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Gold Experience Introduction Welcome to Gold Experience, a five-level exam preparation and general English course for teenagers. The five levels, which correspond to the Common European Framework of Reference levels A1, A2, B1, B1+ and B2, provide thorough preparation for Cambridge English Key for Schools, Preliminary for Schools and First for Schools examinations and comprehensive language development. The topics are from contemporary contexts such as the Internet, social media, television and magazines, as well as content-rich CLIL topics from which your students will learn about the world. Gold Experience offers a complete package of print and digital materials which provide maximum flexibility for your teaching situation. Gold Experience is a fast-paced course written to engage and motivate teenage students with varied, age-appropriate topics and activities which will make English lessons enjoyable and productive for both you and your class. Blended package Print package Digital package Print and digital Gold Experience package offers maximum flexibility with both print and online components. Print Gold Experience is a complete teaching package with a print Workbook. Digital Gold Experience is the ideal package for schools working in a fully digital environment. For the student: For the student: For the student: Students’ Book MyEnglishLab For the teacher: eText IWB software MyEnglishLab Teacher’s Online Resource Materials Students’ Book & Multi-ROM with audio and video Grammar and Vocabulary Workbook For the teacher: Students’ Book & Multi-ROM with audio and video Grammar and Vocabulary Workbook Teacher’s Online Resource Materials Students’ eText MyEnglishLab For the teacher: eText IWB software MyEnglishLab Teacher’s Online Resource Materials 3 Gold Experience A1 Components Gold Experience A1 is ideal for pre- and young teenagers at elementary level in general English classes and those who are working towards the Cambridge for Schools examinations. Students’ Book The ten topic-based units offer thorough input and practice of reading, writing, listening and speaking skills, with topic vocabulary and grammar presented in situations which exemplify their meaning and use. There are many opportunities for students to share their ideas, opinions and knowledge of the world. Lessons start with a Power Up activity which is designed to activate students’ existing knowledge and stimulate their interest in the topic. Learner training is an important aspect of Gold Experience. Skill and Exam tips give clear, simple advice on how students can develop their language and exam skills. Word XP boxes highlight aspects of lexis, for example, collocation and forming nouns from verbs, so students develop good vocabulary-learning strategies. Each unit in Gold Experience has a Video clip either from TV or filmed especially for the course. The TV clips are fully integrated with the main reading text, while the other clips show teenagers involved in topic-based tasks, activities and mini-dramas that students use as a basis for project work. MyEnglishLab Gold Experience MyEnglishLab includes all the Workbook exercises in interactive format along with additional reading, writing, listening and speaking skills, as well as practice and review tests. With instantly graded activities plus tips and feedback, students are supported and guided to successfully complete the exercises. Also on Gold Experience MyEnglishLab are the Students’ Book video and audio. Teacher’s Online Resource Materials All the support a busy teacher needs is available online on the Pearson Portal or through your local Pearson rep. • Teaching notes with a wealth of additional classroom ideas, integrated answer keys and audio scripts • Photocopiable worksheets • Unit, mid- and end-of-year tests eText for teachers eText for teachers is a digital component for classroom use on an interactive whiteboard. Available online or on disk, it contains the Students’ Book in digital format with links to audio, video, games and the Teacher’s Online Resource Materials. MyEnglishLab for teachers After every two units there is a Revision spread which reinforces the vocabulary and grammar students have learnt. The teacher view of MyEnglishLab gives you a full learning management system with a range of practical, problem-solving teaching tools. eText for students • You can assign tasks to the whole class, groups or individual students depending on their needs. • The communication tools allow you to send messages to your students and, if you wish, keep in contact outside of class. • The gradebook lets you see how individual students and the whole class are progressing. • The common error report enables you to see which problems are the most common and which of your students are making these mistakes. With this information, you can focus classroom time on the areas that need the most work. • The review tests can be assigned at the time that suits your teaching programme. eText is the students’ online or tablet component which contains the Students’ Book pages with integrated links to audio, video and games. Workbook The Workbook offers practice of all the vocabulary and grammar areas taught in the Students’ Book and is suitable for both classroom self-study and homework. 4 Gold Experience Students’ Book Organisation Spread 1, pp 82–83 1 A lead-in activity to generate interest in the topic 2 Presentation of vocabulary so students are prepared for the unit 1 3 4 A fun activity that encourages use of the key words 4 5 6 2 A tip to help students read effectively 5 A task to help students identify, summarise and rephrase main ideas in the text 6 An activity that allows the students to use English in a personalised context 3 7 7 Topics are brought to life in the classroom through motivating video clips Spread 2, pp 84–85 1 Clearly presented grammar with example sentences from the main reading text and usage notes 1 2 Students practise the pronunciation of the grammar in model sentences 4 3 An activity that allows the students to use the grammar in a personalised context 5 2 4 New vocabulary presented with engaging pictures which make the meaning clear 5 A useful vocabulary learning tip 3 6 6 An activity that allows the students to use the vocabulary in a personalised context 5 Students’ Book Organisation Spread 3, pp 86–87 1 Carefully staged activities that develop listening skills 2 A second grammar point with example sentences from the listening and usage notes 3 Carefully staged activities that develop speaking skills and confidence 4 2 Useful functional language that students need to express themselves 3 4 1 Spread 4, pp 88–89 1 An example of the text type which gives contextualised practice of the grammar and vocabulary needed for the writing task 5 3 2 A tip to help develop good writing skills 1 3 4 Carefully staged activities that develop writing skills 2 6 4 Teen-appropriate writing tasks that also prepare students for Cambridge ESOL Key for Schools 5 An engaging video clip which allows students to see and hear English in use 6 Pre-, while and post-view activities so students get the most from watching the video 7 An open activity so students present their ideas to their classmates 6 Gold Experience 2 7 Starter Unit objectives Reading: Vocabulary: Grammar: Listening: Speaking: Writing: reading for information; information transfer family words; countries be; this/that/these/those answering multiple-choice questions asking and answering questions about favourite things drawing and labelling a family tree; writing about your family STARTER (SB pages 6–9) To start The Ping pong game. Use a soft ball (that doesn’t bounce) or a scrunched-up piece of paper. If possible, sit or stand all the students in a circle. Say: ping [your name], pong [a student’s name] and throw the ball to that student. Indicate that he or she should throw the ball to another student and say: ping [thrower’s name], pong [catcher’s name]. If students can’t remember anyone’s name they can throw the ball back to you. Make sure all students are included several times. Follow this game with a numbers game, 1–20. Say: one, then throw the ball to a student and indicate that he or she should say: two. Again, get students to throw the ball around the whole class one by one. If they have any problems with any numbers, correct them on the spot and chorally drill with the whole class. Welcome to my world! 1 Direct students to the instructions. Say: My name’s . . . Chorally drill the sentence. Ask a few students in the class: What’s your name? and elicit their answers. Ask: What’s your name? and chorally drill the question. Say to one student: My name’s . . . What’s your name? Elicit the answer and direct him or her to ask another student. Continue this around the class, then say: I’m ten/eleven/twelve. How old are you? Chorally drill the question, then ask a few students their age. Again, set up a chain around the class by saying to one student: I’m twelve. How old are you? Indicate that he or she should answer before asking another student the question. If you hear any mistakes, correct them on the spot and chorally drill the correct sentence. Put students into pairs to practise the two questions and answers. Monitor them closely. 2 Focus students’ attention on the picture of the webpage. Ask: What can you see? Find Max’s name and age together with students, then get them to find the other information individually. Monitor and provide help if needed. Put students into pairs and get them to check their answers with their partner. Conduct class feedback. Max Carter, twelve years old Valentina, eleven years old Valeria, eleven years old My family 3 Draw your own family tree (real or invented) on the board. Include you, your brother, sister, mother, father, grandmother, grandfather, uncle, aunt and cousin, using just their names rather than the English words for the various relatives. Try to elicit the words in English for each family member. Chorally drill them and then write them on the board. Direct students to the instructions and the family tree. Where is Max? (At the bottom left in the middle.) Answer questions 1 and 2 together, then tell students to complete the exercise individually. Monitor and provide encouragement and help where needed. When students have finished choosing the correct words and filling out the family tree, put them into pairs and ask them to check their answers with their partner. 4 Play Track S.1 for students to check their answers before conducting whole class feedback. ➤ Track S.1 Max: Hi! Here’s my family tree. This is my dad Joe. This is my mum, Carmen. Here’s my brother, Oscar. He’s fifteen. This is my sister, Molly. She’s nine. Here are my grandfather and grandmother. They’re sixty-four and fifty-nine. And here are my uncle and aunt, and their children. Tim and Vicky are my cousins. 1 dad 2 mum 3 brother 4 sister 5 grandfather and grandmother 6 uncle and aunt a grandfather b grandmother c dad d mum e uncle f aunt g brother h sister i cousins 5 Direct students back to your family tree on the board. Elicit sentences about some of the people on the family tree and write them on the board. For example, This is my mother, Joanna. She’s 55. Focus students’ attention on Exercise 5 and get them to draw their own family trees first, then write about them. Students’ own answers. Students’ own answers. 7 All around the world 1 Focus students’ attention on the picture and elicit and chorally drill the word map. Work with students to find their countries on the map and say the names in English. Students’ own answers. 2 Do the task as a class. If students don’t know the names of the countries in English – and they aren’t the countries discussed in the next exercise – don’t focus too much on them. Students’ own answers. 3 Direct students to the task. Do a, b and c together, then instruct them to work individually. Monitor to provide encouragement. When students finish, put them into pairs and ask them to check their answers with their partner. Conduct class feedback, chorally drilling each country and checking understanding of each one. b 10 c8 d7 e2 f4 g6 h5 i1 j3 4 Direct students to the task. Look at Aine together and then Diego. Put students into pairs. Conduct class feedback, encouraging quieter students to give their answers. Max is from Britain. Stefan’s from Poland. Elif ’s from Turkey. Tian Tian’s from China. Diego’s from Mexico. Angelo’s from Ecuador. Nina’s from Spain. William’s from Malawi in Africa. Anna’s from Australia. 5 Focus students’ attention on the instructions and Question 1. Do the first two questions together, then put students into pairs to complete the quiz. Monitor to check for accuracy of grammar. 6 Play Track S.2 for students to check their answers before conducting whole class feedback. ➤ Track S.2 1 A: Is William from Turkey? B: No, he isn’t. He’s from Malawi. 2 B: Is Aine from the USA? A: Yes, she is. 3 A: Is Anna from Spain? B: No, she isn’t. She’s from Australia. 4 B: Is Angelo from Britain? A: No, he isn’t. He’s from Ecuador. 5 A: Is Tian Tian from China? B: Yes, she is. 6 B: Is Nina from Mexico? A: No, she isn’t. She’s from Spain. 8 Gold Experience 2 Yes, she is. 3 No, she isn’t. She’s from Australia. 4 No, he isn’t. He’s from Ecuador. 5 Yes, she is. 6 No, she isn’t. She’s from Spain. All about you 1 Check students understand favourite. Say: I like Turkey. I like Spain. I like Britain, but Mexico is my favourite country. Indicate with a smile and thumbs up how much you like it. Chorally drill favourite. Put students into pairs and direct them to the task. Tell them your favourite song and TV programme. Ask a few students about theirs, then get them to tell their partner. Feed back a few answers. Students’ own answers. 2 Focus students’ attention on the instructions. Check they understand team. Play Track S.3 and ask them to check their answers in pairs. ➤ Tracks S.3–4 Molly: Look, Max. Here’s a quiz. You answer the questions, OK? Max: Er . . . OK. Molly: Right. Number 1: what’s your favourite colour? Is it yellow? Max: No, it’s green. I don’t like yellow. Molly: Oh! OK, question 2: what’s your favourite animal? A cat, a dog or a mouse? Or ‘other’? Max: It’s a cat! Molly: Now . . . question 3: who’s your favourite singer? Is it Justin Bieber? Max: No! It’s Lady Gaga. She’s great! Her songs are cool! Molly: And number 4: what’s your favourite TV channel? Max: I like the sports channel. Molly: OK. Question 5: what’s your favourite sport? Max: Hmm . . . football is my favourite sport. And Manchester City is my favourite team! Manchester City 3 Direct students to the instructions. Give them a few minutes to read the quiz and check with their partner if they can remember any answers. Play Track S.4 so students can choose Max’s answers in the quiz. 1A 2A 3C 4C 5A 4 Introduce the idea of favourite things. Give your own favourites first: My favourite colour is green. My favourite animal is a cat. Students answer the quiz themselves silently. Students’ own answers. 5 Direct students to the task and run through the questions again orally. Put students into pairs, A and B, to do the quiz. A students should close their books while B students ask them the questions, and vice versa. Monitor to provide encouragement. Students’ own answers. 6 Model the activity by asking a student their favourite colour and animal, writing their answers on the board. Highlight your use of possessive ’s on the board. Tell the students to do the same for their partner. Monitor and check for accuracy. Students’ own answers. What’s cool at school? 1 Pre-teach picture, bag, ruler, book, pencil, pen by pointing to these objects in your classroom. Chorally drill each one if students don’t know the words. Then direct them to the task and find a blue picture together. Ask students to work individually to find the rest of the things in the picture. Ask them to check with their partner before sharing with the class. Students’ own answers. 2 Focus students’ attention on the task. Give them one minute to think about it, then do Question 1 together. If none of the students have understood what they are looking for, ask: What are George’s favourite colours? and elicit green and red. Ask students to work individually to do the rest of the exercise. Monitor and assist if needed. When they finish, put them into pairs to check their answers with their partner. Conduct class feedback. 4 Stand back from students and point to a pen at the back of the class. Ask: Is that . . .’s pen? and elicit either Yes, it is. or No, it isn’t. Put a few pens next to that pen, stand back again and ask: Are those . . .’s pens? Elicit either Yes, they are. or No, they aren’t. Ask students: If it’s one thing, what do we say? and elicit that. Ask: If it’s more than one thing, what do we say? and elicit those. Chorally drill the two questions. Direct students to the task. Do a few sentences with the class, then put students into pairs to make more sentences. Monitor to check there aren’t any problems. Students’ own answers. To finish Ask students to give you one or two things each. (Make sure they know the words for these things in English.) Put them all on your table. Lift up one thing at a time and ask: Whose . . . is this? The first student to guess correctly each time and say, for example, That’s Julie’s ruler. gets one point. Homework Workbook pages 4–5 MyEnglishLab Students’ own answers. 3 Check that students understand the difference between this and these and that they can use is and are correctly for singular and plural. Take a few books, pens and pencils from some students, then lift them up one by one and ask: Is this . . .’s pen? Are these . . .’s pencils? Elicit the short answers Yes, it is./No, it isn’t. and Yes, they are./No, they aren’t. Then lift one pen up, ask: What’s the question? to elicit Is this . . .’s pen? Drill this chorally. Lift up a few pencils and elicit the question Are these . . .’s pencils? Again, drill this chorally. Refer students to the task. Do a few examples together before asking them to work in pairs to practise the questions and answers. Monitor and provide encouragement. Students’ own answers. 9 01 My space Unit objectives Reading: Grammar: Vocabulary: Listening: Speaking: Writing: matching paragraphs with photos there is/are; have got things in a room; the home identifying multiple-choice photos making a phone call a poster; capital letters Vocabulary (SB page 10) To start Colours anagram game. On the board, write: dre, nrege, leub, granoe, lewoly. Ask students: Are these English words? (no) Point to the first ‘word’, cross out the r and write r in a different place on the board. Then cross out e and write e next to r. Ask students: What colour is this? Cross out the d and write d next to re to make red. Put the students into pairs and tell them to do the same with the other ‘words’ to make four more colours (green, blue, orange and yellow). They should write them down to practise the spelling. Drill the colours chorally, paying attention especially to the correct pronunciation of orange (/ˈɒrɪndʒ/). Power up 1 Check students understand the word bedroom. Direct them to the instructions for this task. Ask: Do you have a chair/ desk/computer/some curtains in your bedroom? Drill the words, checking students say curtains correctly (/ˈkɜːtnz/). Ask: What colour is your chair/desk?, etc. Put students into pairs and tell them to ask their partners: What do you have in your bedroom? What colour is it? Encourage them to include other items. Students’ own answers. Things in a room 2 Tell students to cover the words in the box. Point to the pictures and try to elicit them, chorally drilling them as you go. Note the pronunciation of cupboard: /ˈkʌbəd/. Then students match the pictures with the words, writing them down in their notebooks so they have a written record. Monitor closely for any spelling mistakes. Put students into pairs and ask them to check their answers with their partner when they finish. Tell them to check their partner’s writing for any spelling mistakes. A bin B clock C comics D cupboard E cushion F electric guitar G light(s) H mobile phone I music player J noticeboard K poster L shelf 3 Play Track 1.1 once for students to check their answers to Exercise 2. Then play Track 1.2, pausing for students to repeat the words. ➤ A B C D E F G H I J K L Tracks 1.1–2 a bin a clock comics a cupboard a cushion an electric guitar lights a mobile phone a music player a noticeboard a poster a shelf 4 To introduce this activity, say, e.g. It’s small and black. What is it? Indicate that it is something in the classroom. Elicit pen. Direct students to the instructions. Read the example sentence and check they have understood and can find the clock in the picture. Do Question 2 with them. Students work in pairs to complete the exercise, then check with their partner before you conduct class feedback. 2 It’s a cupboard. 3 They’re lights. 4 They’re comics. 5 It’s a bin. 6 It’s a poster. 10 Gold Experience Where is it? 5 First, review the prepositions. Then put a pen on the table and ask: Where’s the pen? Elicit It’s on the table. Chorally drill on and It’s on the table. Then use the pen and other classroom objects to elicit and drill the other prepositions: next to, near, above, in, in front of, under, behind and between. Direct students to the pictures in Exercise 5, and tell them to copy the prepositions into their notebooks. Do the example with students, then tell them to continue in pairs, asking and answering questions about the things they can see in the picture in Exercise 2. Students’ own answers. Game on Demonstrate the game. On the board, very quickly and roughly draw a clock under a cushion. Ask: What’s in my picture? and try to elicit possible answers. Insist on students using the structure Is it a . . . on/under/ . . . a . . . ? After a student guesses correctly Is it a clock under a cushion?, draw another (a light in a bin). Again, invite suggestions. Refer students to the instructions. Then tell them to work in pairs and take turns to draw a very quick picture for their partner to guess Is it a . . . on/ under/ . . . a . . . ? Monitor closely to check students are staying on topic. Allow two or three minutes for this, depending on how focused they are. Homework Workbook pages 6–7 MyEnglishLab Reading (SB page 11) 1 Check students know what a poster is by using a poster in the classroom. Direct them to the instructions. Focus their attention on the four photos to answer the question. Room A 2 Refer students to the instructions. Ask: How many photos are there? How many descriptions are there? Read the introduction aloud, then read number 1, Diego’s description, to them. Elicit the correct answer (D). Students work in pairs, reading the other descriptions and deciding which photo matches each one. Ask them to compare answers with their partner. Conduct class feedback. 1D 2C 3B 4A 3 Ask students: How many people sleep in Diego’s room? Elicit two. Ask questions to check how they found the answer: Where does it say that in the text? Who is the other person? Direct them to the instructions and then number 1 to make sure they understand why the answer is No. Then tell them to look carefully at the texts again to see if sentences 2–4 are true or false. Monitor to check they aren’t just guessing the answers but are actually looking to find them. Conduct class feedback for each answer by asking: Where did you find the answer? 2 Yes 3 Yes 4 No Sum up 4 This is a writing task. Elicit the colour of the walls in Diego’s room and tell students to complete the sentence. Then ask them to write three more sentences – one for each of the other rooms. Monitor for correct spelling of the colours, and also for the correct use of the possessive ’s. Feed back by eliciting the answers and writing them on the board. In Diego’s room the walls are white. In Elif ’s room the walls are red and pink. In Jana’s room the walls are blue. In Max’s room the walls are orange (and white). Speak up 5 Direct students to the instructions. Tell them: My favourite room is Diego’s room because I love bunk beds and I love sleeping next to the window. Ask one student: Which is your favourite room? Why? Tell students to work in pairs and tell their partner which is their favourite room, and why. Finally, direct students to ‘This week’s extra prize’ at the bottom of the text. Which room is it? Elicit the answer C and get students to point out the map in the photo. Students’ own answers. Homework MyEnglishLab 11 Grammar (SB page 12) Grammar XP Direct students to the sentences. Ask: When do we use ‘there’s . . .’? (for singular things) When do we use ‘there are . . .’? (for plural things). Highlight pronunciation of there’s a . . . On the board, write: There __ __ teacher. There __ __ students. There __ __ football. There __ __ beds. Elicit correct sentences about the classroom. (There’s a teacher. There are some students. There isn’t a football. There aren’t any beds.) Write the correct words in the spaces on the board. Ask: How many teachers are there? (one) Point out that we say There’s a . . . or There isn’t a . . . . Ask: Is there one student or more? (more) So what do we say when there is more than one? (There are some . . . or There aren’t any . . .) Then rub out teacher, students, football and beds. Ask students to give a different word for each gap, again to describe their classroom. Then on the board, write: __ there __ teacher? Yes, there__ . __ there __ students? Yes, there __ . Elicit correct questions and answers from the class. Is there a teacher? (Yes, there is.) Are there any students? (Yes, there are.) Then rub out teacher and students, and elicit other items in the classroom to write in the spaces. Finally, write: __ there __ guitar? No, there __ . __ there __ cushions? No, there __ . Elicit the correct questions and answers from the class. 1 Play Track 1.3 for students to listen to the correct pronunciation, then play Track 1.4 so they can repeat the sentences. ➤ Tracks 1.3–4 There’s a poster on the wall. There are some books on the shelf. There’s a bag near the door. There are some cushions on the chair. There’s a guitar under the bed. There are some comics in the bin. Students’ own answers. 2 Focus students’ attention on Question 1. Ask: Why is it ‘There’s a’ not ‘There are a . . . ? (because there’s just one desk) Answer Question 2 with students. Again, check that they understand that the answer is There isn’t . . . because we are talking about one bin only. Put students into pairs and ask them to finish the rest of the exercise using the Grammar XP box above to help them. Monitor closely. If a few students are making mistakes, stop the class and write on the board: There is/isn’t = 1 There are/aren’t = 2+ Ask students to check their answers with their partner before you conduct whole class feedback. 2 isn’t 3 There are 4 isn’t 3 To introduce this task, check that students understand the difference between Is there a . . . ? (for one thing) and Are there any . . .? (for more than one thing). Write the structure of the questions on the board: Is there a/Are there any . . . on/under/above/next to/in front of/ behind/near/in . . . the . . . ? Direct students to the example questions. For each example, ask: Is the question about picture A or picture B? Organise them into pairs. One of each pair will write three questions about picture A, and one will write three questions about picture B. Monitor to make sure they are using the question structure on the board. Students’ own answers. 4 Before this activity, focus again on the natural short answers. Ask the following questions to elicit and practise the short answers: Is there a teacher in the class? (Yes, there is.) Is there a bed in this class? (No, there isn’t.) Are there any students in this class? (Yes, there are.) Are there any animals in this class? (No, there aren’t.) Refer students to the instructions. Nominate one student to be B so you can demonstrate the questions and answers with him or her. Instruct students to ask and answer their questions with their partner. Make sure their partner cannot read the questions, so they have to listen. Monitor to check students are staying on task. Students’ own answers. 5 Do the example as a class, then ask for another difference between the two pictures. Tell students to work in pairs again for two or three minutes to see how many other differences they can find. Feed back by asking a few students to tell you one difference each (CDs on the shelf/on the floor, a cat on the shelf above the window/three cats on the chair, a box of popcorn on the table/popcorn on the floor, etc.). Students’ own answers. 12 Gold Experience 5 aren’t 6 There are Write on 6 Direct students to the instructions. Then demonstrate the activity by asking a few students some questions, e.g. Is there a TV in your bedroom? Are there any books in your bedroom? Insist on the correct short answers. Tell students to write two questions about their partner’s bedroom. Monitor for accuracy. Then tell students to ask their questions. Students’ own answers. To finish Picture dictation. Draw a simple picture on a piece of paper. Tell students to draw what you say: There’s a big table. On the table there’s a TV. Next to the TV there’s a book. On the book there are two pens. Under the table there’s a cat. Next to the table there’s a dog. Behind the dog there’s a chair. In front of the dog there’s a bag. In the bag there’s a clock. Tell students to compare their pictures in pairs. Then ask them to describe the picture back to you so you can draw it on the board. Homework Workbook pages 8–9 MyEnglishLab Vocabulary (SB page 13) To start On the board, write: b . . . s . . . c . . . p . . . Get students to guess the things in your bedroom based on the first letters of each word on the board (bed, shelves, clock, poster) and write them up. Next, tell them to write the first letter of four things in their bedroom. Then they work in pairs and guess their partner’s four things. Monitor, especially for spelling. The home 1 Focus students’ attention on the picture of Marco’s apartment. Ask: Is this a house or an apartment? How many rooms are there? Do you like it? Direct students to the instructions. Play Track 1.5 and tell students to look at the pictures and repeat what Marco says. Then tell them to cover the words and ask: What number is the living room? What number is the garage?, etc. Then ask: What is number 1? What is number 2?, etc. Finally, ask students to work in pairs and test each other to see if they can remember the words, asking: What is number . . . ? ➤ Track 1.5 Marco: Welcome to my home. That’s the lift . . . and these are the stairs. Come upstairs. This is the living room. This is the kitchen. Here’s the dining room. And here’s the bedroom. That’s the bathroom. This is the balcony. That’s the garden. And that’s the garage. Come downstairs to the garden. Students’ own answers. 2 Direct students to the instructions. Play Track 1.6, then stop it to give students time to check they understand what the sounds are and to say: 1 He’s in the bedroom. Then play the rest and tell students to write their answers down. Conduct class feedback to check answers. ➤ Track 1.6 1 sound effects: snoring, alarm clock ringing 2 sound effects: opening of fridge, pouring of drink, clink of ice cubes, closing of fridge 3 sound effects: door opening, scrape of dining chairs, clatter of knives on plates 4 sound effects: teeth cleaning/brushing, water running in basin 5 sound effects: lift arriving with a ‘ping’, doors opening, doors closing, swoosh of lift 6 sound effects: footsteps outside on gravel, up-and-over door opening noise, car door slamming, engine starting and revving 2 He’s in the kitchen. 3 He’s in the dining room. 4 He’s in the bathroom. 5 He’s in the lift. 6 He’s in the garage. 13 3 Direct students to the picture and ask: What is it? (a lighthouse) Does someone live here? (yes) What’s her name? (Nancy) Do you like it? Demonstrate the speaking activity by asking the class the example question and answer in the speech bubble first: Is there a lift in the lighthouse? (No, there isn’t.) Then ask another example question: Is there a living room in the lighthouse? (Yes, there is.) Insist on the full short answer, not just yes/no. Then put students into pairs and tell them to take turns and ask their partner questions about all the other information. Students’ own answers. Word XP First, ask students: How many stairs are there in the lighthouse? Ten? Twenty? Elicit There are 150 stairs. Refer students to the question and ask them to repeat it chorally. Make sure they pronounce many correctly (/ˈmeni/). 4 Before students fill the spaces in Nancy’s description, tell them to put their pens down and read the text. Check they understand round. Then do the first gap together, eliciting the answer. Tell students to complete the text individually. Monitor for any problems. When they have finished, tell them to compare their answers in pairs before you conduct class feedback. 1 living room 2 dining room 3 bathroom 4 bedrooms 5 garden 6 balcony 7 stairs Game on Students enjoy the challenge of a memory game and of testing their classmates. If you have a large class, divide students into four teams, not two. Give them one minute to memorise the information about the lighthouse, then tell them to close their books. Tell students all their questions will be: How many . . . are there? The teams take turns to direct a question to the opposing team. Encourage the quieter students to ask questions too, so the more confident students don’t ask all of the questions. Speak up 5 Check that students understand the four types of home in the list. Ask a stronger student: What is your perfect house? Tell him or her to describe it to the class. Then put students into pairs and tell them to describe their perfect house to their partner. Monitor to check they stay on track. If you hear a lot of mistakes in language that they have already studied, write down a few incorrect sentences that you hear. Also write a couple of correct sentences using the same target language (there’s a . . ./there are some . . .). Write all the sentences on the board and after students have finished speaking to their partner, ask them to find the mistakes in the sentences and to find the correct ones. Students’ own answers. Homework MyEnglishLab 14 Gold Experience Listening (SB page 14) Power up 1 Demonstrate the exercise by describing your home. For example: It’s an apartment. There are three bedrooms. There isn’t a balcony. Then put students into pairs and direct them to describe their home to their partner. To feed back, ask a couple of students to describe their partner’s home to the class. Students’ own answers. Listen up 2 To familiarise students with the photos, ask: Which home is in Greece? (3C) Which photo is in Brazil? (1C) If necessary, drill names of all twelve countries in the photos to ensure correct pronunciation and check students know where they are. Then ask: Is A a house or an apartment? Is B a house or an apartment? Tell students to continue in pairs with the other photos. Conduct feedback by asking individuals: A is a . . . ? B is a . . . ?, etc. Houses: 1C, 2A, 3A, 3B, 3C, 4A, 4C Apartments: 1A, 1B, 2B, 2C, 4B 3 First, check that students remember the meaning of the words wall, balcony, garden and roof. Direct them to the instructions. Tell students to work in pairs and take turns to describe the photos. If they are likely to have problems making sentences, write three possible structures on the board: There’s a small/big house/apartment in photo A/B/C. It’s yellow/blue . . . . The door is grey/green. Then do another example with the class using these structures and slotting the appropriate words in. Feed back by asking just two or three students to describe a picture each. Students’ own answers. 4 Direct students to the Exam advice. Explain that they are going to listen to a quiz about the photos in Exercise 2. Play Track 1.7, then pause to make sure everyone understands the task and has the right answer. Play the rest of the recording, pausing only if necessary between speakers. ➤ Tracks 1.7–8 1 Presenter: Hi! And welcome to our quiz, Homes around the world! Our first photo is from Nina. Tell us about your home, Nina. Nina: My home’s next to my friend’s. Her home’s got yellow walls. My home’s got orange walls. George: Is it photo A? Nina: No. It isn’t a house. We’ve got a big apartment. It’s got a green balcony. It’s photo . . . 2 Presenter: Photo number two is from Luke. These homes are a nice colour, Luke! Luke: Yeah, yellow’s my favourite colour. And my home’s got yellow walls. Daisy: OK. Have you got a garden? Luke: Yes, we have. We’ve got a big garden. Daisy: I know! Is it photo . . . ? 3 Presenter: Photo number three is from Daisy. And your home, Daisy? Daisy: My home’s white. It’s a small apartment and it hasn’t got a garden. George: Has your home got stairs outside? Daisy: Yes, it has. George: The answer is photo . . . 4 Presenter: And photo number four is from George. Tell us about your home, George. George: Our home hasn’t got a balcony. It’s a house . . . Nina: Is it photo C? George: No. We’ve got a garden. And a green roof. It’s a grass roof! It’s photo . . . 5 Check the answers, eliciting them from the class, and write them on the board. Then play Track 1.8 so students can check their answers themselves. 1B 2A 3C 4A Grammar XP Ask your class: Has this classroom got a whiteboard? How many windows has this classroom got? Tell them they are going to look at has/have got. On the board, write It and We in a column, as shown in the table below. Elicit has got, and have got for it and we and write them in the table. Next, elicit how to make the contractions (it’s got, we’ve got), and write the contracted forms on the board as shown below. Then elicit the questions and short answers and write them on the board in another table. Practise the sentences. Tell students to copy these grids once you are sure they understand them. It We has got / ’s got have got /’ve got Has it got . . . ? Have we got . . . ? hasn’t got haven’t got a computer Yes, it has. No, it hasn’t. Yes, we have. No, we haven’t. 6 Direct students to the instructions. Familiarise them with the table by asking questions such as Has Adam’s house got a garden? Has Eva’s apartment got big windows? Give them two minutes to decide which photo is Adam’s house and which is Eva’s apartment, then check their answers with the whole class. Adam’s house: 3B Eva’s apartment: 4B Focus students’ attention on the two sentences written under the table. Read the first one, then elicit the end of the second one and write it on the board. Tell students to continue the exercise, writing a sentence for each piece of information. Monitor closely, paying particular attention to the apostrophe being written in the correct place. Ask students to compare their answers in pairs, then elicit and write them on the board. Adam’s house hasn’t got big windows. It’s got white walls. It hasn’t got a red balcony. Eva’s apartment hasn’t got a garden. It’s got big windows. It hasn’t got white walls. It’s got a red balcony. 7 Demonstrate the exercise first. On a small piece of paper, write the country of one of the photos (e.g. Turkey), then fold the piece of paper up. Tell the students they need to find out which photo it is by asking you questions that start Has it got . . . ? Encourage the quieter students to ask questions as well as the more confident ones. Once they have guessed correctly, put students into pairs and give each student a piece of paper and ask them to choose another home from the photos. Get them to write down its country and fold the piece of paper up. Next, they need to write questions to guess their partner’s photo. Monitor to make sure all students have some questions. Students’ own answers. 8 Tell students to ask their partner their questions and work out which is their photo. Elicit the short answer they will use (Yes, it has./No, it hasn’t.). If any pairs finish early, tell them to choose another photo and ask questions about that without writing them down. Students’ own answers. To finish Dream homes. Make sure the students understand that dream here means something they would like in the future. Tell them to ask you questions to find out about your dream home, such as How many bedrooms has your dream home got? Elicit that your dream home has got six bedrooms, two big living rooms and a red balcony for every room. Tell students to write five things their dream home has got, but to keep them secret from their partner. In pairs, students ask: Has it got . . . ? to find out the five things. Homework MyEnglishLab 15 Speaking (SB page 15) To start Find out if all the students have a mobile phone. Ask: What can you do on a mobile phone? Elicit text message and phone call by miming these. Drill the words mobile phone, text message, phone call. On the board, write 2day. Ask students what this is. Show them your mobile phone as a clue and try to elicit that this is today in text language. Then ask what c u means (see you). Ask students to work in pairs and to think of any other words they can shorten in English text messages. You can write these on the board, for example: 4 = for; y = why; txt = text; msg = message; b = be; no = know; u = you; gr8 = great. ➤ Track 1.9 1 Sofia: Hi, Mum! Where are my trainers? 2 Mum: They’re in the kitchen. 3 Sofia: Oh yes, here they are. Is my bag in the living room? 4 Mum: Yes, it is. It’s under the table. Have you got your homework? 5 Sofia: I’ve got my maths, but I can’t find my English homework. 6 Mum: Is it in your bag? 7 Sofia: No, it isn’t. Oh! Yes, it is. Thanks! Bye, Mum. Power up 1 Ask students: What can you see in the picture? Then direct them to the question In love with your mobile phone? and generate some responses before asking them to answer the two multiple-choice questions below. Students’ own answers. 2 Ask students to look at the two questions again and memorise them with closed books. Elicit both questions and drill them chorally. Tell students to stand up and mill around the class. Give them three minutes to find someone who makes the same number of phone calls and who sends the same number of text messages as themselves every day. Use the board to show that 1–5 is said one to five. Monitor for accuracy and also to check students are talking to everyone in the class. Feed back once everyone has sat down by asking two or three students to say: How many text messages a day? and Who is the other student? Students’ own answers. 3 Focus students’ attention on the photo. Ask: What’s happening in the photo? Then direct them to the conversation below it. Ask a couple of concept-checking questions: Who are the two people? Which sentence is number 1? Then elicit where line 2 is before students read and write the conversation in order. Tell them to check their answers in pairs. 4 Play Track 1.9 for students to check the order and get them to practise the conversation in pairs. 1 Sofia: 2 Mum: 3 Sofia: 4 Mum: 5 Sofia: 6 Mum: 7 Sofia: Hi, Mum! Where are my trainers? They’re in the kitchen. Oh yes, here they are. Is my bag in the living room? Yes, it is. It’s under the table. Have you got your homework? I’ve got my maths, but I can’t find my English homework. Is it in your bag? No, it isn’t. Oh! Yes, it is. Thanks! Bye, Mum. Speak up 5 Go through the words in the box and check students understand the formal and informal registers. Ask: Which words do we use with family and friends? (hi, bye, thanks) and Which words do we use for other people we don’t know very well? (hello, good bye, thank you). Direct students to the instructions and the conversation. Ask: How many people are there in the conversation? What are their names? Drill the names chorally for pronunciation and stress on the first syllable: Mrs Reeves, Rosy, Jacob. Check that they understand that they don’t need two of the words in the box. Play Track 1.10 and give students time to write their answers. Elicit the answers and write them on the board. 2 Hi 3 Thanks 4 Bye ➤ Track 1.10 Mrs Reeves: Hello? Jacob: Oh, hello, Mrs Reeves. It’s Jacob here. Is Rosy there, please? Mrs Reeves: Yes, of course. Just a minute. Rosy: Hi, Jacob. Jacob: Hi, Rosy! Have you got my maths homework? Rosy: Your maths homework? I’m not sure . . . Oh yes. It’s in my bag! Jacob: Oh good. Thanks, Rosy. Rosy: That’s OK. Bye! 6 Divide the class into groups of three so they can practise the conversation. Monitor closely to check that they are on task. Correct any pronunciation problems on the spot with the groups. Students’ own answers. 16 Gold Experience Language XP Tell your students that these are things we often say on the phone. Run through the phrases with the class, drilling them chorally. 7 Direct students to the instructions. Elicit what ‘the words in bold’ are: (Jacob, Rosy, Jacob, Rosy, maths homework). Choose two stronger students to model a conversation with you, changing the words in bold, for example comics or mobile phone instead of maths homework. Then put students back into their groups of three to practise the conversations again. Focus students’ attention on the Skill advice and remind them that we use different words for formal and informal situations. Ask: What do I say to my friend’s mother? What do I say to my friend? to elicit the correct forms of the words. Students’ own answers. There is additional speaking practice on page 100 of the SB. Homework MyEnglishLab Writing (SB page 16) Power up 1 Direct students to the new words. If you can, bring in the real objects, e.g. a birthday card, a cinema ticket. Check they understand the words and chorally drill them. Tell students to write the words down and check their spelling. Then put them into pairs to test each other. Students’ own answers. Tell students: I’ve got books, CDs and photos in my room. Then ask a few students what they’ve got, and insist on the full sentence for their answers. Pair the students so they can tell their partner what they’ve got in their room. Monitor for problems. Feed back by asking a couple of students: What has your partner got in his/her room? 2 Look at the noticeboard and do Question 1 as a class so students understand the task and can guess who Rafael is in the photo. Do Question 2 together, then tell them to continue in pairs. Monitor for problems. Have students check with their partner before you conduct class feedback. 2 The Avengers 3 07977 405 637 4 Australia 5 twelve 6 Luisa 3 Write the words about, of, from on the board. Tell students they can use these words in the next exercise. Direct them to the instructions, and do Question 1 together, showing the sentence in the text that includes from (above the koala photo: from Uncle Ray in Australia). Do Question 2 together, asking: Which picture is the answer in? (below the photo of Rafael and his brother: of me and my brother). Students do the rest in pairs. Elicit answers with the whole class, asking: Where’s the answer? each time to locate the information on the noticeboard. 2 of 3 about 4 about 5 about 6 from 4 Direct students to the pictures. Generate some interest by asking: What can you see? What is the sport? What team is it?, etc. Refer them to the words in the box and check understanding. Give an example of favourite: I like tennis and I like volleyball, but football is my favourite sport. Give an example of fantastic: Geography is good, science is good, but English is fantastic! Do numbers 1 and 2 with the class. Make sure they understand that they don’t need two of the words; then tell them to continue alone. Tell students to check their answers in pairs, then conduct class feedback on the board. 2 fantastic 3 red 4 favourite 5 from 17 Plan on Switch on (SB page 17) Language XP My home Put a few things of yours or from the classroom on your desk or a table so that everyone can see. Say: This is a (book), and hold it up. Then point to something else on the table and say: That’s a (ticket). Then say: These are my (things). My favourite (thing) is (this photo). Direct students to the Language XP box, then tell them to find a few things in their bags/pencil cases/ pockets and put them on the table. Nominate one stronger student to demonstrate by using these sentences to describe his or her things. Put students into threes and tell them to practise the sentences together. 1 Direct students to the photo. Ask: What can you see? What is the girl doing? Focus their attention on the first question. Encourage everyone to guess the answer before they watch the video. Play the video and conduct class feedback. 5 Tell students they are going to make a poster like Rafael’s. They will need four or five things in their poster. Elicit the things they might use (birthday card, ticket, postcard, etc.). Tell them they have two minutes to think of things from home they can use for their poster, and write them down. Then demonstrate the speaking activity by looking at a few students’ lists and asking them questions from Exercise 5. Put students in pairs and tell them to do the same with their partner’s list. 1 a pet dog 2 a brother 3 a guitar 2 Read through the sentences with the class. Put students into pairs. Ask if the sentences are true or false. If necessary, play the video again for them to check. Conduct class feedback, and encourage quieter students to give some answers, too. 1F 2T 3F 4F 5T 3 Direct students to the task. Elicit a few ideas and then put them into pairs so they can talk about any similarities or differences. Encourage them to use language they’ve used in the unit: It’s got posters. It hasn’t got a noticeboard, etc. Remind them to use the words learnt in the vocabulary sections. To feed back, ask a few students to tell the class some similarities and differences. Students’ own answers. Students’ own answers. Write on Project 6 Tell students to find their four or five things to make a poster with. If they can’t use the real items, they can draw them. They need to write sentences using the Language XP expressions. However, they should write their sentences in their notebooks before adding them to their poster. Direct students to the Skill advice. Look at the caption under the photo of Rafael and his brother. Ask: How many capital letters are there? (four) Why does ‘Photo’ have a capital letter? (It is the start of a sentence.) Why has ‘Nico’ got a capital letter? (It is the name of a person.) Why has ‘Barcelona’ got a capital letter? (It is the name of a place.) Why has ‘Fantastic’ got a capital letter? (It is the start of a sentence.) Tell students to look at the note about Uncle Ray’s postcards and work in pairs to answer the question: How many capital letters are there and why? (five: postcards is at the start of the sentence; Uncle Ray is a name of a person; Australia is the name of a place; Koalas is the start of a sentence.) 4 Direct students to the instructions and the first set of questions (number 1). Demonstrate the exercise by saying your video script is about your living room and your bedroom. Explain you are in your bedroom and your friend is in your living room. Tell students to write down two rooms for their script and put one person in each room. Direct students to the questions in number 2. On the board, write six things in your bedroom: bed, books, CDs, chair, music player and posters. Tell students that the CD player is your favourite thing; it’s on a chair next to your bed. The CDs are next to it. The books are on a shelf and the posters are on your walls. Tell students to write down six things in their bedroom, then discuss Question 2 in pairs. Provide encouragement and assistance. Direct students to number 3. They should write the script in a clear way in their notebooks with the name of the person who is speaking at the top of each part of the script. Model the exercise orally. Tell students to write their scripts individually. Monitor to check they all have ideas and use the phrases in number 4. When they have finished, ask a stronger student to act out his or her script. Then tell students to work in pairs to act theirs out, using props or making up a set out of the classroom furniture. Students’ own answers. To finish Word snake. Write letteReaDescribElephanTakE on the board. Elicit another word that starts with e (the last letter of take) and add it. Elicit another word that starts with the last letter of the new word. Tell students to work in pairs and start with the word window. They take turns to write another word to make their own word snake. There is additional speaking practice on page 100 of the SB. Homework MyEnglishLab 18 Gold Experience Students’ own answers. 02 My week Unit objectives Reading: Vocabulary: Grammar: Listening: Speaking: Writing: identifying right/wrong sentences days of the week; daily and free time activities; months present simple completing notes talking about habits and routines a quiz; punctuation Vocabulary (SB page 18) To start Ask students: How many days are there in a week? Which days are the weekend and which are school days? Ask an individual student: What day is it today? and throw a scrunched-up piece of paper or a soft ball to him or her. Then ask the student to throw it to someone else and ask What day is next? Indicate that students should continue throwing the object round the class until all days have been practised a few times. If they get a bit excited or miss students out, have them throw it back to you each time. If you need to challenge students more, ask them to go backwards (Monday, Sunday, Saturday . . .). Correct on the spot any pronunciation problems. In particular, students may confuse Tuesday (/ˈtjuːzdeɪ/) and Thursday (/ˈθɜːzdeɪ/) and struggle with Wednesday (/ˈwenzdeɪ/). Power up 1 Ask students: What is the first day of the week? What letter does it start with? Elicit Monday and M. Then students continue with the writing task. Monitor closely for spelling mistakes, and check they are using a capital letter at the beginning of each day. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday 2 Write two sentences on the board about the school day, one of which is true for your school: Our school day is 8.30–4.00. Our school day is 9.00–4.00. Ask students which sentence is correct for your school, and put a tick next to it. Then point to the other sentence and elicit from students: Our school day isn’t . . . Our school day is . . . Tell students to copy the sentences from the board into their notebooks. Ask them to do the same with the other sentences – either tick them if they are right, or correct them if they are wrong. When you check their answers, elicit the corrections and write them on the board. Focus on the correct form of the verb to be. Students’ own answers. My day 3 Ask students to cover the sentences and to look at the pictures. Try to elicit what ‘I’ do in each picture; for example, I get up. Model the full sentence each time one is given and drill it chorally, checking for accuracy in pronunciation. Then ask students to write the correct sentences in their notebooks. Word XP Draw students’ attention to the vocabulary. Elicit that have is the first word in each phrase. Check that they understand the meaning of the phrases, then drill them chorally. Tell students to write the phrases down. Encourage them to learn the collocations (words that often go together) rather than individual words. Give them one minute to try and remember all nine of the phrases. Then put them into pairs and ask them to close their books and tell their partner as many as possible. 4 Play Track 2.1 for students to check their answers. If they have any problems, stop the track and give them time to find the correct answer. Then play Track 2.2 for students to repeat the sentences. ➤ Tracks 2.1–2 I get up. I have a shower. I get dressed. I have breakfast. I talk to my friends. I go to the shops. I do my homework. I watch TV. I play computer games. I meet my friends. A I get up. B I have a shower. C I get dressed. D I have breakfast. E I talk to my friends. F I go to the shops. G I do my homework. H I watch TV. I I play computer games. J I meet my friends. 5 Tell students to draw a similar table in their notebooks with enough lines so they can fill it in about themselves. You can ask stronger students to cover their coursebooks so they have to remember the activities. Let them check afterwards for spelling. Students’ own answers. 19 Game on Demonstrate the game yourself first. Tell students two things you do in the morning, e.g. I eat breakfast, I watch TV. Then ask one of the stronger students to close their book and tell you two things he or she does in the morning. Then direct students to the instructions in their books and give them two minutes to complete this activity in pairs. Homework Workbook pages 10–11 MyEnglishLab Reading (SB page 19) 1 Ask students: What is the title of the article? What can you see in the photos? Where do you think it is? Have a discussion about kung fu to check students know what it is. Ask: Do you do kung fu? Do you know any kung fu films or kung fu stars? Direct students to the instructions and let them predict what the numbers refer to in the text. Point out that we say forty thousand, and the comma separates groups of three digits in English. Also point out that ‘5.00’ is five o’clock, and ‘9.30’ is said as nine thirty, and that we always use a point between the hour and the minutes (5.00, 9.30). Tell students to try and match the numbers with the sentences, again without reading the text yet. Ask a few students for their suggested answers before they read the text. Students’ own answers. 2 Ask students to read the first paragraph of the article very quickly and tell you the first number they find (16). Tell students they have one minute to look at the text and circle any numbers they find. Then feed back, writing the numbers on the board. Ask students to look again at the text and see if their answers to Question 1 were correct. Ask students which two sentences they didn’t use. 16: how old Tian Tian is (6) 40,000: number of students at the school (5) 5.00: school starts (2) 9.30: school ends (3) 3: how old some students are (7) 3 Refer students to the Skill advice and ask: How many times have you read the text? (one) What do you need to do now? (read the questions) Then what will you do? (read again to find the answers). Read the instructions. Do Question 1 and ask: Where is the answer in the text? (at the end of the paragraph headed ‘My school day’). Tell them to look at Question 2, and look for the answer. Check that everyone can see the answer in the text and that they understand why Question 2 is wrong. Tell them to do the rest of the questions. Ask students to check their answers in pairs, then feed back to the whole class. If there are a lot of problems, read the text, then find the answers together as a class. 2B 3A 4B 5A 6A Sum up 4 Students cover the text and complete the sentences. Give them time to check before going through the answers with the class. Students’ own answers. 20 Gold Experience Speak up 5 This task is designed to get students speaking for a few minutes in pairs. Ask them to close their books. On the board, write three prompts (key words from the text): starts, free day, parents. Then elicit three more important words from the text from students. Ask the class for sentences about the text using these words. Then change the she to I and clearly rub off the final s from starts. Ask students to tell their partner two things about their school that are similar and two things that are different using these prompts. Students’ own answers. To finish Divide the class into two teams. One student from each team comes to the front, where you whisper one of the activities to them (e.g. get up). They both mime the activity at the same time for their team to guess the answer. The first team to guess correctly gets a point. Students take turns to come up and mime. Demonstrate one mime yourself first. Note: students may say getting up/having a shower as it is happening now. Insist on the infinitive here: get up/have a shower, etc. Homework MyEnglishLab Grammar (SB page 20) To start Play Hot seat. Demonstrate the game first. On four pieces of paper write the words parents, Sunday, student, lesson. Ask one student to come to the front of the class and choose a piece of paper without you seeing it. Stand facing the class so you can’t see the board and tell the student to write up the word. Ask the class to describe this word in English to you without saying the word itself. For example, parents = your mum and dad. Encourage them to use English and not to worry about mistakes. When you guess the word correctly, give yourself a point. Divide the class into small teams of three or four. One person in each team is in a hot seat with their back to the board. Write another word from the last lesson on the board for the other team members to describe to their student in the hot seat. The first person to guess the word for their team gets a point. You could use the following words: morning, school, students, a party, lessons, Sunday, TV. 1 On the board, write two sentences: Tian Tian sleeps at school. I sleep at home. Elicit and highlight the difference: the third person s. Then write Tian Tian sleeps at home. I sleep at school. Ask students if that’s true and when they say no, change the sentences to the negative forms: Tian Tian doesn’t sleep at home. I don’t sleep at school. Focus students’ attention on the Grammar XP box and check they understand how to form the present simple positive and negative. Then focus on the pronunciation of the third person singular s. On the board, write talks, plays and finishes. Say the words and elicit the different sounds the s makes /s/, /z/ and /ɪz/); then drill them chorally. To check students understand the meaning of the present simple, ask a few concept check questions: Is this every day? (yes) Is this a special day? (no) Is this now? (no) Play Track 2.3 so that students can listen to the pronunciation of the third person singular. Play Track 2.4, pausing after each sentence for students to repeat and focus on /s/, /z/ and /ɪz/. ➤ Tracks 2.3–4 Tian Tian sleeps at school. She goes to a kung fu school. She watches TV on Sunday. School finishes at 9.30. Students’ own answers. 21
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