New Headway Teachers book

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1. Elementary I Englisl. Course 4 3Liz and John Soars nmanda Maris - *'A=?&.m I' leadway online ' mnw.oup.com/elt~headway - for interactive resources for students I - urww.oup.comleMeacher~v- ohne resources for teachers d and motiyabng, LA-p?!*-. . &!h
2. Elementary Teacher's Book New - -i rl$ bw English Course Liz and John Soars Amanda Maris OXFORD UNIVERSITY PRESS
3. OXFORD Acknowledgements UNIVERSITY PRESS Great Clarendon Street, Oxford OX2 6DP The authors and publisher are grateful to thosewho have given permission to reproduce the folio*-I+ extracts and adaptations of Oxford University Press is a department of the University of Oxford. copyright material: It furthers the University's objective of excellence in research, scholarship, - and education by publishing worldwide in p124 CO/OI~-;\\'ordsand Alusic h\ : Jn Leitch. :Copyright 1965 Donovan I Ilu.;~i)Ltd. R~produii: -. ;::mission. Oxford New York p129 1 Just tl,il!ici to Sq.1 Love 1>:. '.'. r:. ~ndh'lus~i by Stevie Wonder. P Auckland Bangkok Buenos Aires Cape Town Chennai 1984 lobett. hlusic Co Ini , Black r -. '.l.:.ic Inc LS.4. EM1 Music Dares Salaam Delhi Hong Kong Istanbul Karachi Kolkata Publishing Ltd, london \\.C2H I F i :s;roduced bv permission of IXIP Ltd. Kuala Lumpur Madrid Melbourne Mexico City Mumbai Sairobi p13-l Wotlrlcrfirl Tonight \\'ords Lr.: \!-.:; by Eric Clapton 0 1977 & 1999 Sao Paulo Shanghai Taipei Tokyo Toronto Eric Clapton. Vsed by permissiori ! \.l~;icSales Ltd. .-\I1 rights reserved. International Copyright Secured Oxford and Oxford English are registered trade marks of p137 Su~frrrrt.rrirfreMusicand I.vr;i. ? Gcorge Gerjhwin, Du Bose and Oxford University Press in the UK and in certain other countries Dorothy Hr\~\.ardand Ira Cerh:r :935 (Renewed 1962) George 0 Oxford University Press 2000 Gershwin Xlujic, Ira Gershwin \!I,.; 2nd Du Bose and Dorothy Heyward Xlemorial Fund. All riehts adn:~- ::rid by WB Sfusic Corp. By permission The moral rights of the author have been asserted of IMP Lt?. .All rights reserved. Database right Oxford University Press (maker) Illustrations by: First published 2000 Roger Fsrcday pp15. 131 Sixth impression 2004 Oxl~3r2lilustrators pp148, I!: All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press (with the sole exception of photocopying carried out under the conditions stated in the paragraph headed 'Photocopying'), or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the ahove should be sent to the ELT Rights Department. Oxford University Press, at the address above You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer Photocopying The Publisher grants permission for the photocopying of those pages marked 'photocopiable'according to the following conditions. Individual purchasers may make copies for their own use or for use by classes that they teach. School purchasers may make copies for use by staff and students. but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only Oxford University Press disclaims any responsibility for the content. ISBN 0 19 436665 0 Printed in Spain by Unigraf s.1,
4. Contents Introduction am/is/are - my/your/his/her - Everyday objects - Numbers - Hello and goodbye 6 am/is/are: questions and negatives - Possessive 's - Family - Opposites - In a cafe 11 Present Simple 1: he/she/it- Questions and negatives - Jobs -What time is it? 18 Present Simple 2: I/you/we/they - Leisure activities - Social expressions 26 L&.%&-F&-Tw''; jd r -5- t-wq -rr,.c~ri=m~,ispi . . =- . There is/nre - Prepositions - sorne/any - thidthat- Furniture - Directions 1 34 -*y"" ,.- <-":*I hL 1 146 cnn/cnn7t/cou1d/cou1dn't- was/were- Words that sound the same - On the phone 42 Past Simple 1: regular verbs - Irregular verbs - Silent letters - Special occasions 5 1 Past Simple 2: negativedago - Which word is different? -What's the date? 60 Stopddmk2 * 140 Count and uncount nouns - I like/I'd like - much/many - Food - Polite requests 69 Comparatives and superlatives - have got- Town and country - Directions 2 77 hrostrs-2 149 Present Continuous - Whose?- Clothes - Words that rhyme - In a clothes shop 8 7 going to future - Infinitive of purpose - The weather - Making suggestions 96 Stapmdchedt3 142 Question forms - Adverbs and adjectives - Describing feelings - Catching a train 105 Present Perfect + ever, never, yet, and just - At the airport 113 .'. * . . .' .-U-; <.,d "a%ra'":' :' . Photocopiable materials and extra ideas Stop and checks 138 Units 1-4 Progress tests Cnits 5-8 Units 9-1 2 Answer keys Units 13-14 135
5. Introduction Why a new version of What remains the same? Headway Elementary? The basic Headway methodology is the same. Proven traditional approaches A main reason for producing new are used alongside those which have been developed and researched more versions of Headway Elementary and recently. Headway Pre-Intermediate was to bring The grammatical syllabus is largely unchanged because the requirements oi them into line with New Headway lower level students are usually more predictable than at later levels. Intermediate and New Headway Upper- There is a great variety of practice activities. Some of these have been Intermediate. Having rewritten the two amended rather than replaced. Nevertheless there are still many new ones. higher level books, it became increasingly apparent that it was Vocabulary is not only integrated throughout but also developed in its own necessary to ring some changes with section. the two lower levels. We felt that the Skills work is integrated and balanced. It all comes from authentic sources time had come to give them a much but has been simplified and adapted to suit the level. fresher and lighter feel, but at the same There is an Everyday English section. time we didn't want to lose those elements that have proved successful with so many teachers. We believe that What are the differences? at lower levels the content and The design is completely new, and this represents a break in what a Headlva?. approach of language teaching is Student's Book traditionally looked like. It is cleaner and fresher, and inevitably more restricted, and so a lot activities are easier to follow. There is more space on a page, and some of the about the books remains the same. exercises and activities are shorter. The vast majority of the texts are new. We took this opportunity to freshen up the topics. Teachers very easily get fed up with using the same texts year after year. Sometimes we have found a parallel text on the same topic, but more often we have selected a new topic and a new text. There are several new features, such as the Starter at the beginning of a unit, and the Grammar Spot. Many of the vocabulary exercises are different, new, or amended, as are the topics of the Everyday English section. STARTER This is designed to be a warmer to the lesson. It is a short activity and ahcays has direct relevance to the language to be introduced in the unit. GRAMMAR SPOT This is a mix of explanation, questions, and self-check tasks to reinforce thz grammar being taught. There is a page reference given to the fuller Grammar Reference at the back of the book. lntroduction
6. What's in the Teacher's Book? What's in the Teacher's Resource Book? Full teaching notes, answers, and possible problems. The Teacher's Resource Book is a new feature for Don't forget! section which refers to relevant exercises in Headway. It contains photocopiable games and activities the Workbook, the video, and to the Word list. to supplement the main course material. Tapescripts in the main body of the teaching notes. VIDEO Extra ideas and songs section with notes on how to use A Headway Elementary Video, Video Guide, and Activity them for use after Units 1-4,j-8,9-12, and 13-14. You Book are available as an optional accompaniment to the find the songs on the recording at the end of each course. The video is linked to the syllabus and consists of section, i.e. at the end of Units 4,8, 12, and 14. mini-documentaries on topics that reflect those in the Stop and check tests Student's Book, and situational language such as in a shop There are four Stop and check revision tests which cover and in a pub. LTnits145-8,9-12, and 13-14. These can either be set in class, or given for homework (preferably over a weekend) Finally! and then discussed in the next lesson. Students can work in small groups to try to agree on the correct answer, then There is a lot that is new in the new editions, but there are vou can go over it with the whole class, reminding many aspects that you will be familiar with. We actually students of the language items covered. It is important try to suide students to an understanding of new that, in the translation sentences which come at the end of lansuage, rather then just have examples of it on the page. each Stop and check test, students translate the ideas and \\e attach great importance to practice activities, both concepts, and not word by word. controlled and free, personalized and impersonal. The skills work comes from a wide range of material - Progress tests newspapers, magazines, biographies, short stories, radio There are three Progress tests which cover Units 1-5, programmes, songs - and features both British and 6-10, and 11-14. American English. We hope you and your students enjoy using the books, and have success with them whether What's in the Workbook? using Headway for the first time or having learned to trust The M'orkbook is an important component of the course. its approach from previous use. It revises the grammatical input of the Student's Book and contains the writing syllabus. Many of the exercises are on the Student's Workbook recording, for use in class or at home. Introduction 5
7. am/is/are my/your/his/her Everyday objects Numbers Hello and goodbye Introduction Language aims to the unit Grammar - am/is/are The verb to be is introduced in all persons, singular and plural. The focus is on the positive and questions with question words As you begin New Headway (where, what, and how). The negative and Yes/!Vo questions are dealt with Elementary, you are probably starting a in Unit 2. new course with a new group of students. The title of Unit 1 is 'Hello Possessive adjectives My, your, his, and her are introduced in the unit. The everybody!', and one important aim is other possessive adjectives are given in Grammar Reference 1.2 on p124. that students get to know each other Vocabulary Names of countries are introduced as part of thP work on and you, and you get to know them. introductions. In the Vocabulary and pronunciation section, the alphabet is Obviously students will have relatively introduced and practised. Students look at the organization of a bilingual little English to use at this stage, but dictionary entry, and everyday objects such as ticket and key. If possible, bring nevertheless a convivial classroom enough bilingual dictionaries for students to share at least one between two. atmosphere can be established through Students are asked to work out the rules for using a/an and the formation of quite basic interchanges. regular plurals with -s. Everyday English Numbers 1-20 are revised and practised. The situational focus includes practice on exchanging telephone numbers and work on saying hello and goodbye. Workbook Nationality adiectives (German, French); the numbers 1-20 are practised. The writing svllabus begins in Unit 3. Notes on the unit STARTER (ss p6) 1 Say your own name - I'm (John) - and point to yourself to make the meaning clear. Then invite students to say their names - I'm Jean, I'rn Keiko, etc. Encourage students to listen to each other's names and to memorize as many as they can. If appropriate, play a memory game by pointing to individual students and yourself and getting the group to say iust the name, e.g. John! Keiko! Encourage students in a multilingual group to pronounce each other's names (and your name!) as accurately as possible. Check students understand 'alphabetical order' by putting letters a-g on the board in random order and asking students to re-order them alphabeticall!-. (Don't worry too much if students pronounce the letters wrongly as the alphabet is covered later in the unit.) Check by asking students to put the names in Starter 1 in order. Ask students to stand up in alphabetical order and say their name. If appropriate, repeat this getting progressively faster each time. If there are not too many students in the class, put their names on the board so everyone can begin to learn them. 6 Unit 1 Hello everybody!
8. Ask students to read the list of countries as you play the recording. Then they can listen and repeat the am/is/are, my/your second time. Practise the countries as a class, then in 1 Ask students to read and listen. Play the closed pairs. recording two or three times, repeat as a class first, then 5 Ask students to look at the photographs and read about practise it in both open (i.e. students ask and answer the the people. question across the room with the rest of the class listening) and closed pairs (i.e. the whole class working in pairs). hlake sure students can accurately produce the contracted form I'm. Focus attention on the contractions. Ask students to circle the contracted forms in the sentences in exercise 5. 6 Ask students in pairs or groups to write where the people Focus attention on the contractions. Ask students to I are from. Students are not expected to know how to say circle the contracted forms in exercise 1. I Hello! in all the different languages! This is merely a fun way to introduce countries and the third person singular 2 -Ask students to complete the conversation. Remind them and plural. Some students will know a few, others will to use contracted forms. know more. Play the recording and let students check their Answers ans\\.ers. If you feel students need more practice, ask 1 This is Richard. 6 This is Lbzld and Ilona. them to say the dialogue in open and closed pairs. He's from England. They're from Hungary. ~adapcraipt 2 This is Tomoko. 7 This is Maria. A Hello. My mane's Richad. What's ptu m? She's from Japan. She's from Spain B Kurt. 3 This is Lena and Mi@. 8 This-is Kurt. A Whmareyoufmm,Kutl They're from Brazil. He's from Germany. B Ymfrom~Whererrryoufrom? 4 This is Anna. 9 This is Pierre. A Pmfronlmdon She's from Italy. He's from France. 5 This is lrina. 3 This is a mingle activity. Demonstrate the dialogue first She's from R~ik in open pairs, and then get students to move around the class and talk to as many people as possible. Don't let this 7 Introduce the questions What's hidher name? and activity go on too long. If you have a large class, it will be Where's he/she from? Point to some of the pictures in impossible for all the students to talk to everyone. exercise 6, ask the questions yourself, and let the students reply. Then drill the questions and correct any mistakes ADDITIONAL MATERIAL in the use of he/she and hidher carefully. Practise the questions and answers in open pairs. Workbook Unit 1 Ask the students to continue the activity in closed pairs. Exercises 1-3 These practise What's your name?, Where are Monitor and check for correct use of he/she and hidher, you from?I'm from . , and I'm (a) . . and if necessary, drill the language again using the pictures in the book. At the end of the activity, Countries, his/her consolidate the positive form by asking students to say If you have access to a world map or a globe, it would be His/Her name's . , He'dShe'sfrom . . . or They'refrorn . . . useful for presenting the names of the countries. 4 Focus attention on the table with the names of the countries. Explain stress and the system of stress marks used in Headway with an example on the board, e.g. England You could use L1 to explain, and you could perhaps take some examples of words with more than one syllable in L1 (if L1 is stress-timed itself, not syllable- timed) to show how there are stressed and unstressed syllables. Unit 1 Hello everybody! 7
9. Check it .Ask students to complete the table with am, is, and are. 4 Ask students to work in pairs to put urn, is, are, his, her, Check the answers. or your into the gaps. Afterwards, you can ask them to make the contractions in numbers 1,3, and 7. Answers I am Anmers He 2 Where n you from? She is 3 lvnfmmlapan 4 'What's pu name?' 'My name's Tomob.' It from England. We 5 Max and Lisa are from Chicago. You are 6 This is my teacher. Hk name's Richard. 7 whereisheh? They 8 This is my sister. Her name's Emna Briefly check comprehension of the subject pronouns which are not covered in exercise 6 (we, it, and you plural) by using the photographs and the students ! Reading and writing themselves. It can be checked using international food and drinks, e.g. champagne- It's from France. I I The aim of this section is to allow students to see how Read Grammar Reference 1.1 on p124 together in class, 1 ! much English they already know. In exercise 7, students and/or ask students to read it at home. Encourage them j write about themselves. Encourage them to follow the I I to ask you questions about it. models in exercises 5 and 6, but also give better students the opportunity to show off! The verbs have, live, and want appear in their Present Simple form, but you don't need to review this tense at Talking about you 5 Ask students to read and listen to the text about 1 Demonstrate the activity by getting students to ask and Rafael. Make sure students understand married and answer the same questions in open and/or closed pairs children. You could ask one or two students to read the about the other people in the class. Obviously this will text aloud, or in closed pairs, and the students can help work better in a multilingual class. In a monolingual each other with pronunciation. class where everyone knows each other, you could make role cards giving students a new country of origin, or the 6 Ask students to complete the text about Sasmina. Make identity of a famous person whose country of origin the sure students understand pat, internatiortal, and class would know. This practises the vocabulary of the language. exercise, too. Play the recording to check. Again, vou could 2 Ask the students to introduce their partner to the rest of practise the text around the class andlor in closed pairs. the class. Check for the correct use of he/she and for the Tapescript danswers correct stress on the names of countries. My name's Yasmina Karnal and I'm a student Pm 19. fm not married. I haw one sister and two bmthen. I lim a flat in Listening and pronunciation Cairo, Egypt. I want to learn English because it's an 3 Play the recording. Ask students to tick the international langwlp. sentence they hear. This is an exercise that tests discrimination, but you can make it productive 7 Ask students to write about themselves. After quite a lot afierwards by asking students in pairs to practise the of oral class work, some silent, individual work provides pairs of sentences. Pay particular attention to the sounds variety and balance. Ask them to read what they have /d and /i:/. written to the class. Don't worry if there are a lot of pronunciation mistakes. The aim is for students to show Answers and tapescript what they can do, and to say a little about themselves and 1 He's from Spain. their families. You can't do everything at once! 2 What's her name? If you have a large class, not all the students will be able 3 They're from Brazil. to read out what they have written. Collect it in. 4 Where's she from? 5 He's a teacher in Italy. 8 Unit 1 Hello everybody!
10. If you have a smaller class, it can be interesting to record 2 In the previous lesson, check who has a bilingual the students. Play the recording back and correct dictionary. If there are not likely to be enough, bring mistakes that are common to the whole class. some yourself. Ask students to find apple in the dictionary. You could have a conversation in L1 to ADDITIONAL MATERIAL compare the dictionary entries, but don't let this go on too long. Workbook Unit 1 Exercises 4 and 5 Third person is and are, and short and 3 Students match the words and pictures. Encourage them long forms. to work in pairs and match the words that they recognize Exercises 6 and 7 Possessive adjectives. first. Then they can use a dictionary to complete the Exercises 8 and 9 Countries and nationalities with stress activity. Monitor and check for pronunciation. practice. Answers and tapescript a a dictionary g an apple b an orange h a letter c a newspaper i a magazine SUGGESTION d a stamp j a ticket Some students may be quite familiar with the letters of e a bag k a key the alphabet, while others may not remember many of f a camera I a postcard them. Whatever your students' knowledge at this stage of the course, remember that they will all need regular Play the recording and get students to repeat the I practice in the alphabet and spelling. This can easily be words as a class and individually. If students have integrated into any lesson when teaching new problems with incorrect stress, refer them to the table to vocabulary (How do you think you spell . . . from the help them self-correct. If necessary, drill the words, ! round?),or when reviewing vocabulary (How do you stopping the recording after each example. spell . I), and by the use of spelling games. I/ : 4 Demonstrate the activity by saying the letter of some of If your group cannot remember much of the alphabet, the photographs and asking a student to tell you what / you may want to write it on the board and drill the the object is and how you spell it. Students continue in I letters in groups of five before moving on to the song. closed pairs. 5 Ask students to look at the words and to work out the 1 Tell the students that they are going to listen to rule if they don't already know it. the alphabet in the form of a song. Ask them to join in where thev can. Play the recording and note down the Answers letters students get wrong or don't know, paying The letters a, e, i, 0, and uare vowels. particular attention to a, j, e, g, i, y, u, w, r, which cause a goes before a word with a consonant, angoes before a problems for many students. Drill the letters which vowel. students found difficult. Point out the following sound rules: Practise the letters as a class and in closed pairs. Listen to when we pronounce u /ju:/, we use a, e.g. a university the song again and let the students sing it if they want to. when h is silent, we use an, e.g. an hour. It certainly helps them to remember the pronunciation of the alphabet! 6 Ask students to look at the plurals and work out the rules for the formation of plurals. Refer students to Grammar Reference 1.4 and 1.5 on p124. rrrnTh-mb-w ABCDEFG Answers HIJKLMNOP Most nouns add -s. Nouns ending in a consonant + y, take LMNOPQRST away the -y and add -ies. LMNOPQRST Get students to say the plurals of the other words in UVWXYZ exercise 2. That is the Englii alphabet! ADDITIONAL MATERIAL Pre-teach the question How do you spell . . . ?and the use of double for spelling (e.g. apple = a, double p, I, e). Workbook Unit 1 Get students to practise asking the question and spelling Exercises 10 and 1 1 a/an in pairs, using their own names or the names of famous Exercise 12 Check it people. Do not focus on the use of do to form questions in the Present Simple as in How do yoir spell . . . ?This will be covered in full in Units 3 and 4. Unit 1 Hello everybody! 9
11. Don't forget! Hello and goodbye Workbook Unit 1 Exercises 13-14 These are exercises on numbers 1-20. 1 Get students to say numbers 1-20 around the class. If Word list necessary, drill the numbers and check for correct Look at the Word list on p135 of the Student's Book as a stress on numbers i3-19, e.g. thirteen class. Tell students that the most important words from the 2 Ask students to read and listen to the telephone unit are here. They could translate the words, or look at numbers. Focus attention on the use of double for them at home, or transfer some of the words to their repeated numbers and the use of 'oh' for 0, rather than vocabulary notebook. zero. Make sure students realize that each number is read Pronunciation Book Unit 1 individually in English, unlike some languages where 94 would be read as ninety-four. 3 Tell students they are going to hear six sentences, each of which contains a number. Ask students to write down the numbers they hear. If necessary, pause the recording after each sentence, or play the recording a second time. Check the answers. Answers and tapescript 1 Hello. 01913 786 499. 2 My brother has four children. 3 1 have 10 stamps in my bag. 4 Hello, extension 4177. 5 1 live at number 19. 6 Goodbye. See you at five. Get students to practise the numbers in the sentences. 4 Drill the question and answer. Then get students to ask other people what their phone number is and to write a list. If you have a big group, check a few of the numbers across the class. If you have a small group, you could check the numbers by writing up the list on the board. 5 Ask students to write the conversations in the correct order. Play the recording to check. Answers and tapescript 1 A Hello, extension 3442. B Hello, Mary. This is Edward. How are you? A I'm fine, thank you. And you? B I'm OK,thanks. 2 A Goodbye, Marcus. B Goodbye, Bianca. Haw a nice day. A Thanks, Marcus. See you this evening! B Yes, at seven in the cinema. 3 A Hello, 270899. B Hi, Flora! It's me, Leo. How are you? A Not bad, thanks. And you? B Very well How are the children? A They're fine. 6 Students practise the dialogues in open and then closed pairs. Then ask students to practise again, using their own names and telephone numbers. 10 Unit 1 Hello everybody!
12. am/is/are - questions and negatives Possessive 's Family Opposites In a cafe . . ' 2 D-I1 Introduction Language aims to the unit Grammar - questions and negatives The verb to be is given further practice, with an emphasis on questions, negatives, and short answers. The question The title of Unit 2 is 'Meeting people', words what, where, who, how old, and how much are revised or introduced. and various characters are introduced to practise the grammar. The first real Note that in the negative, we use the contracted forms of not, not the fluency activity of New Headway contracted forms of the verb to be: i.e. she isn't, they aren't, you aren't, we aren't, Elementary is the reading and listening and not she's not, they're not, you're not, we're not. Try to keep to these forms as exercise - Dorita's letter to Miguel. It is you speak to the class. The contraction *I amn't isn't possible, and this is important for elementary-level pointed out in the Grammar Spot in the Negative and short answers section. students to be exposed to language in a Having been introduced to contracted forms, students are tempted to use them natural context. in short answers, for example, Are you married? *Yes, I'm, but this is not possible. Where other languages will answer an inverted question with simply yes or no, English prefers to add a short answer. Without the short answer, the speaker can sound rather abrupt. Possessive 's It can come as quite a surprise to students to learn that not only does s signify a plural noun, but 's is both the contracted form of the verb to be and an indicator of possession. This needs to be pointed out very carefully and regular practice given in distinguishing the different forms. Vocabulary Members of the family (father, aunt, etc.), other words for personal relationships (boyfriend/girlfrien; plus common adjectives and their opposites. Everyday English This section practises the language required in a cafk. Can I have . ? is taught idiomatically. Vocabulary to do with food and drink is introduced, and prices are practised. You might feel your students would benefit from doing exercises 13 and 14 in the Workbook before doing the Everyday English section. Workbook The spelling of plural nouns is practised. Notes on the unit STARTER (ss pi21 POSSIBLE PROBLEMS The Starter section revises and practises numbers. Numbers 1-20 and phone numbers were introduced in Unit 1, but you might feel that your students need more classroom work on these areas. Learners of English often experience difficulty in recognizing and producing the difference between the 'teen' numbers (13-19) and the corresponding 'ten' numbers (30,40,50, etc.). Point out the different word stress. a a thirty thirteen Unit 2 Meeting people 11
13. I Get students to count from 1-20 around the class. f Repeat so that everyone has a chance to practise or if Is she married? students make mistakes. Practise the questions as much as possible without boring 2 Now ask students to count in tens from 10-100 around the class! Have a mixture of open and closed pairs. the class. Check for correct stress, and repeat until 3 Students write questions about Keesha's brother, basing students can say the numbers quickly and accurately. their questions on exercise 2. 3 Tell students your own age and then briefly revise numbers that reflect the age of your students. Drill the krnrm question How old are you?Ask students to work in Where's he from? What's hiphone mmber? groups of three or four and ask and answer about ages. What's his job? Hawddbhe? Ask for a few examples of ages to practise He's . . . , What's his address? Ishemarrid? She's . , They're . . . , and We're . . (Unless your students query the use of be as different from how they Encourage students to ask you questions about Keesha's express age in their own language, do not spend time on brother. Insist on accurate intonation. You can give any this.) information you want, but here is a sample profile. Keesha's brother Surname Anderson First m Rudi Questions and negatives corntry England Job Policeman 1 Ask students to read about Keesha Anderson. Check Address 70, London Road, OddOX3 5AL comprehension of the key vocabulary: surname, first Phone number 01865 753 4991 name, address, and journalist. Age 21 2 If you think that your students will be familiar with most Married? No of the question words in this exercise, you can ask them to do this exercise in pairs. Otherwise, do it as a class. Negatives and short answers Play the recording so students can check their 4 Tell students they are going to continue asking questions, answers. Point out that isn't is the negative, and that n't is first about Keesha and then about her brother. the short form of not. Asking about Keesha Tapescript and answers Ask students to read and listen to the Yes/.So 1 . What's her surname? Anderson. questions and short answers. Play the recording. Play the 2 What's her first name? Keesh'k recording again and ask students to repeat, emphasizing 3 Where's she from? London, England. the rising intonation on the question and the 4 What's her job? She's a journalist. pronunciation of the contracted form isn't. 5 What's her address?42, Muswell Hill Road, London NH) 3JD. Allow students to practise the questions and answers 6 What's her phone number? 020 8863 5741. 7 How old is she? Twenty-eight. which appear in full in the Student's Book in open and 8 Is she married?No, she isn't. closed pairs. Insist on accurate intonation. Then ask students to ask questions 1 and 2, following the same pattern. Before you ask students to practise the questions and answers in pairs, let them practise in open pairs, focusing Answers on accurate intonation. English has a very wide voice 1 Issheadoctor? No, she isn't range, and this is apparent in questions. Questions with a Is she a teacher? No, she isn't question word start high and fall. Is she a jwmlii? Yes, she is. 2 lsshe eighteen? No, she isn't \\'hat'sY her surname? Isshetwellty-one? No, she isn't Is she twenty-eight! Yes, she ir Listen to the models on the recording and ask students :o imitate them. Point out that the question in number 8 5 Asking about Keesha's brother :r different as you can answer Yes/No and it has a . Students continue asking about Keesha's brother, 1:rrcrznt intonation pattern. Inverted questions usually following the same pattern and working in closed pairs. r:ae at the end. (Students will practise this more fully in -_;.: .Ligr~ti\*es and short answers section that follows.) . - - - - :; - Meeting people
14. krra lli Answers 1 Ishisfirstnameb? - No,itisn't. SURNAME Binchey ts his first name Mi No, it isn't FIRST NAME Patrick k his first name Rudi? Yes. it is. COUNTRY Ireland 2 ts hea jowmlist? No, he isn't JOB Accountant kheastudent? No, he isn't. ADDRESS 82, Hill Road, Dublin bheapdiaman? Yes. he is. PHONE NUMBER 1232 4837 3 bhesbrteen? No, he isn't AGE 47 Is he thirty? No, he isn't MARRIED? Yes khctwenty6ne? Yes.hei.% 2 Students ask and answer questions about Patrick. POSSIBLE PROBLEMS SUGGESTION , Students first saw the short answers Yes, he/she is, No, This is the first time that students have seen all the he/she isn't, and No, I'm not in Negatives and short nrrswers. This speaking exercise and the exercises in short answers and negative forms of the verb to be, i Tnlking about you extend and consolidate this focus. It so deal with the information in the Grammar Spot very i I is inadvisable to embark on an explanation of what I carefully. You might want to practise the short answers I in open pairs and drill the negative sentences. ! short answers are and how they operate, as you run the : risk of overloading students with too much I i 1 Students complete the short answers, using the information. It is better to let students see them in context and use them in controlled exercises. contracted form where possible (No, it isn't). Check I Demonstrate the activity by asking this first question ! the answers. j 1 about Patrick's surname and getting students to answer. Anrmrr I Students continue to ask and answer in closed pairs. i .bKeehEq$bh? Yes,she& 1 Monitor and check for correct formation of questions b her suname Smith? No, it isn't. I and short answers. 1 : Are pu a journalist? No, I'm not. Answers Make sure students understand that positive short 1 Is his surname Smith? No, it isn't . answers can't be contracted to Yes, she's. Is his surname Jones? No, it isn't. 2 Focus attention on the negative forms and point out Is his surname Binchey? Yes, it is. especially that we cannot say "I amn't. 2 Is he from Italy? No, he isn't. ' Read Grammar Reference 2.1 on p125 together in Is he from England? No, he isn't. class, and/or ask students to read it at home. Is he from Ireland? Yes, he is. Encourage them to ask you questions about it. 3 Is he a policeman? No, he isn't. Is he a teacher? No, he isn't. Is he an accountant? Yes, he is. Talking about you Who is he? 3 Demonstrate the activity by asking students the example 1 Photocopy the identity cards on p122. questions in the Student's Book. If necessary, remind POSSIBLE PROBLEMS students of the short answers Yes, I am and No, I'm not. This is the first information gap activity in New Get students to ask you the questions for each category Headway Elementary, and it might even be the first on the identity card. Correct mistakes carefully. time your students have ever done such an activity. 4 Photocopy the forms on p122. This is a mingle activity. Students may find it strange that Student A has Read the instructions as a class and get two or three pairs different information from Student B, so explain this of students to model the examples. Students stand up activity very carefully, in L1 if you can. Stress that they and ask and answer questions. The students should mustn't show each other the information! Read the complete the information exchange with at least two instructions as a class. Allocate the pairs, and give the other students, but stop the activity before they get tired. photocopied card to Student B. You could do the first two questions yourself as an example. Give students : enough time to complete the information exchange. Unit 2 Meeting people 13
15. Ask four or five students to tell the rest of the class about one of the others. They could well have problems with the shift from first and second persons to third person, ' 1 Focus attention on the use of 's as the contraction of i.e, your to her, are to is, etc., but allow students to feed is and as an indicator of possession. back without correcting every mistake. 2 Refer students back to the text about Patrick Binchey. Get them to work in pairs and underline the use of ADDITIONAL MATERIAL possessive 'sand circle the use of 's as the contraction of is. Workbook Unit 2 Exercises 1-7 Verb to be, questions, negatives, short answers, kamrs short forms, and long forms. ir wifes name She's a teacher. Patrick family daughter'smme She'stwentylme son's name shefanurse Possessive 's Lara's boyfriend He's nineteen and he's a student. 1 Focus attention on the vocabulary table and on the Refer students to Grammar Reference 2.2 on p123. example. Make sure students understand that the words are in male-female pairs. Students complete the table working with a partner and using a dictionary if 3 Students ask and answer questions about Patrick's necessary. Monitor and check for correct pronunciation, family. especially of daughter l'dxtal and of Answers grandmothedgrandfather /'gra:nm6al, /'graenfa:6a/. Who's Brenda? She's Lara and Bemy's mother. Check the answers. Drill some of the words to practise Who's Lara? She's Patrick'Msdaughter. the pronunciation. She's Benny's sistw. Answers She's MicKs girffriend husband fatha son Who's Benny? He's PatricKs/&enda's son wife mother daughter He's Lara's brother. Who's Mid? He's Lara's boyfriend brother uncle grandfather sister aunt w - ~ - i SUGGESTION ' SUGGESTION You could revise the possessive 's and family You could begin this presentation with a personalized ; relationships by referring to famous people and their relations, e.g. Nicole Kidman - She's Ton1 Cruise's wife. example. Talk about your own family, e.g. I have two : I children, a boy and a girl. The boy's name is Tony and the 1 girl's name is Lucy. I Put the last sentence on the board, and draw students' attention to the possessive 's. Say that this isn't the verb to be, but that it shows possession. Use L1 if you can. You and your family 1 Students ask you questions about the names of people in 2 tjlR Focus attention on the photograph. Ask students your famil!; i.e. 1t"rlat'syour mother's name? not \\'he's . . . to read and listen and put the names next to the right 2 Students write down the names of some of their relatives person. Check the answers by pointing to each person on a piece of paper. Then they exchange pieces of paper and asking students for the correct name. with a partner and ask and answer questions about each other's families. : SUGGESTION i You could revise the possessive 'sat the beginning of the / next lesson by asking ten or so students for a personal :i belonging of theirs. Put them all in the middle of the i room. Students then have to point at an object and say That's Maria's book, etc. 14 Unit 2 Meeting people
16. 3 This exercise consolidates the verb to be in a range of Answers and tapescript persons, and allows students to make some sentences 1 He's old. She's young. about themsel\~es.Check comprehension of at home, 2 It's easy. It's difficult. nr ~vork,and cofee bar. 3 It's new. It's old. 4 It's fast. lt's slow. Anrrms 5 It's lovely. H's horrible. There can be no set answers for thb exercise, but check that ' 6 It's hot. It's cold. shrdents hawn't made mistakes in the forms of to be. 7 They're cheap. They're expensive. 8 It's small. It's big. Check it 4 Students work in pairs or small groups to identify the correct sentence. krmcrs A letter from America 1 Ymadoctor. ' 5 She'smarried. POSSIBLE PROBLEMS 2 1 am twenty-nine years old. 6 I'm an unde. This is the first piece of extensive skills work in New 3 Ymnotmanied. 7 I havetwo brothers. Headway Elementary. Students read and listen to the 4 My sister's nay is Lara. 8 Peter's my sister's son. letter at the same time even though this might be deemed an unnatural activity. Learners of English find ADDITIONAL MATERIAL reading easier than listening because they can recognize cognates without the interference of different Workbook Unit 2 pronunciation. However, if they read the letter silently Exercises 8 and 9 Possessive 's at their own speed, they could become distracted by unknown and not terribly important vocabulary. The aim of this activity is to show students a lot of the language that they have already been exposed to in a Opposites relatively natural context. If you feel your students \vould not be able to cope with the activity as it stands, 1 Students use their dictionaries to match the opposite you could pre-teach the following items of vocabulary, adiectives. or set them as a homework task prior to the lesson. Anmcn nice . friendly snow (n.) h3 mall hot cold apartment subway happy new dd expensive cheap girl use (v.) soon lovely horrible fast slow dancer park ( n.) earY diffilt However, if you feel your students don't need so much support, simply encourage them not to worry about Drill the words to practise pronunciation. Ask students other unknown words. to mark the stress on words with two syllables or more. Anmcrs 1 Read the introduction as a class. e me. a. difficult expensive lovely Students read and listen to the letter. horrible easy 2 Ask students to match a picture with a part of the letter. There are more pictures than paragraphs, so students 2 This exercise practises the vocabulary and revises the will use words to refer to the relevant part of the letter. verb to be. Students write sentences for each picture. Answers Play the recording so students can check their Picture 1 central Park Is lovely in the snow. answers. Students practise saying the sentences in pairs. Picture 2 In class with students from other countries Picture 3 Annie and Mamie Picture 4 The subway isn't diicult to use. Picture 5 lt's very cold now. When the students understand the gist, play the recording and ask them to read again. Unit 2 Meeting people 15
17. 3 If you feel your students would be happy to correct the M=Marnie D=Dorik A=- false sentences in pairs or small groups, ask them to do 3 M Bye, Dorita. Have a nice day. this. Otherwise, answer the questions as a class. D Pardon? Answers A Haw a good day at the xhool of Errgli 3 J D W~ThankyouSametoyou 4 X No, she isn't. She's at a language school M What's you teacher called? 5 X No, it isn't. It's a small class -nine st&nts. D My teachercalled? 6 X No, they aren't. They're all from diamhies A Your teachers name - what is it? 7 X No, they aren't Annie is a dm. .D Ah,yes.Hername'slsabeL 8 J M And is she good, D My tea* good! 4 Students often have problems with the formation of A Yeah Isabel, your teacher, is she a good teacher? questions, so it is worth taking the opportunity to D Oh yes, yes. Very good. very nice provide some practice. Answers 1 She'swiththestudarhinhersdrod If you feel students would be happy to work in pairs or 2 She's in school withthe tencher. small groups to answer these questions, let them do so. 3 She'sathomewithAmieandMmie. Answers 6 This is a free writing activi~Set it for home.ts.ork, and 2 Where are the (other) students frwn? mark it sympathetically. 3 What's her/the teachets name? 4 Who are Annie and Mamie? 5 How old are Annie and Mamie? 6 Is New York big/exciting/expensive? In a cafe You could drill the questions for pronunciation practice. I Careful with intonation! i SUGGESTION i The activities in the Starter section allow students to 5 Students listen to three conversations. After each I i focus iust on prices before being exposed to them in a conversation ask and answer the two questions with the 1 fuller context. If you feel your students need to do more students. Then ask them to look at the tapescript on work on prices prior to the lesson, see the \\'orkbook pl14 of the Student's Book and play the recording again. I Unit 2, Exercises 13 and 14. Tapescript D = Dorita 0 = Orlando 1 1 Students read and listen to the prices to 1 D Hello. My name's Dorita. familiarize themselves with the system and 0 Hello, Dorita. I'm Orlando. pronunciation. D Where are you from, Orlando? Play the recording again and get studyts to repeat the 0 I'm from Italy, from Rome. And you? Where are you prices. Xiake sure students realize we only use 'p' for from? prices under a pound. D I'm from Argentina. 0 From Buenos Aires? 2 Tell students they are going to hear six prices, D Yes, that's right. each in a context. Get them to write down the prices I=lsabel C=ck D=Dorita they hear. (In number 6, they have to write the correct 2 I Good morning everybody. price.) Check the answers. C Good morning, Isabel. Answers and tapescript I How are you all? 1 That's five pounds fifty, please. C Fine. 2 Look, it's only twelve pounds. Good. 3 Here you are. Twenty p change. OK. 4 Pizza is three pounds sewnty-five. I How are you Dorita? 5 One hundred pounds for that is wry expensive. D imfine thank you. And you? 6 Nine pounds fifteen, not nine pounds fifty. I Wry well. Now listen everybody .
18. 1 Students read the menu and match the food with the Don't forget! pictures. Drill the pronunciation of the food and drink. Pay particular attention to hamburger and chips Workbook Unit 2 l1hzmbs:garan'tJ1ps1, chocolate cakelitJoklat ,ke~W, Exercise 10 Practice of family vocabulary an2 -z.isi:-. c : and oratlgejuice '~r1nd3,d3u:si. Exercise 11 This exercise looks at adjectives ant r.s:xr i-.:: go together. Students practise the menu items in pairs by pointing to Exercise 12 Spelling of plural nouns. the pictures and saying the names. Word list 3 Students listen and repeat. Do this chorally, Remind your students of the Word list for this unit on ~1%. stopping the recording, and individually. They could write in the translations, learn them at home. Check comprehension of the question How much . . . ? and/or write some of the words in their vocabulary Make sure students practise the intonation of the notebook. Hocc. tr~lich. . . !questions, and draw attention to Pronunciation Book Unit 2 word-ioining, e.g. an-orange juice. Video Students ask and answer questions about the prices. Do A video accompanies New Headway Elementary. There is a this first in open pairs, then in closed pairs. Correct section for every one or two units throughout the course. pronunciation carefully. The first one is called A Day in London and features David, 4 Students listen to the conversations and fill in who is English, showing his Italian friend, Paola, round the saps. London. Answers and tapescript A Cood morning. B Goodmonring.CanIhawan~ju&please? A Here you are. Anything.else? B No, thanks. A Ninety p, please. B Thanks. A Thank you. A Hi. Can l help? B Yes Can I have a tuna and egg salad, please? A Anything to drink? B Yeah A mineral water, please. A OK. Here you are. B Howmuchisthat? A Four pounds ninety-five, please. B Thanks. 5. Students practise the con\~ersationsin pairs. Then make the activit?. a little freer by roleplaying. Take the role of the person working in the cafe yourself first and choose one of the students to be the customer. You can increase the vocabulary according to the level of your students, asking for example Do you want mayonnaise in your mndcvich? Diet Coke? etc. Then ask students to take both roles and practise the conversations in the Student's Book and their own conversations. You could record some conversations for later examination and correction. Unit 2 Meeting people 17
19. Questions and negatives Jobs What time is it? Introduction Language aims to the unit Grammar - Present Simple 1 The Present Simple is the most used tense in the English language. It is therefore important to introduce it early in an Work and jobs are the themes of this elementary course. In New Headway Elementarythe introduction is staged unit as they lend themselves to the over two units. In this unit only the third person singular with its questions practice of the grammatical aim, which and negatives is presented and practised. All the other persons are introduced isathe introduction of the third person in Unit 4. singular of the Present Simple. The skills work includes a reading text POSSIBLE PROBLEMS about a man who lives on a remote The English language does not have many inflections. Unfortunately Scottish island and has thirteen jobs! this seems to mean that the few that exist cause a disproportionate This was chosen to complement both amount of difficulty for foreign learners. The son the thud person the themes and grammar of the unit. singular of the Present Simple is a classic example of this. Therefore we The text also acts as a preview of other introduce it first in the hope that it will be more memorable and forms of the Present Simple in context. students will be less likely to omit it. The s can be pronounced in three ways: comes lkd works lw3:ksi teaches /'ti: tJd So you need to spend some time highlighting the.s., z , .rzendings and practising them. The use of does/doesnJtin the question and negative often seems strange to students, because of the absence of the auxiliary in the positive. NOTE For the first nine units of New Headway Elementary, the verb have is introduced and practised as a full verb with its do/does forms. Have got is introduced in Unit 10. This is for several reasons: By introducing the do/does forms, the verb have operates like any other verb in the Present Simple (with the exception of Joas in the third person singular). When students have just learned the Present Simple and have been introduced to the auxiliary verbs do/does, it is very difficult and confusing for them when they come across the verb form harpe got, which operates differently. Although have got is common, especially in the spoken language, the full verb have with its do/does forms covers all the uses in a way that have got doesn't. Have got expresses possession, but it cannot express a habitual action. So students can learn How many children have you got?, but then it is very confusing when they are introduced to \$%attime do you have lunch?Wrecannot say 'What time have you got lunch? Finally, have with its doldoes forms is becoming more common in spoken British English. It is the standard form in American Engbsh. ;!I! milr 'e *odd of work
20. Vocabulary and pronunciation ii variety of jobs with 1 Ask students to look at the photographs. Ask them related activities are introduced. Dictionary work is What's her job? (scientist), What's his job? (flying doctor). encouraged and there is a certain amount of work on the Then ask them to look quickly at the texts and ask phonetic spelling of some of the words. Where's she from? (Cambridge, England), Wherei he Everyday English Students focus on how to tell the time in from? (England). English. This is practised in short dialogues. Now play the recording and ask your students to Workbook The spelling of the third person singular is read and listen to the texts at the same time. If you think practised ( ~rfatches,goes). your class will experience some difficulty, you could deal Question words such as \\'here? and How much? are with the texts one at a time, doing the Grammar Spot practised. exercises with them for the first text and then asking them to repeat the process on their own for the second. Verbs of daily routine (get up, get dressed) are introduced, and some verbs and nouns that go together (have a shower, wear a zolifortn). The writing syllabus of Sew Headway Elementary begins in ' 1 Ask students to work on their own to underline the this unit. verbs and then check their answers with a partner before you conduct a full class feedback. You could Object pronouns (me, him, them) are introduced and ask them to call out the verbs for you to write on the practised. : board in columns according to their pronunciation. . i Notes on the unit I Answers and pronunciation guide ! /zl comes flies lives loves is has STARTER (ss p2o) i IS/ workslikesspeaks The Starter activity recycles the family vocabulary from 2 Ask the whole class what the last letter is and point Cnit 3 and allo\vs students to use some of the jobs out that this is the ending for the third person vocabulary they already know. Give some examples of jobs singular - he, she, it- of the Present Simple tense. of the people in your own family and then get students to continue the activity in pairs. If students ask for the names 3 Before you ask your students to practise the verbs in of individual iobs, give some examples that are common to pairs, ask them to chorus them with you from the the whole class, but do not let.the Starter activity go on too board and draw their attention to the different long or reduce the usefulness of the Vbcabulary and i pronunciations of the endings. pronunciation section. You may also want to point out that is and has are irregular. Now ask them to practise in pairs and read one of the texts to each other. Go round and monitor. You could Present Simple he/she/it round off the activity by asking one or two students to read a text aloud to the whole class. SUGGESTION \Ire suggest that before you start this unit you set the 2 Ask your students to write in the answers on their own following \~ocabularyhomework in preparation for the and then check with a partner. Make it clear that each presentation texts on Ali and Bob. This will save a lot of gap represents a word and that number 8 requires a classroom time where you would have to check positive verb in the second sentence because of the vocabular). either by mime, dictionary work, or negative expressed by never. translation (in a monolingual class), and it will give you more time to focus on the grammar. Students listen and check their answers. Homework prior to lesson Answers and tapscript Ask students to write the translation of the following 1 She's a scientist. He's a doctor. words and learn them for the lesson. They can use a 2 Alison comes from England. Bob comes from England, too. bilingual dictionary to look up words they don't know. 3 She lives in a big city, but he lives in a small town. Verbs come .flj/ go help like love speak work 4 She works three days a week. He works 16 hours a day Nouns day hour summer town walk week winter non-stop. Adjectives free (time) ordinary Pre-teach scietrtist and flying doctor. Unit 3 The world of work 19
21. 5 He speaks to sick people on hiradio. She speaks three languages. 6 She loves her job and he loves hii job, too. Questions and negatives 7 She has a daughter. He isn't married. 8 She likes skiing and going for walks in herfreetime.*He i NOTE never has free time. Be prepared for some students to make mistakes in the * Note that like + -ing is dealt with in hit 4. . . use of does/doesn't to form the question and negative. / In the Present and Past Simple tenses, where there is no I auxiliary in the positive, the use of the auxiliary verbs can seem very strange. Many students feel that it would i be much more logical to say: Talking about people "Lives he in Paris? , "Where lives she? 1 The aim of this activity is to give students the chance not j "She lives not in London. just to produce single sentences, but to speak at some The short answers Yes, he does./No, he doesn't. also cause length to describe Philippe. It is both useful and ; problems and need highbghting for students. satisfying for low-level students to use language for 'display' purposes in this way and not always engage in the more 'natural' question and answer activities. 1 You need to signal that you are going to introduce the question form. You can do this by drawing a large Ask the whole class to look at the picture of Philippe and question mark on the board and/or repeating the the information about him. Start to build a profile of sentences yourself with exaggerated intonation. him orally with contributions from different students. Play the recording and ask your students to read 2 Then ask one or two individuals to speak at length about and listen to the questions and complete the answers. Philippe. Answers and tam Sample answer Where does Alison come from? Cambridge, in Englad Philippe is a barman. He comes from France and he liiin What does she do? Ws8 xientbt Paris. He works in the centre of Paris. He speaks French and a Does she speak French? Yes,dredoer little English. He isn't married, but he has a dog. In his free Does she speak Spanish? b,she dwm't time he likes walking his dog and playing football. Play the recording again and get students to repeat both 3 Now ask your students to write some notes about a chorally and individually. Then get them to ask and friend or relative. Students work in pairs and talk about answer the questions in open pairs across the class. their friendlrelative to their partner. Go round the class to check and help them. Bring the whole class together 1 NOTE again, and ask one or two students to tell the others 1 Encourage good pronunciation at all times. Highlight about their friendlrelative. the pronunciation of does and doesn't, getting students to repeat the weak and strong forms in isolation and as ADDITIONAL MATERIAL part of the question and short answers: : the weak /dad in all the questions \$%at does she do? Workbook Unit 3 j Does she speak French? Exercises 1 and 2 These provide further practice of the third and the strong form /ddand {d.\znt in the short person positive of the Present Simple. Exercise 2 focuses answers Yes, she does./ No, she doesn't. on the spelling. ! Also take care with the intonation, fahgat the end in Exercise 3 This is a vocabulary activity in preparation for ' the wh- questions and rising m the inverted questions. Exercise 4. It should be done with a dictionary. (It is not an opportunity to practise other persons of the Present Where does she come from? ~weadaz JI kun fr~m Simple, only to see the verbs in their infinitive forms!) It ; would be a good idea to set this exercise for homework 1 u and then follow it in class with Exercise 4 - the pictures Does she speak French? /daz JI spi:k frenlf of Rupert's daily routine are particularly suitable for a classroom activity, where the story is built orally before students are asked to write it. 29 Unit 3 The world of work
22. 3 Ask each student in a pair to choose either Keiko or Mark. Students work on their own and write the 1 hide sure students understand that What does she/he questions about their character. do? means the same as \%'hat'sher/his job? but that 1t'har does she/he do? is the more normal question. Ansnen I 1 Where does KeikoAark come froml 2 .Ask students to complete the sentences using the . a 2 Where does KeikoAark live? verb come. 3 What does KeikoMrk do? .,. .• . . 4 Where does KeikdMark work? . . 5 Does Keiko/Mark speak French/Spanish? . -, 6 What does Keiko/Mark do in herhis free time? &- . J . - 7 Does Keiko/Mark listen to music? <- - 8 How many children does Keiko/Mark M? 1 3 Read Grammar Reference 3.1 on p126 together in I 9 Does KeikoMrk have a dog? ( class, and/or ask students to read it at hoke. I I Encourage them to ask you questions about it.' Check their questions quickly round the class, getting I students to read them aloud. 2 Ask your students to complete the sentences on 4 Ask your students to close their books. Write the names their own and then check their answers with a partner. Keiko and Mark on the board, then ask students to work Play the recording and get them to listen and check. in pairs and take it in turns to ask and answer questions Finally, ask individuals to read aloud their answers to the about them. Don't make the activity too laborious by class and check the pronunciation. insisting they ask every question about both characters, as this would probably take too long. Let your students -md-pt choose their questions and character they use. 1 Where docs Bob comc from? England. 2 What does he do? He's a doctor. Round off the activity by asking for a few questions and 3 Does he fly to help people? Yes, he does. answers in open pairs across the class. 4 Docs he speak French and German? No, he doesn't. 5 This is a personalized activity. Tell students they can answer questions about any relative, e.g. aunt, uncle, or a 3 Students write similar questions about Philippe and then friend. Feed in any necessary vocabulary, e.g. cousin, ask and answer in pairs. (sister)-in-law if students request this. Go round and check as they do the activity, focusing on the formation SIlnplequcstionsmdansrars of questions. Ask one or two students to tell the whole 1 Where does Philippe come from? France. class about their or their partner's relative. 2 What does he do? He's a barman. 3 Does he work in the centre of Paris? Yes, he doer SUGGESTION 4 Does he speak German? No, he doesn't. Students can play a guessing game in which one student describes another (without saying histher name!) and the rest of the class guess who it is. This can also be used to practise Yes/No questions, where the student who has thought of the person replies Yes or No Asking about people to the rest of the class and does not give any additional 1 Get students to read about Keiko or Mark. Check information. This can be set up as a whole-class activity comprehension and drill the pronunciation of interpreter and then continued in groupslpairs. rn'txpr~ta,journalist :'dg:nalrst/, United Nations ju:'na~t~d'ne1Jnz1, and Moscow l'moskaul. Listening and pronunciation 2 Get students to say a sentence about each person as an example. Students choose Keiko or Mark and describe 6 Do this exercise as briskly as possible with the whole her/him to a partner. Go round the class to check and class. Demonstrate the activity by going through the help them. Round off the activity by bringing the whole sample sentences with them and practising the responses class together again, and asking one or two students to Yes, that's right, No, he/she doesn't, No, he isn't. tell the others about Keiko and Mark. Play the recording or read the sentences yourself and nominate individuals in the class to respond. Unit 3 The world of work 21
23. Encourage other members of the class to correct if a Antwcn wrong answer is given. It should be quick and fun to do, 1 ShecomesfromJapan. so don't insist on the full correct answer if it slows down 2 Whatdoeshedoinhisfreetime? the activity. No, he/she doesn't is enough. 3 Wheredoes she live? 4 He isn't married. A,B!madt@pc 5 Doesshe have twosons? 1 Philippe comes from ParSs. 6 He doesn't play football. Yes, that's right. 7 She doesn't love Peter. 2 Philippe lives inhdm, 8 What's hiaddress? No, he doem9t.(He liinPark) 3 HeworksinthecentreafRris. Yes, that's right ADDITIONAL MATERIAL 4 HespeakrEnglii~mll. Workbook Unit 3 No,kdoesn't.(He~aI'~b@h) Exercises 4-8 Questions and negatives in Present Simple 5 He's married. third person singular. No, k isn9t. Exercise 12 Using pronouns. 6' Keiko lives and wo&s in NmYorlc Exercise 13 Rewriting a short text about Keiko. ;Yes,thrt's* .Y-ShespeaksFrenchandCennan. " No, she doesn't (She speaks Japame, Engtish, and /T: Fd) 8 Sheplaysnembinherfmtbnc. Seumas McSporran - the man with thirteen jobs! No, she doesntt (She goes skiing.) : NOTE -9:She isn't married. This is an important activity because it brings together - Yes,shcb.(She'smarriedtoan~) ~~~~arkwork~inanofficein~osam. in a text much of the grammar your students have been studying so far. It should give them great satisfaction to , Yes,tW's* feel that they can already master a piece of continuous n'.He has three sons, . prose of this length. -~No,Reh't.(Hekt)rcc-) It also acts as a preview of the work on daily routine in 12 ' He likes playi-football in his free time. Unit 4. No, he dodt.(He likes liiqto music) Seumas McSporran is a real person (and a real name), 7 This should follow on immediately from the and the text is based on a newspaper article. However, it previous exercise. Play the recording. Ask students to tick has been carefully simplified and graded for students of the sentence they hear. This exercise tests receptive this level. comprehension, but you can make it productive You could begin the lesson by asking students: afterwards by asking students to say the pairs of sentences in pairs. How many jobs do you/mostpeople have? What time do you/rnostpeople start andjinish work? *~llL&d hpdpt 1 Ask students to look quickly at the photographs on the 1 She likes her job. page and tell you a little about what and who they can 2 She lows walking. ' see. Do not insist on accuracy at this stage use this as 3 He isn't manicd - an opportunity for students to get into the topic and 4 Dogshehavethreechildrm? predict what they might read in the text. 5 Whatdowhedo? Briefly revise the times that go with each photograph. Check it 2 Ask students to work in pairs and match the sentences with the photographs. Tell them not to worn about new 8 Ask students to work in pairs or small groups and tick vocabulary but to use the words that they recognize and the correct sentence. Ask them to work quite quickly, the information in the photographs to help them with then conduct a full class feedback. Try to get students to the matching. correct each other and explain any mistakes they hear. Check the answers. L Unit 3 The world of work
24. Check the key \~ocabularyby giving short definitions Answers accompanied by mime and getting students to tell you Conversation 1 the word, e.g. Ibu eat this in the morning - breakfast; the 1 Afternoon people \vho stay in a hotel -guests; you need this in your 2 Seumas and a customer in Seumas's shop car to drive it -petrol, etc. 3 Shopkeeper Conversation 2 3 Pre-teachlcheck some of the key vocabulary before the 1 Morning students start to read, so that they do not stop at every 2 Seumas and a woman who lives on the island word thev do not recognize to ask for an explanation. 3 Postman You can teachlcheck the following through mime or Comcrsation 3 short definitions: jobs - policeman, fireman, taxi-driver, 1 Evening school-bus driver, boatman (a man you pay to take you 2 Seumas and Margaret out in a boat or for the use of a boat), ambulance man, 3 No job Seumas isn't working petrol attendant, undertaker; verbs - get up, make - Convemthl4 breakfast, rvatch n', make supper, go to bed. 1 Morning Ask students to work in pairs or small groups to find the 2 Seumas and xhoolchildren answers. Tell them not to worry about words they do not 3 School-bus driver recognize and just to focus on the key information. They can consult the text whenever necessary. 6 Students complete the conversations as far as they can, Check the answers. Decide according to the speed and using what they can remember from the first listening ability of your students whether you want quick, short and from the reading text, and the information from answers or fuller answers (see brackets). exercise 4. Students can then exchange information with a partner. A#mrs Play the conversations again to allow students to 1 OnthelslandofCigha(~/gi:a/).(HeI'lves on the Mad of Gigha in the north of Scotland.) complete their answers. Then check the answers with the 2 60.(He's 60 yean old) whole class. 3 Thirteen. (He has thirteen pbs.) Answers and tapescript 4 Margaret.(His wife's name is Margaret) ' 1 A Good afternoon. Can I haw two ice-creams, please? 5 She works in the shop. B Chocolate or vanilla? 6 120. (120 people live on Gigha.) A One chocolate, one vanilla please. 7 150. (150 tourists visit Gigha in summer.) B That's £1.80. Anything else? 8 He makes breakfast, drives the children to school, collects A No, thank you. the post from the boat, and delivers the post to the 2 A Only two letters for you this morning, Mrs Craig. houses. B Thank you very much, Mr McSporran. And how's Mn 9 Margaret makes supper, and Seumas does the accounts. McSporran this morning? They have a glass of wine and then go to bed. A Oh, she's very well, thank you. She's busy in the shop. If appropriate, ask students for their reaction to the text. 3 A A glass of wine before bed, my dear? Ask if thev know anyone who has a lot of jobs and what B Oh, yes please. they do. A Here you are. B Thank you, my dear. I'm very tired this evening. 4 iuk students to look back at the photographs on p24. 4 A Hello, Mr McSporran! Demonstrate the activity by getting two students to ask and answer using the example in the Student's Book. B Good morning, boys and girls. Hurry up, we're late. Students continue to ask and answer questions about the A Can I sit here, Mr McSporran? C No, no, I want to sit there. times in Seumas's day. Go round the class to check. Feed back on any common errors. B Be quiet all of you, and SIT DOWN! 5 Ask students to mask the conversations in Put students into pairs to practise the conversations. An exercise 6. Focus attention on the three questions and additional idea is to ask them to choose one of the demonstrate the activity by playing conversation I and conversations and learn it by heart to act out to the rest chechng the answers (see below). of the class. You could also encourage more confident Play the remaining three conversations, stopping after students to improvise some further dialogues. (Asking each one to allow students to complete their answers. students to act really seems to help their pronunciation, Check the answers with the whole class. particularly stress and intonation.) Unit 3 The world of work 23
25. 3 NOTE The idea of this activity is to give a very short Jobs I introduction to and practice of the phonetic script. It is also an opportunity to start getting your students 1 Ask students to look at the pictures and tell you any of I ! familiar with the phonetic s~mbolschart on p143 of the jobs they know already. Then get them to work in I their book pairs and match a picture with a job in column A, You need to make clear what exactly phonetic script checking any words that are still unknown in their 1 is, i.e. that it is only the sounds of the words that are dictionaries. You could ask them to mark the stress. I I transcribed and that it is important to know this in Conduct a full class feedback on the correct answers and Enghsh because the spellings and the sounds often drill the words both chorally and individually as you go, I do not relate exactly. taking care with the stress (see below). Keep revising as you go by asking Tell me again! What's 'a'? What's 'd'?etc. Ask the whole class to look at all the phonetic Anrwcrs transcriptions and sav if they can recognize any of the Id ~&n 61 A&- a words. Ask them to turn to pl43, not to study it, but so that they get the idea of what phonetic script is. 2 c A nurse 7 e An accountant Now ask them to write the spellings of the words and then check them with a partner and practise saying them together. Let them use the phonetic chart to help them. krrrrrn 2 Ask students to work in pairs or small groups and match 1 nuK 4shopheeper a job in column A with a line in column B. They will 5 ardlii probably need to continue to use their dictionaries or if 3axammt 6 barman you have a monolingual class and you think dictionary work will take too much time, you could give quick If you have time, you could put a few additional words in translations of any words they ask about. Afterwards you phonetic script on the board for students to do after you could either conduct a full class feedback (try not to have asked for feedback on the words in the exercise. For make this too laborious with too much correction), or example: ask different students to come to the board and write the i'h~sprtav (hospital) answers for the others to comment on and read aloud. /'pi:pl/ (People) /w3:ks/ (works) Answers fluksl (looks) a A pilot fliipk ise W (sells) b An interpreter translates things. /pled (planes) c A nurse looks after people in hapitit. 1. . :~.~,,.:,: , ,~ i"hauzrz/ (houses) d A barman serves drinks. 1 . . I . ;. . e An accountant look after money;:'- ,,:- ,, " ' ,, ,',' ,: .I ; . . 4 Make this exercise fun, like a game, and do it as quickly f A journalist writes for a newspaper. .: ., . .' . _ . as possible. Ask students to learn the sentences by heart. g A postman delivers letters. , . : then to close their books. Call out the name of a job and h An architect designs buildings. i tell your students to call out to complete the sentence. i A shopkeeper sells things. Teacher Student(s) A journalist . . . writes for a tlnvspaper! A pilot . flies planes! etc. Finally, ask students to work in pairs for a feis- minutes with their books still shut, and ask and answer questions about the jobs. Demonstrate the first example yourself to remind them of the question, e.g. What does an interpreter do? He/She translates things. 24 Unit 3 The world of work
26. ADDITIONAL MATERIAL Read through the examples with the class and practise with the toy clock (if you have one!) or by drawing \Vorkbook Unit 3 further examples on the board. Further vocabulary exercises: Exercise 9 This practises more verbs and nouns that go 3 Play the recording and ask your students to together, e.g. have a shower. repeat the sentences giving very special attention to the Exercise 10 This revises a selection of vocabulary from all stress and intonation. Tell them that they must try to the units so far. It requires students to sort words into sound very polite. Really encourage good imitation from related groups. the recording, or by giving the sentences yourself. Practise the dialogue across the class with your own examples first, then ask everyone to draw about three clocks on a piece of paper and practise the conversation again in pairs. Round off the lesson by asking one or two What time is it? pairs30 act out the conversations in front of the class. lntroduce the subject of telling the time by asking What Tell them to imagine that they are stopping someone in time is it now? and \Ifhat time does the lesson end? Accept the street to ask the time and that they must be very, very answers in the hour + minutes form, e.g. five thirty, but polite. explain that the system used in New Headway Elementary The more you insist on good stress and intonation in uses past and to. such activities, the more fun it will be! ADDITIONAL MATERIAL i TheNoTE first eight clocks on this page are positioned in such a way that those with gaps underneath are next to Workbook Unit 3 / clocks with similar times which students can use to help Exercise 11 This gives more practice of telling the time. I them write in the correct answers. The next eight practise the time in five-minute intervals Don't forget! around the clock. You probably will not need to point this out to students. It should be obvious what to do Workbook Unit 3 from the pictures. Exercises 12 and 13 You might want to do the writing activities now, if you haven't done them earlier. Word list 1 Ask students to work in pairs, look carefully at the clocks, and write in the times. Remind your students of the Word list for this unit on pl36. They could write in the translations, learn them at home, Sow play the recording for students to check andlor write some of the words in their vocabulary their answers. notebook. Anmnsdapncript Pronunciation Book Unit 3 tt's fnre o'dock Ks eight o'chxk It's half past five. It's half past eleven. tt's quarter past five. Ksquartupasttwo. Ks quarter to six. It's quutcr to nhn. Ks five past five. Kstmpastfiw. Kstwmtypastfive. It's twenty-five past five. Kstwmy-fivetoshr. tt's twenty to six. It's ten to sin It'sfmtoshr. Get students to practise saying the times either from the recording or repeating them after you. If possible, bring a toy clock with moveable hands to the lesson as an easy rvay of getting further practice. First, you can change the times on the clock and then your students can also have turns, coming to the front of the class, moving the hands, and asking \\%at time is it? 2 This exercise introduces about as a useful expression for times iust before or after an exact division of the clock. Unit 3 The world of work 25
27. Present Simple 2 - I/you/we/they Leisure activities Introduction Language aims to the unit Grammar - Present Simple 2 This unit follows on from the introduction of all The theme of this unit is free time and the hrdperson in Unit 3 and introduces other persons of the Present Simple, I, you, we, they, and the question and negative. The verb forms with leisure activities. This lends itself to these are all the same, without the inflection s, and tend to cause less difficulv much practice, personalized and as a result. The third person is constantly revised alongside the other persons so otherwise, of the main grammatical that students can perceive the differences in form. aim, which is the introduction of all other persons (those without the s!) of Vocabulary A variety of leisure activities (sports and hobbies) are introduced the Present Simple tense. The skills and these are practised in a personalized activity with the verb to like. work includes reading and listening Everyday English Some common and useful social expressions are introduced tasks where people from three different and practised in short dialogues. countries talk about their favourite Workbook Adverbs of frequency, e.g. always, sometimes, never are practised. season and what they do. This provides the opportunity to bring together and In the vocabulary section, 'opposite' verbs, e.g. lovehate, open/close, Ieave/arri\.e revise all persons of the Present Simple. are revised. The writing syllabus continues with an introduction to informal letter writing via a letter to a penfriend. Notes on the unit SUGGESTION Setting some vocabulary for homework before vou start this unit will give you more time to focus on the grammar. It is also worthwhile to get your students used to the idea of taking some responsibility for the learning of 1 vocabulary. Encourage them to enter the new words in their vocabulan notebooks. Homework prior to the lesson 1 Ask students to learn the days of the week in Enghsh. You could give them a handout with phonetic script such as this: Monday I'mndil Thursday 1'83:zdil Sunday .; 's.mdi Tuesday 1'Tfu:zdil Friday I'frardii Wednesday I'wenzdiJ Saturday I'sa3tadil 2 Give students these new verbs to look up in a bilingual dictionary. Ask them to learn them and write down the translations. interview go out chat relax cook stay - get up - visit 26 Unit 4 Take it easy!
28. STARTER (ss pzs) EXTRA SUGGESTIONS If you feel your students needs more practice on days, 1 Use a calendar that shows the year, months, and days as a months, and years, try the following activities: visual aid. (Alternatively, write the day, month, and year rearranging the jumbled spelling of days and months on the board in abbreviated form, e.g. Tu., Sept., 2000). matching phonetic script to days and months Focus attention on the year and elicit how we say this in conducting a favourite day or birthday survey Enghsh. Do the same for the month. (Do not spend too a word association activity for different daystmonths long on this, as students will focus on months more fully doing an 'important year' quiz with simple headline- before the Reading and listening section.) style sentences (to avoid the use of the past simple), POSSIBLE PROBLEMS e.g. thefirst man on the moon, and students supply the Students often try to say years in English in the same correct year, e.g. 1969. wa? as in their own language, e.g. 1999 is read as "one linking days and months to horoscope signs. This can thousand nine hundred and ninety-nine instead of i be done as an information gap activity where i~irleteenninety -nine. If necessary, highlight on the ! students have some of the names of the signs and board how we divide dates beginning 18-, 19-, into two some of the dates missing. pairs of numbers and give practise of similar dates. You may also need to remind students of the use of and in dates ldie 2001 = two thousand and one. 2 Use the calendar and get students to go through the days Present Simple I/you/we/they of the week. Say the days yourself and ask them to repeat 1 This text reminds students of the third person of the each one both chorally and individually. This will take Present Simple before they are introduced to the other less time if you have set the above for homework. persons. Focus attention on the photograph and on the headline. Elicit basic information about Bobbi (What's POSSIBLE PROBLEMS her name? Where is she in the photo?). Days Take particular care with the pronunciation of Tuesday Answers 1'tJu:zdL and Thursdayi'9a:zdilwhich students can Bobbi Brown lives in New Jersey. She is thirty-four and works easily confuse because they sound quite similar. Also for SKY TV in New York City. But she doesn't work on week- . the pronunciation of \Vednesday/'wenzdi/ can be a days, she only works at weekends. She interviews famous problem because of the spelling, and the consonant people for an early moming news programme called The cluster nzd; that results from it being pronounced as World This Weekend. On Saturdays and Sundays she gets up two syllables not three. at 3.00 in the moming because she starts work at 6.301 She loves her job because it is exciting. Ask IVhat day is it today? Chorus through the days of the week with the whole class and then make the Ask a few questions to revise the third person. individual practice fun by getting one student after Examples another to give consecutive days very quickly round Teacher Student (s) the class until they are firmly fixed. (If time, you Where does Bobbi live? In New Jersey. could then ask one or two students to go through the How old is she? Thirty-four. whole week and perhaps also ask them to spell some What does she do? She works for SKY TV of the days, to revise the alphabet.) What time does she get up? Three o'clock in the Ask IVhich days are the weekend?This will check that morning. students understand the word weekend which is What time does the Halfpast six. needed in the exercises. programme start? Does she like her job? Yes, she does. Ask students to ask and answer the Starter questions Why does she like it? Because it's exciting. in pairs. Go round and check students' pronunciation and feed back on any common errors. 2 Tell students that Bobbi Brown is now talking about her weekdays. Ask students to first read and listen to the text and not to write anything. Explain that they will complete the text at the next stage. Check or pre- teach the following vocabulary from the text: domestic, gym, block, kids. Play the recording. Unit 4 Take it easy! 27
29. 3 Ask students to work in pairs and check the verbs in the 5 Tell students to read the texts on p28-9 again first, but box. This can be done quite q&ckly if they have done the then to cover them and try to remember the information preparatory homework. If they haven't, encourage about Bobbi's life. Ask students to work in pairs and take students to look up new words in their dictionary and it in turns to be Bobbi Brown. Demonstrate the aaivi? work together to complete the text with the verbs from by getting two students to ask and answer the first nvo the box. You will need to make clear that some of the questions across the class. Ask students to continue the verbs will need an s because they are third person activity in pairs. Go round and check for the correct use singular. The others can be copied exactly from the box of the auxiliary do/does and for the correct use of strong and weak forms in the pronunciation of do. Play the recording again so that students can check their answers. Answers adtapescript r- My weekends are fkst and exciting. My wdabys -fist nd 1 Ask students to complete the table with the positive domestic! I have two sons, Dylan, 7, wd Dakota, !5. Every and negative forms. Check the answers. morning I get up one how before them, at 6.W. d I ptn I the gym. I come home and I mahe breakfast, then I trbe than to school. On Mondays I always pshoppmlt I hay all the foodforthew&Ioftm~dbncrintht~M. not every day because I don't Iika -my- husband, Don, loves cooking. On Tuesdays and lhs@ I visit my father. He Urar on the next blodc Evay rbbanoarr I pidcupthekidsfromschoolB,tt#-WDanadI. - usually relax, but sometimes we vi$t fie& We mraw out on Friday evenings because I stut wak so early on Ask students to focus on the positive forms in the Saturdays. table. Ask them which have a different form , (he/she/it)and how thev are different (they end in -11. Ask one or two students to read parts of the text aloud to the rest of the class and, if time, to each other in pairs. / Ask students to focus on the negative forms in the table. Ask them how the I/you/we/rhey forms are I different from the positive forms lthey use the Questions and negatives 1 auxiliary don't).Ask students to focus on the he/she/ir i 4 Ask students to complete Bobbi's answers and j forms and ask them how they are different from the play the recording for them to check their answers. I other negative forms (they use the adarydoesn't). I Answers / 2 Ask students to complete the questions and answers. I In New York Check the answers. Yes, I do. I Play the recording again or model the questions and answers yourself. Practise the questions and answers in open pairs across the class so that you can correct any mistakes. Take particular care with the pronunciation: Sounds Ask students which auxiliary verb is used in The weak vowel sound /du/ in the question, and the questions with I/you/we/they (do)arid which with strong vowel sound /du:/ in the short answer. he/she/it (does).Remind students that questions can Do you like your work? Yes, 1 do. begin with a question word, or have no question I Idgu la~kja w3:W Ijes a1 du:/ word and the answer Yes/No. Ask students to give you Stress and intonation examples of each type of question from the table. The intonation rises at the end of inverted questions and Read Grammar Reference 4.1 and 4.2 on pl27 falls at the end of short answers and wh- questions. together in class, and/or ask students to read it at u home. Encourage them to ask you questions about it. . . . 3 Students find the adverbs of tiequency in the tea Do you like your work? Yes, I do. 1 about Bobbi Brown. \. Where do you work? 28 Unit4 Takeiteasy!
30. SUGGESTION encouraged to ask similar questions but with different Do Exercises 6 and 7 in the Workbook to introduce days or question words, e.g. Do you go out on Saturday adverbs of frequency before this activity. evenings? Where do you do your homework? Anmcrs 3 This activity practises the third person singular alongside ~Mondays~~goshoppi~~ the other persons. It also pulls the class together after the In the evenings, Don and I usually relax . pairwork. Ask a few individuals to tell the rest of the class I aFtcn cook dinner in the evenings . about themselves and their partner. If necessary, remind rornctbncs we visit friends. students they need to use the third person -s when Wenewgoout on Frldayewnings talking about their partner. (Unless you have a small class, it would take too long to give everyone a turn.) I SUGGESTIONS I Listening and pronunciation Student A describes their weekday routine as if they 4 Play the recording. Ask students to listen do a certain job and the rest of the class has to guess carefully and tick the sentence they hear. Play the what the job is. They can ask Yes/No questions. recording again. Stop after each one and ask students to Student A describes their weekday routine as if they discuss the answer with a partner before you establish were a famous person (politician, actor, singer, etc.) the correct one. You can make this exercise productive by and the rest of the class has to guess who they are asking students to read aloud the pairs of sentences. , . . , pretending to be. They can ask Yes/No questions to hCIS4tpwiilljt[ , help them if necessary. (You might provide role cards 1 What does she do on Sundays? of people who are often in the news, so that students 2 Do you stay home on Thursday'evenings?. . , don't choose characters who are too obscure.) , ',. ., ',. . ,.' (. 3 He liws here. . . . I , . 4 What do you do on Saturday evening?:. .: ,,>!j: . :: ::. i,, . ., . I . - . 5 1 read a lot. , . . . .~ _', . . . . ,~ . 6 Why don't you like your job? . . ! ::. , ., Talking about you A questionnaire 1 Ask students to work on their own to do this activity. Students who finish early can then check their answers 5 Focus attention on the verbs in the questionnaire. Check with a partner. comprehension of smoke, drink wine, and have a computer. Students answer the questions and complete Answers and tapescript the Me column about themselves. M What time do you go to bed? At ll o'clock. 6 Get students to practise the questions and answers from 2b Where do you go on holiday?To Spain or Portugal. the questionnaire, encouraging good pronunciation with 3e What do you do on Sundays? I always relax. rising intonation for inverted questions. Ask individual 4c When do you do your homework? After dinner. students to ask you the questions so that you have the 5a Who do you live with? My mother and sisters. opportunity to help and correct them before they 6f Why do you like your job? Because it's interesting. continue working with partners. 7g How do you travel to school? By bus. 8h Do you go out on Friday evenings? Yes, I do sometimes. Ask all the class to stand up and 'mingle' to do the next part of the activity (if there is enough space to do so!). Play the recording and let students check their Tell them to take it in turns with two other students to answers. As preparation for the next activity, ask students ask and answer the questions. to listen and repeat the questions and answers chorally 7 This part of the activity is designed to revise the third and individually. Take particular care with intonation. person singular again alongside the other persons. (It 2 This activity gives practice of the first and second could be set for homework or done orally.) persons only. Ask students to work in pairs to ask and Ask students to use the information they have collected answer the questions in Practice 1. Demonstrate the and write and compare themselves with either you or activity by getting a pair of students to ask and answer another student. Then ask one or two students to read the first question across the class. Remind students to their answers aloud for the others to comment on. have the whole question ready before they speak. Go round and check as students do the activity, listening for correct intonation. Students who finish early can be Unit 4 Take it easy! 29
31. 5 L Sample answer . - . . - . I smoke, butmy te&hk~he*a lotofwine we both like Chinese food, and we both- have a b@ My favourite season breakfast. My teacher plays temk, but I don't We both get - I upearlyh week~Sheat.somkhcrNabt,butIdon't j SUGGESTION I j It would save time in the lesson if you could ask your I students to learn the names of seasons and months in I Positives and negatives ' Enghsh for homework before the lesson. You could give 8 This exercise revises the verb to be alongside other verbs / them this List to learn by heart and test them in class. I in the Present Simple. The exercise could be set for i Seasons I homework, but it can be quite fun if done orally and at a spring ispngl autumn l'xtaml brisk pace with the whole class. Students could then summer l'smal winter l'wntal write their answers afterwards. Months January l'dgznjaril July :&u:'la~ February llfebruari/ August Ys:gast March /ma:$' September :sepltemba April J'e~pnll October ~k'tauba May /med 1'Vovember nau'vemba , - 6 ~~~'tf&evvsa~rg~-m~bu~~bm playing it. June /&u:n/ December dtsernba - :7 1 don't Wolkat~r~tha- . 88 AmelhishaWykauDestrhasarmrff. 1 Ask students to work in pairs and answer the questions .' 9 laon'tsmdre,IBar~Qrinlcalld~~~kd~. in exercise 1. They will obviously find this easier if you .: io ~tsmdces,~tdrinlq~hcdarn'tpt~bedcor(p set it for homework. Monitor, noting any problems with pronunciation and confusion with the months of the I SUGGESTIONS 1 year. You can 'test' how much students can remember i POSSIBLE PROBLEMS about each other's lives by using the ideas in the 'How I Months and seasons I do you live?' questionnaire and getting the others to , Students often confuse the months .!larch and guess who is being referred to. I and June and July. They may also need particular help I I Students imagine they have a very extravagant and i ; with the pronunciation of February .'februari and 1 luxurious lifestyle and interview each other, 1 autumn I1~:tam/. I practising Wh- and Yes/No questions. i I j If your students had difficulties with the questions in 1 Where do you work? I don't work. 1 exercise 1, now is a good time to present the key , ! j What time do you get up? About 11 o'clock. I language again. Use a calendar as a visual aid, and go I Where do you live? In a very big house in Paris. I ( through the seasons and months. Say them tirst Do you have children? Yes, but they don't live with 1 yourself and ask students to repeat each one in order me. / both chorally and individually. Repeat the months and Do you like cooking? No, I never cook. I have a seasons a few times, making it fast and fun if you can. If chef at home. I necessary, check further by asking: Do you have a busy life? Of course! I go shopping What's before/afrer September? etc. I every day and I go to i When's your birthday? (Make sure that students give parties every night! I I only the month in their answers not the actual date.) 1 Then ask students the questions in exercise 1 again, ADDITIONAL MATERIAL 1 checking for accurate pronunciation. I If your students had few difficulties with the questions Workbook Unit 4 i in exercise 1, briefly go through the answers as class Exercise 1 This practises all persons of the Present Simple. ! I feedback, highlighting any specific problems you noted 3 I Part focuses on question formation. i earlier. If necessary, do further spot checks by asking Exercise 2 This practises do and does, and the verb to be. 1 similar questions to those above. Exercises 3-5 Questions and negatives in the Present Simple. Exercises 6 and 7 More adverbs of frequency. 30 Unit 4 Take it easy!
32. 2 Ask students to look at the photographs and see if they Answers can identify the seasons. Ask students which colours they Al comes from Canada. In winter he plays ice hockey and goes can see. (1) ice-skating. He has a holiday home near (2) a lake. Mpnuela comes from (3) Portugal. She likes sunbathing and 3 Ask students to read the text and listen to the (4) swimming in summer. recording at the same time. Ask them which seasons are Toshi comes from Japan. He (5) doesn't have a lot of free mentioned and the speaker's favourite season (to check time. He likes taking photographs, but he (6) doesn't like whether they were right about the photographs). singing pop songs in bars. It may be wise to pause after each text to ask for feedback. You can also ask for the nationality of the 6 Ask students to listen and decide which one is Al, speaker. (Careful with stress in the nationalities.) Manuel, and Toshi. Play the recording and stop it after each conversation. Ask Who is it? Where are they? How do Awmn a you know? and let students discuss their answers in pairs Al Wheeler is Canadian. His favourite season is autumn. before checking with the whole class. ~n.*tja~~nirmtug&e.~erfa~writesemis Answers and tapescript summer. a Toshi Suzuki is Japanese.His favourite season is spring. Conversation 1: Manuela. (She is with some Portuguese friends and an English friend called Jane.) They are in a 4 Ask students to do this in groups of three if possible. Ask Brazilian bar. We know this because they talk about the music each one in the group to read about a different person. and have drinks. Then they can share the information to answer the Conversation 2: Toshi. (He is with a British colleague, Ann questions, which will generate more speaking. Ask Jones from London.) They are in Tokyo in an ofice (the someone in each group to write down their answers. headquarters of Pentax). We know this because Toshi says Give them 5-10 minutes and then bring the whole class Welcome to Tokyo. together to conduct the feedback. Encourage them to Conversation 3: Al. (He is with a Scottish friend called Mick.) give short answers where applicable but then to expand They are at Al's holiday home, near the lake. We know this on these if possible (see suggestions in brackets in the because they talk about going sailing and fishing. answer key). Who's who? Anmcn 1 M = Manuela J =Jane F = Manwla's friends 1 No, theyl don't (Toshi doesn't Al plays baseball and ice M Hello, everybody! This is my friend Jane from England. hockey and goes ice-skating and sailing. Manuela goes F Hi! swimming) Hello! 2 Al goes iceskating and plays ice hockey. Manwla meets Hello, Jane! friends in restaurants and bars and they chat. J Hello. Pleased to meet you. 3 Yes, they do. (Manwla likes going to Brazilian ban, Toshi M Sit down here, Jane. likes relaxing in a bar near his ofice.) J Thanks. 4 Near a lake. F Do you like the music, Jane? 5 In spring. J Yes, I do. Is it American? 6 They drive to the beach, sunbathe, and go swimming. F No, it's Brazilian jazz! 7 No, we don't We only know Toshi's job. (He works for M Come and have a drink, Jane. Pentaxcameras) 2 T=Toshi J =Ann Jones 8 Because he likes the colours of the trees. T Mrs Jones! How do you do? 9 Toshi watches his friend Shigeru. Shigeru likes singing J How do you do? Karaoke in the bars. T Please come in. You're from our ofice in London, aren't Toshi doesn't sing because he is too shy. you? 10 Red, gold, orange, yellow, brown, grey. J Yes, that's right. (Ask students to point to things of these colours in the T Welcome to Tokyo! Do you like our headquarters here? room to check their understanding.) J Yes. It's very big. How many people work here? T About six thousand people. Do you want to see our Ask students to remain in their groups to find the six offices? mistakes in the summary and get one or two students to 3 A=AI M=Mick read aloud the corrected version to the rest of the class. A What do you want to do today, Mick? M Ooh, I don't know. What do you . A Ah! Do you like sailing? Unit 4 Take it easy! 31
33. M Yes, wry much. I sametimes go sailing in Wandbut Answers not very often. 1 playing football A OK - so today it's sailing and fishing on the lake. 5 dancing M Fantastic I love fishing too - we go fishing a lot in 8 skiing Scotland. 16 watdhgTV B mtnthegym You could round off the activity by playing the recording 9 tdag- again and suggesting that students read the tapescripts 6- on p116 at the same time. l2 F'wwaanprtrrgames What do you think? Highhght the form like + -ing. Choose a student and gi. examples of what you think hetshe Likes doing. Then as This is an attempt to generate some personalized discussion students what they think you Like doing. Ask them to and give further freer practice of the Present Simple. Don't continue in groups, choosing five activities from the worry if at this level it turns out to be quite a short activity. Student's Book. Just a little free speaking is still worthwhile. Encourage students to ask you questions to find out if It can be helpful to ask students to discuss the topic together thev were correct about what you like, following the in small groups first before you conduct feedback with the examples in the Student's Book. (Students are often whole class. interested to find out about their teacher, but keep this It would also be a nice idea to encourage them to ask you fairly short to allow time for the personahzed stage.) questions about your favourite season. 3 First build a dialogue with two students, using the SUGGESTIONS I example in the book and highlighting the possible You could do a favourite monthtseason survey where I follow-up questions. Then tell the students some true students interview each other in groups and then things about yourself, encouraging them to respond to transfer the information into chart form. (This would ,i your likes and dislikes as in the example. I work well in a class of students from different i Now ask students to continue in pairs and go round the countries.) Students write notes to accompany the 1 class to check and help them. hlake sure they use the -it chart and highlight the key information. You will ! form. i need to feed in expressions like: Most of the class i 4 Ask students to think about other activities which are prefer because , Nobody prefers . . . . . . ! not in the Student's Book. They can look them up in Students interview each other to find out when the I their bilingual dictionary, or ask you or their partner foi best monthlseason is for a certain activity in their help. Encourage students to mime or describe the country: When's the best month for (skiing, walking, I activities rather than ask in L1. Finally, ask a few studen. sunbathing, shopping, visiting your city, etc.)? Ii in the class to report back on themselves and their Students write a description of how their home area i partners (thereby practising different persons of the changes from season to season. Get them to include 1 Present Simple). information on the weather, the colours thev can see, I the activities people do, and the number of visitorsltourists. 1 I I Social expressions These dialogues introduce and practise little expressions that 'lubricate' day-to-day conversational exchanges. Leisure activities 1 Ask students to work in pairs and complete the dialogues with the expressions given. Then play the 1 In pairs or small groups, students look at the pictures recording for them to listen and check their answers. and match as many as they can with the names of the activities. Ask them to check the others in their bilingual dictionary. Encourage them to enter any new words in their vocabulary notebooks. Then ask students to tick the activities they like doing. 32 Unit4 Takeiteasy!