Friends and family. 1A Vocabulary and listening. Map of resources. Friends and family. 1A Vocabulary and listening Student s Book p8, Workbook p8

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1 1 Friends and family Map of resources 1A Vocabulary and listening Student s Book p8, Workbook p8 1B Grammar Student s Book p9, Workbook p9 1C Culture Student s Book p10, Workbook p10 1D Grammar Student s Book p11, Workbook p11 1E Reading Student s Book p12, Workbook p12 1F Everyday English Student s Book p14, Workbook p13 1G Writing Student s Book p15, Workbook p14 1 Review and Tests Self-check 1: Workbook p15 3 Student Self-Test Sheets (TRCD-ROM) Unit 1 Progress Tests & Short Tests (Test Bank CD) Get Ready for your Exam 1 Student s Book pp16 17 itools Exam 1 Exam 1 (Test Bank CD) itools Unit 1 Teacher s Resource CD-ROM (TRCD-ROM) Unit 1 2 Vocabulary interactive exercises (Friends and family) 4 Grammar interactive exercises (Present simple: affirmative, negative and questions) 8 Printable activities: A Vocabulary: Family B Grammar: Present simple C Project: Royal family quiz D Grammar: Present simple questions E Vocabulary: Everyday activities F Functions: Making friends G Writing: A message R Review: Board game 1A Vocabulary and listening Friends and family Vocabulary: members of the family Listening: dialogue to describe who people are Speaking: describing friends and family Pronunciation: /ʌ / Topic: people To do the lesson in thirty minutes, omit exercise 8. Vocabulary Builder activities and exercises 2 and 4 can be set for homework. LEAD-IN 3 4 MINUTES Draw a simple family tree for your family (or create one) on the board. Don t go into too much detail just include brothers/sisters, parents and grandparents. Write their first names on it and elicit that this is a family tree. In pairs, students draw their own family trees and compare. Exercise 1 page 8 Draw students attention to the family vocabulary. Point at the family tree you drew on the board and elicit who the people are (brothers/sisters, parents and grandparents). In pairs, students complete the sentences about Holly s family. Monitor, helping with vocabulary as necessary. 2 brother 3 grandmother 4 mother 5 sister 6 grandfather 7 aunt 8 cousin 9 uncle Learn this! Read the rules about using the possessive 's with the class. Make sure they understand that we use an apostrophe without s with a plural noun that ends in s, e.g. girls'. Exercise 2 page 8 Students examine Holly s family tree again and complete the sentences according to the rules in the Learn this! box. They check their answers in pairs. 2 husband 3 granddaughter 4 daughter 5 niece 6 wife 7 son 8 grandson Exercise 3 page 8 Play the recording to check answers for exercises 1 and 2 as a class. Pause after each one to allow students time to repeat. For weaker students, repeat the words yourself slowly and encourage them to copy you. 16 Unit 1

2 Transcript $ 1.14 page 8 1 James is Holly's father. 2 Leo is her brother. 3 Kate is her grandmother. 4 Emma is her mother. 5 Alice is her sister. 6 Owen is her grandfather. 7 Sarah is her aunt. 8 Charlie is her cousin. 9 Elliot is her uncle. Exercise 4 page 8 Draw students attention to the incomplete sentences and read the first one together. Explain that children is a plural noun that refers to both sons and daughters. Students complete the rest of the sentences. Encourage them to guess the answers logically if they are not sure. Check 2 father 3 grandfather, grandmother 4 grandson, granddaughter 5 brother, sister 6 grandmother, grandfather Exercise 5 page 8 Refer students to the words and play the recording. Repeat the words yourself slowly, focusing on the /ʌ / sound so that students can see your mouth as you pronounce it. Students repeat. Drill the class so that each student repeats each word in turn. Explain that the phonetic symbol /ʌ / represents this sound. Transcript $ 1.15 page 8 Exercise 6 page 8 In pairs, students decide which of the words from exercise 1 also contain the /ʌ / sound. Encourage them to repeat the words to each other to help them decide. For weaker students, play recording 1.14 again. Play the recording to check Ask the students to repeat each word again, stressing the /ʌ / sound. Transcript $ 1.16 page 8 brother, grandmother, grandson, husband, son, uncle Look out! Explain the use of step in families where parents have remarried. The most common ones are stepmother, stepfather, stepbrother and stepsister. Exercise 7 page 8 Read the Look out! box together. Explain the task and allow students time to read the names and relations. Play the recording until the // symbol. Ask students who Carrie is and elicit she is a cousin. Play the recording from the beginning. Students do the rest of the task and check answers in pairs. Play the recording a second time. Check Transcript $ 1.17 page 8 Boy Is this your phone? Girl Yes, it is. Boy Oh, nice photos! Who s this? Girl That s Carrie. She s my cousin. She s at university. // Boy Oh, OK. And is this your brother? Girl Yes. Well, he s my stepbrother. Boy What s his name? Girl Darren. And this is his dad that s my stepdad. His name s Joseph. Boy Who are these people? Girl That s my little sister, Anna. And that s my friend, Marcus. Boy And what about her? Girl That s Bella. She s my neighbour. Boy She s nice. How old is she? Girl Eighteen. Boy Really. Eighteen Girl She s Marcus s girlfriend. Boy Oh. Carrie cousin Darren stepbrother Joseph stepdad Anna sister Marcus friend For further practice of family, go to: Vocabulary Builder (Part 1) page Female: daughter, granddaughter, grandmother, mother, niece, sister, wife Male: father, grandfather, grandson, husband, nephew, son, uncle 2 2 cousin 3 father 4 grandmother 5 uncle 6 niece 7 nephew 8 daughter 9 uncle 3 2 parents 3 grandparents 4 grandchildren 5 great-grandparents 4 Students own answers 5 Students own answers Exercise 8 page 8 Draw students attention to Holly s family tree. Ask them who James is. Elicit that James is Holly s father. Ask them if he can be described another way. Elicit that he is also Kate s son. Explain the task and refer students to the speech bubbles to see the example. They work in pairs. Monitor, paying attention to vocabulary, pronunciation and the possessive s as necessary. Encourage them to describe as many people in Holly s family as possible. When they are finished, get feedback from the class by asking each pair to describe a different person. For further vocabulary practice, go to: Vocabulary Builder (Part 2) page nieces 2 matches 3 boxes 4 videos 5 tomatoes 6 universities 7 lives 7 foot feet; tooth teeth; child children; person people; man men; woman women 8 2 four buses 3 five men 4 eight feet 5 three shelves 6 two photos Unit 1 17

3 Alternative activity Students complete their extended family trees. When they finish, they swap their trees with a partner and ask each other questions. Encourage them to describe family members in two ways. now? and elicit answers: I can describe my family. I can understand a dialogue that describes who people are. 1B Grammar Present simple: affirmative and negative Grammar: present simple: affirmative and negative Speaking: talking about family and friends Pronunciation: /s/, /z/ and /ız/ To do the lesson in thirty minutes, omit extensions and exercise 10. Grammar Builder activities and exercises 6, 8 and 9 can be set for homework. LEAD-IN 3 4 MINUTES Tell the class three things you do every day, e.g. I have breakfast every day, I take the bus every day, I go to work every day. In pairs, students tell each other three things they do every day. Do not worry about accuracy at this stage. Get some feedback from each pair. Exercise 1 page 9 Refer students to the photo and ask them if they recognise who is in it. Elicit any feedback from the class. Students read the text quickly to check who it is. Do they watch this show? Does anybody like it? It is Dr Gregory House from the TV show House. Exercise 2 page 9 Read the Learn this! box together. With weaker classes, do the task as a class. Stronger students do the task alone and check answers in pairs. Check speaks Learn this! Read the two rules for the present simple. Point out that we use it for habits or regular activities, i.e. we do them every day or every week, and to describe something that is always true. Go through the structures of the affirmative form, drawing students attention to the third person singular -s. Exercise 3 page 9 Students find and underline examples of the affirmative present simple in the text. Check Elicit that the verb always ends in -s in the third person singular. works, speaks, lives, walks, says, I ve, live, work Exercise 4 page 9 Refer students to the verbs and play the recording. Pause after each verb and repeat it yourself, especially with weaker students. Encourage students to repeat after you, copying how the -s is pronounced at the end of the verb. Explain that the phonetic symbols /s/, /z/ and /ız/ represent these sounds. Transcript $ 1.18 page 9 Exercise 5 page 9 Refer students to the verbs. With a stronger class, ask students to practise saying the words to each other in pairs and to decide whether they belong to group A or B. Then play the recording to check their answers. With weaker students, play the recording. Pause after each verb to allow them to decide which group each verb belongs to. If necessary, play the recording twice. Check Transcript $ 1.19 page 9 A /s/ likes /z/ comes, lives B /ız/ dances, teaches, uses Learn this! Point out the changes in spelling in the third person singular in verbs ending in o, ch and y. Exercise 6 page 9 Read the Learn this! box with the students and ask them to complete the sentences. With a weaker class, ask the students to match a verb with each sentence first before inserting them into the sentences. Students check answers in pairs. Check 2 studies 3 lives 4 go 5 works 6 speaks 7 has 8 watch For further practice of the present simple affirmative, go to: Grammar Builder 1B (Exs 1 2) page studies 3 watches 4 goes 5 flies 6 likes 7 does 8 finishes 2 1 studies 2 plays 3 goes 4 likes 5 flies 6 watches 7 does 8 finishes Exercise 7 page 9 Read the table with the class and make sure they understand that they must always use don t or doesn t before the verb in the present simple negative. Emphasise that when we use doesn t in the third person singular, the main verb is not followed by -s. Students do the task. Check doesn t go, doesn t speak, don t live, don t see Exercise 8 page 9 Students complete the sentences. Monitor the students as they work, especially with weaker classes. They check their answers in pairs. Check 2 doesn t have 3 doesn t see 4 doesn t speak 5 don t go 6 doesn t work Extension fast finishers Students write the sentences in exercise 6 in the negative. 18 Unit 1

4 For further practice of the present simple negative, go to: Grammar Builder 1B (Exs 3 5) page doesn t 2 don t 3 doesn t 4 don t 5 doesn t 6 don t 4 2 We don t live in Scotland. 3 I don t speak three languages. 4 My brother doesn t study every evening. 5 My dad doesn t go out a lot. 6 We don t like our neighbours. 7 My cousin doesn t watch TV on his phone. 5 1 don t know 2 watches 3 don t like 4 don t live 5 cooks 6 doesn t walk 7 do Exercise 9 page 9 Explain the task. Students write three true and three false sentences about themselves, using both affirmative and negative structures of the verbs given. Monitor, helping out as necessary and checking for correct use of the present simple affirmative and negative forms. Extension weaker students Students write three sentences describing their partner s family. Extension stronger students Students write a short paragraph describing their partner s family, using as many of the verbs from exercise 9 as possible. Exercise 10 page 9 In pairs, students say their sentences to each other. They have to guess if their partner s sentences are true or false. Monitor, helping out as necessary and listening for correct use of present simple structures. now? and elicit the answer: I can understand and form the present simple affirmative and negative. 1C Culture The Royal Family Reading: a royal couple Listening: different opinions on the British monarchy Speaking: discussing monarchies Topic: selected reading about English-speaking countries To do the lesson in thirty minutes, omit extensions and exercise 6. Exercises 2 and 3 can be set for homework. LEAD-IN 4 5 MINUTES Think of a famous family (real life or TV, e.g. The Simpsons) and encourage students to ask questions and guess who it is. Repeat with a couple of stronger students. Exercise 1 page 10 In pairs, students discuss the people in the photo. Elicit that they are Prince William and Kate Middleton (the Duke and Duchess of Cambridge). Elicit any information the students know about William and Kate's families. Prince William and his wife Kate Middleton, also known as the Duke and Duchess of Cambridge. Other family members: Prince Harry, Prince Charles, Queen Elizabeth II, the Duke of Edinburgh, Prince Edward. Culture note The wedding of the Duke and Duchess of Cambridge was on 29 April 2011 in London. Everybody in the UK got a day off work and almost 37 million people watched the wedding on TV. It was broadcast on TV, radio and the Internet in almost 180 countries. Exercise 2 page 10 If you like, students can listen to this text as they read. Explain the task and allow students time to read the headings and the text. Encourage them to read the text for the general idea and not to worry about unknown vocabulary. With weaker students, you might like to do the first one together as an example. Ask them which paragraph they think talks about an ordinary couple and elicit that C is the correct answer. They continue with the rest of the task. Students do the task and check answers in pairs. Check Transcript $ 1.20 page 10 A 4 B 5 C 1 D 3 Exercise 3 page 10 Explain the task and allow students time to read the sentences and check for understanding. Point out that they should now know which part of the text contains their answer, so it is not necessary to read it all again. Students decide if the sentences are true or false. They check answers in pairs. Check 1 F: Diana is William s mother. 2 T 3 F: Kate is one of three children. 4 F: James is Kate s brother. 5 T 6 T Extension fast finishers In pairs, students discuss the advantages and disadvantages of being part of the royal family. They make a list of their ideas. Exercise 4 page 10 Refer students to the text. Ask them to read it, ignoring the gaps, to find what a British monarch cannot do. Elicit that he or she cannot enter the Parliament building. Explain the task and refer students to the vocabulary. Check for understanding and direct weaker students to the Wordlist in the Workbook if necessary. Students complete the text and check their answers in pairs. Play the recording to check Transcript $ 1.21 page 10 1 queen 2 laws 3 elections 4 Parliament 5 parties 6 government Unit 1 19

5 Extension stronger students Students write a similar description to that in exercise 4 based on their own country's political system. Exercise 5 page 10 Play the first recording until the // symbol. Ask the class what the woman thinks about the royal family and elicit that she thinks they are good for the country. Explain the task and allow students time to read the opinions. Check that they understand them. Play the recording from the beginning. Students do the task and check answers in pairs. Play the recording a second time. Check Transcript $ 1.22 page 10 1 Interviewer What do you think of the royal family? Woman I think they re good for the country. // Interviewer Why? Woman Because tourists like them. They come to London and visit Buckingham Palace, where the Queen lives. And the tourists also visit Windsor Castle, the Tower of London and other royal places Interviewer So you re happy the UK is a monarchy? Woman Happy? Yes, of course! The monarchy is an important part of the UK s history. 2 Interviewer What do you think of the royal family? Man They re OK, I suppose. They re quite interesting. Interviewer What do you mean, interesting? Man Well, I like reading about them. In magazines. They re so good-looking and cool. Interviewer Cool? Charles and Camilla? Man No! I mean the young ones like Harry and William and Kate. They re beautiful people with interesting lives. 3 Interviewer What do you think of the royal family? Woman The royal family? They re OK. They work hard but we don t need them. Interviewer Really? Woman No, not now not in the twenty-first century. We re a modern country and it isn t very modern to have a king or queen as the head of your country. That s my opinion, anyway. Speaker 1: c, f Speaker 2: a, e Speaker 3: b, d Exercise 6 page 10 Read the questions with the students and make sure they understand them. Explain that they are going to discuss them. Allow them some time to think and make notes. Monitor the students at this stage, helping them with ideas or vocabulary as necessary. When they are ready, students discuss the questions in pairs. Encourage stronger students to develop their answers as much as possible by giving reasons or examples. Extension weaker students Students write full answers to the questions in exercise 6. Ask students: What have you learned today? What can you do now? and elicit answers: I can read a text about the British monarchy. I can understand opinions on the British monarchy. 1D Grammar Present simple: questions Grammar: present simple: questions Listening: interview with a dancer Speaking: an interview Pronunciation: /h/ in question words To do the lesson in thirty minutes, omit exercises 10, 11 and 12. Exercises 4, 7 and the Grammar Builder activity can be set for homework. LEAD-IN 3 4 MINUTES Show the class some pictures of people dancing and ask whether they like dancing or not. Get a show of hands and some feedback from a few students. Exercise 1 page 11 Refer students to the photo and elicit that the couple is doing ballroom dancing. Dancing Exercise 2 page 11 Explain the task and allow students time to read the questions and answers. Ask stronger students to try to insert the questions into the correct place before they listen. Play the recording. Students put the questions in the right part of the interview. Check Transcript $ 1.23 page 11 1 c 2 a 3 d 4 b Exercise 3 page 11 Refer students to the table. Explain that, in a similar way to the negative form, we always need either do or does in present simple questions. If we use does in the third person singular, we do not add -s to the end of the verb. Students complete the text based on the questions in exercise 2. With weaker students, complete the table as a class, referring to the examples in exercise 2. 1 Do 2 do 3 don t 4 Does 5 does 6 doesn t Exercise 4 page 11 Students complete the questions. Students check answers in pairs. Check 2 Do 3 Does 4 Do 5 Does 6 Do Exercise 5 page 11 Choose stronger students from the class and ask them the first question: Do you speak French? Elicit the answer Yes, I do or No, I don t. Explain the task to the class. In pairs, students ask each other the questions. Encourage stronger students to expand on their answers if they can. However, the focus is on forming the present simple correctly. Get feedback by asking a few students about their partners, e.g. Does Phil speak French? Yes, he does. 20 Unit 1

6 Alternative activity Write these verbs on the board: live, watch, get up, speak, read. Then write these activities in random order on the board: Portuguese, romantic films, alone, late, newspapers. Students match a verb and an activity to make questions, e.g. Do you speak Portuguese? Add more verbs and activities as you like. In pairs, students ask and answer the questions. Monitor, helping out where necessary. Exercise 6 page 11 Refer students to the question words. Say each word and ask the students to repeat. Play the recording. Pause after each word to allow students to repeat and to decide whether it begins with the sound /h/. They decide in pairs. Check Transcript $ 1.24 page 11 /h/ How, Who, Whose Learn this! Point out that we put the question words at the beginning of questions and that they are followed by the present simple interrogative. Check students understand the question words. Exercise 7 page 11 Students translate the question words. Check their translations as a class. With weaker students, you could write the translations on the board in random order and ask students to match them to their English equivalents. Exercise 8 page 11 Students complete the interview with the question words from exercise 6. Point out that they should look at the answers to see what kind of question is being asked. They check answers in pairs Play the recording to check Transcript $ 1.25 page 11 1 Where 2 How 3 When 4 What 5 Who 6 Which Exercise 9 page 11 In pairs, students practise reading the interview. Monitor, listening out for pronunciation and helping out as necessary. Choose one or two stronger pairs to perform the interview for the rest of the class. For further practice of the present simple interrogative, go to: Grammar Builder 1D page Do you like maths? 2 Does your best friend study Chinese? 3 Do you speak German? 4 Do you watch DVDs at weekends? 5 Do you and your friends play basketball? 6 Does your brother walk to school? 7 Students own answers 8 1 When 2 Which 3 Who 4 Where 5 How 9 1 When 2 How 3 What 4 Where 5 Who 10 Students own answers Exercise 10 page 11 Students make questions from the prompts. Monitor, checking that they are forming them correctly. In pairs, students ask and answer the questions they wrote. Monitor, listening for correct question formation and correct use of all forms of the present simple. 1 When do you go to bed? 2 How do you travel to school? 3 Who do you see at weekends? 4 What do you eat for breakfast? 5 Where do you go on holiday? 6 What do you watch on TV? Exercise 11 page 11 In pairs, students create three more questions and answers for Alisha. Monitor, helping out as necessary. When students have finished, they practise their interviews. One student is Alisha and the other is the interviewer. Exercise 12 page 11 If time permits, each pair acts out their interview for the class. If not, choose one or two stronger pairs to do so. Have a class vote on the best interview. Alternative activity Students write seven questions for their partners using the seven question words from exercise 6. Monitor, helping as necessary. When they are ready, they work in pairs to interview each other. now? and elicit answers: I can make present simple questions with questions words. I can understand an interview. 1E Reading The Amish Reading: article about the Amish Vocabulary: daily activities Speaking: discussing the Amish community Topic: family and social life To do the lesson in thirty minutes, omit extensions and exercise 6. Exercises 4 and 5 can be set for homework. LEAD-IN 3 4 MINUTES In pairs, students have one minute to think of as many daily activities as they can. Encourage them to think about their own lives. They do not have to make full sentences. When they have finished, write their suggestions on the board. Exercise 1 page 12 Students look at the photos and discuss the questions in pairs. After one to two minutes, discuss the questions with the class and get feedback from a few pairs. Unit 1 21

7 Exercise 2 page 12 Explain the task and allow students time to read the headings. Check for understanding. Tell them to skim-read the text; that is, they should read it in order to get the main idea and not worry about unknown words. Students do the task and check their answers in pairs. Check A 4 B 1 C 3 Exam strategy Explain that in the multiple-choice type questions, students should read the questions and the options carefully. They then locate the relevant part of the text in which to find their answer and compare the information there with the options. Exercise 3 page 13 Read the tip with the students. Explain the task. Stronger students answer the questions individually. With a weaker class, do the first two together as examples, showing them how to compare the text with the questions. Students check answers in pairs. Check 1 a 2 c 3 b 4 c 5 b 6 b Culture note The Amish community is largely concentrated in Pennsylvania in the USA. They are often known as the Pennsylvanian Dutch; however, they have no connection with Dutch people (people from the Netherlands). Exercise 4 page 13 Remind students of the everyday activities they thought of during the Lead-in. Refer them to the incomplete activities. They do the task. They check answers in pairs. Check Did they think of similar activities at the start of the lesson? 1 get 2 do 3 have 4 prepare 5 start 6 finish 7 use 8 go 9 go Exercise 5 page 13 Allow students time to read the incomplete sentences. Focus their attention on the first sentence and ask them to locate the part of the text containing this information (paragraph C: Children leave school when they are fourteen years old). Students complete the sentences based on the text. They check their answers in pairs. Check 2 start, finish 3 don t use 4 don t do 5 get 6 prepare 7 don t have 8 don t go Extension weaker students Students write five sentences using five different verbs from exercise 4. Extension stronger students Students write a paragraph about their daily activities using the verbs from exercise 4. Exercise 6 page 13 Explain the task to the class and go through the adjectives with them, checking for understanding. Draw their attention to the phrases they can use to give their opinion. In pairs, students discuss the Amish using the adjectives in their answers. Encourage them to expand on their answers by giving reasons or examples. Monitor, putting new and useful vocabulary on the board. At the end of the activity, choose a couple of stronger students to discuss the question for the whole class. now? and elicit answers: I can understand an article about the Amish. I can use vocabulary for daily activities. 1F Everyday English Making friends Function: introducing yourself Grammar: object pronouns Listening: introductions Speaking: introducing yourself Topic: people; family and social life To do the lesson in thirty minutes, omit exercises 2 and 9. Grammar Builder activities and exercises 4 and 6 can be set for homework. LEAD-IN 4 5 MINUTES Tell students about a good friend who doesn t go to their school. For example: My best friend s name is Simon. He lives in Sydney and he likes swimming. Ask students to work in pairs and tell each other about their friends. Get feedback from a few pairs. Exercise 1 page 14 Refer students to Freya s fact file and explain that they need it to complete the dialogue. With a weaker class, complete the first gap as an example. Students complete the task and check answers in pairs. Play the recording to check Transcript $ 1.26 page B 2 London 3 fourteen 4 eighteen 5 brother 6 10C 7 university Exercise 2 page 14 Students work in pairs to practise the dialogue, each taking on a different role. With a weaker class, play the dialogue again, pausing after each line so students can repeat. They then practise the dialogue in pairs. When they have finished, they swap roles. Choose one or two stronger pairs to act out the dialogue for the class. Exercise 3 page 14 Go through the table with the class and explain how object pronouns work. Explain that they need to find the object pronouns for he, she and it from the dialogue in exercise 1. Students do the task and check their answers in pairs. Check 1 him 2 her 3 it 22 Unit 1

8 For further practice of object pronouns, go to: Grammar Builder 1F page Do you listen to him? 3 I don t like it. 4 We see them at weekends. 5 I don t eat them. 6 Don t speak to her. She s asleep! 7 This book is for her. 8 We live with them. Exercise 4 page 14 Ask students to read the text quickly to find out when Ed sees his cousins. Elicit that he sees them at the weekends. Students do the task and check answers in pairs. Check the job it Boston it my grandfather him my cousins them the school it my brother and me us Alternative activity Say to the class I know and point to a boy in the class. Explain that students have to finish the sentence with him. Continue the activity by saying the beginning of a sentence and pointing to other people/things in the classroom, e.g. a girl, two people, yourself, the table, etc. The students have to complete your sentences with an object pronoun. Exercise 5 page 14 Explain the task and read the sentences with the class. Check for understanding. Play the first recording until the // symbol. Ask the students who Max is talking to and elicit that he is talking to Grace. Play the recording from the beginning, pausing after each dialogue to allow students time to answer. With a weaker class, pause the recording after each answer. They check their answers in pairs. Play the recording a second time. Check Transcript $ 1.27 page 14 1 Grace Hi! Are you new? Max Yes, I am. My name s Max. Grace I m Grace. What do you think of the school, Max? Do you like it here? // Max It s OK. It s small and friendly. My old school is really big. Grace Oh, right. Where are you from? Max I m from Liverpool. But my dad s got a new job. Grace What does your dad do? Max He s a teacher. Grace Really? So where does he work now? Max Here! In fact, that s him in the classroom. He s your new maths teacher! 2 Jared Hi! I m Jared. Ava Oh, hello. I m Ava. Jared Is this your first day at this school? Ava Yes, it is. Jared I m new too. This is my first week. I don t know anybody! Ava I only know three people my three sisters! Jared Three sisters! Wow! Do you all get on well? Ava Most of the time! I ve got a brother too, but he isn t at school. He works in a hospital. Jared Really? So where are you from? Ava I m from Canada. 3 Ella Hi! Are you new? Liam Yes, I am. My name s Liam. Ella Have you got friends at this school? Liam I ve got one friend from the volleyball club! Ella So, you play volleyball. Liam Yes, I do. I love sport. Ella Me too. I m in the school basketball team. Liam When do you practise? Ella After school on Thursdays. Liam Hmm. That s difficult for me. Ella Do you live near the school? Liam No, I don t. I come to school by train. 1 b / c 2 d / f 3 a / e Exercise 6 page 14 Students complete the questions based on the dialogues they heard. Students check their answers in pairs. If you like, play the recording to check 1 like 2 do 3 first 4 get 5 Have 6 live Exercise 7 page 14 Students match the answers with the questions from exercise 6. Play the recording again to check answers. a 3 b 6 c 1 d 2 e 4 f 5 Transcript $ 1.27 page 14 Exercise 8 page 14 Ask students if they can remember how they felt on their first day of school and elicit any answers. Read the instructions and explain the task, pointing out the suggested ideas. Monitor the students as they prepare the dialogues, helping them with ideas or vocabulary. Exam strategy Emphasise the importance of making eye contact and of speaking clearly when having a conversation with somebody. Exercise 9 page 14 Read the speaking strategy with the students. Allow them time to practise their dialogue in pairs. Monitor, helping as necessary. When students are ready, they act it out for the class. Have a vote on the best dialogue. Alternative activity Divide the class into two groups. One group consists of the new students in exercise 8 and the other consists of the old students. Ask the students to stand up and mingle with each other. They should meet and introduce themselves to as many people in the other group as possible. now? and elicit the answer: I can introduce myself to new people and talk about myself. Unit 1 23

9 1G Writing A message Reading: messages Vocabulary: prepositions Writing: a message to introduce yourself Topic: people; family and social life To do the lesson in thirty minutes, omit exercise 7. Either exercise 5 or 6 can be set for homework. LEAD-IN 2 3 MINUTES In groups of three, students have two minutes to brainstorm different ways of meeting new people. Get feedback from a few pairs, putting their suggestions on the board. Exercise 1 page 15 Allow students time to read the options and check for understanding. Refer them to the messages and explain the task. They answer the question. Check their d Exercise 2 page 15 Students work in A/B pairs. Student A answers the questions based on the first message, while student B takes the second message. In a weaker class, combine students A together and students B together, and allow them to work in pairs as they answer the questions. Monitor, helping out as necessary. Student A 1 His name is Gabriel. 2 He s sixteen. 3 He s in Year He lives with his brother, sister, mum and stepdad. 5 He likes football. 6 He mentions Aston Villa. Student B 1 Her name is Summer. 2 She s fifteen. 3 She s in Year She lives with her parents and grandma. 5 She likes music. 6 She mentions Rihanna, Pink, Jackie Chan and Johnny Depp. Learn this! Point out that although there are rules for prepositions, often they must be learned as part of a phrase. Encourage students to remember prepositions that are used with certain words. Exercise 5 page 15 Students choose the correct preposition to complete the sentences. Check 1 on 2 in 3 at 4 with, at 5 for 6 on Exam strategy Remind students that they should always plan their writing and include everything that is asked of them. If they forget some parts, they will lose marks. Exercise 6 page 15 Read the Exam strategy and the task with the students. Make sure they understand exactly what they have to do. Refer them to the examples in exercise 1 as models and encourage them to make notes for each of the points. Students write their message to introduce themselves. Remind them to look at the checklist. Exercise 7 page 15 In pairs, students read each other s messages. Get some feedback from each pair. Do they know anything new about each other? Alternative activity Students write a message without giving their names. When they have finished, collect the messages and redistribute them to different students. They read the messages and find the person who wrote it by asking questions about the information in it. now? and elicit answers: I can use prepositions. I can write a message to introduce myself. Exercise 3 page 15 Students do the task in A/B pairs. Monitor as they ask and answer the questions. Check the Exercise 4 page 15 Read the Learn this! box with the students and explain what prepositions are and why we use them. Explain that the messages in exercise 1 contain examples of these prepositions. Ask students to find and underline these prepositions and the words they are used with. Students do the task and check their answers in pairs. Check 1 in 2 with 3 at 4 at 5 to 6 on 7 on 8 in 9 for 24 Unit 1

10 Get Ready for your Exam 1 LEAD-IN 2 5 MINUTES Ask the students to work in pairs and to tell each other about their daily routine. After two minutes, stop the students and write some examples on the board. Reading Exercise 1 page 16 GET READY TO READ Draw students attention to the incomplete phrases and the verbs given. Students work individually to complete the phrases with the correct verbs. Students check answers in pairs. Check 1 get 2 walk 3 do 4 make 5 go 6 have 7 meet 8 catch Exercise 2 page 16 READING EXAM TASK MATCHING QUESTIONS TO TEXTS Go through the instructions and explain the task to the students. Tell them to read the questions in the table carefully so that they know what keywords to look for in the texts. Remind them that words used in the question may not exactly match the words in the text. This means they should try to identify synonyms and similar ideas. Students do the task. They check their answers in pairs. Check 1 B Steve 2 A Marguerite 3 B Steve 4 C Mitsuko 5 D Messias 6 A Marguerite Speaking Exercise 3 page 16 GET READY TO SPEAK Go through the exam task with the students. Explain that when they do a role-play they must discuss a number of points in their conversation. These points are identified in exercise 6. In order to get as many marks as possible, they should expand on these points as much as they can. Students identify the number of points in exercise 6. Check the answer with the class. There are four points. Exercise 4 page 16 Explain to the class that they are going to listen to a student doing the task in exercise 6. Play the recording and tell the students to identify which order Maria talks about the four different points. Play the recording a second time to check as a class. Transcript $ 1.28 page 16 Examiner It s nice that you re coming to stay with me and my family. Tell me about your family Is it big? Maria Not very. I got a brother and a sister. My brother is 11 and my sister she is 14. Examiner And where do you live? Maria We live in Brighton. Our house is near the sea. Examiner That s nice. What s your typical day like? Maria I get up at seven o clock. I have breakfast and then I go to school on the bus. School start at eight o clock. After school I come home and do my homework. Then I help my mum to make dinner. After dinner I watch TV and go to bed at about 10 o clock. Examiner Uh, huh. And what do you do in your free time? Maria I watch TV, I listen music and I read books. And I often play volleyball after school. Examiner Oh, I don t like volleyball. I prefer basketball. Maria Really? I like basketball too. Examiner What else are you interested in? Maria I like watch films, American films. Examiner Who s your favourite actor? Maria Zac Efron. He s really handsome. Examiner Oh, yes. He s a good actor too. 1 your family 2 where you live 3 a typical day 4 your free time Exercise 5 page 16 Allow students some time to read the sentences. In pairs, they can discuss the mistakes they see and identify how to correct them. Play the recording a second time for students to identify the mistakes that Maria makes as she speaks. In pairs, students take turns to practise saying the correct sentences to each other. Check Transcript $ 1.28 page 16 1 I ve got 2 My sister is 3 School starts 4 I listen to 5 watching films Exercise 6 page 16 SPEAKING EXAM TASK ROLE-PLAY Read the instructions with the students and make sure they understand what they have to do. Divide the class into pairs, each one taking the role of the speaker and the examiner. Students do the task and swap roles when they finish. Monitor and note any errors to address at the end of the activity. Remind students to spend time talking about each point when talking about themselves. Remind them to use the vocabulary and structures from exercise 5 when they are talking. After the students have finished, choose two or three stronger pairs to do the role-play for the class as an example. Listening Exercise 7 page 17 GET READY TO LISTEN Draw students attention to the incomplete phrases and the verbs given. Students work individually to complete the phrases with the correct verbs. Students check answers in pairs. Check 1 play 2 watch 3 play 4 go 5 listen 6 do Exercise 8 page 17 LISTENING EXAM TASK ANSWER QUESTIONS Go through the instructions and explain the task to the students. Suggest that they read the questions carefully before they listen, so that they know what information they should listen for. Get Ready for your Exam 1 25

11 Allow the class time to read the questions. Remind them that they don t have to write complete sentences. Play the recording. Students do the task and check their answers in pairs. Play the recording a second time. Check Transcript $ 1.29 page 17 Eric Hi! I m Eric. Are you new at his school? Sarah Yes, I am. This is my first day! Eric Well, welcome to the school. What s your name? Sarah Sarah. Eric What year are you in? Sarah Year ten. Eric Oh, right. I m in year eleven. Is that your guitar? Sarah Yes, it is. I ve got a music lesson now. I love music! Eric I like music too, but I don t play an instrument. Sarah Have you got any hobbies? Eric I do karate before school on Thursdays. Sarah Before school? Do you get up really early? Eric Yes, I do. I get up at 6 o clock! On other school days, I get up at half past seven. Sarah And what about after school? What do you do then? Eric Well, I do my homework before dinner. We get a lot of homework in year eleven! Sarah What about after dinner? Do you watch TV? Eric No, not really. I don t like TV. But I play computer games. Sarah Me too! What s your favourite game? Eric I really like Super Mario. And I like Guitar Hero. Sarah So you play the guitar too! Eric Well, I guess. But not really 1 Sarah. 2 Year 10 3 A music lesson 4 He does karate before school. 5 half past seven 6 His homework 7 No 8 Yes, she does. Speaking Exercise 9 page 17 GET READY TO SPEAK Draw students attention to the definitions and the words given. Students work individually to match the words and the definitions. Students check their answers in pairs. Check answers as a class. 1 neighbour 2 teammate 3 classmate 4 step-brother 5 cousin 6 relative Exercise 10 page 17 Go through the exam task in exercise 12 with the students. Explain that when describing a person in the exam they should cover each of the four points in their description, so that they can give as much information as possible. Play the recording. Students identify who Alex is describing. Remind them to use words from exercise 9 in their answer. Check His step-brother, his neighbour Transcript $ 1.30 page 17 Examiner Who s the first person you want to describe? Alex Adam he s my step-brother my step-father s son. He s 24 years old. He doesn t live with us he shares a flat with friends but I see him a lot. He usually visits us at the weekend. We both really like football, and we often go to matches together. He usually buys my ticket because he s got a job and I m a student. Examiner You re lucky! And who s the second person? Alex Suzie. She s a neighbour of mine. She s doesn t live next door, but she lives in my street. She s the same age as me, and she s got a brother and a sister. I don t see her during the week, but we often meet at weekends. We both really like music. We like the same bands. Examiner Do you go to gigs together? Alex No, we don t. The tickets are always really expensive. But we listen to CDs together. Exercise 11 page 17 Draw students attention to the gapped sentences and allow them one to two minutes to read them. Ask students to complete them with the words given. Students complete the sentences and check answers in pairs. Check When they are ready, students discuss the sentences in pairs. Encourage them to expand each sentence by given reasons or examples. Monitor and make a note of any errors to address at the end of the activity. Transcript $ 1.30 page 17 1 He s 24 years old. 2 We both really like football. 3 She s a neighbour of mine. 4 She s the same age as me. 5 We like the same bands. 6 We listen to CDs together. Exercise 12 page 17 SPEAKING EXAM TASK TOPIC BASED DISCUSSION Read the instructions with the students and make sure they understand what they have to do. Tell students that they should spend time talking about each point when describing the two people they admire. Remind them to use the vocabulary in exercises 9 and 11 in their discussion. In pairs, students do the task. Monitor and make a note of any errors to address at the end of the activity. At the end of the activity, choose a few stronger pairs to demonstrate for the rest of the class. Use of English Exercise 13 page 17 USE OF ENGLISH EXAM TASK MULTIPLE CHOICE Read the instructions with the students and make sure they understand what they have to do. Tell them to read the text carefully and to try and guess what the missing words might be before reading the multiple choice options. Explain that most words will be short words such as prepositions and verbs. Students do the task and check their answers in pairs. Check 1 C 2 B 3 B 4 B 5 B 6 B 7 A 8 C Ask students: What have you learned today? and elicit answers: I can identify specific information in texts for the reading section of the exam. I can take part in a role-play and talk about people I know for the speaking section of the exam. I can answer questions in a listening task for the listening section of the exam. I can answer multiple choice questions for the use of English section of the exam. 26 Get Ready for your Exam 1