focus on skills Confidence building Memorable materials The course components The Students’ Book The organisation of the Students’ Book and Workbook The Workbook The Teacher's Book The Students’ CD The Class Cassette Set The Test Book A quide to the Students’ Book Input lessons Skills Special units Revision units Mini play Tips Classroom management Mixed ability classes Correcting work Homework Key to symbols Daily lesson organiser Lesson notes Wordlist Workbook key Progress Tests Key to Progress Tests Test Book key viii viii vili xi xv xvi xvii 6 7122 7125 T134 7143 T146ry Welcome to én Touch 6 ‘Remember Your English 8 ¢€ T The Londoners: 12 People and places Present simple 2 Crazy Gang 14 A surprise party Present simple or Present & Gothes continuous 3 InTouch Club 16 Information file: China Stative verbs Z The countiside : 4 Story Time: 18 Factbased siory Past simple ‘The Day of Terror Time sequencers é Skills Special 1 20 Arobbery Recclng: Pas simple, Present simple, Present continous '5 The Londoners 22 Avisit to Madame Tussaud’s Present continuous (ature Opinions arrangements) 6 Crazy Gang 24 Max the fortune-teller wil rare decisions, eters, predictions 7 in Touch Club 26 Raising money for UNICEF joing fo (future plans) 8 Story Time: 28 Science fiction + Yes/No questions ‘They Came from Kitra 1 Space + Wh questions Skills Special 2 30 camp Adventure Recycling; Present continuous ttuture). going to Revision 1 (Units 1-8) 32 a —— 9 The Londoners 34 visit to the RSPCA Present perfect (indefinite me) Word formation + ever, never 10 In Touch Club ‘36 Whale watching Present perfect with for, since, Outeoor activities and equipment Just already, yet 11 Crazy Gang 38 Popsy’s television show Past simple oF Present perlect 12 Story Time: 40 Science fiction Some. any, no- + They Game from Kitra 2 ‘body. thing, where ‘Skills Special 3 42 My favourite town 13 The Londoners is + Couldcan (permission, requests) The theatre * Shall 1/Would you lke > "otters 14 In Touch Club 46 Robows ‘an, could, be able 1 (ability) Phrases with do and make 15 Crazy Gang 48 Max the Magician Tag questions 16 Story Time: 30 Sclence fcion Suggestions: Lars, How about. ‘Game from Kitra 3 What abour..>, Why don't we ...? Skills Special 4 52 A weekend at a friend's house Recyeling: requests, permission, suggestions. Revision 2 (Units 9-16) 54 17 The Londoners, 56 Hobbies and pastimes Past continuous 18 Crazy Gang 38 Toffee and the fish Past continuous (whe, when) shopping Past continuous and Past simple 19 In Touch Club 60 Life inthe past Used 10 (past states and habits) 20 Story Time: 62 Factbased story Past forms: used 10, Past simple Voyage to the Unknown 1 Adjectives Past continuous ‘Skills Special 5 64 The hero Recycling: Past simple. " Past continuous « STeller answering questions Ticking boxes ‘Asking for information Writing about your about people family Dialogue: answering questions Song; short notes Describing clothes formation file: true/false questions Project: Information fle about your county ‘Narrative: matching sentence ~ Pronunciation: f/f? Retelling the story fragments + Numbering pictures Newspaper anicle:» reading for gist Description: listenin Describing pictures = Order of adjecives reading for dota oral ° oP + Paragraphs: description Dialogue: answering questions, Completing notes Talking about birihday Whiting about birthday plans plans Dialogue: true/false questions * Making decisions, offers “ + Game predietions Tater aching ventonce “True/false questions Talking about plans Wing about plans ragrnents Narrative: answering questions Mukiple choice Predicting what will happen in the story Brochure: + predicting content Monologue: listening for Talking about Linking words reading for gist Contest. gisiand deal arrangements !Writng an informal lever Dialogue: answering questions Completing notes Describing an animal Writing a leter for a school newspaper Dialogue: true/false questions “Talking about outdoor Wing @ leer 0 aeuiities In Touch Club Dislogue matching sentence ~ Multiple choice "Talking about experiences fracments + Pronnlation: Intonation ‘Navralive: answering questions Multiple choice Predicting what will happen in the story Description: + predicting content reading for gist Talking about a favourite Describing your favourite village, town oF ci village, town or city Dialogue: true/false questions + Making requests + Asking for permission Article; answering questions Talking about skilis| Writing about skills ities and abilities Dislogue: answering questions = Intonation + Song! gap filing Narrative: answering questions ‘Multiple choice Making suggestions Writing an informal Teter Letter» reading for gis Dialogue: predicting Dialogue: requests, Writing an informal + reading for detall ‘listening For etal! Permission, suggestions _tansactional letter Dialogue: answering questions *True/false questions Talking about the past ‘Writing about the past {= Pronunclation ny Dialogue: true/false questions Weng an infor transactional lever Interview: answering questions ~Tieking boxes “Talking about past slates Wriling about the past {Labeling pictures and habits and the present ‘Narrative: ordering sentences Tabeling pictures Describing clothes ‘Narratives identifying reference Dialogues» listening for Imerviewing an Writing @ narcaiive words context identifying” eyewitness Speakers IATA TCI ~m 66 Camping in the New Forest Short agreements (So da. Verb phrases Neither dor} - 8 World problems Too much/ioo many, not enough 70 Bugsy’s accident = Comparatives | Superiatives = Personality adjectives What's. ike? He Tooks & 72 Factbased story ‘Adverbs of manner ‘Skills Special 6 74 A day ttipto the seaside Recycling: Past simple, Past continuous, adverbs Revision 3 (Units 17-24) 76 — ee ‘25 The Londoners 78 A visit to a newspaper office Passive voice: Newspaper jobs Present simple affirmative < (26 Crazy Gar 80 The new James Bond + Passive voice: Present simple = =e Materials and adiectives iegatve and questions = made of 27 InTouch Club 82 Amazing places: The Nasca Lines Passive voice: Past simple . aifirmative, negative and questions 28 Story Time: 84 Adventure [inking words so, because The Legend of Magnus 1 ‘Skills Special 7 86 Westbridge Castle 29 The Londoners 88 A birthday party at an ice rink ‘Verbs with (wo objects ‘30 Crazy Gang ‘90 Max mobile phone Biections eS ‘31 In Touch Club 92 The Olympic Games Relative pronouns who, which, thar = ports and games e 32 Story Time: 94 Adventure Relative causes with who, which, The of Magnus 2 that Skills Special 8 96 Ice hockey ~ a great game wision 4 (Units 25-32) e 33 The Londoners 100 A football match First conditional Word formation < 34 Crazy Gang 102 Max at the gym . Secs conditional ~ ‘35 In Touch Club 104 Schools around the world + shouldn't) (advisability, advice) — Expressions with time have o/don't have to (obligation) _ © 36 Story Time: 106 Mystery siory Prepositions [, in, af) _ The Mind in the Machine 1 € Skills Special 9 108 Kate's Problem Page Recycling: shoutd/shouldn i If were you = ‘37 The Londoners THO Aplay atthe end of the school year Reflexive pronouns <= ‘38 In Touch Club 112 Internet friends [Adjectives with prepositions = Computer words tng/nouns| }¢ 39 Crazy Gang 114 Maxéslonery wicker Tmay/might (possibly) 40 Story Time: 116 Mystery story Object and subject questions ‘The Mind in the Machine 2 _ ‘Skills Special 10 V8 Fim review: Siar Wars i Revision 5 (Units 33-40) 120 « Mini play 122 Word list 124 €Dialogue: true/false questions + Pronunciation: intonation Agreeing and disagreeing + Song: gap filling ‘Anticle: matching ‘Completing notes Project: Your country’s problems Dialogue: answering questions Comparing people Describing personalities and appearance Narrative: answering questions Multiple choice Retelling the story Writing a story Description: = identifying reference Description: listening Describing a picture Describing a day trip words" guessing unknown words __for information * Short exchanges A report: answering questions Deseribing a process Describing a process Dialogue: ordering sentences + Describing objects + Game: identifying objects Interview true/false questions Completing notes Project: describing a place ‘Narrative: true/false questions + Ticking the correct + Expressing opinions Information + Telling a story += Pronunciation: Brochure: «guessing unknown words Dialogues. «inferring ‘Requesting and giving ‘Writing a report Steading for information vinfetence + listening for words used information Identifying reference words Word stress Making requests Dialogue: answering questions [Answering questions “Asking for information “asking for directions Quiz Matching Describing a mascot for the Olympic Games Narrative: true/false questions. Retelling the story Writing a story ie'= guessing unknown words Dialogue: Iistening Describing a picure ‘Writing an article about ing for gist for detail your favourite team sport Dialogue: identifying reference Matching Game: talking about words possibilities Dialogue: rue/false questions ‘Completing a chart Giving advice Writing an informal Extracts from letters: matching + Quiz = Giving advice ‘Narrative: answering questions Talking about the story Writing an ending for the story Leters in a magazine Dialogue: predicting what + Expressing opinions Writing an informal letter reading for information people will say Giving advice giving advice Dialogue: answering questions Completing notes ‘Acting out an interview Writing interview questions E-mail messages Completing a! ‘Writing an e-mail {rue/Talse questions questionnaire message Dialogue: answering questions Multiple choice “Talking about holiday ‘Writing about holiday plans: plans ‘Narrative: true/false questions + Talking about the story and computers _+ Quiz Film review! + reading for gist Monologues: listening far Describing a film or video Writing a film review ‘guessing unknown words detail aoe oe@ Introduction Welcome to /n Touch Welcome to In Touch, a new three-level course for upper primary and lower secondary school students. This introduction: * describes how the course functions for students and teachers + outlines the principles behind the course + describes the course and its components + suggests how to use the materials * gives teaching tips In Touch for students Children today live in a world of rapid change and are surrounded by images and sounds. As learners, therefore, they can be easily bored and often demand constant stimulation. On the other hand, they need the reassurance of the familiar to develop self-confidence as learners. Jn Touch provides the variety they need to keep their motivation high and at the same time it gives. them a clear framework within which they can learn with confidence, ‘Students attending upper primary and lower ‘secondary school are at an age between childhood and adolescence. They are developing intellectually and emotionally, and at different rates, Classes usually have students of mixed ability and different degrees of maturity, with different experiences of leaning a foreign language and different interests. Therefore they have different needs. They cannot learn. effectively from materials written for older students, but need materials specifically almed at the age group to which they belong. In Touch has been written at the cognitive level of primary and lower secondary school students. It addresses their learning needs and caters for their interests. In Touch for teachers In Touch has also been written with busy teachers in mind. The organisation of the course makes it easy for them to plan their lessons across a teaching period (year or term) ‘The course is flexible; teachers can modify the materials to suit the different needs of thelr students by using the Extension Activities and photocopiable resources in the Teacher's Book. This also gives ideas on how to deal with mixed ability classes and provides tips on teaching the materials. The Students’ Book is supported by a full set of other components. The clarity of the lessons means that teachers do not need to spend much time preparing them. Furthermore, the unique thematic ‘strand’ organisation of the Students’ Book makes the course easy to teach. The principles behind the course Motivating materials Every teacher knows that students learn more readily and easily when their interest is engaged and when they fee! involved in what they are learning. Students in upper primary and lower secondary school have a lively interest in the world around them. They like to compare their ‘own lives with those of their peers in other parts of the world, including Britain, In Touch exploits this interest to teach language effectively. Furthermore, In Touch recognises the power of narrative and the appeal of humour, both in teaching and in keeping young learners interested and motivated In order to achieve the highest level of student motivation possible, In Touch presents and. teaches new language through four different and distinct types of unit, or thematic ‘strands’ The Londoners, In Touch Club, Crazy Gang and Story Time. Each of these self-contained thematic ‘strands’ occurs once in every cycle of material, providing the variety, humour, interest and stimulation that young students need. Every cycle of units begins with The Londoners but the other ‘strands’ are not always in the same position in the cycle, ‘The Londoners In The Londoners units, students read about a group of friends living everyday lives in London. The friends do the kinds of things that young, students do. For example, they go to school and talk to their friends, so students can identify with them. They also visit places of interest in and around London, There are ten Londoners units through which students learn the language of everyday situations. At the beginning of each Londoners unit in In Touch Students’ Book 2 there is a new feature: an information box with an attached ‘question. The purpose of this information box is {0 highlight an aspect of British life and help the student to learn more about life in Britain. In Touch Club The In Touch Club units take the form of a newsletter for the In Touch Club ~ a club for English learners around the world. Students earn about children around the world by reading Interviews with In Touch Club members, and their contributions to the newsletter. Students can compare their own lives with those of children in other countries and learn that we are all members of the global village. They can also make friends through a virtual club; there is an In Touch Club website available on the Internet. Crazy Gang In the Crazy Gang units students can read about the humorous adventures of a group of cartoon, om mm « s Ow wm ao on w AA DAA DNA WH W®Ha a a = ( characters. The situations and jokes in these units make new language memorable. The situations lend themselves to role play and students can act them aut, which further reinforces student involvement, The strong visual element of the cartoon fs also important in helping students learn and remember new language. Story Time ‘The Story Time units present new language through the medium of stories. Some of the stories are fact-based; some are fictional. ‘There are five stories in different genres in In Touch 2 so all tastes are catered for. The stories are: The Day of Terror, a story about the eruption of Mount Vesuvius; They Came from Kitra, a space adventure; Voyage into the Unknown, a story based on the voyage of the Mayflower to America; The Legend of Magnus, a story based on a Viking myth; The Mind in the ‘Machine, a science fiction story based around a computer, Students are motivated to start reading for pleasure, and they will want to read on, either to find out what the end of a particular story is, or to see what the next story is about. The strong narrative element in the Story Time units helps to imprint new language on students’ minds for easy retrieval, ‘A systematic approach to language learning Every aspect of language learning is covered systematically in a syllabus that addresses all the linguistic needs of young learners. The forty language input units (The Londoners, In Touch Club, Crazy Gang and Story Time} present new grammar and structures in a clear Context in motivating presentation texts. Each Unit usually focuses on a single grammar item or structure. This step-by-step approach makes language learning easier, especially for students who have had litle or no previous contact with English. Complete models of grammar items are presented to show clearly how the language works. As students progress through In Touch, they are guided into making valid generalisations about the language. Common language difficulties are also highlighted in special sections. New vocabulary is also presented in appropriate contexts in the presentation texts. The exercises and activities that follow the presentation texts activate and consolidate There are also newly-introduced exercises and activities to practise lexical sets. Grammar and vocabulary are systematically recycled and consolidated in subsequent units. This Is important for young learners, who learn most effectively by reading, hearing and using new language frequently. A focus on skills There are ten Skills Special units in In Touch 2. They teach and develop the skills of listening, speaking, reading and writing, Skills are actually taught, not simply practised. Clear models provide guidance for speaking and writing. No new grammar items are presented in the Skills Special units, so students can focus on the skills themselves. New vocabulary in the Skills Special Units Is carefully controlled and restricted to essential words for the topic being practised. At the same time vocabulary from the previous units is recycled In Touch js primarily intended for students who live in non-English-speaking environments. These students do not get much exposure to English and rarely have a chance to speak it outside the classroom. In Touch has numerous reading and writing exercises, not only in the Skills Special units but also in the language input units: these exercises help to consolidate the oral work done in the classroom. Confidence building Confidence is essential for successful learning, In Touch builds confidence in the following ways: ‘* The language input units all have the same basic framework, so stucients quickly learn. what is expected of them. Each unit, regardless of its thematic identity, presents new language in a clear context. Then students are given the model of the language item, which they practise in controlled aclivities. Exercises and activities are easy to set up and instructional rubrics are clear and short. When students understand what is expected of them, they have the confidence to tackle the language tasks, * There are clear models for speaking and writing, and guidance is always given; the speaking and writing exercises are realistic. This means that, at the end of a unit, students can use the language they have leant with confidence. * Most importantly, the expectations of the course are Fealistic for students of this age. The objectives of each lesson are clear and the tasks are achievable, therefore students should feel a sense of accomplishment at the end of each unit, Memorable materials Students can only learn effectively if new language (grammar, structures ar vocabulary) is systematically recycled so that it can be remembered and used easily. In Touch recycles language within the language input units, across them and also in the Skills Special units. There is further recycling and consolidation in. the five Revision units. Teachers can also use the photocopiable Progress Tests in the Teacher's Book and in the Test Book to identify any remedial teaching which needs to be done.The course components The components for each level of In Touch are: + Students’ Book + Workbook * Teacher's Book (interleaved) * Class Cassette Set « Students’ CD + Test Book The Students’ Book ‘The core teaching units of the Students’ Book are: * Ten cycles of units. Each cycle has four language input units: The Londoners, In Touch Club, Crazy Gang, and Story Time, * Five Skills Special units, which teach and develop the skills, * Ten Revision units The Students’ Book also contains the following: * Contents map * Welcome to In Touch * Remember Your English Amini play * Unit-by-unit wordlist A more detailed description of all the sections in the Students’ Book is given in A Gutde to the Students” Book later in this introduction. ‘The Organisation of the Students’ Book and Workbook ‘The diagram on the right shows two cycles of units in Students’ Book 2 and the corresponding units in Workbook 2. Students’ Book Workbook |1The Londoners) | Unit | 6 Crazy Gang 3 InTouch Club unit 3 — 4 aeerptinn | | uses | | Check | Suns | Yourselt eee Units 14 CYCLE 2 1 | 5 The Londoners Unit 5 | | Unit 6 7 InTouch Club Revision 1 é a em aoxii * Input Lessons Input lessons (The Londoners. Crazy Gang. In Touch Club and Storytime) all have a similar basic framework, so students soon learn what is expected of them. The activities and exercises are simple to set up and learning is not hindered by complicated teaching instructions. * Skills Special units Skills Special units occur after units at the end of each cycle of the Students’ Book, Revision units Revision units occur after units 8, 16, 24, 32 and 40 (Le. alter cycles 2, 4, 6, 8 and 10) of the Students’ Book. * Mini play ‘There is a mini play at the back of the Students’ Book, © Wordlist There is a wordlist of the vocabulary presented In In Touch 2 at the back of the Students’ Book. The Input Lessons Here is an overview of the exercise types and activities found in different input lessons: Presentation texts ‘The four thematic ‘strands’, The Londoners, In Touch Club, Crazy Gang and Story Time expose students to a variety of text types. The target language is presented in motivating presentation, lexis and dialogues which are designed to make earning a pleasurable experience. Tips for Presentation texts * Belore playing a text or dialogue on the Class cassette, use the pictures in the Students’ Book to recycle language, to introduce characters, 0 give background information or to encourage students to predict what the text is about + Reassure students if necessary that you will help them with new words they may not understand. * You can also ask questions about particular points before you play a dialogue on the cassette for the first time. This helps young learners to concentrate on just a few points and not to panic when listening for the first lime. Ask the students to answer the questions after they have heard the text. Students can listen with their books open or closed, depending on how confident they are. + Play the cassette again while students follow the text in their books. * Ask students to read a dialogue aloud after listening to it. Encourage students to read with expression, Comprehension exercises Every input text Is followed by a comprehension exercise which develops understanding and. which usually recycles language taught in previous lessons. ‘There are several types of comprehension exercises: Wh- questions, true/false questions, multiple-choice questions, matching questions and ‘putting sentences in order’ questions. Tips an Comprehension exercises * It is important to give students time to read the questions and check that they understand them. * Students can work individually or in pairs 1o decide on the correct answers {which can be in writing if appropriate. * Consider asking students to read aloud the art of the text which contains the answer. Grammar and language boxes Grammar boxes serve to focus on the language item (or, occasionally, items) introduced in the presentation texts and dialogues. There are different types of Grammar boxes: Look and earn boxes focus on the form of the structure: Complete and learn boxes encourage students to work out the rules themselves: Be careful! boxes highlight special difficulties in order to help students avoid certain language errors. Grammar boxes usually follow the comprehension exercises. However, in some cycles of the Students’ Book, there are examples of Look and earn boxes preceding comprehension exercises because students will need the new structure to answer the comprehension questions. Tips on Grammar boxes Its important to read through the Grammar box with the students and check that they understand. + Icis helpful to ask students, individually or in pairs, to find more examples of the target grammar in the text + Iris helpful to drill the grammar points and verb models * The students can work in pairs to fll in the gaps in the Complete and learn boxes. If Necessary, refer the students to the presentation text for help. + With Be careful! boxes, it might be helpful to supply students with additional examples of the special difficulty focused on Grammar exercises All the Grammar boxes are followed by exercises that practise the grammar focused on in the Grammar boxes. Grammar exercises consolidate the target structure. They also enable the teacher to see if students are able to manipulate the target language or if students require further teacher input before they are ready to move on to freer use of the structure. Tips for Grammar exercises * Grammar exercises can be done in different \ways: orally or in writing, individually or in pairs. * Itis important to check answers to controlled language practice carefully. Listening exercises Listening exercises play an important role in In Touch. As well as helping students to develop strategies to understand spoken discourse, they also help students to develop their knowledge ann Mm iw, e a « By cs Py PePP oa a and experience of the sound system, rhythm, intonation and stress of English. Jn Touch has intensive and extensive listening exercises in the input units of the Students’ Book, In the intensive listening exercises, students listen to a text or dialogue which has gaps; they complete the gaps with the grammatical or Texical items taught in the lesson. Such exercises consolidate the new language and help to train. students to listen for specific information. In the extensive listening exercises, students listen to a text such as an interview or a discussion and complete a comprehension task. These exercises develop the students’ ability to understand the general meaning of a text. Tips for Listening exercises * With intensive listening exercises, it Is helpful to read through the gapped text with the studenis, then ask them ‘o predict the missing information. You should not confirm or correct the students’ answers until they have had a chance to confirm their own predictions by listening to the cassette two or more times. * In extensive listening tasks, itis vital that students understand the task you are asking them to perform. It is important to use context and/or pictures in the Students’ Book to set the scene of the listening before the students actually hear the cassette and do the task. It is also helpful to stress that students should not be put off by new or unfamiliar words but focus solely on completing the listening task. However, new or unfamiliar words rarely occur elther in the tapescript or In the exercise itself. Vocabulary Exercises Individual vocabulary exercises have been Introduced into In Touch Students’ Book 2 to give students additional opportunities to consolidate and recycle vocabulary. ‘The vocabulary exercise take several forms such as matching words to their definitions, pairing words with their opposite meanings and labelling pictures. Vocabulary exercises usually bring together sets of words with related meanings. Tips for Vocabulary Exercises * Get students to brainstorm lexical sets and supply examples of their own before they undertake the exercise in the Students’ Book. ** Use realia, pictures and mime to help elicit the words in a lexical set, ‘Include a phase of pronunciation practice at an appropriate point in a vocabulary exercise. ‘+ Use vocabulary exercises as a source of words for students t0 learn to spell by heart Speaking exercises ‘The ability of learners of this age to express themselves fluently in spoken English can be hindered by the lack of an extensive vocabulary and an incomplete knowledge of the English grammar system Most students will know little or no English at the beginning of the course, so a lot of the early speaking exercises are controlled. Fluency activities are introduced slowly into the materials. AAs students’ linguistic resources develop and their confidence increases, the emphasis of speaking exercises gradually changes from practice of the underlying grammar or structure to freer oral expression in communicative contexts. Tips for Speaking exercises + There are a number of useful ways to vary teaching procedures in speaking activities. They include: teacher-to-student questions and exchanges, student-to-student questions and exchanges with the rest of the class listening, ‘chaining’ around the class (i.e. Student 1 asks Student 2. Student 2 asks Student 3, etc.) and simultaneous student-to-student pairwork. * In speaking exercises which require a story to be retold or an event to be described, chaining round the class with one student at a time adding one or two sentences at a time, is an especially useful technique. It helps individual students to feel confident when they retell all or part of the story or event Writing exercises The writing exercises in the Students’ Book begin with practice of language at the level of the sentence. This language has usually been. practised orally first. Students then progress to longer texts consisting of paragraphs whose purpose is not primarily to practise grammar. In In Touch the use of metalanguage has been kept to a minimum but some words such as paragraph and title are introduced. In In Touch 2 a lot of attention is devoted to helping students to get to grips with the notion of a paragraph, a concept which some young learners find difficult to grasp. Tips for Writing exercises + If writing is given for homework, its important to make sure the students understand exactly what they are expected to write. + Icis useful to do some writing exercises in class so that you can monitor and help students while they work. Students can also work in pairs. * When students undertake pieces of freer vwriting, itis helpful to have a phase of oral preparation during which you help to ensure that students have all the key structures and vocabulary needed for the writing exercise. One way is to elicit ideas about the content of the text from the students and note them on the board, The students can then assemble the ideas into a coherent piece of writing,xiv Projects ‘There are projects in In Touck 2 to provide students with opportunities to work individually, in pairs or in groups on a piece of work which incorporates their own ideas. Projects also help to consolidate the language that students have learned and give them scope to use new language. Tips on projects “If appropriate, students can choose when and how projects are to be done, e.g. at home, towards the end of the lesson, individually, with a partner, etc. © All the students’ projects, not just the best ones, can be displayed so as to encourage less able students. ‘Songs and chants ‘Young students find songs and chants enjoyable. The songs and chants in fn Touch 2 focus on, or consolidate, new language items. They are often used for listening activities but they can also be sung or chanted by the students. The songs and chants in In Touch 2 are linked to the content or topic of the particular unit in which they occur, so they can be a meaningful and enjoyable part of the lesson for the students, Tips on songs and chants * Its helpful for students to hear a song or chant for the first time with books closed. * Before playing the song or chant the first time, itis useful to set a few questions to help the students focus on the main points of the listening, The answers can then be used for a discussion of what happened in the presentation text. * As appropriate, ask the students to retell the story on which the sang is based or predict what is going to happen in the next episode. ‘If there is a listening (ask associated with the song or chant, students can listen fo it again after the task So that they can check their answers, ‘+ A song or chant can be played as many times as appropriate if the students wish to learn it Pronunciation exercises Pronunciation exercises are worthwhile activities because clear, intelligible pronunciation can be achieved by young Tearners. Pronunciation exercises in the Students’ Book focus on sound patterns and word stress with which learners have difficulty. Tips on Pronunciation exercises * It is helpful to use the cassette extensively to give models of the target sound, pronunciation or word stress and to give students plenty of practice in listening to and repeating them. * In exercises designed to practise word stress, it is useful to write words on the board and highlight the stress patterns. Tips for English Learners. Tips for English Learners often appear in the in Touch Club newsletter. They give tips about the language and help students to become better, more independent learners. The lesson-by-lesson teaching notes offer suggestions for their use, When the students first encounter the Tips for English learners, explain their purpose, read through the tip and explain any unknown words or phrases. It might also be a good idea to write your own tips for your students and display them in the classroom. Games ‘There are games to be played in pairs and games for the whole class in the Students’ Book. ‘The games practise the target language of the Tesson but also, importantly, they give the students an opportunity to relax. The Skills Special units In Skulls Special units, the skills of listening, speaking, reading and writing are taught and practised. Grammar structures and vocabulary from previous input lessons are recycled and new lexical items are controlled to enable students to focus on skills development and. increasing fluency, The ten Skills Special units play a vital role in developing students’ fluency and experience of language in all four skill areas. Students are not just given a series of skills, tasks in these units. Rather, skills are built up gradually. For example, writing skills are developed by practising various skills such as punctuation and joining of sentences and by gradually increasing the length and complexity of writing tasks, Clear models and guidance are provided for speaking and writing tasks. At the end of each Skills Special Unit teachers may wish to set one of the photocoplable tests in the Teacher's Book or use the appropriate test from the Test Book. The Revision units ‘Young students need to be given the chance to ask questions about aspects of the language they may not have understood and teachers need to have the chance to do remedial teaching. The Revision units in the Students’ Book meet this need. They consolidate language that has been taught and help students and teachers to deal with problem areas before moving on to new language inpul Revision units are divided into Vocabulary, Grammar and Use your English sections. In the Vocabulary section students engage in activities to recycle familiar vocabulary: organising ‘words into sets according to topic, dealing with synonyms and antonyms, focusing on compound nouns and collocation, and investigating meaning. ‘Grammar sections include a variety of exercises on. the grammar points of the previous input lessons. < Py €Se eer naar Use your English sections contain exercises which are more demanding than those in the other sections. These exercises reflect the FCE Use of English format. They also gradually teach students the skills that are required 10 answer Use of English exercises - the Use your English exercises in the Revision units cannot be done mechanically, but require students to understand the context. Tips for Revision units ‘* Ensure that students read the rubric and Understand what they are expected to do. ‘It is helpful to work through one or two items with the students as an illustration of the task If the students don’t experience any difficulties, they continue working through the exercise, orally or in writing, on their own. # If a lot of students make a particular kind of grammar mistake while doing an exercise, discuss the mistakes with them and consider referring the class back to the relevant input unit of the Students’ Book. It will also be helpful to give explanations for difficulties, with vocabulary or word order. * Encourage the students to be curious about the language and to talk about problem areas. * When checking answers to revision exercises, praise your students on their successes: this keeps motivation high. * IL is useful to make notes of problem areas to guide any remedial teaching you feel might be necessary for individuals or the class. Mini play ‘* Many students like to perform plays for other ‘students or for their parents. This is a worthwhile activity from a language point of view because students have to learn lines by heart and practise them with the correct stress and intonation, Performing in front of an audience can round off a term or year’s work ina pleasant and fun way with the class co- operating on a project. It can also build confidence in young learners. + There is a mini-play, 'm number one, at the back of the Students’ Book. It is the story of rivalry between two girl singers, La Donna and Ritany Tears. They have both just released new CDs and are in competition to sell the most copies (to gain the ‘number one” position in the ‘top ten}. * The play should be performed at the end of the year because students need to be familiar with all the structures in the course as it employs and consolidates structures from the whole of Students’ Book 2. There are a number of main characters in the play and narrators but the cast can be expanded with walk-on parts and crowd scenes to make enough roles for any students who wish to participate, Other students can help with costumes, props, playing the cassette etc. If the class is small then students can take two roles. Costumes are not essential but, as dressing up is part of the fun, it is suggested that the students wear something exira 10 suggest their character, Tips on the mini play * Try to arrange appropriate costumes for the characters in the play, e.g. by allocating Sts to part beforehand (or getting the Sts to choose} ‘and telling them to come in suitable costume ‘on the day when the play is to be performed. Play the cassette and the students listen with, books closed. If necessary play the cassette a few times. Get Sts to tell you the gist of the story and check that they understand key vocabulary and key features of the plot. Put Sts into groups and tell them to read through the play quickly, reading the parts they have been allocated/chosen (Some Sts may need to take several parts). Allow time for Sts to discuss the story for a little in their own Janguage and talk about the characters of the people in the story. Allow plenty of time for them to read the play through a couple of times, encouraging them to act as well as read! If appropriate make photocopies of script from Students’ Book and give copies to those acting. Their words should be highlighted or underlined. Ask for volunteers to read the different parts in front of the class. ‘Ask Sts to re enact the story without reading it. Encourage them to improvise the words and fo change the story if they wish to. Let them practise in thelr groups, then invite the groups to perform their versions to the class. Do not worry about correcting mistakes, it is more important for the Sts to gain confidence in speaking English. Try to have enough rehearsals for Sts to perform the play with confidence. Tips Classroom management * Try to make the classroom a pleasant environment and display materials, such as the students’ work, on the wall = Consider giving classroom instructions in English, including those for discipline and encouragement, e.g. Be quiet, please! That's right! ‘+ Iris worthwhile checking that instructions are clear and students understand what is expected of them. Try to use as much English a possible when you do this. Mixed ability classes * Try not to focus only on students’ errors. Give atiention to their successes as well. This should encourage weaker members of the lass to participate. Praise and encouragement help to build the confidence of your students. xv* In oral activities, it is worth giving easier tasks to weaker students and directing more difficult activities and questions at more able students. * Consider letting students of different ability work together when they are doing a written exercise or working on a project. * When asking students to read dialogues, match the role to the Students’ ability * If a student completes work accurately and quickly, consider giving them a classroom reader to keep them occupled. + Make use of the lesson-by-lesson teacher's notes that give specific details on how ‘exercises and activities can be adapted for mixed-ability classes * The extra Extension activities and photocoplable Resources in the Teacher's Book give further help in dealing with a mixed-ability class, Correcting work “It is useful to correct students’ mistakes immediately in speaking exercises that require accuracy. One way to do this is by individual repetition or choral practice with the whole ciass * Consider making notes of important mistakes when students undertake a speaking exercise that requires fluency. You can then correct the errors after the exercise, possibly by eliciting help from other students + If there are a lot of errors in a piece of writing, tty to prioritise. Concentrate on errors that are relevant to the language point of the exercise. * Consider introducing a marking code to indicate errors in written work. The purpose of a marking code is to help students to correct their own mistakes. You might like to use the following, or make up your own’ * Sp = spelling *Gr= grammar * WO = word order + = omission * P= punctuation It is sometimes worthwhile to select from one student’s written work to serve as an example of a mistake which a lot of students may be making. The class can be encouraged to correct the error collectively. Homework * It is useful to give students regular homework and to enlist the support of parents in encouraging their children to do their homework, * Itis important to make sure that students know exactly what their homework is. One way to help them remember is through the use of a homework notebook in which students write detalls of their homework tasks. * Itis always useful to go over one or two items of the homework exercise in class before the students attempt It. * It is helpful to encourage students to think of homework as a way of consolidating work done in class, rather than as a test. ‘+ Encourage the students to lisien to the Students’ CD to remind them of the lesson. Key to symbols (€B) Exercise appears on Students’ CD @® Exercise appears on Class Cassette > For use with mixed ability classes Me Teaching tip mp Cross reference to appropriate testsxvii EXEELERETEY 1002 pr voneonp3 uosiveg @ sieuayeuw! 10010, sisal yoomuom | ———-yoog sjuapris ‘sanmoalqo uosso7, ayep uosse7 | 'ssv10 ~~ aaHOWEL nn sI00HOS YASINVDHO NOSSA1 Allva tpl tl cll dl ld dl dl nd dd sd dd6 ee eee ee ET ets eient™ Lesson objectives ‘To meet and become acquainted with students ‘To introduce classroom routines and classroom language To look at the Welcome Unit and features of Jn Touch Students’ Book 2 To look at different course components of In Touch Functions Greeting and saying your name Asking how to say a word in English Asking someone to speak more slowly Before class If possible, get information about your Sts so that you have some idea about the levels of language Sts have as they start class with you. Obtain card and cut it into 10 x 15 cm pieces to make individual student namecards. 1 Meeting the class * Ina new class its important that Sts feel at ‘ease and that they clearly understand any information you give them about class times, class routines and the way you organise the lessons. For this reason you should consider using Sts’ first language. At the same time, it is also important that Sts hear and use English Siraightaway. You can increase the proportion fof English during the first few lessons with the aim of only using English once Sts have Settled into their new surroundings, + Greet the class in English and get them to reply Jn English, Use the form of greeting most suited to your circumstances, e.g. Hello, Good ‘morning, Good afternoon or Good evening. Get Sts to return the greeting chorally or individually. Consider making greetings at the beginning of class a regular feature of each English lesson, + Introduce yourself to the class. Use elther My name is or I'm {name}. Write your name on the board for Sts to refer to. Then get Sis to introduce themselves to you and to the rest of the class, + Give out the prepared cards. Ask Sts to write their names on the namecards and place them on their desks (with the name facing you) so you can identity Sis straightaway. Ask Sts (o baring the cards with them each class until you have learnt all their names. + Consider checking Sts’ names against the class list (or make a class list) in order to monitor attendance. + Ensure that all Sts are familiar with when and where they have thelr English classes. It is sometimes helpful to write a timetable on the board for Sts to copy into their exercise books. + Inform the Sts what things you always expect Welcome Unit them to bring with them to class, e.g. Students’ Book, exercise book, pencil, pen, ruler, eraser and crayons. If appropriate write a list of this equipment on the board for Sts to copy. ttis also helpful to check regularly during that the first few lessons that Sts bring the things you have asked them to bring, so that they get used to being organised and ready for work and study. 2 Welcome Unit + Tell Sis to look at the first page of the Welcome Unit in the Students’ Book. The purpose of the Welcome Unit Is to give Sts idea about how the Students’ Book is organised and to introduce them to the principal characters and organisation. + Get the Sts to look at The Londoners at the top of the page. Explain that each Cycle (there are ten in the Students’ Book) always starts with The Londoners and that there are four units in each cycle. Then read the introductory sentence, explain the meaning, and get Sts to read the names of each of the four characters in The Londoners + If you wish, get Sts to find examples of Londoners tits in the Students’ book. Alternatively you might tell Sts to look at Students’ Book Unit 1 and ask them to give the names of The Londoners. + Get Sis to look at In Touch Club at the bottom Of the first page of the Welcome Unit. Read the sentence and explain the meaning. If you wish, get Sis to fell you some page numbers ‘where you can find examples of In Touch Club units in the Students’ book. + Get the Sts to look at Crazy Gang at the top of the second page of the Welcome Unit. Read the sentence and explain the meaning, Get Sts to read the names of five of the characters in the Crazy Gang. If you wish, ask Sts to quickly through the Student's Book to identify the Crazy Gang episode in which Max plays a magician (Unit 15} + Get the Sts to look at Story Time at the bottom Of the second page of the Welcome Unit. Read the first sentence and explain the meaning, ‘Then read the titles of the stories. Explain that there are six different stories in Story Time and that the stories are of different length. If you wish, gets Sis (0 look quickly through the Students’ Book to find how many episodes there are in They came from Kiira (three) and The Legend of Magnus (two). Te7 3 Features in the Students’ Book + The Welcome Unit (and the activities suggested above) should help Sts to get an overall feel for the structure of the Students’ book and introduce them to each of the four core strands in the book. It might also be a good idea at this point to get Sts acquainted With other features in the Students’ Book, You might wish to show Sts and explain the purpose of the Contents Map, the Skills Special Units, the Revision Units, the mint Play and the Wordlist. 4 Course Components + Check that Sts have all the components of in Touch that you plan to use. If some Sts have rot brought all the components, get them to share with other Sis. If some Sts have not got all the books that they will need, discuss how they can get the books. + Introduce the other components of In Touch: In Touch Workbook 2, In Touch Students’ CD and In Touch Testbook 2. “As you talk about each item, you can hold up a copy of that component so Sts can identify it easily. Sts can be confused at the beginning of 2 course when they have lots of different Components to get used to. + Describe briefly the function of each ‘component to the class and explain to Sts how and when you are going to use it, e.g, the Students’ Book will be mainly used in class to introduce and practise new language, the Workbook will be used (0 consolidate new structures and to give extra practice and may be used more at home than in class et. + You may plan to use some components in a special way and you might chose to explain this to Sts, e.6. you might wish to use the testbooks to give Sts unseen exams and to prevent Sis from preparing the tests on their ‘own before they come to class) you might decide to collect all the Testbooks and only give them out during the test period. 5 Other Points + Consider revising the English alphabet. This is to make sure that your Sts know the correct, letter names in English (especially useful when ‘you spell words for your Sts or you ask them to spell words for you). If your Sts are familiar and accurate with letter names in English, do not spend a lot of time on the alphabet. If some or all Sts make misiakes with English letter names, it is helpful fo revise and practise them on the board, e.g. by writing the alphabet on the board and asking Sts to name letter or by spelling words letter by letter and asking Sis to write them in their exercise books and then read the completed word aloud to you, + There is always a lot of information for Sts to take in during their first lesson. You can anticipate that some Sts will not remember what you told them. It is helpful to regularly remind Sts of the most important information. during the first few lessons. + To close the lesson, say Goodbye to the class in English and get them to say Goodbye to you. Consider making this a regular feature of each. English lesson.8-9 * Before the lesson, explain that you are going to find out how much English Sts can remember, how much English new Sts know and what Sis need to revise. * Tell Sts they are going to read a conversation between Ken and Michel. They should read the whole dialogue through without worrying about the task. © When Sts have finished, read out the first line and use the example to demonstrate the task. + Allow time for Sts to complete the task, then ask two Sts to take the parts of Ken and Michel and read the completed dialogue while other Sts listen. ‘Answer key 2My 3.Where 4'm 5'm 6 How old 7 their BThey 9 from 10 are 2 * Tell Sts to look at the words in capitals. Ask them what kind of words they are (they are houns) and what they mean. ‘* Ask What's the English name of your country? and elicit the answer. ‘+ Read out the example and ask what kind of words they are and what they mean ladjectives/ nationalities}. Ask Sts What's your nationality? and elicit and practise the questions and answers, + Allow time for Sts to complete the task, then check their answers, 2mother 3 sister 4 grandmother 5 grandfather G cousin 7 brother Gaunt 9 uncle 10 mother 5 + Put Sts in pairs, Tell them to cover the sentences, look at the pictures and talk about what is happening in each picture. * Listen to Sis’ suggestions for each picture but don't correct or confirm them. + Read out the first sentence and check that Sis agree that it matches picture e. Allow time for Sts to complete the task, then get individuals to read out the answers. ‘Answer ke) 2a af 4d bc Gb 7h 8g * Put Sts in pairs, Tell them to cover the writing and look at the pictures. Ask them to name the animals. Help them with the pronunciation of the words if they have difficulty. * Briefly revise the difference in meaning and use of the words this/these and that/those. * Get Sis to complete the exercise on their own, then check the answers with the whole class. ‘Answer key 3 Those 4 Those 5 This 6 These a a a mh am € e 7 ne * Tell Sts to cover the second column and note _ nswer key - down in their exercise books the opposites to < 2 Drea 2 Gresk 4 Japanese 5 Spanish $e. Then tell them to look at the second = an column and complete the exercise. + Some Sis may have thought of other opposites « 3 Which are equally correct, e.g. clever/stupid e + Ask Sis (0 look at the example. When they igen understand the task, put them in pairs to help = teach other write the correct times. Answer key 2b sf 4a 5 Ge ‘Answer key = 2 A quarter past one 3 Half past five 4 Seven o'clock 8 5 Ten toeeten 6 Twenyive past eght 7 Three + Pur Sts pats and tell them to read the — ————— dialogue through together, choosing the eS correct answers as they go. When they have 4 finished, invite two able Sts to tead the = + Read out the words in the box and check that pee rma case era e SonuMURLonnooreariiee other Sts confirm or correct their answers. * Draw the family tree on the board and make — sure that Sts understand the relationships. neracen en < then invite different Sts to read out and 2yours Smine 4 Syour6 Wt 7 Jacks @ him complete each sentence 9 Helens 10 hers 11 childrens. 12 theirs 13 them sae + Sis write the answers. 14 Mum's < ©eee ee ee ee eee eye TPT 9a * Ask Sts to name as many foods as they can. * Gets Sts to look at the picture and to name the objects, Then tell Sts to work in pairs to complete the task. * When they have finished, ask individuals to name and spell the objects and write the words on the board so Sts can check their answers, ‘Answer key 2meat 3 cola 4 potatoes 5 tomatoes 6 knives 9b * Ask two Sts to read out the first two lines and, check that they agree with the answer any. ‘Tell them to read the next line and elicit the answer to number 2 (are), + Put Sis in pairs, Tell them to read the dialogue. and complete the missing words. Remind them to read the sentences before they write the missing words. + When they have finished, invite two Sts to read the completed dialague to the class. ‘Answer key 3there 4 many SIs 6 much 7 some 8 many 9 Arc any 10 * Ask Sis to look at the note and ask Who wrote 42 (Diana) Who is it for? (Tim) What is it about? (How to get to Diana’s house) + Put Sts in pairs. Tell them to cover the note and look at the map. They should give directions from Tim’s house to Diana's house. * Tell Sts to read the directions and complete them, When they have finished, check the answers with the class ‘Answer key 2along 3 Tum 4 along 5 leh 6 Walk 7 Into Bon Na + Ask two or three Sts to stand in front of the class. Invite the class to talk about them using the prompts in the table, e.g. John’s got dark hair and brown eyes. He hasn't got any pets. etc. * Tell Sts to look at the information about Popsy and the twins and to complete the text. Answer key Zhas got 3 hasn't got 4 has got Shave got 6 has Got 7 has got 8 haven't got 9 have got 10 have got 11b ‘* Read out the questions and invite Sts to answer them, then tell them to write the answers in their notebooks. * Go round and check Sts’ answers, ‘Answer key 1 Yes, she has. 2 Sis’ own answers 3 She's got et. 4 Sis’ own answers _5 No, they haven't 12 + Put Sts in pairs and tell them to look at the picture. Ask them to name the people. (Bugsy, Dilly. Popsy, Fred and Max ~ and the cat, Toffee.) Ask what they are doing. * Ask Sts to read the text quickly without filling, in the gaps. Ask what tense they will need to complete the text (Present continuous) * Allow time for Sts to put the verbs in the correct form, then get individual Sts to read out completed sentences, ‘Answer key 2ave playing 3 are listening 4 is eating 5 1s Grinking 6 isn’t sitting 7 is dancing 8 are the twins doing 9 Are they reading 10 are painting 13 * Tell Sts to complete the sentences with the prepositions in the box ‘* When Sts have finished, ask them to compare answers with a partner before checking the answers with the whole class, ‘Answer key 2at 3at 4n SOn Gat Zon Bin Yin 100n 14 * Put Sts in pairs and tell them to read the dialogue through without worrying about the gaps. Check Sts remember the meaning of the words. * Allow Sts time to complete the task. When they have finished, invite two Sts to read the completed dialogue aloud while the class checks answers. ‘Answer key wasn't 3 were 4was 5 was 6 were 7 were Bwas Gwere 10 Was 1] was 12 was 15 * Put Sts in pairs and (ell them to cover the questions. Ask them to look at the answers and suggest the questions. * Tell Sis fo uncover the questions and match them to the answers, * After correction Sts work in pairs. One St reads the answer while the second St says the question without using their Students’ Book. Answer key 2g 3a 4h Se 6b 7) Bf 91 1c T10-11F Pre ee Eee PRP The Londoners Lesson objectives Key structures Present simple Adverbial phrases with the Present simple Functions Describing people's routines and activities Describing places Key vocabulary countries: England, Scotland, Wales places: park, ice-skating rink, museum, cinema, swimming pool, z00 adjectives: amazing, brilliant, fantastic, lucky people: pen friend, parents, grandparents other: match, capital, team Background information England, the United Kingdom (UK) and Great Britain are often confused. England is one of four countries that make up the UK. The other three countries are Scotland, Wales and Northern Ireland. The capitals are: London (England), Edinburgh (Scotland), Cardiff (Wales) and Belfast (Northern Ireland}. All four countries have the same government, based in London. Great Britain (usually referred to as Britain) is the island containing England, Scotland and Wales. Eire (Ireland) occupies the southern part of the island of Ireland. It isa separate and independent country with a separate government. The capital of Eire is Dublin Before class Obtain cardi and cut it into 10 x 18 ems pieces to make individual student namecards (only if the students do not know each other) Make copies of Resource 1, Divide in two. @1 + tseaiee yourvat asd give onthe Hema Aol So-ep che alr nwa otha dais ded lopliy ee en eveyone tobe + Ask Si © open their hooks and losk atthe ‘apn Lemon 1. Aste them tn Li ft necessary] io Point ts England, Soolland, Wales and tondon «Ask Sts What the capital of Britain? (London) Invite them to guess how many people lve there: Then play the cassette ahd ask i they cqoessed cate ©) 2 Presentation If Sts have studied In Touch 1, ask them who, the Londoners are. If Sts are new to the course, tell them that the Londoners are four friends who live in London, * Ask Sts to look at the picture in lesson 1. Ask questions, e.g: Who are they? (The Londoners} Where are they? (At a swimming pool), etc * Tell the Sts to follow the text in their books as you play the cassette. Check the meaning of the key words by encouraging Sts to guess the meaning from context. Help them if they cannot give the correct meaning. (a belly flop is abad attempt at a dive when the diver hits the water hard) ‘Practise the pronunciation and stress of the key vocabulary, e.g. museum, amazing, Italian, cinema, swimming pool, brilifant, capital. “* Allow time for Sts to read the text, then ask comprehension questions e.g. Where does Jenny live? Where do Rob's parents live? Why does Mark like London? What do the Londoners do in their free time? Resource 1 Student A 1 Ask student B about Tom and Freddie, e.g: What do Tom and Freddie do on Friday afternoons? Student B 1 Ask student A about Claire, e.g: What does Claire do on Friday afternoons? 2 Answer the questions about Tom and 2 Answer the questions about Claire Freddie Tom and Freddie | Claire [Claire Tom and Freddie Friday afternoons? | go swimming Friday afternoons?__| watch TV Saturday mornings? | go to the park Saturday mornings? | watch TV Saturday evenings? | visit friends Saturday evenings? | go to the cinema Sunday mornings? | sleep! Sunday mornings? | play computer games Sunday atteroons? | do homework! Sunday afternoons? | play football Pearson Education Listed 2001