Ingls

Segundo Ao de Ciclo Bsico

Gua Didctica

Ingls

Segundo Ao de Ciclo Bsico

Gua Didctica
Fran Linley Brian Abbs Chris Barker Ingrid Freebairn with Gabriel Daz Maggioli Rosario Estrada Laura Motta Shirley Romano

 Pearson Education S.A. 2006 Longman es un sello editorial de Pearson Education S.A. Queda hecho el depsito que dispone la ley 11.723 ISBN-10: 9974 76946 9 ISBN-13: 978-9974-769-46-5 Pearson Education S.A. Casa Juana de Amrica 8 de Octubre 3061 Montevideo 11600, Uruguay Equipo editorial responsable: Alicia Daz, Silvina Ferrante, Karina Liste, Enrique Morrone Diagramacin: Discript, Eclipse Grfica Creativa

Queda prohibida cualquier forma de reproduccin, transmisin o archivo en sistemas recuperables del presente ejemplar, ya sea para uso privado o pblico, por medios mecnicos, electrnicos, electrostticos, magnticos, o cualquier otro, total o parcialmente, con o sin finalidad de lucro, salvo expresa autorizacin del editor.

Contents
Introduction ............................................................................................................................. Lesson plan .............................................................................................................................. Evaluation sheets ................................................................................................................ SB Contents map ................................................................................................................. Do you remember? ............................................................................................................ Welcome to English! A ................................................................................................................................................ B ................................................................................................................................................ Unit 1 I always get up at 6.30. ............................................................................................. Themes in focus 1 Eating habits ................................................................................... Unit 2 Can you scuba-dive? ................................................................................................... Consolidation 1 .................................................................................................................... Unit 3 Whats Daniel doing? ................................................................................................. Themes in focus 2 The Olympic spirit ......................................................................... Unit 4 What are you going to wear? .................................................................................. Consolidation 2 .................................................................................................................... Unit 5 Were you out last night? ........................................................................................... Themes in focus 3 From Patria Gaucha to Rock in Durazno ............................... Unit 6 Did you talk about me? ............................................................................................. Consolidation 3 .................................................................................................................... Unit 7 It was a warm evening. ............................................................................................. Themes in focus 4 Francisco Piria: businessman and foreseer ............................ Unit 8 My jokes funnier. ....................................................................................................... Consolidation 4 .................................................................................................................... Song 1 ........................................................................................................................................... Song 2 ......................................................................................................................................... Workbook key ......................................................................................................................
4 17 18 20 22 24 30 36 42 43 47 49 54 55 60 62 68 69 74 76 80 81 86 88 89 90

Introduction
About Uruguay in focus
Uruguay in focus is a three-level English language textbook for young teenagers beginning to learn English in Uruguay. It comprises a Students Book and Workbook, a Cassette and a Teachers Book. The materials offer a balanced approach to language learning, which is oriented towards the development of the students as whole persons. They contain a wealth of age specific resources that cater for different learning styles and modalities. The techniques used have been selected from best practices in language teaching for teenage learners. There are also opportunities for cross-curricular work, which is an important motivator for the learners since they can see how English is used in real-life academic contexts. All the materials have been specifically adapted to the curriculum guidelines and syllabus specifications of Plan 1996. For each level, the course has: a Students Book a Class Cassette a Workbook with multi-level exercises this Teachers Book

The teaching situation

Our teaching situation in Uruguay is generally characterised by the following:

Background to the course

One of the most challenging aspects of writing a language course for the 1216 age group is to provide material which genuinely takes into account the needs of the students and teachers who will use the course.

Learners low motivation Most students consider learning foreign languages a difficult task. Some of your students may have had English lessons before starting school. Of these, some may have been successful, while others may have not been so. The self-concept that teenagers have about themselves as learners, in general, and as language learners in particular, may present an important threat to motivation. Large classes In a significant number of schools, large classes are the norm rather than the exception. Large classes make it difficult for teachers to ensure all students participate adequately during class time, thus ensuring success. Diversity Each class is a cosmos of different learning styles and abilities. Learners will acquire language at different paces and will choose to do so in many different ways. Monitoring progress In order to ensure the success of all learners, constant feedback must be provided. Students expect the teacher to provide this kind of feedback, which is not always possible. Teachers, therefore, need to encourage students to take responsibility for their own learning and progress through instances of selfevaluation.

The students
In some ways teenagers today appear to be dramatically different from the teenagers of a generation ago. Many of todays teenagers live in a world bombarded by sounds and visual imagery. Surrounded by sophisticated equipment that they use with speed and ease, they can see and do things that would have been inconceivable twenty years ago. They expect the materials they use in class to reflect this world. Most teenagers have untold energy and enthusiasm for topics in which they are interested, like football, music and fashion. They are well able to absorb fact and detail, and can become experts in their particular fields of interest. Consequently, they are sensitive to being patronised and if they feel that a task or text is beneath their intellectual level, they show a marked lack of interest and quickly switch off. All students of this age group are in the process of growing up. They are preoccupied by their changing physical appearance and are trying to establish and develop a sense of self. Many have emotional ups and downs involving conflicts with friends, family and authority. Teaching materials for teenagers need to acknowledge their concerns.


Teaching and Learning Theories

There is as yet no theory that can account for how people learn languages. However, most theories seem to suggest the following conditions are necessary for the acquisition of languages to take place: exposure to samples of authentic language used in real-life communicative settings motivation to use the language for comprehension to turn into communication opportunities to use the language in realistic situations and in contexts which favour their motivation focus on how the language works to help consolidate learning and increase communication.

Principles behind the course

Taking into account the nature of the students, the characteristics of the teaching situation, and the information provided by theories of language learning and acquisition, four key principles need to be followed if language learning material is to be effective for teenagers.

1 Capturing students attention

The design of the course and the topics and issues that it deals with must capture the students attention and overcome any initial problems with low motivation which they may have. Uruguay in focus achieves this by: introducing a group of teenage characters with whom students can identify focusing on situations and emotions which students will recognise and respond to presenting real language and expressions which young British people use in conversation with each other including topics which interest students and expand their knowledge.

4S  etting goals, providing ways to monitor progress, and encouraging learner independence
The material should enable students to monitor their progress, gain a sense of achievement, and develop independent learning strategies. Uruguay in focus achieves this by: providing clear learning goals so that students know what their learning objectives are encouraging students to assess their own progress through frequent Self-evaluation tasks in the Workbook giving advice on how to study more effectively through regular Learn to learn exercises in the Students Book and Workbook helping learners realise how much English they already know at the very start of the course through the Welcome to English sections.

2 Holding students attention

The learning tasks within the course must involve and challenge students both linguistically and intellectually to sustain their interest and ensure that learning is effective. Uruguay in focus achieves this by: involving students in the understanding and learning of grammar through problem-solving tasks providing activities like games and information-gap exercises which stretch the students minds as well as their linguistic skills featuring real-life communicative exchanges which students can put into practice immediately personalising the language which students are learning through controlled Over to you tasks that allow the students to talk about themselves and give their own opinions.

Cross cultural topics

No language learning can be totally separated from the culture of the language. Native speakers create and shape cultural practices and imprint them in their language. Hence, no language learning is complete without the learners gaining an understanding of the culture of the target language. Culture in this conception is not viewed just as literary or artistic masterpieces, but as the practices, products and perspectives produced by the communities of native speakers in their different locations.

Course components
Students Book Units Students Book 2 contains an Introductory Unit and eight core units organised in four blocks of two units each. Introductory unit: Welcome to English! At the beginning of the book there is an introductory unit which gives an opportunity for students to revise some basic language learned at previous levels. It also allows you to carry out an initial evaluation of your class. Each core unit in the Students Book block is organised like this:
Unit 1 Themes Unit 2 Consolidation Unit pages Themes in focus Unit pages Wide Angle on the World Game/ Project Photostory

3 Dealing with diversity

In classes where students are of mixed levels and mixed abilities, the course material should make it possible for every student to achieve success at his or her own level of ability. Uruguay in focus achieves this by: providing a Workbook with three levels of exercises: Consolidation, Further Practice and Extension including regular projects in the Students Book which enable both weaker and stronger students to express themselves creatively giving clear presentations of grammar in the Students Book providing extra activities in the Teachers Book for those students that need reinforcement (Reinforcement activities) and extra activities for more able students that can achieve higher levels (Extension activities) providing instructions on how to adapt activities according to the levels of different students providing two introductory units (Welcome to English! Parts A and B) and a diagnostic instrument which allow teachers to evaluate their students level and ability at the beginning of the course.

Unit pages: Practise and present new language Photostory/Games/Projects: Recycle language in a communicative context


Themes in focus: There are four extra units which serve as a bridge to other disciplines in the curriculum, helping teachers coordinate work with their colleagues from other subjects. These units help learners consolidate and expand their knowledge and use of English in contexts they are familiar with. These units also provide a link to the different themes found in the official syllabus for 2nd Grade Consolidation: Reinforces and consolidates language and skills in communicative contexts.

1 Repetition and Choral Practice

Even though extensively criticised, repetition is a technique which involves all learners in speaking the language thus gaining confidence and fluency. Repetition can help to reinforce a sound or structural pattern, and repeating chorally can help students gain confidence before they are asked to perform individually. However, repetition should not be abused by using it indiscriminately or as the sole teaching technique. We suggest that, whenever possible, teachers use the cassette as an additional model for listening and repeating. See below a suggested sequence for a repetition exercise: Teacher/Cassette Teacher/Cassette Teacher/Cassette one at a time Teacher/Cassette models-students listen models-students repeat in chorus models-different students repeat models-whole class repeats.

Additional material Songs: On pages 88 and 89 there are two authentic songs which can be used for further language practice as well as to provide an opportunity for students to relax and take a break. Workbook The Workbook has a Welcome to English! unit plus eight units that correspond to those in the Students Book. It gives extra practice in Grammar and Communication. It has exercises at three levels: Consolidation, Further Practice and Extension, and has been specifically written for large mixed level classes. (See Dealing with diversity above.) All students should do the Consolidation exercises. More able students can also do the Extension exercises while the less able students do the Further practice activities. Further practice activities are those which provide additional practice on a language aspect which has already been worked on and understood by most students. Extension activities are more demanding and go beyond the minimum objectives of the unit. These are for students whose knowledge of the language is above average or for those who finish early. The Workbook section also contains Self-evaluation tables. The key to the Workbook exercises is at the back of this Teachers Book. Teachers Book This Teachers Book contains unit-by-unit lesson notes. The notes include answer keys, tapescripts and ideas for extra activities. Follow-up sections give suggestions for extra language practice, which may be set for homework. Where appropriate, alternative procedures are suggested for presenting language to more able students. At the beginning of each unit there is a box which includes the learning objectives, contents and cross-curricular topics covered in the unit. Class Cassette The Class Cassette contains all the recorded material from the Students Book: the dialogues, the pronunciation exercises, the listening exercises, the photostories and the songs.

Make the technique fun by involving different learners in the chorus repetition, such as half the class at a time vertical or horizontal rows groups only boys/only girls.

2 Pronunciation
Most teenagers perceive their success in learning a foreign language by how well they can speak it. In this sense, it is fundamental that students are provided with opportunities to learn the sounds of the new language. This is no easy task because it involves complex motor operations. Again, repetition is a good technique to help learners increase their level of confidence in pronouncing the new language. Pronunciation exercises give students extra practice in pronunciation, stress and intonation. One way of doing this is to use the technique of backchaining, in which students repeat an utterance usually a sentence in parts, starting from the end and building up to the complete utterance, e.g. Say after me everybody: start? film start? does the film start? What time does the film start? The key to effective backchaining is to keep your intonation consistent. The Students Book has plenty of opportunities to help learners master the new sounds.

3 Questioning patterns
In any teaching repertoire it is important to build up a sequence of question and answer patterns. One pattern might be: Teacher to self (TT) Teacher to student (TS) Student to teacher (ST) Student to student (SS) Student 1 to Student 2 to Student 3, etc. in a chain (S1S2S3).

Teaching techniques
The teachers choice of teaching techniques obviously depends on the individual classroom situation and the preferred teaching style. The items that follow are suggestions for teachers to select from as appropriate.


4 Pairwork
Many of the exercises in Uruguay in focus are designed so that students can work in pairs, simultaneously. This means that students talking time is increased dramatically and extensive practice can be done by all students in a short space of time. Students can work in closed pairs (side-by-side, talking to each other) or open pairs (side-by-side, talking in front of the rest of the class). Some patterns are: A to B side-by-side A-A B-B (pairs turn round and face the pair behind them) A-B-B-A (pairs turn round and talk across to each other) Random pairs across the class.

When working in groups

Say  Can you repeat that, please?  Whose turn is it?  Do you agree?  Uh, huh!  Do  Listen carefully  Interrupt politely  Nod to show agreement  Keep eye contact  Ask your classmates to repeat if you dont understand 

set a time limit for the task and warn students a minute or so before the time is up ask students to appoint a group reporter if the task requires it when the group work is in progress, withdraw and monitor unobtrusively contribute only when asked to by the different groups take note of students errors for a later feedback session provide feedback on the process of group work as well as on the content and the language involve learners in self-evaluating their work and in evaluating their peers participation and effort allow time to discuss the answers to these process questions.

5 Group work
Students will be often asked to work in groups, especially in role-plays, discussions, questionnaires, task-based activities, projects and games. Again, groups are an excellent opportunity for students to increase their talking time in class. However, group work must be carefully planned and organised. In large classes, the ideal number of participants per group is between three and five. Remember that the more they are, the fewer opportunities each group member will have to participate.

Forming groups
Give students instructions on how to organise themselves in groups. Do not assume that they can do it themselves. Remember that many classroom management problems can be minimised by careful planning on the part of the teacher. Here are some ideas on how to set up the groups: give each learner a number and get all the students with the same number to form a group (You can add variety here by using colours, adjectives, items of clothing, dates of birth or any new vocabulary item to form the groups) use a deck of cards for quick group formations where it is not possible to move classroom furniture around, have students work together according to proximity. Just ask learners to turn around and face the two students behind them. Some useful tips to remember when setting up group work: make sure groups are heterogeneous in terms of sex, language level, interests, etc. give clear instructions and make sure that students have understood them give learners extra help in using English for communication while in groups by writing on the board a chart with expressions they can use. You can also list appropriate non-verbal behaviour. This chart can be expanded as the course progresses so that it incorporates more expressions and behaviours. For example,

6 Oral correction
There are no fixed rules for oral correction. At the controlled practice stage, where the emphasis is on accuracy, correction can be immediate, but not in mid-speech. In conversations and group activities, where the emphasis is on successful communication, students should not be interrupted during their work. The teacher can monitor unobtrusively, making a note of mistakes to be dealt with later. This can be done in several ways: by discussing general mistakes with the whole class by highlighting mistakes from individual students, collating them on the board and then dealing with them systematically. One fun way of doing this is to hold a Mistakes Auction: - divide students into groups of four or five - each group receives x number of credits to spend on mistakes - the teacher writes a sentence on the board. This sentence may or may not contain a mistake - students bid to buy the sentence. If the sentence contains a mistake the group must give a correct version of the sentence. If the sentence is correct, the group must indicate so - if students fail to correct a mistake in a sentence, or identify as correct a sentence that contains a mistake, they lose one credit and the sentence - the winner is the group that has the most sentences when every other group has run out of credits.


7 Giving instructions
It is important to be systematic in your use of English in class. Remember that exposure to the language is important in the language acquisition process. Give your instructions in English and involve learners in using that language to interact with each other in class. The list of Classroom Language below is a good starting point. When giving instructions you may want to follow this procedure: make sure all students are paying attention enunciate the instructions carefully accompany verbal instructions with body language to make them clear ask learners what it is that they have to do. They can tell you in L1, if necessary repeat the instructions and get students to start working.

No talking. Stand up/Sit down, please.

Student language Can I/we (go to the toilet/work in groups)? Shall I clean the blackboard? Can you repeat that, please? Me, please. How do you spell X? Whats in English? Can you help me, please? Can you wait, please? Sorry, I dont understand. Is this correct? Can I borrow (a pen)?

9H  omework and homework correction

For homework, teachers can assign the writing tasks from the Students Book, and exercises from the relevant unit in the Workbook. There are also extra suggestions for homework in the Teachers Book lesson notes. If open-ended writing tasks are assigned for homework, it is a good idea to prepare them in class beforehand by giving help with any new vocabulary or expressions which may be needed. Homework can be corrected in the following ways: exercises can be checked orally in class students can correct their own or their partners work with the aid of a (photocopied) key written paragraphs and compositions can be corrected by the whole class. Ask a few students to read out their work to the class. The other students listen, note the mistakes, and help to correct them. In this way co-operation and sharing is fostered select an individual students work and write it on the board for the class to correct together mark compositions by using symbols which the students know and understand (see the Write section on page 12). Students can then think about their mistakes and work out the corrections for themselves.

8 Classroom language
Here is a comprehensive list of essential classroom language:

Classroom instructions Look at this. Listen and say/repeat after me. Say it again. Listen to this/the dialogue. Open/Close your books. Read this/the text silently. Read it aloud. Ask and answer in pairs. Fill in the chart. Put a tick in the right column. Write the answers in your notebooks. Come to the front. Act the conversation. Sit next to (Marcos). Copy this into your notebooks. Learn this by heart. Do (Exercise 5) for homework. Spell it. Make two teams. Work in pairs/groups of three. Change parts. Work on your own. Feedback and encouragement Good./Very good. Well done! Excellent. Thats right/not quite right. Try again. Discipline. Work quietly, please. Speak English, please. Dont speak (Spanish). Dont look at the dialogue. Be quiet, please.


10 Sequencing
The teaching sequence suggested in the detailed lesson notes follows the order of presentation in the Students Book. However, many teachers will prefer to adapt the order to suit their own situation. For example, the dialogues can be presented after the main language work.

Students Book suggested procedures

1 Photographs
The photographs which accompany the presentation material at the beginning of each unit are an important teaching resource. They can be used for scene-setting, revision, prediction, and for presenting

new language. Suggested questions for exploiting the photographs occur throughout the lesson notes. As well as prompting oral work, the photographs allow students to make cultural comparisons between their own country and Britain. Other ways in which you can use pictureseither the ones in the book or those which you or your students prepareare suggested below. Remember the saying: A picture is worth a thousand words.

Then refer students to the word groups listed in the Vocabulary section, e.g. Rooms and parts of the house (Unit 3) and ask which words they would expect to occur in the unit. Elicit or remind students of the words they already know. When the students have completed the unit, refer back to the Learning goals, including the Grammar section, and ask them to give examples for each of the goals listed.

Suggested procedure check comprehension through non-verbal, physical responses (TPR) to commands model the use of target structure in context elicit student use of language help students predict what will happen next scramble sequenced pictures for students to place in order engage students in information gap A/B pair work help students organise themselves in groups. Each student circulates with a single picture which they have been given and seeks classmates whose pictures belong to the same set or sequence involve groups in composing and recording collaborative stories about the picture involve groups in reading and comparing their stories about the picture have students choose two or more unrelated pictures and relate them with an original story play Concentration games for matching pictures to words create and label photographs in personal or class albums students create their own photo stories help students develop role-plays in scenes suggested by pictures involve students in identifying and classifying vocabulary suggested by a picture, and later in generating sentences and stories based on it.

Listen and read dialogues

The dialogues in Uruguay in Focus develop the storyline and present new structures and functions in context. It is advisable to check general comprehension of the dialogue first, without requiring students to use the particular structures in focus. Later on in the lesson, once the students are familiar with the grammar, further comprehension questions which require specific use of the new grammar can be asked. The following guidelines are for handling dialogues in general. Specific suggestions for using dialogues are given in the lesson notes.

2 Learning goals
The Learning goals highlight the main points of Communication, Grammar, and Vocabulary in a unit. They are designed to make students aware of the language they are going to learn and so encourage learner independence. Discussion of the Learning goals may be conducted largely in L1, if this is most appropriate. Specific suggestions for presenting and exploiting learning goals are given in each unit. Notice that the approach of Uruguay in Focus does not give any of these three areas special priority. It is our belief that communicative competence can be achieved by balancing the three components suggested here. None of them is more important than the others. However, if taught in isolation, none of them is effective.

Suggested procedure Draw students attention to the items in the Communication section, e.g. Describe whats happening now. Give orders. Describe your house. (Unit 3). In L1 if necessary, ask what they would want to say when talking about these things.

Suggested procedure Before you play the dialogue: Check the lesson notes for dialogue-specific notes, suggestions for picture exploitation, and Background notes. Use the Picture exploitation suggestions in the lesson notes to ask about the photographs and (after the initial lesson), revise what the students already know about the characters, such as their names, ages, and relationships. In later units you can ask what the characters are doing, what they look like, what they are wearing and what has happened in the story so far. Ask a few focus questions of your own, e.g. Where is Daniel from? What nationality is he? etc. to prepare the students and to encourage them to listen for gist when you play the dialogue for the first time. Present any vocabulary and expressions that you think the students may have problems with. While you play the dialogue: Ask the students to close their books while you play or read the dialogue aloud. After you have played it through once, check the answers to your focus questions. Students open their books and look at the comprehension task. Play the dialogue a second time without stopping. Check the answers to the comprehension task. Play the dialogue a third time, stopping at intervals to clarify, if necessary, and to explain the meaning of any Useful phrases (see below). Explain in L1 any cultural points which may arise from the Background notes. If you wish, play the dialogue again, pausing the tape for students to listen and repeat chorally and individually. Ask the students to read the dialogue aloud, in pairs or groups. One or two can be chosen to perform it in front of the class.


 To help students memorise all or part of the dialogue, write it on the board with some words erased. See how much the students can remember without looking at the dialogue in their books. Continue, progressively making more gaps, until the students can recite the dialogue from memory. This is an especially useful technique for getting students to memorise the Useful phrases.

6 Grammar
The Grammar boxes focus on the main grammar point of a unit and are presented in tabular form for easy access and understanding by the student and are normally used for the presentation of the major verb tense systems. A table is usually followed by a discovery task to encourage students to draw their own conclusions about the grammar rule involved. The Grammar boxes are always followed by practice exercises. Some teachers may wish to start a unit with the main grammar point and then move back to the dialogue. This may be suitable on some occasions, but as a general rule students may be demotivated if lessons always begin with a grammar table and a grammar rule. We therefore recommend that the Grammar boxes are used after the presentation and contextualisation of the new grammar through a dialogue or text. On occasions, it is also possible to postpone detailed study of the Grammar boxes until the end of the unit.

Useful phrases

The Useful phrases are a selected list of words and expressions from the dialogue which are either common collocations or colloquial expressions. The students should learn these as fixed items. Do not attempt to explain the grammar behind the phrases unless the students ask you specifically for information of this kind. Useful phrases are recycled in appropriate contexts in the rest of the unit or in the subsequent units.

Suggested procedure Check that the students understand the meaning of the expressions by eliciting a translation in their own language. Play the tape and ask the students to repeat the phrases chorally and individually, with special attention to pronunciation, stress and intonation. Write a gapped version of the dialogue on the board or provide a photocopy omitting the Useful phrases. See if the students can fill in all the expressions in the right place. Keep a list of the Useful phrases presented during the course so that you can use them yourself and revise them at regular intervals. Also, suggest that students keep a section of their class notebook to record the Useful phrases. A fun way of reviewing these useful phrases every once in a while, is to ask learners to write up to three of these phrases and expressions on slips of paper and put them all in a bag. Students then work in groups and take six slips of paper from the bag. They must improvise a dialogue using the phrases they have picked from the bag. The dialogues are then role played in front of the whole class.

Suggested procedure Prepare a skeletal, blanked-out version of the table on the board and ask different students to complete the missing elements. Ask the students to think about the grammar rule or rules involved, inviting comparison with L1. In early units, this can be done in the students own language. Point out any particular difficulties which you know your students will encounter. Ask the students to complete the rule and to answer any other questions that may be included in the Grammar box. Refer the students back to the dialogue or presentation text to find examples of the relevant structures. Invite learners to use the new grammar in sentences about themselves and their own lives. When students are given the chance to talk about themselves, they tend to remember the language better. You may also want to write isolated words on the board and invite learners to come up with different sentences by using the grammar points in the Grammar Box and the words on the board.

Pronunciation

The pronunciation exercises isolate and practise problem sounds.

7 Grammar flashes
The Grammar flashes introduce other grammar points. They are usually contextualised in short sentences and supplement the main Grammar boxes.

Suggested procedure Refer the students back to the contexts in which the sound or sounds occur in the dialogue. Play the relevant Pronunciation tape and help students to produce the sound in question if they are having difficulty. Special tips for producing each sound are included in the lesson notes for each unit. Make up other sentences of your own which include the sound in focus, but beware of introducing too much new vocabulary.
10

Suggested procedure Remind the students of the context (dialogue or text) in which the grammar was presented. Ask them to study the example, then elicit the rule, inviting where appropriate comparison with Spanish. Give further practice, if appropriate, of the point in question using the students themselves and the classroom environment.

 Move on to the practice material immediately. It is best to do this in class orally rather than set it for homework. This will enable you to detect any problems the students may have with the structure.

10 Practice and Over to you

The main language focus sections, such as the Grammar boxes and Grammar flashes, are followed by Practice or Over to you exercises. Practice exercises are generally controlled and place the emphasis on accuracy, whereas the Over to you exercises solicit the students own contributions and are aimed at improving fluency and encouraging students involvement in the topic.

8 Communication
The Communication sections focus on the important communicative functions to be practised in the unit. The communication exchanges either develop the grammar from the unit in a communicative context or exemplify communicative sentences without emphasis on the underlying grammar.

11 Interaction
Interaction exercises are information-gap tasks which require students to work in pairs. The information for one half of the pair (Student A) is given at the appropriate place in the unit. The information for the other half of the pair (Student B) is in a special section on page 90 at the back of the Students Book. The relevant page numbers are always referred to in each Interaction exercise. The aim of these exercises is to provide realistic practice of the language in focus, by giving incomplete information to each half of the pair of students. They have to complete the information by asking relevant questions. The emphasis should be on the outcome, i.e. the successful completion of the task by both halves of the pair.

Suggested procedure Explain the communicative function which is to be practised, using L1 if necessary. Read the exchanges aloud and at normal speed. Practise the exchanges chorally, using forward or backward chaining to help students with overall rhythm and intonation. Comment on any points of usage (see lesson notes) and ask the students to make a usage rule if appropriate. Ask students to practise the subsequent conversation in pairs or threes, first in closed pairs, then in open pairs with the whole class listening. These exercises are best done orally in pairs or groups, so that teachers can monitor the students pronunciation and intonation. However, teachers may like students to write the conversations as well, after the oral practice. Make sure that the functions are recycled in subsequent lessons, in the normal course of conversation.

9 Vocabulary
Vocabulary is presented in lexical fields and practised through exercises and tasks linked to the grammatical or communicative focus of the unit. Although Uruguay in Focus is extensively illustrated to help students learn vocabulary, other techniques for presenting new words can include: the use of real objects in the classroom environment showing flashcards or magazine pictures sketches and diagrams on the blackboard or overhead projector miming and acting explaining in simple English explaining in L1 or translating certain words asking the students to use dictionaries encouraging learners to keep a personalised thematic picture dictionary in their notebooks. The choice of technique will depend on classroom conditions and the type of word or expression. It is essential to keep a regular check on vocabulary so that new words are continually recycled. Students may like to keep a small notebook in which they list new words, using the techniques suggested in the relevant Learn to learn sections in the Students Book.

Suggested procedure Divide the students into pairs. Identify a Student A and a Student B in each pair. (Make sure these pairs are changed frequently during the year to avoid boredom or frustration.) Tell Student As to look at the relevant exercise. Tell Student Bs to turn to the relevant page at the back of the Students Book. Emphasise to the students that they must not show their respective texts or charts to each other, or there will be no point to the exercise. To avoid this, you may want to group Student As and Student Bs separately at this preparation stage, so that each group can collaborate on any problems or difficulties. Students read the instructions and their part of the information. Go round and help quietly with any difficult words. Show how the exercise works by taking the part of Student A yourself and selecting a capable Student B to work with you. Give an example of a couple of exchanges and demonstrate that students should note down the missing information. Point out that it is essential the students ask a question to obtain the required information. They should not just pause and wait for their partner to supply the missing information unprompted. Allow time in early units for setting up an Interaction exercise. Once the students are familiar with the routines, the exercise will take less time to conduct.
11

 Teachers may like to go round monitoring the pairs and taking note of any special or recurring errors to discuss with the students afterwards.

14

Write

12

Listen

There are three types of listening text in Uruguay in Focus. The first type is specially written to include the structures and functions in focus. This may be a telephone conversation, an extract from a radio programme and so on, and is accompanied by a simple task such as completing a chart or answering comprehension questions. The second type is a recorded continuation of the storyline, featuring the main characters. The conversation usually includes the language in focus, but the interest is more on the development of the story, and tasks are set with this end in mind. The third type features an authentic interview. These interviews are important as they introduce students at an early stage to the flow and rhythm of natural speech and encourage them to listen for gist rather than to listen at word level.

Writing tasks are provided with a twofold purpose: either to consolidate the language in focus, or to help students to produce specific text types, e.g. an advertisement, a letter, etc. Writing tasks are frequently linked to reading tasks, drawing in the reading text as a model for writing. Where the writing task is free standing, the teacher will need to spend some time preparing the students especially if it is to be set for homework.

Suggested procedure
Read the instructions for the writing task together with learners. Invite students to brainstorm ideas about the content of what they want to write. Ask students to read the sample piece of writing and compare it to their brainstorming ideas. Encourage students to help you build a plan for the writing task on the board. Students copy the plan in their notebooks and write their own pieces. Encourage students to self and peer edit their writing before handing it to you for final marking. Ask peers to answer these questions about their partners writing: What do you like about your partners text?, What do you find difficult to understand?, What can your partner do to improve his/her writing? Use a marking code to correct your students writing. When presenting this marking code to students, show them examples of corrections so that they understand the meaning of the symbols clearly. You may also want students to use these symbols when editing the work of their peers. Here is a sample marking code for beginning writers: ww = wrong word wo = wrong word order ^ = something is missing here t = wrong tense - = sentence is too long / = separate ? = not clear

Suggested procedure
Set the context of the listening text. Ask general questions to generate interest. Make sure that the students understand what they have to do. Present selected key words and expressions. Play the tape for students to grasp the general gist. Ask a few simple comprehension questions. Play the tape again, stopping where necessary, at key points, or where students need to record information. Check the answers to the task. Replay parts of the tape if necessary.

13

Read

The importance of reading cannot be underestimated. It gives confidence and motivates learning; it provides the context for new language and acts as a model for writing. Most important of all, it is a stimulus for ideas and discussion. The reading texts in Uruguay in Focus are varied in type and length and are mostly adapted from authentic sources such as brochures, newspapers and magazines.

You may also want to work on mistakes you have found in correcting students work. We suggest you follow the guidelines suggested for Oral correction on page 7.

Suggested procedure
Ask a few warmer questions to set the context of the reading text. Use any accompanying pictures to help you. Present any new words that are essential to the understanding of the text. From time to time this can be done by means of a brainstorming activity in which students pool all the words they know which relate to the subject of a text.
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15 Further tips for the development of the four language skills

Skills development needs to be carefully monitored. See below the suggested 5-E Approach to Skills Development. Engage  For comprehension tasks, engage learners in predicting, suggesting prequestions, or guessing titles.

  Forexpression tasks (Speaking and Writing) engage students in brainstorming possible contents, listing expressions and/or vocabulary to use, etc. Give learners time to check their Explore  predictions and/or try out their initial ideas. At this stage, corrections should be minimal. The purpose of this stage is to have learners interact with their material or task. Explain  Allow learners to ask you questions or to consult their textbooks or notebooks before engaging in the task. You may want to involve students in planning writing or speaking, for example. Elaborate  Learners carry out the task, either individually or in groups. In the case of comprehension tasks, they answer questions, complete charts, identify pictures, complete diagrams, etc. In the case of expression tasks, they either write or speak. Evaluate  Help learners evaluate their performance in the task. This is the time to reflect not only on the accuracy of the learners comprehension or production, but also on the process.

language in each gap. Point out that there may be one word, several words or even a full sentence in each gap. Collect the suggestions from the class and write them on the board. Explain that the students version of the dialogue may be perfectly acceptable, even if it does not match the recorded version exactly. Play the tape for learners to check their predictions and ask students to reflect on their answers. Play the tape again and ask learners to read along. This may be a good opportunity to draw on cultural differences between the students culture and that of the characters.

18 Self-evaluation
The Self-evaluation tables appear in the Workbook at the end of all even units and are cross-referenced in the Students book. This is an opportunity for students to assess their own progress based on their perception of their general performance. From time to time the teacher should discuss the students own rating with him/her and you can compare your own rating of the students performance and any discrepancies can be discussed.

19 Themes in focus
The Themes in focus pages are opportunities for students to integrate their learning of English with other areas of the curriculum.

16 Learn to learn
The Learning to learn sections are designed to help students become better language learners. They cover areas such as asking the meaning of words, different ways of recording vocabulary, looking up words in the dictionary, and so on.

Suggested procedure
Share the materials in this section with your colleagues from other subjects at the beginning of the school year and plan with them how and when to teach these contents. Use the Research sections as an opportunity for learners to learn more about the content. Again, discuss with other subject/area teachers what the best content to concentrate on is. The lesson notes provide specific suggestions on how to better exploit the units.

Suggested procedure
Explain the purpose of the activity, in L1 if necessary. Read any new phrases or words aloud to the students and practise chorally or individually. Revise the new language at the beginning of the following lesson.

17 Photostories
Photostories occur after every two units. They feature activities and adventures of the main characters with which teenagers can readily identify. The purpose of the photostories is to consolidate previously learnt language and to encourage students prediction skills.

20 Consolidation
The Consolidation sections in the book present students with opportunities to revise and consolidate the language they have learnt so far and give additional integrated skills practice in reading, speaking and writing. The Consolidation units consist of projects, games and Wide angle on the world sections.

Suggested procedures
Help students recall the story so far. Exploit the different pictures in the photostory using some of the techniques suggested in the section on how to work with pictures. Ask students to read the photostory silently and confirm their predictions about the situation. They should try at this stage to predict the missing

Projects The projects relate to the overall theme of the previous units. They provide students with an opportunity to produce a piece of work based on their own input and ideas, while at the same time reinforcing, consolidating and expanding on the language they have learnt. Project work can contribute to students general educational development by fostering
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creativity, learner independence and co-operation with other students.

Break up each line in two, jumble the sentences and create a matching exercise. Write questions for each line and ask learners to suggest an answer (in full) then listen and check. Ask students to predict rhyming words. As a follow up, give learners time to read the lyrics in detail and discuss the overall meaning of the song.

Suggested procedure
Present the theme of the project and, if possible, create an appropriate and meaningful purpose for the project, e.g. an article for a school magazine, a photo display for other classes in the school, or information for pen friends or visitors from abroad. Read the text with the students and work on the meaning of any difficult words or expressions. It is advisable to help students infer meaning from the context rather than to explain everything to them. Explain how the project will be carried out. Projects can be done individually or in groups, entirely in class, as homework or as a combination, i.e. started in class and completed for homework. Discuss with students how long they think they will need to complete the work. This way, responsibility is shared with the students. Help learners set deadlines for completion of the project and monitor these deadlines so that they do not get sidetracked. Go through the sample Project in the Students Book and involve students in discussing Success criteria, i.e. what a good project will look like. Students then produce finished drafts of their work. If students have produced their work individually, they can exchange their work with their peers for comments. On the agreed date, have groups present their project to the rest of the class. If possible, display all the projects.

Off to a good start: further ideas to develop a super course!

Classroom management
Most teachers of teenagers experience problems with classroom management. This is mainly because learners are used to working in a certain way in primary schools and the expectations in secondary schools are different. What follows are a few tips to help you manage your groups: After the bell rings Make sure you give learners something to concentrate on while you get ready to start the class. You may give learners words for them to form a sentence, a word of the day to illustrate, a focus question for them to answer, etc. Taking attendance A good way to review what has been taught, or even to build learners confidence in using the language is to give them a cue with which to answer when you take attendance. Instead of using the usual Present! or Here! you may ask learners to answer with a colour, number, adjective, or an expression which you have recently taught. Rules Establish classroom rules. Start by telling learners what you expect from them, on the very first day of class. Negotiate with them a set of about five rules and agree on possible consequences for not complying with rules. Explain why rules are necessary, demonstrate and highlight expected behaviour, provide feedback and keep to the rules firmly. It is also advisable to inform your principal and colleagues of these rules and reach an agreement with them as to their enforcement. Misbehaviour I An ounce of prevention is worth a pound of cure. In order to reduce behaviour problems to a minimum, you need to keep learners actively involved and interested in classroom tasks. Keep seatwork challenging and meaningful, arrange for early finishers to do extra activities, address learners interests in your lesson, be consistent about enforcing rules, monitor the class at all times. Misbehaviour II Misbehaviour is bound to occur with teenagers in a classroom. When such a situation arises, let learners know that you are aware by making eye contact or signalling for silence. You may want to move closer to the student or calmly remind the student that a rule is being

Wide Angle on the World This section incorporates further skills work using short texts about people and places from around the world. The lesson notes provide suggestions for procedure.

21 Songs
Listening to songs and noting down the lyrics is something that teenagers frequently do in their spare time. The two songs, which are included in the recorded material, are exploited in different ways for detailed listening practice.

Suggested procedure Start by doing some global listening activity (e.g. give learners a few words from the lyrics and ask them to make a sentence, or fill in a bingo board and then listen to the song and check the words they hear).
Ask students to put stanzas or lines within a stanza in order, then listen and check. Ask students to put the lines of the stanza in order, then listen and check. Ask students to spot missing/extra words in a line. Spot extra words in a line.
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broken. Always be polite but firm. You may want to talk to the student privately after class. Purpose Ensure that activities have a clear purpose and are closed adequately when learners finish. It is a good idea to finish class five minutes before the bell rings to reflect on what has been learnt, and to preview tomorrows activities. This is also a good time to remind learners of homework assignments. You may choose to close the day with a song, a short reading or something learners like. Classroom routines and procedures Teaching classroom procedures from the very first day helps establish an adequate atmosphere for learning. Teach the procedures, do not just list them. You may follow three simple steps: -  Explain: name the procedure and explain why it is needed -  Practise: go over the procedure with students until they are aware of the routine - Reinforce: tell learners how they are doing. Class schedule Give the class a structure by writing what is to be done on the board. As learners complete each activity erase it so as to give them a sense of progress. While predictability helps ensure safety, it can also lead to boredom, so surprise students every now and then by including a Surprise section in the schedule. The surprise may be a short game, a riddle, or a song. Getting students attention When students are working and you want them to pay attention to you, some of these procedures may help: clapping hands, or raising your hand and asking learners to do the same. Transitions Here are a few suggestions for transitions in between activities: review the schedule for the day; give students notice before an activity ends (tell them how much time is left, what they are to do once they finish and how to get ready for the next activity); dont begin the new activity until the transition is completed. Students needing help If learners need help while working individually, they should ask a classmate before asking you. You can either use the Three before me technique (students ask three classmates before asking you), or encourage them to use help cards (fold a piece of paper to make a triangle which stands on a desk. On one of the sides students write PLEASE HELP ME, on the other side they write THANKS. Students put the card on their desks and turn it towards their partners whenever they need help).

Your objectives: what you expect students to learn or be able to do after your class The materials: what elements you will use A step by step list of classroom activities How you plan to close the class. See the photocopiable lesson plan on page 17.

Using graphic organisers

Graphic organisers have been described as words in pictures. These graphic representations help learners explore their background knowledge, register new knowledge and match the two.

Word web/Concept web

This graphic organiser can be used in teaching vocabulary or in teaching new concepts. It is also useful as a pre-activity for skills development learners can brainstorm around the title of a reading or listening text, it can be used as a note-taking device before speaking or writing activities or it can be used as a summarising device after listening, speaking, reading or writing activities.
Related information, examples, etc.

Related information, examples, etc.

Related information, examples, etc.

KEY.WORD OR.CONCEPT Related information, examples, etc. Related information, examples, etc.

Related information, examples, etc.

Chain organiser
Chain organisers work well as a pre-, while- , and post-activity. This type of organiser helps learners sequence information in a logical pattern. First, Then, But, However, Finally,
15

Planning your classes

It is always necessary to plan your classes. This does not only show respect for learners, but it also helps you by giving your class a structure. Whatever the format you give to your lesson plan, the following points should be recorded: Your aims: what you intend to teach in this particular class

Venn Diagram
This well-known diagram helps learners spot connections between facts, concepts or ideas.
Fact 1

Facts 1-2-3

Fact 2

Fact 3

Hierarchical organiser
This organiser helps learners distinguish between main and secondary facts, ideas or events. Main idea

Supporting idea 1

Supporting idea 2

Supporting idea 3

Detail

Detail

Detail Supporting detail

K W H L Chart
Teachers ask learners before a reading, listening, writing or discussion session to complete the first column with what they know about the theme or content. Then learners fill out the second column with what they would like to learn about this new content or theme while also thinking about effective ways of learning (by reading, doing a project, taking notes, etc.). This information is shared with the class and learners proceed to work with the new theme or content. At the end of the activity, learners complete the third column as a way of reflecting on what and how they have learnt. See sample chart below.
What do we know about .? What do we want to learn about ..........? What have we learnt about ........?

How can we learn about .?

Challenge questions about . for other groups to answer.

16

Uruguay in focus
Lesson plan
Teacher: Aims Class: Date:

Objectives

Materials Procedure What the What students teacher does do Comments

Closure Comments about this class

Reminders for next class Exercises or activities to be finished/checked next class Homework assignments, etc.

Pearson Education S.A. Photocopiable.

17

Uruguay in focus
Student evaluation sheet
Name: Class:

Progress tests
Test Initial 1 2 Grammar Vocabulary Communication Total Comments

3 4 5 6

Continuous assessment
Reading Writing Listening Speaking Grammar Vocabulary Communication Learn to learn Attitudes Date Mark Date Mark Date Mark

18

Pearson Education S.A. Photocopiable.

Uruguay in focus
Class evaluation sheet
Class: Name T R W L S Gr. V C LL A Final mark

Abbreviations: T=Tests, R=Reading, W=Writing, L=Listening, S=Speaking, Gr.= Grammar, . V=Vocabulary, C=Communication, LL=Learn to learn & A=Attitudes. Pearson Education S.A. Photocopiable.
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Contents
Unit Communication
10 Ask permission with can Revision: Verb to be present tense Question words: what, where, who, why, when, how old Verb have got there is/ there are with some and any Possessive adjectives Countable and uncountable nouns Possessive pronouns

Grammar
General revision

Do you remember?
A

Welcome to English!
B
12

Make suggestions with: What shall we? Let's and Why don't we?

Games and puzzles

17

Project: My favourite restaurant in focus 23

Ask and talk about daily routines Present simple for routines Linkers: first, then, after that Adverbs of frequency: always, usually, often, sometimes, never How often? with adverbial phrases of frequency Verb can (ability) Gerund (-ing form) after like, love, hate Prepositions in and on with dates

I always get up at 6.30. Can you scuba-dive?

Consolidation 1

24

Themes in focus 1: Eating habits 30

Ask and talk about things you can do Ask and talk about dates 32 37

Project: My favourite sports personality in focus Wide angle on the world: Born in China
Describe what's happening now Give orders Describe your house Present continuous Positive and negative imperatives What like? must / mustn't Verb going to for future plans and intentions too + adjective Question tags

What's Daniel doing?

40

Themes in focus 2: The Olympic spirit 46

What are you going to wear?

Consolidation 2

Comment on clothes Make plans

48 53

Game: Snakes and Ladders Wide angle on the world: Festivals

Offer, accept and refuse with would like Ask about past events Verb to be past simple

Were you out last night? Did you talk about me?
Consolidation 3

56

Themes in focus 3: From Patria Gaucha to rock in Durazno 62

Talk about the past Express opinions 64 69

Past simple of regular verbs: affirmative, interrogative and negative

Project: My favourite star in focus Wide angle on the world: A modern romantic hero
Talk about past events Narrate past events Special phrase: What's the like? Past simple of irregular verbs Past continuous While / When Comparative and superlative of short adjectives Comparative and superlative of good and bad Question word: Which? Comparison with (not) as as Verb will/ won't for prediction

It was a warm evening.

72

Themes in focus 4: Francisco Piria: businessman and foreseer 78

Make comparisons

My jokes funnier.
80

Consolidation 4
20

85

Game: Are you a good detective? Wide angle on the world: Canada in focus

Song 1: Dancing Queen - page 88 Song 2: I want to break free - page 89

Vocabulary
General revision

Skills

Learn to learn

Pronunciation

Personal possessions Physical appearance

Basic food

Read and write a note about daily issues Listen to a message on the answer machine

Use information in a dictionary

/ D / the, there

Daily activities

Read about radio programmes Talk about favourite programme/disc jockey

/ s / walks / z / goes / Iz / watches

Read an interview with a snakeboarder Sports and activities Months and seasons of theyear Listen to a sports programme Ordinal numbers with dates

List vocabulary in groups

/ dZ / jazz, January

Rooms and parts of the house

Read the clues to identify the parts of the house Listen to a partner and draw his/her description Read an article about a famous model Speak about modelling Lesson follow-up

Clothes and colours

Past time adverbials: last night, yesterday evening, etc. Drinks

Read about a historical film Listen to a telephone conversation about dating

Difficult words in reading texts

/ b / buy / v / very / w / was

Daily activities Adjectives of quality Adjectives to describe personality

Read a letter from a friend on holiday Write a letter to a friend about a holiday Describe the kind of person you are

/ t / worked / d / listened

Action verbs

Read an article about a rescue Read an article about a storm Write a summary

Learn irregular past tense verbs

The natural environment

Listen to a radio programme about a film star Read about a school trip to the Amazon Basin

/ / shorter, taller

Student B section (Interaction exercises): pages 90-91 Indexes A/B: pages 93-95 Pronunciation exercises: page 92

21

Do you remember?
1 Read
If Ss have used the first level of Uruguay in focus, you can ask them what they remember about the characters. Refer students to the picture of different characters and elicit a few sentences describing them. Then refer students to a) and read the instructions together with students. They do the activity individually.
Answer key 1 Charlie 2 Luke 3 Spike 4 Chilli Daniel. Hes quite cool. I like him as a friend but Emily thinks I like Daniel a lot and I think shes a bit jealous. Thats silly because Ive got a boyfriend. He is called Paul.

3 Grammar review
Ask students what questions they would ask about the characters if they didnt know them. Then, ask students to work in pairs trying to complete the questions and answer them.
Answer key 2 What is Emily and Lukes surname? Its Freeman. 3 Where does Kirsty come from? Shes from the United States. 4 Who is her best friend? Emily is. 5 How many sisters has Daniel got? I dont know. 6 Why is he staying in Brighton? Because he is an exchange student. 7 What is Spikes real name? I dont know. 8 How old is she? I dont know. 9 Where is she? Shes in Brighton. 10 Where do Emily and Luke go to school? They go to Brighton High School.

Listen

Refer students to the instructions. Explain to them that different characters will introduce themselves, but some will not speak. They have to listen and write the names of the characters and then discover who does not speak.
Answer key 2 Emily 3 Luke 4 Kirsty 5 Spike Chilli and Charlie dont speak.

Tapescript
Listen and say who is speaking. Two people don't speak. Who are they? 1 Whos this? Hi there. How are you doing? Im having a great time here in England. Im staying with an English family in a place called Brighton. Its a seaside resort on the south coast of England. I really like it here. I go to an English school with my friends, Emily and Luke. 2 Whos this? I live in Brighton, a big town on the south coast of England. Im a student at the high school. My favourite subjects are history and computer studies. I like all sorts of music. Ive got two brothers. One is called Luke and the other is called Charlie. 3 Whos this? Im quite tall. Ive got dark hair, its short at the back but long at the front. Im a student, I also go to Brighton High School but Im in a different class from Emily. Ive got a girlfriend called Rebecca. Charlie is my younger brother. Hes a bit of a pain sometimes. 4 Whos this? Im not English. Im American. I live in Brighton with my family and I go to Brighton High School. Emily Freemans my best friend. 5 Whos this? Emily and Luke Freeman are my cousins. I go to a different school but I see them quite a lot and we do things together. Theyve got an exchange student staying with them called
22

Libro del alumno p. 10

Listen

Ask Ss to work in pairs. They read the bubbles and guess the missing words. If they come up with different possibilities, tell them you are going to discuss them after listening to the tape. Play the cassette for the Ss to check their guesses. This is a good opportunity to discuss different possibilities presented by the Ss, why some are possible and why others are not possible from the point of view of structure and/or meaning.

Tapescript
Read the bubbles and guess the missing words. Then listen and check your answers. 1 Daniel: Im fifteen and Im an exchange student from Montreal in Canada. I really like it here in Brighton. I go to an English school with my friends, Emily and Luke. 2 Spike: Emily and Luke Freeman are my cousins. I go to a different school but I see them quite a lot and we do things together. Theyve got an exchange student staying with them called Daniel. Hes quite cool. I like him as a friend but Emily thinks I like him a lot and I think shes a bit jealous. 3 Luke: Im quite tall. Ive got dark hair. Its short at the back but long at the front. Im a student. I also go to Brighton High School but Im in a different class from Emily. Ive got a girlfriend called Rebecca. Charlie is my younger brother. 4 Emily: I live in Brighton, a big town on the south coast of England. Im a student at the high school. My favourite subjects are History and Computer studies. I like all sorts of music. Ive got two brothers. One is called Luke and the other Charlie. 5 Kirsty: Im not English. Im American. I live in Brighton with my family and I go to Brighton High School. Emily Freeman is my best friend.

Libro del alumno p. 11

23

Welcome to English!
2 Comprehension
Read instructions together with students. Ask them to work in pairs doing the activity and providing evidence for their answers by quoting the text.
Answer key 1 F Mum says: Where are Luke and Daniel? Its late. 2T 3 F Emily: Ive got some Oasis posters, too. 4 DK 5 F Daniel: I dont like Oasis very much. 6 F Shes got blonde hair and blue eyes. 7T 8T

Objectives
Students will be able to: Exchange information about daily activities. Talk about their daily lives.

Teaching points
Communication  sk permission with can. A Grammar in focus
Revision of Revision of why, when, Revision of the verb to be. question words: what, where, who, how old. the verb have got.

Vocabulary in focus
General revision. Personal possessions. Physical appearance.

Useful phrases

See Introduction.

Pronunciation
Intonation: greetings.

Attitudes
Valuing English as a source of information on topics of interest. Creativity when communicating in English. Showing a positive attitude towards overcoming learning difficulties. Work with statistics.

Pronunciation

The sound /h/

Write the phonetic symbol on the board between phonetic brackets /h/. Ask students if they can recognise the sound. Explain to them how the sound is produced. You may want to use a mirror and show how the mirror is fogged when the sound is well pronounced. Encourage students to pronounce the example words. Also encourage them to make a sentence using one, two or three of the words. Allow students to get creative. Then refer students to page 92 and drill the sentences by playing the tape.

Listen and read

Refer students to the picture. Ask them to describe it in detail and contribute words. Write these words on the board. Build a chart with the vocabulary provided by students and ask them to arrange it in categories. Play the tape while students listen.

24

Libro del alumno p. 12-13

5 Vocabulary
General revision
Ask students to copy the chart in their notebooks and complete it in pairs. Suggest that students devote part of their notebooks to a vocabulary section where they can organise the vocabulary they learn in categories.
Answer key Days of the week: Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. Greetings during the day: Good afternoon, Good evening, Good night. Meals: Lunch, Tea, Dinner. Clock times (at intervals of fifteen minutes): quarter past six, half past six, quarter to seven. Family members: brother, son, husband, grandfather.

Libro del alumno p. 13

25

6 Grammar
Verb to be and question words
Refer students to the grammar box. Explain as needed and read the contents of the box with the students.

Extension activity
Guessing game
Play a guessing game. Students in pairs describe one of the objects. Other pairs must discover what object it is. Encourage learners to use the full words for the object and not just the numbers.

7 Practice
a)

Have students work in pairs completing the activity.

Answer key 1 What time is it? 2 When is the next English lesson? 3 Where are the toilets? 4 Why is Daniel in England? 5 Who is her best friend? 6 How many students are there in the class? b)

Ask students to suggest questions they might ask someone new in their class. If there are new students in the class, encourage learners to create and ask real questions.

WB Grammar 1, 2, 3 & 4

8 Vocabulary
Personal possessions
Ask students to work in pairs matching words and pictures.
Answer key comic magazine CDs (compact discs) computer computer game personal stereo video cassettes CD player newspaper television book poster radio telephone alarm clock 4 3 7 2 9 11 5 6 1 13 12 10 8 15 16 14

26

Libro del alumno p. 14

9 Grammar
Verb have/has got with some and any
Start the activity by asking learners to select their five most precious personal possessions from the list in Exercise 8. Then pair students and ask them to find out which objects they have in common. Elicit a few sentences with have and has. Refer students to the grammar box on page 15 and encourage them to make true sentences about themselves and their partners.

10 Practice
a)

Change the pairs who worked together in Exercise 9. Encourage students to ask each other questions using the prompts in the activity. You may want to drill the exchange by using the example dialogue so as to give students confidence. Make sure both students in each pair get to ask and answer questions.
b)

Each student takes turn reporting on their partners possessions. Read the example together with students so they know what they have to do.

WB Grammar 5 & 6

11 Communication
Asking for permission
a)

Read the dialogue with students. You may want to drill it by having half of the class play one character and the other half the other. You can then alternate boys and girls, or people in even rows and people in odd rows.
b)

Get students to work in pairs and make similar conversations using the prompts given in the book. Read the prompts to check students know the vocabulary. Refer students to the pictures for an explanation of new words. Once students have finished doing this activity have them perform a few examples for the rest of the class.

Libro del alumno p. 15

27

12 Interaction
Divide students in pairs and assign a letter to each learner, A or B. Read instructions together with students. Ask student B to refer to the material on page 90. Have students perform the activity and select a few pairs to demonstrate what they have done.

WB Grammar 7 & 8

13 Vocabulary
Have students work in pairs for this activity. Set a time limit of 5 minutes to enhance concentration.
Answer key 1 a) Sunday b) Tuesday c) Thursday d) Saturday 2 a) Good morning b) Good afternoon c) Good evening 3 a) breakfast b) lunch c) dinner 4 a) aunt b) grandfather c) cousin 5 a) Spanish b) Uruguayan c) Chinese d) Argentinean e) Brazilian f) Chilean 6 a) Brazil b) Italy c) South Africa d) USA 7 a) post office b) department store c) cinema 8 a) dictionary b) atlas c) diary 9 a) pencil b) ruler c) scissors 10  a) four oclock b) half past three c) twenty past seven d) five to ten e) quarter past eleven

14 Over to you
Students work in groups for this activity. The groups have to create a quiz similar to the one they have just completed using all the categories given: characters in the book, classroom objects, family members, food and drink. Have groups exchange quizzes and complete them within the time limits.

WB Communication 9

28

Libro del alumno p. 16

GAMES and PUZZLES

These activities are supposed to be a time for learners to relax and have fun while practising the language. Students work in pairs to complete these activities. Do each activity at a time and provide group feedback. Make sure you monitor the different pairs as they work.

1 Spot the difference

Assign a role to each member of the pair (A or B). Make sure students do not look at each others picture. They can mask their partners picture with a piece of paper. Encourage them to ask each other questions such as: Is there any? / Are there any? Demonstrate with a pair of volunteers and then encourage students to continue on their own.

2 Missing words
Answer key 1 D 2 A 3 B 4 E 5 C 6 F

3 Work it out
Write the sentence on the board. Ask Ss to find the answer as quickly as they can.
Answer key Grandfather

4 Tongue twisters
Drill the different tongue twisters one by one. Then encourage students to say the tongue twisters to each other, faster and faster.

Libro del alumno p. 17

29

B
Objectives
Students will be able to make suggestions with: What shall we? Lets and why dont we ? Call out time and check answers. See that the meaning of each phrase is understood. Explain for e.g.: When do you say Watch Out? When there is a problem, a threat, when you have to be careful. Invite Ss to write short dialogues using these phrases. Check what they wrote asking them to read the dialogue aloud.

Teaching points
Grammar in focus
Revision: there is / there are with some and any. Possessive adjectives. Countable and uncountable nouns. Possessive pronouns.

WB Grammar 1 & 2

Vocabulary in focus
Basic food.

Read

Ask Ss to look at the picture in the SB. Make the following questions: Where are they? What are they doing? What are they going to cook? Do you like cooking? What can you cook? Ask Ss to answer the questions in pairs before reading the text. Call up time and elicit answers from the whole class. Invite Ss to check if the predictions were right.

2 Comprehension
Ask Ss to read the text in the same pairs and answer the questions. Call up time and check answers with the whole class. If the questions are difficult, answers can be written on the board and Ss can be asked to match questions and answers.

Useful phrases

Listen and repeat.

Have the books closed and give Ss a copy of Exercise 1 (Read) with the Useful phrases blanked out. Ask Ss to get into groups and fill in the gaps. The phrases can be written down on the board to help them.

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Libro del alumno p. 18

4 Grammar
Possessive adjectives and pronouns
Ask Ss to read the grammar box. Then ask them to complete sentences using the Possessive adjectives and/or Possessive pronouns. e.g. This is my pen. It is________. Thats her coat. It is __________. Invite Ss to practise in pairs giving similar examples. Ask them to copy and complete the rule: A possessive adjective is followed by a noun. A possessive pronoun isnt followed by a noun.

5 Practice
Ask Ss to complete the sentences with the correct possessive adjective or pronoun. Invite them to do this task individually and then check with a partner.
Answer key 1 My bike is here. Wheres yours? 2 They arent her rollerskates. Theyre his. 3 Your football boots are here. Where are mine? 4 Is this their skateboard or is it ours? 5 It isnt his tennis racquet. Its hers.

Go over the rule after correcting with the whole class.

WB Grammar 3

Libro del alumno p. 19

31

6 Vocabulary
Basic food
Bring pictures of food to class. Brainstorm the items with the whole class. Invite the class to work in groups and add food items which are not in the pictures and which they know or are familiar with. Give Ss the names of the food items in scrambled letters. e.g. write them on the board. Ss unscramble them and match them to your pictures.
Answer key 15 tebutr 14 gsge 3 grasu 12 ramec 10 elhcoocta 7 shif 5 satap 16 osetotma 9 rabde 6 kaste 11 eseche 18 otpatseo 17 crie 8 ranoegs 4 lio 2 tals 1 prepep 13 lapesp

7 Practice
Write column headings on the board. Ask Ss to do so in their notebooks. Ss, in pairs, complete the table.
Answer key Countable nouns Eggs Tomato Potato Apple Orange Uncountable nouns Butter Meat Sugar Cream Chocolate Cheese Fish Bread Pasta Rice Oil Salt Pepper

Grammar flash Countable and uncountable nouns

Ask Ss to open their books on page 20 and read the Grammar flash with them. Explain the concept of countable / uncountable. Invite Ss to suggest items to be placed in either category. Elicit the answers from the whole class, check carefully that they use: Thats (uncountable) / Those are (countable) correctly.
Answer key 1 Thats pepper. 2 Thats salt. 3 Thats sugar. 4 Thats oil. 5 Thats pasta. 6 Thats meat. 7 Thats fish. (fish as a food is uncountable but individual fishes can be counted) 8 Those are oranges. 9 Thats bread. 10 Thats chocolate. 11 Thats cheese. 12 Thats cream. 13 Those are apples. 14 Those are eggs. 15 Thats butter. 16 Those are tomatoes. 17 Thats rice. 18 Those are potatoes.

8 Grammar
There is / there are with some and any
Ask Ss to check and say why some words in Exercise 6 are preceded by thats and some by those are. Ss can answer in L1. Use examples from Exercise 6 as butter and eggs to illustrate this.

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Libro del alumno p. 20-21

9 Practice
Ask Ss to look at the table with different food items and to consider, in silence, which of these food items are countable or uncountable. Remind Ss of the rules for tic-tac-toe. Put Ss in pairs and tell them they will play the game by creating correct dialogues after the one in the example. Read the sample dialogue aloud with students and ask them to repeat. Monitor while Ss do the exercise. Alternative procedure Use your own pictures or the picture in the book of a kitchen with food to elicit a list of foods from the Ss. Write food words on the board. Mark some items with a tick (3) and some with a cross (7). Tell Ss that you have the ticked items but not the ones with a cross. Using your examples, drill affirmative statements with countables and uncountables. e.g. Theres a tomato / some butter in the fridge. There are some eggs in the fridge. Practise with other words and other pictures. Elicit examples of negative statements and drill in the same way. Ss practise making affirmative and negative statements in closed pairs. Elicit questions and short answers and practise in open pairs across the class. Ss look at the Grammar box again and check. Check the answers with the whole class.

11 Over to you
Ask Ss to name some food items they like which they normally have at home. Then tell them to write a list of these and other food items. Give them time to make their lists individually. Ask Ss to compare their lists in small groups. Their task is to find two items which are the same in all their lists and one item that does not appear in anyones elses list. Ss report back briefly to the whole class: Which items did everyone choose? Which were the most unusual items?

12 Communication
a) Explain the situation with books closed. Ss are planning an evening together. Put prompts for the conversation on the board. e.g. What ___________ eat? Why dont we ________? Lets ___________. What _________ there? Theres some ___________. OK, that sounds ___________. And then what ___________do? ___________TV or ___________ video? Ss in small groups try to fill in the gaps. Elicit ideas and practise as necessary. Drill the suggestions across the class for natural stress and intonation. e.g. What shall we do? Lets hire a video. Invite Ss practise the conversation in closed pairs. Ask one pair to repeat the conversation for the class. Help and correct when necessary. b) Ask Ss to practise similar conversations. Support can be given to the less able by allowing them to write the conversation before saying it aloud.

WB Grammar 4 & 5

10

Pronunciation

The sound /D/ the, there

The tapescript is on SB page 92. Use the examples in SB to see if Ss can produce the sound correctly. It can help them to put their finger in front of their lips as you do when you tell somebody to be quiet. If Ss try to touch their finger with their tongue they will make the correct sound. The sound is voiced so that if Ss put their hand on their throat they can feel the vibration when they say the sound correctly. Play the tape for Exercise 10 pausing to practise the sentences with the class. Ss can practise further by reading the conversation in Exercise 1 in pairs.

Libro del alumno p. 21

33

Skills work
13
a)

Read

15

Write

Ask Ss to look at the picture. Establish, with their help, that it is a note. Invite learners to speculate as to the content, sender, receiver, situation, etc. Then, pose the question Who is this note for? Ss look at the main note in order to answer the questions. Invite Ss to work in pairs. Check the answers with the whole class. Ask Ss Which is the snack they can have? (b) Ss can look back at the text if they are not sure of the answer. b) Ss read the text again and answer the questions in pairs. Go through the answers with the whole class.
Answer key 1 Because Lukes granny is ill and hes gone to see her. 2 sausages in the fridge; rolls in the bread bin ; ketchup in the cupboard; lettuce and cucumber in the fridge; fruit on the kitchen table 3 Charlie is with his parents.

Ss fill in the gaps in the note Harry writes for Lucy. Ask Ss to compose a note from themselves to a friend or a member of their family to explain why they will arrive later than they had planned. In pairs or small groups they plan what they want to say. They can look back at Exercise 13 for ideas. Ask Ss to write in groups or pairs in class or individually for homework. Ask some Ss to read the notes to the class.

16 Learn to learn
Go through the example in the SB with the class. Ask Ss to work in pairs, check the words in the SB in their dictionaries, then report back to the class. Use L1 if necessary.
Answer key lettuce C, U food U cucumber C, U stove C rice U saucepan C money U

14

Listen Extension activity

Ask Ss to check some items of your choice for more practice in using the dictionary.

Ask Ss what other ways they can leave messages (e.g. an answer machine). Ss read the questions in the SB. Play the tape. Ss note their answers and check in pairs. Play the tape again if necessary. Go through the answers with the whole class.
Answer key 1 Harry and Lucy. 2 From their Dad. 3 At the garage. 4 Two oclock. 5 Because he cant leave for home before 3 oclock. 6 He wants them to get their own lunch (order pizzas). 7 In the black box on his desk. 8 About 3.30.

Tapescript

Hi Harry. Hi Lucy. Its Dad here and Ive got a bit of a problem, Im afraid. Im still waiting for the car at the garage and its two oclock! They say the car is not to be ready until 3 oclock! Can you get your own lunch , do you think? There is some salad in the fridge and some fruit. You can telephone Pizza Express and order a pizza each too. Theres some money in the black box on my desk in the study, next to the computer. See you at about 3.30. Bye.

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Libro del alumno p. 22

PROJECT My favourite restaurant in focus

Explain that the Ss are going to write a description of their favourite restaurant or caf. Ask them to think of the places they go to, or their friends or family go to. Invite them to think of reasons why they like it, or why their friends or family like it. Tell Ss about your favourite restaurant. Bring pictures to show the class what it looks like, show brochures, menu, visuals, publicity items (calendar, box of matches). Ask Ss to bring visuals of their favourite restaurants. Allow them to choose one they have seen but never been to if they like it for some reason or other. Ask Ss what kind of information they should include in the project. Ask Ss to look at the photos for the project in the Students' Book and ask them these questions to help them decide what information to include in their own projects. Whats the restaurant called? What does it look like? What kind of restaurant do you think it is? Why? What kind of food do you think it serves? What do you think you can do in the restaurant apart from eating and drinking? What other information do you have? Ss now read the project about the Il Mondo della Pizza and discuss their opinions/answers to the questions. Invite them to do this task in pairs. Ss decide what to put in their own project, the information they are going to include, how much time they will need, etc. Check Ss draft work first to offer corrections before the final version is written. Posters can be passed round the class for comments and discussion, and/or displayed on the walls.

Read the chart together with Ss and ask them to draw the appropriate face for how they feel they can do the things in the chart. Invite Ss to think of specific ways of improving what they can do better.

Libro del alumno p. 23

35

I always get up at 6.30.

Learning goals
As some Ss may already be familiar with these learning goals, ask them to classify them according to three criteria: I already know it, I need to learn it, Id like to revise it. Then remind Ss to tick the objectives when they achieve them.

Objectives
Students will be able to: Exchange information about their daily routines.

Teaching points
Communication
Ask and talk about daily routines. Talk about radio programmes.

Background notes

Grammar
Present simple for routines. Linkers: first, then, after that. Adverbs of frequency: always, usually, often, sometimes, never.

Vocabulary
Daily activities.

Pronunciation
Sounds: /s/ walks, /z/ goes /iz/ watches.

Skills practice
Write a paragraph about routines. Read about a radio programme.

Canada is the worlds second largest country (Russia is the largest). Canada has great natural resources, including wood, natural gas, minerals and fish. It also has a lot of manufacturing industries. Most people live in the south of Canada, so there are large areas in the north which have a very small population. Canada is divided into ten provinces. Ottawa, in the province of Ontario in the south east of Canada, is the capital, but it is not the largest city. Toronto, Montreal and Vancouver are all larger. Montreal, founded by the French in 1642, is in the province of Quebec in the south east of Canada. Most of the people in Montreal speak French as their first language. Montreal is one of the biggest commercial and manufacturing centres in Canada. It is also a major cultural and sporting centre. Daniel lives on the east side of the city, near the port on the St Lawrence Seaway. This area has the oldest buildings in the city, some dating back to 1688.

Learn to learn
Awareness of how important it is to focus our attention on the part of the text we understand.

Read

Attitudes
Valuing English as a means of communication with people from other countries and cultures. Showing respect towards cultural differences. Showing respect for classmates work, especially when they are elaborating hypotheses about the uses and rules governing the L2 for communication purposes and taking risks. Developing a positive attitude towards overcoming problems linked to the L2 learning process. Showing interest in using English to talk about ourselves.

Language note: Daniel talks about hockey in Exercise 1. In Britain, this sport is called ice hockey, and hockey is the sport that in Canada is called field hockey. Pre-teach any new vocabulary, e.g. port. Do not pre-teach the adverbs always, never, etc. Explain them if necessary when your class has read the text. With books closed, ask Ss how they think Daniels life in Montreal is the same as or different from their own. Elicit differences from the whole class.

36

Libro del alumno p. 24

2 Comprehension
a) Ss read the text again to find the answers to the questions. Check the answers with the whole class. If Ss omit the s for the third person singular, try to elicit their mistake and encourage them to correct it themselves. More support can be given by providing the answers in jumbled order, or by asking less able Ss to choose four questions to answer.
Answer key 1 He lives in Montreal. 2 He starts school at 8 oclock and finishes at 2.45. 3 It is about forty-five minutes. 4 He stays late on Fridays because he is in the (ice) hockey team. 5 He goes to a restaurant with his school friends and has a pizza. 6 He sleeps late, helps his parents round the house and often goes to a movie or a club. 7 He relaxes and does his homework. b)

Play the tape so they can check their pronunciation and repeat the sentence. In pairs or small groups, Ss decide the pronunciation of the verbs. Play the tape for Ss to check their answers, pausing when necessary for Ss to repeat.

Extension activity
Ask Ss to write a number of verbs in the third person singular, e.g. walks, goes, washes, brushes, cycles, helps, finishes, takes, gets, cleans, sleeps, has, helps, stays, lives, etc. Remind Ss of the three possible endings. In pairs, Ss try to put the verbs in the correct column, e.g. 1 walks /s/: helps, takes, gets, sleeps, helps 2 goes /z/: cycles, cleans, has, stays, lives 3 washes /iz/: brushes, finishes Check the answers with the whole class and drill any verbs which are a problem.

In pairs, Ss read the text and match the captions to the pictures. Check the answers with the whole class.
Answer key 2 c 3 b 4 f 5 a 6 d

WB Vocabulary 2 & 3

WB Vocabulary 1

Extension activity
Ask Ss to compare their school routine with Daniels: What are the similarities and differences?

Pronunciation

The sounds /s/, /z/ and /Iz/ walks, goes and watches
The tapescript is on page 92. Write walks on the board, and say it so that Ss can hear the /s/ ending. Repeat the procedure with goes /z/ and watches /iz/. Play the tape and pause after each sentence for Ss to repeat. Write the sentence on the board. Divide the class into small groups. Ss decide how to say the sentence.

Libro del alumno p. 25

37

4 Vocabulary
Daily routine
Divide the class into pairs or small groups, and ask Ss to make a list of all the things they do every day. Ask which activities on their lists are represented by the pictures in Exercise 4. Ss then put the activities in a logical order. Ss compare their answers, e.g. they may put have a shower in the morning or in the evening. Ss can retell the events for practice I wake up, I get up, I have a shower etc., in pairs, or they can take turns round the class to supply an action.

Extension activity
Game Daily routines
Student 1 says I wake up, Student 2 says I wake up, I get up, Student 3 says I wake up, I get up, Ihave a shower, etc. Each student should repeat the one before and add an action, until someone makes a mistake. This can be played in two large teams or in smaller groups.

Alternative procedure Find or devise a series of pictures which tell the story of an unusual daily routine, e.g. a nurse who works the night shift (I get up at five oclock in the afternoon. I get home at seven oclock in the morning, etc.). Write the times under each picture, or use verbal prompts. Show Ss the first picture. Elicit and, if necessary, drill the sentence and stick the picture on the board. To give maximum practice, do not write the story yet. Follow the same procedure with the remaining pictures. After two or three pictures, ask individuals to tell the story, to make sure they dont forget it. When you have elicited the whole story in single sentences, elicit one possible way of linking two of the sentences. Drill chorally and individually as necessary. Elicit and practise the other linkers in the same way. Ss can now practise the whole story in pairs, using the linkers wherever necessary. Elicit a version of the story and write it on the board.

WB Vocabulary 4, Grammar 5 & 6 Grammar flash Linkers: first, then, after that
Use some of the examples from the previous exercise to elicit/teach and drill: First I (clean my teeth). Follow the same procedure to teach Then and add and then I (have a shower). Elicit and drill After that I (have breakfast). Ss practise all three items, as shown in the example in the Grammar flash. Divide the class into pairs or small groups. Tell Ss to look back at Daniels text (Exercise 1) and find two examples of linkers there. Check the possibilities with the whole class.
Answer key and then walk. After the match, and then I help my parents After that Im free.

Write

Ask Ss if they do the same as Daniel after school. Tell them that you want them to write about their whole day, in as much detail as possible. Ss look at the pictures for Exercise 4. They can now write out their routine in class or for homework.

WB Grammar 7

38

Libro del alumno p. 26

6 Grammar
Adverbs of frequency
Write always = 100%, never = 0%, on the board, and elicit the other adverbs of frequency from the class. You can ask them some questions about their routine to elicit this information. Use word or picture prompts (e.g. get up early, watch TV in the morning, cycle to school, play football after school) to elicit more examples from the Ss, and write them on the board. Include I am often late if Ss do not supply any examples with the verb to be. Ask Ss where the adverbs go: 1 before/after main verbs and 2 before/after the verb to be. b) Tell them to complete the rules and check they are correct (1 = before, 2 = after). In pairs, Ss look back at Daniels text in Exercise 1 and find and note down as many examples of adverbs as they can. Elicit them from the class.
a)

Reinforcement activity
Ask Ss to write down sentences about how often their partner does four daily activities of their choice. Then, they exchange their writing, and Ss check whether their predictions were correct.

Extension activity
Game - A day in the life of
In pairs, Ss choose a favourite pop star and plan a day in their life. They plan the questions they would ask their stars about their daily life. Put Ss in groups of four, or in new pairs. They interview the star chosen by the other person/pair and make notes of the answers to their questions. Choose several Ss to report back on their interviews to the whole class.

7 Practice
Tell Ss to look at the chart. With the whole class, elicit one or two example questions and answers, e.g. What do you have for breakfast? I always have cereal. Check Ss stress and intonation, e.g. What do you have for breakfast? How do you go to school? Drill until Ss are sure of the stress and intonation. b) In pairs, Ss ask each other questions and write their partners answers. Check some questions and answers across the class. With the information from the interview, Ss should now ask questions to find out what other people in the class have for breakfast, etc. Choose two Ss (each one from a different pair) and go through the example with them. Either divide the class into new pairs or ask questions round the class. c) Ss now write a paragraph about their partner without further preparation. Remind them they can look at the text and their notes from a) and b) to help them.
a)

WB Grammar 8 & 9

Libro del alumno p. 27

39

Skills work
8 Read 9 Speak
Background notes

Talk about radio programmes

With books closed, Ss in pairs tell their partner their favourite breakfast time radio/TV programme, and their favourite disc jockey. Elicit some examples from the whole class, and encourage brief class discussion/reactions. Encourage Ss to use different opinion adjectives.

UK radio stations: In the UK, the state radio, the BBC (British Broadcasting Corporation) broadcasts on five main channels: Radio 1 is mainly pop music and is aimed at young people; Radio 2 also broadcasts light music, talk shows, etc., but has an older audience in mind; Radio 3 has classical music and serious documentaries; Radio 4 has a mixture of news, current affairs programmes, plays and quiz shows; and Radio 5 concentrates on sports and news programmes. The BBC also has local radio stations which offer the same range of programmes as above, but also focus on local news and events. Apart from the BBC stations, there are a lot of independent radio stations which depend on the money from advertising to finance their programmes. Well-known independents are Kiss FM and Capital Radio. They offer a variety of programmes, but usually include phone-ins and a lot of pop music in their schedules.

Extension activity
Game The Million Dollar Quiz
Discuss with Ss the questions in Chris Tarrants Million Dollar Quiz (Where do you use a rupee? In which country is the money in lire?). Then divide the Ss into groups of four. Each member of a group chooses one of the following topics and, for homework, devises four general knowledge questions on that topic: Money: (e.g. How many different coins are there in British money?) Geography: (e.g. What are the names of the countries in Great Britain?) Sport: (e.g. Where are the next Olympic Games?) Famous people: (e.g. Who has got a daughter called Chelsea?) At the end of the next lesson, set up a Million Dollar Quiz. Each group should have 16 questions (four on each topic) to ask other groups. The group which gets the most correct answers wins the Million Dollar Quiz.

Ask Ss the following warmer questions: Do you listen to the radio in the mornings? What do you listen to? Do you listen to music/sports news/ travel news/quiz shows/birthday phone-ins/news? Pre-teach any new vocabulary for this text e.g. schedule. Have a set of picture/word cards for the items ready, e.g. news, phone-in, quiz, etc. and explain your cards if there are any items Ss are not familiar with. Stick the pictures/words on the board in jumbled order. In small groups, Ss look at the pictures, read the text and decide the order of your pictures/word cards as they appear in the text. In pairs, Ss read the text again and complete the programme schedule notes. Check the answers with the whole class, and check that they have read the times correctly. Support can be given by giving the answers in a jumbled way to less able Ss, or by asking them to answer half the questions.
Answer key Programme starts: 7.00 a.m. Programme finishes: 10 a.m. 2 Birthday phone-in 8.25 a.m. 3 The Million Dollar Quiz 9.05 a.m.

40

Libro del alumno p. 28

Photostory photostory

On the Palace Pier

See the Introduction. With books closed, ask the class what they remember about Chilli. (His name is Chilli Jackson. Hes from Brighton. Hes in a band.) In pairs, Ss try to fill in the gaps. Play the tape for them to check. If Ss options are different, discuss them. In some cases, these options are also right, and Ss need to know this.

Tapescript
Listen and see if you were right about the missing words. Picture 1 Luke: Look, theres Chilli! Hi, Chilli! Chilli: Hi, guys! How are you? Luke: OK, thanks. Picture 2 Luke: This is Spike, by the way. Spike: Im their cousin. Chilli: Hi there, Spike! Picture 3 Emily: Do you always rollerblade everywhere, Chilli? Chilli: No, not always, but most of the time. Its a great way to travel! Picture 4 Chilli: Well, I must go. Its time for my breakfast. Emily: Breakfast? But its twelve oclock! Chilli: I always sleep late on Saturday. Friday night is always a late night for me. Picture 5 Spike: What do you do on a Friday night then? Picture 6 Chilli: I always play with the band. We do a gig every Friday night and I never go to bed before about two or three in the morning. Picture 7 Emily: Two in the morning! Thats late! Picture 8 Spike: No, it isnt. I sometimes read until three oclock in the morning. I dont need a lot of sleep. Emily: No wonder youre so pale! Picture 9 Luke: Shut up, you two!

Libro del alumno p. 29

41

Th 1e m e s

in focus

Eating habits
4 Research
a) Assign groups of 4 and explain the task. Groups have to create a fact file with information about one important product in their area. Ask Ss, if possible, to surf the web or visit the library or ask local producers for information. b) Together with the fact file Ss have to provide a Uruguayan recipe which uses the product of their choice. c) Once this is done, recipes should be filed together in a recipe book. Encourage Ss, if possible, to make the dishes and bring them to class. Organise a class food festival. Remember to request permission from the School authorities.

1 About you
Brainstorm with Ss on the board the different meals they normally have and suggest different food and drink items for each of those meals. Ask Ss to complete the table with information about what they eat in a week during the different meals. Invite them to compare their table with their partners. Then get Ss in groups of five and draw a chart with the five most popular food items in their groups. Charts can be displayed on the classrooms notice board.

2 Comprehension
Prior to assigning the reading, have Ss, still working in groups, suggest food items which are typical from Uruguay. Ask them if they know where in Uruguay those food items come from. Refer them to the map and invite them to select their favourite food items from all the ones mentioned. Explain the task. Ss have to read the bubbles and, looking at the map of Uruguay, indicate for each of the characters, what their favourite food is and the probable region the character comes from.
Answer key Name Jimena Fabin Mara Jos favourite food oranges rice yoghurt, bread, butter, cheese probable region Artigas Treinta y Tres Colonia

3 Over to you
Ask Ss to work in group. Use the information on the About you section to tick (3) the chart to indicate how frequently they have the different foods and drinks. Once finished, ask Ss to compare their charts with those from other groups and find out which are the most popular foods and drinks in the class.

42

Libro del alumno p. 30-31

Can you scuba-dive?

Ss listen to the dialogue. Elicit which sports are mentioned and tick them on your list. Add any other sports mentioned in the dialogue.

Objectives
Students will be able to: Exchange information about their abilities. Exchange information about dates.

Teaching points
Communication Grammar
Ask and talk about things you can do. Ask and talk about dates. How often? with adverbial phrases of frequency. Verb can (ability). Gerund (-ing form) after like, love, hate. Prepositions in and on with dates.

2 Comprehension
a)

Play the tape again if necessary while Ss read the dialogue. Ask these questions of the whole class: 1 Who learns scuba-diving at school? 2 Who goes to dance classes? 3 Who swims three times a week?
Answer key 1 Daniel 2 Spike 3 Emily b)

Vocabulary

Sports and activities. Months and seasons of the year. Ordinal numbers with dates.

Do the first question with the whole class as an example, to ensure they understand what to do.
Answer key 1 T 2 DK 3 F 4 T 5 F

Pronunciation

Sound: /dZ/ jazz, January.

Skills practice

Write a paragraph about sports and activities. Read an article about a snakeboarder. Listen to a conversation. Answer questions.

Useful phrases

Learn to learn

Organise vocabulary. Develop the awareness of the importance of focusing our attention on the part of the text we understand. Develop an awareness of the importance of taking risks.

Attitudes

See the Introduction. Ask: Can you remember who said these phrases? Play the tape for Exercise 1 so that Ss can hear the phrases in context. Play the tape for Exercise 3 and pause at each phrase for Ss to repeat. Groups of four can act out the dialogue in Exercise 1 for more practice.

Interest in using English to talk about ourselves and to communicate with others.

4 Practice
Go through the questions with Ss in pairs, or use picture or word prompts for jeans, pop magazines, cinema, English classes, TV sport, MTV. Ask one pair the first question as an example. Drill the question form chorally and individually, and get one or two pairs of Ss to ask and answer across the class. Encourage natural stress and intonation. Ss ask and answer questions in pairs. Check the answers with the whole class.

Learning goals
Ask Ss to read the Learning goals. Remind Ss they should go back to them again at the end of the unit.

Listen and read

Note: You may want to use pictures of sports for this exercise. You could use the pictures in Exercise 6. Pre-teach keep fit and scuba-dive. With books closed, ask Ss what sports they do. Do you like them? Would you like to do other sports? In pairs, Ss brainstorm as many sports as they can think of in English. Make a list on the board.

Reinforcement activity
Ss write down sentences about themselves using the adverbial phrases learned.

Libro del alumno p. 32-33

43

5 Vocabulary
Sports and activities
a)

In pairs, Ss match the picture to the sport. Go through the answers with the whole class.
Answer key 1 sailing 2 windsurfing 3 gymnastics 4 diving 5 horse riding 6 climbing 7 volleyball 8 skating b)

Remind Ss of the different ways to pronounce can. Encourage them to use the weak form /kn/ in the question, the strong short vowel /kn/ in the affirmative answer and the long vowel /kAnt/ in the negative answer. Write examples on the board and check that Ss understand they are talking about ability. If Ss need a translation, make sure they translate can' as poder and saber, depending on the context.

Put the following headings on the board: water sports, team sports, individual sports/activities. Elicit one or two examples of sports for each category. In pairs, Ss categorise the sports.
Answer key Water sports: water-skiing, windsurfing, sailing, swimming, diving. Team sports: basketball, sailing, rugby, baseball, volleyball, climbing, cycling, tennis, horse riding, football. Individual sports and activities: athletics, horse riding, gymnastics, walking, climbing, cycling, rollerblading, sailing, skating, dancing, rollerskating.

7 Practice
With books closed, ask Ss what they can remember about Luke, Emily, Spike and Daniel. What can/cant they do? Ss open their books at Exercise 6 and look at the chart. Elicit and check one or two questions and answers with the whole class. In pairs, Ss ask and answer about the characters.
Answer key Emily can swim, skate and play tennis, but she cant scuba-dive. Spike can swim and play tennis, but she cant skate or scuba-dive. Daniel can swim, skate, scuba-dive and play tennis.

Extension activity
Game Name that sport
Collect pictures of the sports and activities listed in Exercise 5 and fold them, so that Ss cannot see them. A student takes a picture and unfolds it, but does not show it to anyone. The other members of the class try to guess what the sport is by asking Yes/ No questions to a maximum of ten. S1: Do you play outside? S2: Yes and no I usually play outside. S3: Do you play with a ball? S2: Yes, I do. S4: Is your sport volleyball? S2: No, it isnt. S5: Do you play with a racquet? S2: Yes, I do. S6: Is your sport tennis? S2: Yes, it is!

Alternative procedure You can adapt this to make an information-gap activity: each student has information about two of the people, or half the information about each person. They then ask each other questions to elicit the rest of the information.

WB Grammar 7 & 8

8 Over to you
Elicit one or two examples to introduce this, or go through the example dialogue. Ss ask and answer in pairs. Some Ss report on their partner for class feedback.

WB Vocabulary 1 to 6

Extension activity
A sports survey
Give Ss a blank grid and ask the class to choose the sports they want to ask about. Ss can use ticks and crosses to record their answers. With the whole class, elicit how many people can do each sport. Elicit/Give the suggested expressions: All of us , None of us , etc. and drill them as you go along.

6 Grammar
Verb can ability
Elicit and briefly drill some examples of the question and answer form, using the sports vocabulary, e.g. Can you scuba-dive? Yes, I can./ No, I cant.

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Reinforcement activity
Game - Chain game
One student chooses a sport and says, e.g. I can swim. The next student adds a sport and says I can swim and I can scuba-dive. The game continues around the class for as long as Ss can think of a sport. After the initial example, divide the class into groups of eight to ten so that more Ss can practise.

10 Vocabulary
Months, seasons and dates
Teach/Revise the months and drill pronunciation. Use pictures on the board to teach the seasons. a) Ask Ss to match the months with the seasons. b) Ask Ss todays date and elicit/give the other ordinal numbers up to fifth. Write these on the board and point out the endings. Write 6th up to 21st on the board. In pairs, Ss decide how to say and write them. Drill some numbers for pronunciation practice.

Grammar flash Gerund (-ing form) after verbs

Bring in pictures of leisure activities and give examples of your own feelings using all three verbs, like/love/hate. You can use symbols/ pictures of faces to illustrate these. There is no need to write the verbs at this stage. Elicit and drill Ss own examples for initial practice. Ss note their partners preferences. Teach the third person, e.g. Juan likes , etc. Make sure Ss remember to add the s. Elicit and write examples on the board, e.g. I love dancing./I like swimming./I dont like playing football./Carla hates walking., etc. Check the spelling rules for the ending:  verbs ending in a consonant + e drop the e, e.g. cycle/cycling.  verbs ending in m or n double the m or n, e.g. swim/swimming. Write some other verbs on the board: sail, windsurf, skate, ski, walk and ask Ss to spell the -ing form to check they understand.

Tapescript to read
b) Listen to your teacher and repeat the ordinal numbers. 1st (first) 2nd (second) 3rd (third) 4th (fourth) 5th (fifth) 6th (sixth) 7th (seventh) 8th (eighth) 9th (ninth) 10th (tenth) 20th (twentieth) 21st (twenty-first)

11

Pronunciation

The sound /dZ/ jazz, January

The tapescript is on SB page 92. Write one or two example words on the board and check pronunciation. Play the tape for practice. Check Ss pronunciation.

WB Grammar 11 & 12

12 Communication
Asking about dates
Tell Ss about your birthday: My birthday is on . Then ask a few Ss Whens your birthday? Ss read the exchange in the book. In pairs, Ss ask and answer the questions. One or two pairs repeat their questions and answers to the whole class. You can conduct a class survey about birthdays. Ss can then make a class birthday poster.

9 Practice
Go through the example with Ss. Ss write answers in pairs or groups. Check Ss answers to the exercise.
Answer key 1 Anna loves swimming. 2 Rob likes playing football. 3 Sue and Alice dont like running. 4 John hates running. 5 Claire doesnt like cycling. 6 Chris loves walking.

13

Write

WB Grammar 9 & 10

Ss prepare this orally as a whole class. Ask individuals to talk about their activities. Ss write paragraphs, in class/for homework. Encourage Ss to check their writing before handing work in.

Libro del alumno p. 35

45

Skills work
14 Read 16 Learn to learn
List vocabulary in groups
Copy the examples from the book onto the board to introduce this. Ss, in pairs or small groups, list as many items as possible under each heading. Elicit class feedback. You can do this as a competition: Which group has the most? Ss check aerobics, cricket and handball in their dictionaries and add them to their lists. Give Ss other new vocabulary, e.g. softball. Ss read the text. Then they close their books and write down two questions they want to ask Javier. Elicit and correct some of the questions from the whole class. Go through the examples in the book with Ss, showing them the answers clearly, and then the questions. Check the questions with the whole class, encouraging Ss to correct their own mistakes.
Answer key 2 How often does he go snakeboarding? 3 What can he do? 4 How much does a board cost? 5 What other sports does he like? 6 Why does he want to go to the USA?

15

Listen

Ss read the questions. Play the tape as often as necessary for Ss to complete the answers in pairs. Check the answers with the whole class.
Answer key 1 c 2 b 3 c 4 c 5 a

Ask Ss to complete the chart and discuss where they are making most and least progress. Ask: What can you do to improve? Remind Ss to tick the Learning goals they have achieved.

Tapescript
Listen to the conversation and choose the correct answer. Pete: The month of June is with us and its summer again! Its Wimbledon! Many people say that Wimbledon is the top tennis tournament of the world. Its special because they play on grass courts. During Wimbledon fortnight you can see all the top tennis players and lots of exciting matches. The first match starts on July 5th. Now lets see whats happening. Lets go over to Lara on Practice Court 4. Lara: Good morning, Pete. Im watching Anna Kournikova. Shes got long blonde hair, shes got blue eyes, and shes Russian. And she can play tennis like a champion. I think shes got real star quality. Pete: A Russian? Thats unusual, isnt it? Lara: Thats right. Thats why everyone is watching Anna this year. Pete: Where does Anna come from in Russia? Lara: Originally, she comes from a small town near Moscow. But she doesnt live there now. Now she lives in Florida with her whole family. Pete: And what do you think of Annas chances in this tournament? Lara: At the moment Anna is practising very hard Pete: How often does she practise? Lara: About four hours a day. Her main worry is the Spanish girl who is one of the favourites to win the tournament this year. Pete: Thanks, Lara. And may the best person win.

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PROJECT M  y favourite sports

personality in focus

This project is about the Ss favourite sports personality. As input, information about Uruguayan silver medallist Milton Wynant is used. Start by exploiting the pictures and asking Ss what they know about Wynant. Write the information on the board. Next, ask Ss whether they have ever worked on project and, if so, which are the typical steps to follow. Then brainstorm with Ss the most wellknown Uruguayan sports personalities in the last 50 years. Take a poll by show of hands to see who the most popular personality in the group is. Quickly make a fact file about that person on the board to include: name, birthplace, marital status, hobbies, music, international prizes. Allow Ss to add any other information they may consider interesting. Refer to Milton Wynant fact file and ask them what information they would not have been able to complete. Then show them how that information can be used to write a paragraph about that person. Ask Ss to use the information on the board to suggest sentences to build an example paragraph. Put Ss in groups according to their favourite sports personalities and ask them to look at Exercise 3 and write five questions they would like to ask this person. For homework, ask Ss to answer those questions, and use the information to develop their project. Followup: ask Ss to go to a local sports club and interview its most well-known sports player and bring that information to class. Hold a show-andtell session where Ss present their mini-bios.

Libro del alumno p. 37

Consolidation 1
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Consolidation 1

Wide  angle on the world

Born in China, made in Brazil
Read 1
n: I play football, cricket, netball, athletics. int: Youre a very sporty type. n: Yeah. int: Which is your favourite sport? n: Probably football. int: And youre in a team now? n: Yes, I play for Arsenal Ladies. int: Arsenal Ladies? n: Yes. int: Sounds very important. And how old are you? n: Im seventeen. int: And what about the rest of the team? n: It ranges from about seventeen to about twenty-five. int: Oh, so a lot of them are older than you? n: Yes. int: So tell me about your training. n: Well, in winter we train twice a week. And in summer we only train once a week for two hours each time. int: And what about matches? n: We play every Sunday. int: One match every Sunday? n: Yeah. int: What was the last score? n: We were playing Wimbledon. We won 32. int: Good. And what about next week? n: Were playing Dulwich. Hopefully, we shall beat them. Theyre not very good. int: Good. Well, I hope you do. Tell me, what do your parents think of you playing football? Do they like it, or do they think its strange? n: No, they like me playing. int: Good. So youre going to play for a bit longer, you think? n: Hopefully, yes. int: What is your ambition? n: Id like to represent my country football and cricket, and Id like to be a PE teacher. int: Well, very good luck to you, Naomi. Thank you very much.

Do the first question as an example with the class. In pairs or small groups, Ss answer the questions. Check the answers with the whole class. Ask Ss to tell you where in the text they found the answer.
Answer key 1 c) 2 b) 3 c) 4 b)

Write

Tell Ss they are one of the Chinese teenagers. They must imagine that they are going to write home to their English teacher. In pairs or small groups, they discuss what they want to say in the letter. They complete the sentences in pairs.

3
a)

Listen

Tell Ss they are going to hear an interview with a young football player. Ask Ss to decide what they think the daily routine of a young football team will be. Ss discuss this briefly in small groups, and then look at the questions in Exercise 3. What do they think the answers to questions 2 to 5 are? Language note: a PE teacher is a physical education teacher, i.e. one who teaches sports. Play the tape and let them check the answers in pairs or small groups. Replay the tape if necessary. Check the answers with the whole class. Were the answers surprising or unexpected? Support can be given by doing the activity in pairs, and by telling less able Ss how the more able ones get the answers. b) Tell Ss you are going to play the tape again for them to get more information about the person.
Answer key 1 twice a week in winter; once a week in summer 2 yes 3 two hours each time 4 every Sunday

4
a)

Speak

Give Ss time to choose their sport individually. Pair Ss: put two Ss who have chosen the same sport together, if possible. They use the questions in Exercise 3 to help them plan what they will say in their interview. With the whole class, check they know how to adapt the questions in Exercise 3, e.g. Do you train in winter and summer? b) Put Ss in new pairs, this time with a partner who chose a different sport. They ask and answer the questions in turn.

Tapescript
interviewer: Hello, Naomi. naomi: Hello. int: Nice to meet you. Now I think our listeners are going to be a little surprised because, I think, they expect to hear a boy but youre very obviously not a boy, are you, Naomi? n: No. int: No. Tell us about the sports you play.
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Reinforcement activity
Ss can write up their interviews as a newspaper report for homework.

Libro del alumno p. 38-39

What's Daniel doing?

Background notes
In the UK many families live in houses, especially on the outskirts of a city, or in small towns and villages. Houses may be: detached one house surrounded by a garden; semi-detached two houses built together, or terraced a row of houses all built together. People in the UK are very fond of having a garden attached to their house. In the centre of big cities it is more common for both single people and families to live in flats. A flat usually has all its rooms on one floor. Large blocks of flats are specially built but big houses are also often converted into two or three flats. In the USA, flats are called apartments. Bungalows are often found on the outskirts of towns, and also beside the sea. All rooms in a bungalow are at ground level.

Objectives
Students will be able to: Describe what is happening now. Give and understand orders.

Teaching points
Communication
Describe whats happening now. Give orders.

Grammar
Present continuous. Positive and negative imperatives.

Vocabulary
Rooms and parts of the house.

Skills practice
Describe your house or flat.

Learn to learn
How to learn words. Awareness of the importance of discussing and eliciting the rules that govern the use of English. Awareness of the importance of paying attention to mistakes, using them as feedback to improve the learning process.

Picture exploitation Ss look at the picture in their book, but cover the text. Ask them the following warmer questions: Where are Luke and Emily? Which room are they in? Whose house is it? Where is Daniel? What else can you see in the room? What time of day is it?

Listen and read

Attitudes
Showing an interest in using the formal aspects of English. Showing respect for classmates utterances. Active participation in classroom activities.

With books closed, ask Ss: Who is the letter for?/ Who is Daniel writing to? Play the tape and elicit the answer (His sister Louise). Play the tape again while Ss read the dialogue. Draw Ss attention to the verb form (the present continuous).

Learning goals
Ss read the Learning goals in this unit, and then look for examples in the unit of each goal. They can either write down the exercise, or both the exercise and an example.

Libro del alumno p. 40

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2 Grammar
Present continuous
a)

Write the following lines on the board: emily: Oh. Whats he doing? Is he reading? (is) luke: No, he isnt. Hes writing a letter. (is not) AM/IS/ARE + VERB + -ING Highlight the form for the Ss as shown above. Check Ss know the time is now/at the moment. Drill the sentences chorally and individually. Ss practise these two lines across the class. b) Tell Ss to look at the grammar box, read the examples and complete the rule. Ss can write a few examples.

Do you coffee pot every day? Do you coffee pot in the classroom?, etc. Answer Ss questions until one student guesses the correct answer, e.g. Youre listening to music. That student then thinks of the next activity and so on. You can divide the class into groups to continue playing the game, so that more people can practise asking the questions.

Reinforcement activity
Game What am I doing?
Mime one or two activities yourself to show Ss how to play this game. They guess your action, asking: Are you (reading a newspaper)? You can only reply: Yes, I am./No, Im not. Continue until one student identifies the action correctly. Divide the class into groups of five or six to play the game. Ss think of three actions to mime. Ask some Ss to do their mimes as a group for the whole class to guess, or one student mimes to the rest of his/her group.

WB Grammar 1, 2, 3 & 4

3 Interaction
Divide the class in pairs. Make sure Ss know who is A and who is B. Explain what Ss have to do. An information gap activity implies that each student had different information, which must be shared in order to complete the task. Remind Ss they cannot show each other their information until they have finished. Model with Ss typical questions they might ask. Create a gap by having one student leave the classroom and perform an activity while the rest of the class cannot see him/her. The class asks the teacher What is she/he doing? The teacher will look out of the classroom and answer what the student outside the class is doing. Refer Student B to page 90 in their books, and Student A to page 41. Ask them to look at the pictures and ask you privately for any new vocabulary they might not know.

Extension activity
Game Coffee pot
Note: This game uses the present simple and the present continuous. Give Ss a minute to think of an everyday activity. Start the game by thinking of an activity yourself and tell Ss you are doing it now. Explain that you can only answer Yes or No to questions. You may want to write prompts for questions on the board, e.g. every day? in the evening? in the bathroom? in the classroom? in the sitting room? Can at home?, etc. Ss must use the phrase coffee pot in place of the action when asking questions, e.g.

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4 Vocabulary
Rooms and parts of the house
Ss look at the diagram. Show them the example (the sitting room) and tell them to find the dining room using the clues. Give them time to check this in small groups, then elicit the answer. In small groups Ss identify the other rooms. Check the answers (to elicit the vocabulary), and drill as necessary for pronunciation.
Answer key 2 H 3 G 4 I 5 F 6 D 7 B 8 C 9 A 10 E

Reinforcement activity
Ss look at the pictures in their book and, in pairs, decide the names of as many items of furniture as they can. While they do this, write the words jumbled on the board, e.g. bed, dining room table, desk, chest of drawers, sofa, kitchen table, chair, coffee table. Ask Ss to look at the words and match them to the furniture in the picture. Check the answers with the whole class. Alternative procedure Ask Ss, in groups of three, to list as much furniture vocabulary as they know. They look at the picture of the house for one minute only, then close their books. They add as many items as they can to their list. Using the picture, check the vocabulary with the whole class.

Grammar flash What is it like?

Highlight the use of What like? pointed out in the grammar flash. Use the rooms in the diagram to get Ss to answer questions about them. Get Ss in pairs to practise the structure by asking and answering questions about the different rooms and furniture in the diagram.

WB Grammar 5

5 Over to you
Prepare a simple plan of your house or flat to use as an example for this activity. Ss think about and draw their own house or flat to prepare for this activity. They do not show their drawing to the other Ss, so you might want them to do this preparation for homework. Describe your own house/flat and get Ss to draw it, e.g. I live in a flat on the ground floor. First theres a hall and (on the right) theres a sitting room. Next to the sitting room theres a bedroom. Walk down the hall. Theres a kitchen/dining room on the right. At the end of the hall theres a bathroom. Thats all! Ss, in pairs, take it in turns to describe their house/flat while the other student draws it. Cue Ss to ask for details in the descriptions by asking the question What is it like? Ss check and discuss in pairs.

Libro del alumno p. 42-43

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6 Read
Picture exploitation Ask Ss the following warmer questions: Who can you see? Which room are they in? What time of day is it? Language note: by eleven means before eleven/no later than eleven. With books closed, write on the board Emily: Oh, Mum! Eleven oclock! Ask Ss: Who is Emily talking to? (Her mother.) Can you guess what they are talking about? Elicit correct answers from the whole class: Theyre talking about Emily going out to a disco. Emily wants to stay out late.

Divide the class into pairs. Ss decide which instructions to give an exchange friend who is visiting them in their country. Check and discuss the answers with the whole class.
Answer key Come here! Dont shout! Come downstairs! Talk to me! (Try and) be back by eleven! Dont argue. Dont miss it. Come and help me. Dont forget (to tidy your room).

Extension activity
Game Simon says
This is an English party game which gives lots of practice of instructions. Give Ss time, in pairs, to think of orders that the rest of the class can follow. Demonstrate the game yourself. You give orders to the class. Ss follow the orders only when you first say Simon says. So they obey when you say Simon says, Come here! but not when you just say Come here! Play the game with the whole class. Start by saying Simon says, Stand up! Ss take it in turns to give several orders each. Ss are out when they obey the wrong order, and they must then sit down. Continue the game until only one student is left in.
Suggested answers Be home by midnight. Dont be late. Dont take a lot of money with you. Take a taxi if you miss the bus. Phone us if you have a problem. Dont give your telephone number to strangers.

Background notes

The last regular bus services often leave town centres before midnight. During the night, special night bus services run in big cities. They usually run less frequently than the daytime services and only on major routes.

7 Comprehension
a)

Ss complete the answers in pairs.

Answer key 1) upstairs 2) go to a disco 3) 11.30 p.m. b)

Ss can discuss this question first in pairs. Open up the discussion to the whole class.

Follow up
Focus on the use of must in the dialogue and elicit Emilys obligations.

9 Practice
Say what you must and mustnt do
Invite Ss to work in pairs and tell each other what they must and mustnt do in the different circumstances presented.

8 Communication
Ss look at the first line of the dialogue in Exercise 6 again. Check they understand that Come here! is an order from Mrs Freeman to Emily. In pairs, Ss find as many other examples of orders in the dialogue as they can. Elicit the answers and drill them individually, as necessary. Write two of the phrases in Exercise 8 on the board and show how they are constructed, e.g. Affirmative: Tidy your desk! verb Negative: Dont argue! Do not + verb Ss look at the orders in Exercise 8 and classify them into affirmative and negative. They practise giving orders, first as a class and then in small groups.

WB Grammar 6 & 7

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Photostory photostory

In the garden
Picture exploitation Ask Ss the following warmer questions: Why is Emily phoning Kirsty? Why do they talk in the garden? Whos Daniel phoning? Why is Emily upset? Ss open their books and, in pairs, try to fill in the gaps. Write the answers, jumbled on the board, to help Ss. Play the tape, pausing as necessary, so Ss can check and correct their answers. Ask individuals to read out each line, so you can check with the class. Ask Ss to read the dialogue in pairs for practice and/or role play it from memory. Help Ss with their pronunciation, stress and intonation.

Tapescript
Listen and see if you were right about the missing words. Picture 1 kirsty: Hello. emily: Hi, Kirsty! Its me, Em. What are you doing? kirsty: Im watching TV. Why? emily: I want to talk to you. Can you come over to my house? Picture 2 kirsty: Hi! Whats the matter? emily: Its about Daniel. kirsty: Daniel? Picture 3 emily: Sssh. Be quiet! Hes in the hall. Come into the garden. Quick! Picture 4 kirsty: Well? emily: I think Daniel likes Spike. kirsty: How do you know? emily: Because I do. Hes talking to her now on the phone. Picture 5 emily: And another thing. You know weve got tickets for The Basement on Friday night? kirsty: Yes? emily: Well, Daniel wants Spike to come, too. Picture 6 kirsty: Em, you are silly! emily: Dont laugh! And dont call me silly! Picture 7 kirsty: Come on. Lets go for a walk.

Libro del alumno p. 45

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T h1 emes

in focus

The Olympic spirit

4 Research
Guide the group research by reading the instructions with Ss and setting a date for the research to be presented to the class. On the set date Ss will do a show-and-tell presenting their findings to the rest of the class.

Picture exploitation Write the following names of colours on the board: blue, black, red, yellow and green. Ask Ss where they can see these colours. After they have suggested different things, ask Ss where these colours appear together. Zero in on the idea of the Olympics symbol. Ask Ss to name their favourite Olympic sport. Use this information to form groups. Ask Ss to work in groups to brainstorm all they know about the Olympic Games. Different groups share with the class.

1 About you
Ask Ss to answer the questions and write three reasons why the Olympic Games are important and three reasons why they are not. Groups share with the class.

2 Comprehension
Refer Ss to the title of the text and elicit predictions about what they expect to read. a) Ss read the text and check predictions. Then, still in groups, they answer the questions. There may be words they will have to check in their dictionaries. b) Ss in the same groups find the Spanish equivalent for the different sports mentioned. Ask Ss which of these sports are practised in Uruguay.

3 Over to you
a) Ask Ss to copy the fact file in their notebooks and complete it using information from the last Olympic Games. Ss can check this information on the Internet. b) Ask Ss to select, in the groups they are in, two sports they are interested in and add them to their lists.

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What are you going to wear?

1 Vocabulary
Clothes and colours
Note: You can combine Exercises 1 and 3. Revise/Teach the colours, using objects, e.g. gold and silver jewellery, coloured pens, etc. Ss look at the pictures and, in pairs, identify as many of the clothes as they can. Play the tape and give Ss time to check the vocabulary in pairs. Check the description with the whole class.

Objectives
Students will be able to: Talk about clothes. Make plans.

Teaching points
Communication
Comment on clothes. Make plans.

Grammar
Verb going to for future plans and intentions. too + adjective. Question tags.

Tapescript
Listen to the descriptions. Identify the models, the clothes and the colours. voice: And now Sergio Sergio is wearing black jeans, a green and white baseball cap, a white T-shirt, trainers, a brown belt, and hes got a grey sweatshirt round his shoulders. Ins is wearing a yellow top, a red miniskirt, purple leggings, red boots and gold earrings. Carlos is wearing a beige sweater over a white open-necked shirt, dark brown baggy trousers and dark brown shoes. Laura is wearing a black jacket, a long orange dress, tights, black high-heeled shoes and silver earrings.

Vocabulary
Clothes. Colours.

Pronunciation
Sound: /u:/ boot, /U/ book.

Skills practice
Listen to a fashion commentary. Read about peoples taste in clothes. Write a dialogue about plans. Read about a young fashion model.

Pronunciation

The sounds /u/ and /U/ boot, book

Check Ss can produce the long sound /u/. They should make their lips very round to do this correctly. Then check the short sound /U/. Play the tape for repetition.

Learn to learn
Plan your homework. Realise how important it is to make guesses about the meaning of new words.

Attitudes
Use of creativity. Valuing English as a means of communicating opinions. Showing respect towards classmates utterances. Showing respect for other peoples opinions.

3 Practice
Elicit the items of clothing from the Ss, asking: What is Sergio wearing? Hes wearing . At this stage, elicit one item from each student. They take it in turns to describe one of the models as fully as possible. b) Ask Ss to look at what everyone in the class is wearing for one minute. Ss close their eyes. As an example, ask a confident student to describe one of the other Ss. They all open their eyes. Ask them: Is the description correct? Put Ss in pairs and explain what they have to do.
55

a)

Learning goals
Remind Ss to tick the goals as they are achieved.

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Read

Extension activity
New clothes
Ask Ss: What would you buy if you had $5000 to spend on clothes? In pairs, Ss discuss their choice of clothes. They should take notes of their partners choice. Ask several Ss to report back on their partner to the whole class.

Tell Ss not to worry about any new vocabulary at this stage. Set some general questions: Does Leo buy expensive clothes? Does Ana like baggy clothes? Ss read the text and then answer your general questions. In pairs, they read the text again and discuss the possible meanings of the vocabulary items listed. Tell Ss that this is an excellent reading strategy they should use when reading a text.
Answer key baggy: Clothes that are big and loose, usually used to describe sweaters, shirts or trousers. The opposite is fitted or tight. long-sleeved: The sleeves come down to the wrists. Shirts, dresses and sweaters are often long-sleeved. The opposite is short-sleeved. zip-up: Usually used to describe jackets or jeans which have a zip in the front to fasten them. tight: Fits very closely or is too small. Often describes jeans/trousers or sweaters, but can describe any clothes or shoes. slogans: Short phrases, often used in advertising. They are often printed on sweatshirts and T-shirts.

Listen and read

Picture exploitation Ask Ss the following warmer questions: Whos in the picture? Where are they? What do you think theyre doing? What time of day is it? What can you see in the room? Ask Ss to write down the place Emily is going to, the names of clothes they hear, and the colours they hear. Play the tape. In pairs, Ss listen with books closed and write down as many answers as they can. Play the tape again. Ss listen and read to check their answers.
Answer key 1 a disco 2 jeans, a skirt, a belt, a top 3 pink, black, black

WB Vocabulary 1, 2 & 3

5 Over to you
Ask Ss if the two people described in Exercise 4 have the same tastes as they do, and elicit one or two opinions. Divide the class into groups. Use the questions for Exercise 5 as guidelines for Ss to discuss their tastes. Ask them to find one similarity and one difference between themselves and those they talk to. They can then tell you some of these similarities and differences in class feedback.

Reinforcement activity
a)

Ss could write a short paragraph based on Exercise 5 about what is in fashion among their friends. b) Tell Ss to imagine what they wear in certain situations, e.g. at a formal party, a wedding, a disco, at school, etc. They write down the clothes and read them to a partner, who has to guess where he or she wears those clothes.
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7 Comprehension
Ask Ss to try and answer without looking back at the text.
Answer key 1 A pink skirt, black belt and black top. 2 Its a bit tight. 3 A black belt.

Grammar flash Question tags

Read the example sentences together with Ss and ask them if they notice the pattern. Point out the words in bold and hint at the grammar pattern. Try to elicit the rule from Ss. If they cannot produce it, explain the rule for question tags. Invite them to give examples of their own.

Alternative procedure for more able Ss With books closed, write the comprehension questions (in Exercise 7) on the board. Play the tape. Ss answer the questions in pairs. Check the answers with the whole class. Make two copies of the dialogue, one with only Kirstys lines and one with only Emilys lines, i.e. a) kirsty: Are you going to wear those jeans to the disco? emily: kirsty: Whats wrong with them? emily: etc. b) kirsty: emily: No, Im not. I dont like them. kirsty: emily: Theyre too baggy. etc. Make enough copies for the following activity. Half of the class are Emily. They have one copy of Kirstys lines between two (sheet a). In pairs, they work out/guess what Emily says. The other half of the class work on Kirstys lines (sheet b) in the same way. Tell the Ss they will get a solution and should not worry if they are not sure exactly what Kirsty and Emily say exactly. They will need to read the whole text to guess the missing lines. Ss turn their completed texts face down. Put them in new pairs, one Emily with one Kirsty. They try briefly to reconstruct the dialogue from memory. With books open, replay the tape while Ss read the whole dialogue. Ss can now read the dialogue in pairs for more practice.

WB Grammar 8

8 Communication
Commenting on clothes
Using your own pictures or your own clothes, elicit and drill (chorally and/or individually) positive reactions, e.g. Theyre great/fine. In the same way, elicit and drill negative reactions, e.g. Theyre too long./Its a bit tight. Tell Ss to read the dialogue. If necessary, explain the use of question tags again. Elicit/Teach questions, e.g. Do you like these jeans? Using your pictures/clothes, give question and answer practice across the class. Make sure Ss use question tags in their comments. Do the first picture in Exercise 8 as an example with the whole class. In pairs, Ss look at the pictures and take it in turns to make comments in pairs. Cue them to use question tags. Check some of the questions and answers with the whole class.
Answer key Example answers 1 This jacket is too big, isnt it? 2 This dress is too tight, isnt it? 3 This skirt is too long, isnt it? 4 These trousers are too short, arent they? 5 This jacket is too small, isnt it? 6 These trousers are too baggy, arent they?

Reinforcement activity
Ss write their own dialogues for homework, using different clothes.

Note: Ss can give positive reactions to these clothes if they like!

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9 Grammar
Verb going to for future plans and intentions
Note: You can prepare some picture/word cards of activities you are going to use as prompts for this exercise. Language note: Some people prefer not to repeat go in this structure, e.g. Im going to go to the cinema becomes Im going to the cinema. With books closed, tell Ss what you are going to do after school, e.g. After school, Im going to watch television. Check the meaning by asking Ss questions: Am I watching television now? (No.) When? (In the future./After school.) Elicit and drill, chorally and individually: After school Im/youre going to watch television. Elicit and drill three or four other examples using pictures or word prompts, e.g. This evening Im/ youre going to have dinner with friends, etc. Write the examples on the board. Elicit and add the other persons (see the grammar box). Ask Ss to find examples in Exercise 6 now.
Answer key 1 going to wear 2 going to wear 3 going to wear

S1: What am I going to wear to the party? S2: Are you going to wear something blue? S1: Yes, I am. S3: Are you going to wear a blue T-shirt? S1: No, Im not. S1 must keep a record of the number of questions asked. Whoever is asked the most questions is the winner.

11 Over to you
Ask one or two Ss: What are you going to do after school? and elicit their answers. Elicit and drill the question, chorally and individually, checking natural stress: What are you going to do after school? Substitute this evening, at the weekend, on Friday, etc. and drill as necessary. In pairs, Ss ask each other the questions and note down their partners answers. Some Ss report back to the whole class. Correct as necessary. Write some of their questions and answers on the board as a record of Wh- questions. Introduce Yes/No questions. Using their examples and some picture/word prompts of your own, e.g. homework, (help) clean the house, etc., drill the Yes/No question with the whole class: e.g. Are you going to (help) clean the house? Yes, I am./ No, Im not. Encourage Ss to give longer answers, e.g. No, Im not. Im going to visit a friend, etc. Write some examples of questions and answers on the board. Ask Ss to think of three things theyre not going to do this week and elicit some examples. Write two or three on the board. In pairs, they tell their partner these three things. Ask Ss: Do you or your families and friends have plans for the summer or next year?, etc. In groups of three or with the whole class, they tell each other their plans.

10 Practice
Ss look at Picture 1. Elicit: Hes going to phone the police. In pairs, Ss now think of sentences for the other pictures. Check the sentences with the whole class.
Answer key 2 Shes going to wear her new jeans. 3 Hes going to make some sandwiches. 4 Theyre going to buy tickets for a pop concert. 5 Hes going to sing his new single. 6 Theyre going to have a pizza.

12
a)

Write

WB Grammar 5, 6 & 7

Extension activity
Game What are you going to wear?
In groups of four, Ss decide what they are going to wear to a party (four items, with colours) and either draw themselves and label their clothes or simply make a list of what they are going to wear. The other members of the group ask Yes/No questions to determine what the student is going to wear, e.g.
58

Tell Ss they are going to spend the evening with a famous person. They can decide who it is. Individually, Ss decide who they want to meet and write their answers to the questions. Help them with vocabulary as necessary. b) In pairs, Ss now read the dialogues, taking it in turns to ask the questions. They note their partners answers. Remind Ss to check their reports before considering them finished. c) Allow plenty of time for class feedback, as Ss will want to hear a number of reports.

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Skills work
13 Read Reinforcement activity
Design a clothes collection
Tell Ss they are going to design a range of clothes that they would like to wear. Working in groups, Ss design six clothes items and decide the colour(s), style and price for each. The groups then present their ideas to the whole class. The class can then choose the best collections. Ss can also make posters of their clothes collection. Picture exploitation Ask Ss the following warmer questions: Are you a model? Would you like to be a model? Why/ Why not? Can you name any famous models? (Nicole Neumann, Naomi Campbell, Claudia Schiffer, Valeria Mazza, Nathalie Criz) What do you think of modelling? Is it a good job for women/men? Pre-teach new vocabulary: overnight success, catwalk, headlines, chaperone, secure, career, or let Ss use their dictionaries. You can ask more able Ss to guess the meaning of the words from the context. Do the first question as an example with the whole class. Ss read the text and correct the statements in pairs. Check the answers with the whole class.
Answer key 1 Tiziana is from Uruguay. 2 Shes got long, wavy blonde hair and blue eyes. 3 Shes thirteen years old. 4 She is going to work in Italy. 5 Her mother and her sister are with her. 6 The photographers love Tiziana because she is young and she is new.

15 Learn to learn
With books closed, tell Ss they are going to make resolutions for learning English after class. Write an example on the board: Im going to do all my homework. Ask Ss: Can you add any other examples? Let them think about this in pairs, then look at the ideas in the book. Ask: What can you add? With the whole class, elicit any extra ideas they have and write them on the board.

Reinforcement activity
Ask Ss to design a poster for the classroom with ideas about different things to do in English outside the class, e.g. listening to an English song, reading an English reader from the library, doing a grammar exercise every day, etc.

14

Speak

Ask the class if they think Tiziana should be a model at such a young age. Elicit one or two opinions, then ask Ss, in pairs, to think of as many reasons for and against the idea as they can. Then look at the points in Exercise 14. Drill one or two examples with because. Using the points in their books, and their own ideas, they discuss the question and reach a decision: right or wrong? Ask the whole class how many people decided right and how many wrong, and briefly discuss why.

Ask Ss to complete the chart and discuss where they are making most and least progress. Ask: What can you do to improve? Remind Ss to tick (3) the Learning goals they have achieved.

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Consolidation 2

GAME

Snakes and Ladders

Read the instructions with Ss. Check they understand what they have to do. Divide the class in pairs, make sure they have the equipment needed. Let the game run for as long as Ss are engaged in it. If you see their motivation flops, stop the game and check some of the things Ss have done. Once the game is over, go over the rules and check that Ss have used them appropriately.

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Wide angle on the world

Festivals
Picture exploitation Ask Ss to look at the pictures and cover the text. Ask: Do you recognise these festivals? Where are they? What are the people doing? Ss discuss your questions in pairs or small groups. Elicit ideas from the whole class. Use the pictures to pre-teach essential vocabulary, e.g. costumes, display, event, candles, crown, buns.
Answer key 1 The Festival of the Three Wise Men. 2 In the winter, on January 6th. 3 They leave their shoes under the Christmas tree, leave something for the Wise Men to eat and drink, and leave some water for the camels.

Tapescript
Listen to Grant talking about a Spanish festival and answer the questions. Hi. My names Grant. My father works for a Spanish company. Last year we lived in Spain and we were there for Christmas. They have a special festival at that time of year. Its called the Festival of the Three Wise Men. I can even say it in Spanish: Fiesta de los tres Reyes Magos. It was great. Its different from Christmas in Britain, where we get all of our Christmas presents on Christmas Day, you know, on December 25th. In Spain you only get some of your presents on Christmas Day. Then you get more presents on January 6th, thats at the Festival of the Three Wise Men. On the evening before the festival day, children leave their shoes under the Christmas tree. They also leave something for the Three Kings to eat and drink. You know, like sweets and nuts and biscuits and things, and they leave some water for the Kings camels to drink. The next day they wake up and find presents. On the night before the festival, there is a wonderful procession. Last year me and my family went out and watched the procession and when we arrived back home we arranged our shoes with some food and drink under the Christmas tree. I remember that the Three Men were very kind to me and my brother: there was a computer under the tree!

Read

Write the headings on the board. Ss read the text, then close their books and tell you as much information about the headings as they can remember. Ss open their books, read the text again and make notes for each heading. Ss check their answers in pairs and refer back to the text to complete their information. Elicit the answers from the whole class.
Answer key Name of the festival: Carnival. Country: Bolivia. When it takes place: February or March. Where it takes place: in the streets. How long it lasts: three days. The clothes or costumes people wear: colourful masks and costumes of mythical birds and animals, historical characters, etc. What people do: play music, perform dances. Name of the festival: St Lucia. Country: Sweden. When it takes place: December 13th (in the early morning). Where it takes place: in schools and streets. How long it lasts: from the early morning until the evening (1 day). The clothes or costumes people wear: a long white dress with a red ribbon round the waist, and a crown of lighted candles (St Lucia). What people do: walk in procession with candles following St Lucia.

Speak

Look at the questions with the whole class and elicit some ideas. Ss complete the tasks in small groups. Ask some groups to give feedback to the whole class. Encourage further discussion.

4 Project
Festivals in my country
Elicit possible festivals and write them on the board. Encourage groups to choose different festivals. Tell pupils how to go about it. They have to follow the guidelines in their books to divide their project into sections. Ss prepare their ideas in small groups and make notes. They write in groups in class or individually for homework. Display Ss work.

Listen

With books closed, tell Ss they will hear about a festival from Grant, an English boy who lived in Spain for a year. Ask: What festival do you think he remembers best? Discuss this with the whole class. Ss open their books. Play the tape while Ss answer the questions. Ss check their answers in pairs. Replay the tape if necessary. Go through the answers with the whole class.

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Consolidation 2
61

Were you out last night?

Picture exploitation Ss look at the pictures without reading the text. Ask them the following warmer questions: Where are the characters? What do you think of their clothes? What is each character doing? What do you think the problem is? What do you think is going to happen? Do you go to discos? When? What time do you leave? What do you wear? Encourage Ss to talk about relationships, love and hate, feelings in general, what hurts and what doesnt hurt, problems with friends, when we dont see what another person feels about us, etc.

Objectives
Students will be able to: Talk about their activities the day before. Offer and accept or refuse a drink.

Teaching points
Communication
Offer, accept and refuse with would like. Ask about past events.

Grammar
Verb to be past simple.

Vocabulary
Past time adverbials: last night, yesterday evening, etc. Drinks.

Listen and read

Pronunciation
Sounds: /b/ buy, /v/ very, /w/ was.

Skills practice
Read and write about a famous person.

Set one or two general questions, e.g. Is Chillis band good? Who does Emily ask about? Is Emily enjoying the disco? Play the tape. Ss listen and answer the general questions. Discuss whether their predictions were correct.

Learn to learn
Difficult words in reading texts. Realising how important it is to make hypotheses about the meaning of new vocabulary. Awareness of the importance of discussing and eliciting the rules that govern the use of English.

Attitudes
Valuing English as a source of information on interesting topics. Showing respect towards classmates utterances. Showing a positive attitude towards overcoming learning difficulties.

Learning goals
Ask Ss to read the goals and remind them to tick them as you go through the unit.

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2 Comprehension
Ask Ss to read the dialogues while you play the tape again. Do the first question with the class as an example. Check the answers with the whole class. Get Ss to explain their answers by referring to the text.
Answer key 1 F 2 DK 3 F 4 T 5 F

complete the table on the board. Ask Ss: Which of the drinks do you like/dont you like?
Answer key Hot drinks: tea, hot chocolate, cappuccino. Cold drinks: orange juice, lemonade, mineral water, milkshake, glass of milk.

5 Communication
Offering, accepting and refusing
Set the scene by telling Ss that they are in a caf and are going to offer their friends a drink. Give the offer: Would you like a drink? Drill it chorally and individually, demonstrating the polite intonation. Explain that this offer can be used with friends or people you dont know well. Ask Ss to read the dialogue. Ss practise in open pairs, e.g. Would you like a drink? Yes, please./ No, thank you./No, thanks. Then elicit/add What would you like? Id like a coffee. Give further open pair practice, teaching With ice and lemon? (You could also include Black or white? With sugar? for coffee, and With milk and sugar? for tea or coffee.) Ask Ss: Do you remember what Chilli is drinking? They can look back at the dialogue to check. Ss are now ready for free practice in small groups, taking it in turns to offer and accept/ refuse drinks from the list in their books. For further practice add a waiter/waitress to the role-play. The friends offer each other drinks first, then the waiter takes their orders, asking: What would you like to drink? Ask groups to act out their version in front of the class. Paper cups are very helpful at this stage. Support can be given by letting Ss write down the dialogues and rehearsing them beforehand. Encourage Ss to use other drinks than the ones listed so to create other situations , invite them to think of different people of different ages in this situation and ask them to choose drinks accordingly.

Useful phrases

See the Introduction. Check the meaning of brilliant, i.e. very good. Ask: What other positive words could you say here? Elicit: excellent, fantastic, great, jolly good, thats cool, etc. Ask: What negative words can be used here? Elicit/Teach: awful, terrible, etc. Ss practise the last two lines of the dialogue in open pairs: spike: Hey, Emily! Whats the matter? emily: Nothing! Go away and leave me alone! Encourage Ss to say this with appropriate intonation. Play the tape again, as an example, if necessary. Invite Ss to create a short dialogue where there is a similar situation.

4 Vocabulary
With books closed, Ss brainstorm vocabulary in pairs. Ask them: How many drinks can you think of in English? Elicit their ideas and write them on the board. They compare their own lists with the list in Exercise 4. Tell Ss to look at the pictures and the list of drinks and match them. Encourage Ss to list all the drinks mentioned which are not in this activity. Ask them to classify the drinks according to the time of the day they can normally have them.
Answer key 1 a lemonade 2 a glass of milk 3 a milkshake 4 a mineral water 5 a cup of tea 6 an orange juice 7 a hot chocolate 8 a cappuccino b) a)

WB Vocabulary 5 & 6

Ask Ss to classify the drinks into hot or cold. Put the headings on the board. With the whole class, check they are correct and

Libro del alumno p. 57

63

6 Grammar
Verb to be past simple
Ask Ss to look at the beginning of the dialogue in Exercise 1. Point out and write on the board: That was brilliant! Check the time reference by asking Ss: Are they talking about now? Or the past? Establish that Spike is talking about the past. Ask Ss, in pairs, to find other examples of the past tense in the dialogue and to decide the rules for forming the past of to be. Elicit the affirmative forms and build up a table on the board, as in the grammar box. b) Elicit the answers to Now copy and complete the rules. (1 was / 2 were). Briefly drill the affirmative form. Ask Ss: Where were you last night? and elicit a few (true) answers from the class. Drill the question and give open pair practice across the class. Elicit the question forms, including the Wh- form, and add them to your table on the board. Using your examples on the board, show Ss how to form the negative, and add this to the table. Work on stress and intonation. Check they understand with questions such as: Juan, where were you last night at 7.00 pm?
a)

7 Practice
In pairs, Ss read through the dialogue and fill in the gaps. Check the answers with the whole class. Ss read the dialogue in pairs for oral practice.
Answer key 1 was 2 wasnt 3 was 4 was 5 was 6 werent 7 wasnt

WB Grammar 1, 2 & 3

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8 Interaction
Background notes
John Lennon (1940-1980): an English pop singer and member of The Beatles. He was assassinated in New York. Charles Dickens (18211870): an English writer of the nineteenth century, and one of the most popular of all novelists. Among his best-known books are David Copperfield and Great Expectations. Horacio Quiroga (1878-1937): famous Uruguayan writer who lived in Salto, Paraguay and Argentina and wrote fantastic stories based in the tropical jungles of Argentina. Mother Teresa (1910-1997): a Roman Catholic Nun, born in Yugoslavia. Picasso (1881-1973): a Spanish artist, one of the founders of Cubism. Soda Stereo: an Argentinean band very popular in the 1990s. Stan Laurel (18901965) and Oliver Hardy (18921957): American film comedians. They were the most successful comedy team in the history of the cinema. They were equally successful in silent films and in the later talkies. In all their films they wear bowler hats. Los Olimareos: famous Uruguay Folk Singers, Jos Pepe Guerra and Braulio Lpez from Treinta y Tres in Uruguay. They have become a symbol in Uruguay because of their song A Don Jos, dedicated to the National Hero: Jos Artigas. Mao Tse-tung (1893-1976): a Chinese Communist Leader.

Encourage Ss to use them appropriately according to the time of the year it is. e.g. It was Carnival a month ago./Last weekend we all studied for the test./It was Martins birthday the day before yesterday.

WB Grammar 4

10 Over to you
Elicit and drill the dialogue follow the procedure given in the Introduction. Ss practise the dialogue in pairs. In closed pairs, Ss ask and answer questions with the prompts for Exercise 10. They give true answers. Ask one or two pairs to repeat their dialogues in front of the whole class. Correct these versions as necessary. Encourage Ss to create a diary of events and then ask and answer questions with reference to the agenda they built up. This can cover a month of events, for example.

Extension activity
Game Who were you with?
Ss work in groups. They each write down the name of a place where they were yesterday evening (encourage them to think of exotic locations) and a famous person they were with. Each S answers Yes/No questions from the other members of the group who try to guess where he/ she was and who he/she was with.

Ask the class: Who was Princess Diana? (or any other famous person, now dead, that your class knows about). Elicit the answer. Invite Ss to ask questions about famous Uruguayan personalities now dead, such as the singers: Mateo, Alfredo Zitarrosa; the painters: Joaqun Torres-Garca, Pedro Figari, etc. Go through the example dialogue for Exercise 8 with the class. Tell Ss they are going to ask each other similar questions about the people in their book. Each student will have half of the answers. Divide the class into pairs, with a Student A and a Student B in each pair. Ss turn to the correct page in their books. Use Student As question 1 as an example, to check that all the Ss know what to do. Ss ask and answer in pairs.

11

Pronunciation

The sounds /b/, /v/ and /w/ buy, very and was
The tapescript is on SB page 92. First show Ss how to make the sounds correctly. To make the sound /b/ they press their lips firmly together before saying /b/. To make the sound /v/, they bite their lower lip. To make the sound /w/ it can help Ss to say /u:/ first, then /i:/ as this puts their lips in the correct position. For initial practice they can repeat the words on the tape. Write the two sentences from part B on the board and ask Ss to practise them in pairs. Play the tape so they can check their version. If Ss find the sounds difficult, you may want them to practise the sentences for homework and repeat them to the class in the next lesson.

9 Vocabulary
Past time adverbials
Ask Ss what words they know for stating past times and elicit some, e.g. yesterday. Ss look at the expressions in their book and put them in order, adding any other expressions they know. They check their lists in pairs. Elicit the correct order and write it on the board. Teach other expressions here if you feel it is appropriate, e.g. two days ago, some time ago, etc.

WB Communication 7
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Skills work
12 Read
Picture exploitation Ss look at the picture, but not at the text. Use the picture for an initial discussion. Ask the following warmer questions: What do you know about The Man in the Iron Mask? Can you name any of the actors in this film? Other films? Do you like him/his films? Do you know it was first a book? Who wrote it? Give Ss time to discuss these questions in pairs or small groups. Ask Ss to read the text, trying to understand the general meaning without paying attention to the words they do not know. Then ask them to guess the meaning of the words they do not know. Ask them how to do it. They can guess from the similarity to a Spanish word, or from the context. Do the first guessing with the whole class. More support can be given if the activity is done in pairs.
Answer key court: the people who live in a palace with a king. tyrant: someone who must have his own way. identical: exactly the same. to separate: to take apart. to discover: to find out. wicked: very bad.

Was she a painter?, etc., writing any difficult questions on the board. Remind Ss when to ask in the present tense and when in the past. The class asks questions in pairs, until they guess the star. Continue the activity as a class/in groups.

14

Write

Ss work in small groups or new pairs. They could find out some information about a famous king or queen or writer for homework. Without naming the king or queen, they read out their information until the rest of the class guess the subject. Invite Ss to work in small groups or pairs and find out information about a famous President, Mayor, Member of Parliament in Uruguay and write about him.

Extension activity
Game Charades
In groups of three, Ss choose a film and decide how to mime the film/title. Choose one group to mime for the class. The class guesses until they identify the film correctly. They can ask questions and/or have the mime repeated. You can play this game as a team competition: divide the class in two or into several large groups. They can take it in turns to mime and the group that guesses correctly scores points.

13 Comprehension
Check answers with the whole class.
Answer key 1 Because he was interested in art, music and literature. 2 He was a cruel tyrant. 3 It was a terrible prison / A terrible prison. 4 Philippe is King Louis XIV identical twin brother and he is in prison and has got an iron mask so that no one recognises him.

15 Learn to learn
Difficult words in reading texts
Remind Ss that they were able to guess the meaning of some vocabulary in this text. Ask: Do you usually guess when you meet a new word? What other approaches do you have to new words? In pairs, Ss discuss and suggest some ideas.

Extension activity
Game Who am I?
In pairs, Ss choose a favourite film star or another famous person, alive or dead. Alternatively, Ss can just choose living people, if you want to restrict the language to the present tense. The pairs note down information about their chosen person. They can look back at the unit for help and they can add to this information for homework. With the whole class, go through questions Ss can ask to identify the stars: Is he/ she alive or dead? Does he make films?
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Photostory photostory

At the disco
Picture exploitation With books closed, ask Ss to recap what has happened so far at the disco. Elicit ideas and ask them about Emily: Is she happy? Why not? Tell them Spike is going to phone someone. Set three questions: Who does she phone? (Paul.) Who do they talk about? (Daniel.) How do they feel at the end of the conversation? (They are angry with each other.) Play the tape. Ss answer the questions in pairs. Check answers with the whole class. Ss open their books and, in pairs, try to fill in the gaps. Play the tape again, stopping as necessary for Ss to check/complete their gaps. Check the answers with the whole class. Ss can read the dialogue in pairs. Some pairs can then read a section each to the whole class.

Tapescript
Listen and see if you were right about the missing words. Picture 1 spike: Can I borrow your mobile phone, Chilli? chilli: Sure. Here you are. Picture 2 paul: Would you like a packet of crisps? boy: No, thanks. Picture 3 spike: Hi, its me. I just want to talk to you. paul: And I want to talk to you! Where were you last night? Picture 4 spike: I was out. paul: Who with? spike: You dont know him. Picture 5 paul: Him? Oh, so it was a boy! spike: Dont be silly. Hes just a friend of Lukes. Picture 6 spike: Anyway, where are you? paul: Im in London. Im on my way back to Brighton. spike: Great. Can we meet tomorrow evening? Picture 7 paul: I cant. Im going to see a guy about a new van. Picture 8 spike: OK. Fine! See you some time next week.

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67

T h1 emes

in focus

From Patria Gaucha to... Rock in Durazno

4 Research
Ss get in groups of four and choose a festival which they are familiar with. They have to design a poster to advertise it and exhibit the poster in the school hall. There can be a prize, symbolic one, for the best design in terms of colour, content, originality, creativity, materials chosen, etc. Parents, the school staff and Ss in general can be invited to participate and enjoy the exhibition. There can be a time-table set where Ss will explain how they collected information and designed the poster.

Brainstorm with Ss the different well-known and traditional festivals in Uruguay. Elicit information and write it on the board. Ask Ss to work in groups and write about the festivals pointing out: 3 Type of music 3 Time of the year 3 Groups which participate 3 Number of people expected 3 Place 3 Highlights of each festival

1 About you
Ask Ss to work in pairs and answer the questions. Call up time and get the class to work together and put together the information collected. Compare and contrast each festival.

2 Comprehension
Ask Ss to read about these two festivals: Durazno and Tacuaremb. Invite them to compare and contrast both festivals stating the similarities and differences. Ss will then complete the Venn diagram.

3 Over to you
a) Ask Ss to get into groups and choose one of the festivals. Ss will then have to do some research on the festival of their choice. They can use information taken from the web, from the Local State Council or from newspapers published locally and at the time when these events took place. There is ample information to be obtained locally and in national newspapers, too. b) Ss can then register all the information they have gathered and display it on cardboard sheets on the classroom notice board to be shared and discussed with the whole classroom.
68 Libro del alumno p. 62-63

Didyou talk about me?

Learning goals
Ask Ss to read the Learning goals and consider which would be easier to learn, and why. Talking about possible difficulties they may encounter when learning will help to face them as they arise. The discussion will be in Spanish. Picture exploitation Recap previous events quickly. Ask Ss the following warmer questions: Where are the girls? What time is it? What do you think is happening?

Objectives
Students will be able to: Talk about past events. Express opinions.

Teaching points
Communication
Talk about the past. Express opinions.

Grammar
Past simple of regular verbs. Past simple questions with did.

Vocabulary
Daily activities. Adjectives of quality. Adjectives to describe personality.

Listen and read

Pronunciation
Sounds: /t/ worked, /d/ listened (past tense endings).

Skills practice
Read and write a letter to a friend describing a holiday.

Learn to learn
Difficult words in reading texts. Awareness of the importance of understanding the gist of a text. Awareness of the different strategies we need when communicating in English and in the mother tongue.

Pre-teach shy by saying it means timid. Tell Ss to look at the picture but not the text. Explain that they are going to hear a conversation between Emily and Spike. Ask Ss: What do you think they are talking about? Elicit ideas from the whole class. Play the first half of the tape so Ss can see if they are correct. Play the whole tape while Ss read the text. You can make this activity more demanding if you ask more able Ss to listen to the tape without looking at the book. Invite Ss to then check how much they understood and deduce why they didnt understand certain parts, pronunciation and intonation difficulties can be discussed and analysed.

Attitudes
Active participation in classroom activities. Showing respect to our classmates utterances. Valuing English as a means of expressing opinions. Valuing English as a means to communicate real information about ourselves.

Libro del alumno p. 64

69

2 Comprehension
Check Ss understand all the questions and answers. Do the first one with Ss as an example, if necessary. In pairs, Ss match the questions and answers. Check the answers with the whole class. Replay the tape if necessary. You can make this activity more demanding if you ask your Ss to answer the questions without looking at the answers.
Answer key 1e) 2d) 3a) 4f) 5c) 6b)

Tapescript
Listen to the dialogue and see if you were right about the useful phrases. daniel: Whats the matter with Emily? luke: Shes upset. She thinks youre going out with Spike. daniel: Dont be silly! Of course Im not! Anyway, Ive got a girlfriend in Montreal. luke: But youre always with Spike. Youre very friendly with her. daniel: Maybe I am, but I dont fancy her! luke: You mean, it isnt serious? daniel: Of course it isnt. I like her as a friend, thats all.

Useful phrases

See the Introduction. Ask Ss if they know any other phrases which express opinion. List what they know on the board and encourage Ss to present situations where the expressions chosen can be used.

4 Practice
Ss work in pairs. They can role play this exercise, adding the Useful phrases as they read/speak. Support can be given by asking Ss to complete at least three gaps. Ask Ss to write similar dialogues in pairs and then read them out to the whole class.

Listen

Play the tape and give Ss time to correct their dialogues. Ask Ss: Is Daniel telling the truth? Allow time for brief class discussion. Ss practise reading the dialogue in pairs. You can put the Ss in new pairs and let them role play the dialogue from memory. Work on pronunciation and intonation.

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6 Grammar
Past simple of regular verbs: Yes/ No questions
Using prompts, elicit from Ss questions about things they do every day, e.g. teeth/every day? Do you clean your teeth every day? Elicit their answers and write the example questions and answers on the board, i.e. Yes, I do./No, I dont. Draw a chart on the board to show Ss regular present/past tense formation. watch TV every day? Yes, I No, I do. dont. Does he watch TV every day? Yes, he No, he does. doesnt. Did you watch TV yesterday? Yes, I No, I did. didnt. watch TV yesterday? Yes, he No, he Did he did. didnt. Ask a S a question about a classmate, e.g. Does (Diego) watch TV every day? to which he/she will answer Yes or No. Add the question to the chart. Then ask another S Did (Diego) watch TV yesterday? Add the question to the chart. Ask Ss to tell you the rule (do and does become did, etc.) and write it on the board. Do you Past simple statements With books closed and using your own pictures and/or mimes, tell Ss what you did yesterday evening. Use several example sentences, e.g. I played tennis, I cycled home, I visited friends. Remember to restrict your prompts/mimes to those which elicit regular past tenses. Elicit these activities from the Ss. Drill the sentences chorally and individually. Write your examples on the board, underlining the -ed endings. Wh- questions Elicit the question from Ss by writing on the board: What/do yesterday evening? Use picture prompts or mimes to elicit the answers (again restricting the prompts/mimes to regular verbs). In pairs Ss practise other Wh- questions. Negative statements Give Ss examples of things you personally didnt do yesterday, e.g. I didnt watch TV. Elicit one or two examples from them, to establish the form. Individually, Ss think of three things they didnt do yesterday. Then they tell each other in small groups and find two things they all didnt do. Elicit some examples of Wh- questions and negatives from the whole class, and add them to your table on the board.

There should be ample practice in different situations as Ss find the use of the auxiliary verb in the question and negative form of the present and past tense difficult and confusing.

WB Grammar 1, 2, 3, 4 & 5

Pronunciation

The sounds /t/ and /d/ in past tense endings: worked, listened
The tapescript is on SB page 92. Use examples from your board work on teaching grammar to demonstrate the two endings used here: 1 /t/ I watched TV. 2 /d/ I listened to music. Elicit from Ss where to write the other verbs in the board work, under 1 /t/ or 2 /d/? Play part A of the tape for repetition practice, stopping before the last sentence to write it on the board. In pairs, Ss decide how to pronounce the verbs. Play part B of the tape to check and practise.

8 Practice
Ask Ss what good qualities they think they have. Pre-teach helpful, sociable, studious and healthy. Use the pictures in the book to help you do this. In pairs, Ss complete and discuss the questions. They should take it in turns to ask and answer the questions. With the whole class, find out who had the highest score. Ask the class: Do you agree that your two best qualities are true for you? Are there other questions that should be included? Alternative procedure Teach the Yes/No questions and use Exercise 8 for practice before you introduce affirmative and negative statements. Teach pronunciation after your introduction of the statements.

Reinforcement activity
Whats a friend?
Brainstorm the qualities Ss look for in a friend, writing up the new words (e.g. generous, thoughtful, funny) on the board. Ask Ss to rank the qualities in order of importance. Ask Ss to choose three people they know well, they dont have to reveal their identities and write up the good qualities they think these people have. You can elicit world personalities such as Ghandi or Mother Teresa and work on their positive qualities.
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9 Interaction
Remind Ss how to do this activity. Divide the class into pairs, with one Student A and one Student B in each pair. Ss find the appropriate pages in their books. Elicit the question form Ss will need to ask: What did Nigel do on Monday morning? Drill chorally and individually. Student A asks Student B across the class to establish the question and the answer: He walked into town. If necessary, drill the answer. Now get one Student B to ask their first question across the class. Ss ask and answer in pairs and note their answers. Monitor the activity to make sure they are using correct questions and answers.

Give them time to check their answers in pairs. Check their answers with the whole class. Support can be given by providing less able Ss with the tapescript beforehand to let them read and then listen.

Tapescript
chilli: Hi, guys! Did you enjoy the music? spike: Yes, we did. We really enjoyed it. It was great! Especially the last number Kingston Town. chilli: Im glad you liked it. Kingston is my grandparents home town in Jamaica. The song is an old Bob Marley number. daniel: Are your grandparents still there in Kingston? chilli: No, they came to work in Britain in the 1950s and stayed here. daniel: Were you always musical? chilli: Well, I learnt how to play the guitar when I was at school. daniel: When did you start the band? chilli: This band? About a year ago. But I started my first band when I was at college. We were called The Easy Beats. We werent very good but it was fun. Anyway, Im glad you enjoyed it. spike: Oh, heres Luke. We must go. chilli: OK, dont miss the bus! See you! Answer key 1 F 2 T 3 F 4 T b)

10 Communication
Expressing opinions
Pre-teach new vocabulary e.g. brilliant/great/ excellent/funny/silly/awful/boring/rubbish using example activities familiar to your Ss. Draw two columns on the board with the headings Positive and Negative. Ask Ss to write the adjectives in the corresponding column. Elicit one adjective and put Ss in small groups to think of as many others as they can. Check and add to their suggestions. Explain that most of the adjectives can be used in any situation, but rubbish is usually used only when talking to friends. Ask Ss to read the dialogue and practise across the class in open pairs. Drill these lines as necessary. Add and drill: I really enjoyed it./I didnt enjoy it at all. Ss can now practise in small groups to include and discuss a number of programmes. The activity can be extended to include last weekend, etc. Other options and situations can be elicited so to practise expressing opinions further.

Tell Ss they are going to listen to the second part of the dialogue. Stop the tape when Luke says Oh, no! and ask Ss: Whats the matter? (They missed the bus.) If Ss do not know, ask again when you get to the end of the tape. Ss listen again to answer all three questions. Check the answers to questions 13 with the whole class.

Tapescript
daniel: Would you like a piece of gum, Emily? emily: Yes, please. daniel: Were you angry with me tonight? emily: I was a bit angry, I suppose. daniel: What did I do wrong? emily: You didnt talk to me. daniel: I did. emily: Anyway, you didnt dance with me. daniel: You didnt ask! luke: Come on, you two. Stop arguing. Lets go to the bus station. The bus leaves in a few minutes. Oh, no! spike: Whats the matter? luke: The last bus wasnt at 11.30. It was at 11.10. daniel: How are we going to get home? luke: Walk! Answer key 1 gum 2 because he didnt talk to her 3 because they missed the bus

11
a)

Listen

Ask one or two questions to set the scene: Where did they go? Did they enjoy it? Ss read the True/False questions. Play the tape while Ss answer the True/False questions.

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Skills work
12 Read
Elicit seaside resorts and holiday places in Uruguay. Ask Ss to think of different leisure activities, sports they like to practise during the holidays and to choose a place where they would be able to enjoy doing activities of their choice and interest. List them on the board and discuss the attractions of all these Uruguayan tourist sites. Allow them to visit the Ministry of Tourism web site and extract further information. Ask Ss to read the letter from Della to Chilli and complete it with the verbs listed. Invite Ss to discuss the information they have about Rocha further.

13

Write

Ask the Ss to work in pairs. Invite them to write a letter to a friend about a holiday following the guidelines in the questions to help them organise the information. Compare the letters written by asking the pairs to make groups of six. Ask them to check the information, the use of the past simple and the punctuation. Invite Ss to read the letters aloud, encourage Ss to bring photographs of the place they wrote about and describe what they see to the members of the group.

Ask Ss to complete the chart and discuss where they are making most and least progress. Ask: What can you do to improve? Remind Ss to tick (3) the Learning goals they have achieved.

Libro del alumno p. 68

73

Consolidation 3
74

PROJECT M  y favourite star in focus

Ask Ss to work in groups of 5 and choose a famous star. Ask them to write about this famous star by making a fact file first. Encourage Ss to add more information if they consider it relevant: 3 Family information 3 Background 3 Hobbies/interests 3 Where he spent most of his life Using this information ask Ss to write a paragraph for a website. They can include a photograph, a drawing or any design which can illustrate the information written further.

Libro del alumno p. 69

A modern romantic hero

Read
Tapescript

1
a)

Copy the headings of the fact file on the board. Ss read the text quickly to look for the information. Ss check the answers in pairs and then with the whole class. Copy the Ss answers on the board.
Answer key Date of birth: 1970 Place of birth: Salisbury, England Training: Guildhall School of Music and Drama in London First play: The Woman in Black b) First film: Stealing Beauty First two successful films: Shakespeare in Love and Elizabeth Family: large

Ask Ss to tell you why the information is True or False by making reference to the text. Ss look for the answers individually. They check in pairs. Elicit answers from the whole class. Ask Ss to read the article again and decide if the statements are True or False.
Answer key 1 F 2 F 3 T 4 T 5 T 6 F

2
a)

Listen

Guy: And now its time for our MYSTERY STAR. Are you ready? Heres the first clue. Hes American and he was born in Syracuse in New York State in 1962. Any idea, anyone? No. Okay. The second clue. He started his career in a film called Risky Business. Still no guesses? All right. Clue Number 3. He was married to a famous film star and hes got two children. Right, we have someone on the line. Hello! And whats your name? Girl 1: Its Claire and Im calling from London. Guy: Hi, Claire. Welcome to the programme. Have you got the answer? Girl 1: Yes, I think so. I think the answer is Brad Pitt. Hes married to oh you know whats her name? Jennifer Aniston, one of the stars of Friends? Guy: Sorry, Claire! Good try but youre wrong. Its not Brad Pitt. Another caller. Yes, hello? Boy 1: Hello! I think its Antonio Banderas. Hes married to Melanie Griffith. Guy: No, sorry. Good try but Antonio Banderas is Spanish, not American. Right. Heres the fourth clue. Our mystery star is goodlooking, hes got dark hair but hes not very tall. Not very tall. Have we got a caller? Yes, we have. Girl 2: Hello. This is Emma here. I think the person is Michael J Fox. Guy: No, Im afraid not. Michael J Fox is Canadian. Better luck next time. So heres clue Number 5. He lives in California, but hes got a house in Australia and another one in London. In fact for many years he wanted to live in London. Guy: Any callers? Yes OK. Boy 2: Hello? This is Scott. Guy: Hi there, Scott. Boy 2: Is it George Clooney? Guy: No, sorry, Scott. It isnt George Clooney. Come on listeners! Its not that difficult! Clue 6. Our mystery star starred in the action films Top Gun and Mission Impossible I and II. Girl 3: This is Karen from Liverpool. Its Tom Cruise! Tom Cruise starred in Mission Impossible and he was married to Nicole Kidman. Guy: Thats right. We have a winner! Well done, Karen. Congratulations.

Speak

Tell Ss theyre going to listen to a radio quiz programme. They have to guess the name of the film star. Play the cassette and tell Ss to follow the clues and see if they can guess who the film star is. b) Copy the fact file below on the board. Tell Ss to copy it in their folders. They have to listen to the text again and complete the fact file for the film star. Check answers with the whole class. Ask Ss what else they can remember about Tom Cruise.
Answer key Date of birth: 1962 Place of birth: Syracuse, New York Family: ex-wife (famous film star), Nicole Kidman, and two children First film: Risky Business Successful Hollywood films: Top Gun and Mission Impossible I and II Name: Tom Cruise

Ss complete the task in small groups. Ask some groups to give feedback to the whole class. Encourage further discussion.

Extension activity
Tell Ss they have to make a short biography. They can write about Tom Cruise or they can choose somebody else. Suggest writing about a Uruguayan actor/actress. Ask Ss to read the guidelines in their books. They can prepare their ideas in small groups and make notes. Ss can write in groups in class or individually for homework. Ask Ss to display their work. They can include pictures and drawings. Invite other classes to watch and enjoy the display.
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Libro del alumno p. 70-71

Consolidation 3

Wide  angle on the world

It was a warm evening.

Ask learners to read the text on page 73 and ask for any words they do not know. Ask them whether they can see any difference between the information in the pictures and that in the text. There should not be any difference.

Objectives
Students will be able to: Exchange information about past events.

Teaching points
Communication
Talk about past events. Narrate past events.

2 Comprehension
A  sk Ss to work in pairs putting the sentences in order.  Ask them to refer to both, the pictures and the text in order to do so.
Answer key 1 c 2 e 3 a 4 h 5 f 6 b 7 d 8 g

Grammar
Special phrase: Whats the like? Past simple of irregular verbs. While/ When. Past continuous.

Vocabulary
Action words.

3 Grammar
Past simple of irregular verbs
Ask Ss if they can remember how Luke began his statement. Write: We had a good time on the board. Ask: What verb is this? What tense? and elicit have (past tense). Write the following information on the board: Irregular verbs Infinitive Past tense had have Tell Ss that a lot of verbs in English are irregular. Ask them: How many can you find in Lukes statement? Give Ss time to find these in pairs. (There are 8.) Elicit the verbs and write them on the board: have had; leave left; hear heard; go went; see saw; run ran; put put; take took. Now write the past tenses of the other verbs in the Grammar box on the board and elicit the verbs they derive from: buy bought; come came; do did; fall fell; get got; give gave; hit hit; make made; wear wore.

Pronunciation
Sounds: /eI/ rain, /e/ wet.

Skills practice
Listen to a telephone conversation. Read an article about a storm. Write a summary.

Learn to learn
Learn irregular past tense verbs. Awareness of the importance of paying attention to the formal aspects of English. Awareness of the importance of becoming responsible for ones learning process.

Attitudes
Valuing English as a source of information on topics of interest. Creativity when communicating in English. Showing a positive attitude towards overcoming learning difficulties.

Learning goals
T  ell Ss the title of the unit, and ask them to guess what language they are going to learn.

WB Grammar / Vocabulary 1, 2 & 3

4 Practice
Tell Ss they are going to read the statement of the man who was mugged. What information do you know will be in his story? Prompt them with the beginning of the story: He went to his favourite restaurant and left at about 11 oclock. Ss can discuss this in small groups. Elicit some ideas. Ss complete the story in pairs.
a)

Read

Ask Ss to look at the pictures, read the bubbles and tell the story. Ask them if they have ever heard of a similar story. Encourage them to make personal comments about this situation. While learners contribute ideas, build a vocabulary bank on the board.
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7 Check the answers with the whole class.

Answer key 1 went 2 left 3 was 4 decided 5 heard 6 turned 7 saw 8 came 9 asked 10 looked 11 hit 12 fell 13 took 14 shouted 15 ran b)

game again on another day, for more revision of the language from this and earlier units.

5 Grammar
Refer Ss to the picture and the title of the text. Ask them to predict what the text will be about. Ask them to give you clues from the picture and the title. Then have Ss read and check their predictions. Establish the difference between the past simple and the past continuous by asking Ss questions about the text. Refer Ss to the grammar box for clarification and draw a diagram on the board distinguishing the action in progress from the action that interrupted it. Refer Ss to the text again and ask them to find examples of the past continuous.

Ask Ss in pairs to work out the questions, using the prompts in Exercise 4. Check the question forms with the whole class, drilling only if necessary. Note: Support can be given by asking Ss to make and answer four questions.
Answer key 1 What time did he leave the restaurant? He left at about 11 oclock. 2 What did he do then? He walked along the beach. 3 What did he hear? He heard a noise. 4 What did he see? He saw three boys. 5 What did one boy do? He came up to him and asked him the time. 6 What did the man do? He looked at his watch. 7 What did another boy do? He took the mans wallet.

WB Grammar / Vocabulary 4, 5, 6 & 7

6 Practice
a) Ask the Ss to work in pairs putting the pictures in order by referring to the text.
Answer key 1-e 2-c 3-a 4-b 5-d

Extension activity Game Alibi

Teach alibi: the story a person gives to the police to prove that they did not commit a crime. Give an example: Last night there was a robbery at the bank between 6 oclock and 11 oclock. They saw two people running away. One was (describe yourself). Today the police came and asked me questions. I was out with friends yesterday. We met at 5.30 and had a coffee. Then we went to the cinema and saw Shine. We sat near the front and paid 8.50 for the tickets. After that we went to a disco, but I was tired and at 11.30 I went home. I have a good alibi, so the police believe me. But now they think maybe you committed the robbery. In pairs, Ss plan their alibi in detail. Give them an example to begin with: They were together from six to eleven. Put prompts on the board: Where did you go? What did you do and at what time? Who were you with? Choose one pair to be questioned by the police. The whole class are the police. Question one student from the pair at a time. The other student goes out of the class. The police take it in turns to question the first student. They question the second student in the same way. Ask the class: Are the alibis the same? If so, the two Ss are innocent. If not, arrest them! After doing an example game with the whole class, you can play the game in groups if your class is large. You could play the

b) Ss complete the sentences from the story with their own words, in so far as possible.
Answer key Suggested answers 1 While the car was sinking, Stuart saw it and acted immediately. 2 When the diver reached the car, Mrs Chorpa was unconscious. 3 When the ambulance arrived, Stuart was giving Mrs Chorpa mouth-to-mouth resuscitation.

7 Over to you
Have Ss work in pairs. They are supposed to answer the questions and compare answers with another pair.

Libro del alumno p. 74-75

77

Skills work
Picture exploitation Ask Ss the following warmer questions: What do you think the group is doing? What is in the background? Do you go camping? If so, where? Did you enjoy it? What was the weather like? Were you alone?

10 Learn to learn
Get Ss to do this for the verbs in this unit, and to test each other in pairs. You may wish to do this a few days after you introduce the irregular past tense. If possible, start a card index box for the verbs. Put in cards for the verbs that the Ss have learnt so far, and encourage the Ss to add to them/tell you to add to them when they meet new irregular verbs. Alternatively, you can make a chart. You can then use the cards/chart as the basis for regular revision sessions. Ask Ss what other strategies they can think of to learn and remember past forms.

Read

Pre-teach any new vocabulary: to rip (through), to strike (lightning), a burn, nylon, a flash, to shout, or provide a glossary.  You can make this activity more demanding if you give the list of words and ask Ss to look them up in a dictionary as fast as possible. Ss read the headline and the introduction to the story.  You can make this activity more demanding if you ask Ss to predict what the story is about from the headline, and to guess ten words that might appear in the article. Check the information with the whole class, asking questions and explaining as necessary: How old is David? What happened to his tent? When did it happen? Ss read the text and put the pictures at the bottom of the page in the correct order. Check the order with the whole class.
Answer key 1 C 2 E 3 B 4 D 5 A

Extension activity
Game Consequences
Write the following list on the board: 1 Mans name 2 Womans name 3 Where they met 4 He said to her 5 She said to him 6 The consequence was In groups of six, each student writes down a mans name, folds his/her paper so that the name is not visible, and passes it to the next person. He/She then writes down a womans name, folds the paper and passes it on. This procedure continues until the Ss have written all of the information (16). The completed papers should look something like this: Tom Cruise (Mans name) Goldie Hawn (Womans name) at the supermarket (Where they met) Would you like a drink? (He said to her) Theres a big green man (She said to him)  behind you. They ran to a phone box (The consequence was)  to call the police. Ss unfold the papers and read them, supplying extra words as necessary to make complete sentences, e.g. Tom Cruise met Goldie Hawn at the supermarket. He said to her, Would you like a drink? She said to him, Theres a big green man behind you. The consequence was they ran to a phone box to call the police. The more bizarre the consequence is, the funnier the game will be!

Write

With the whole class, read the caption for the first picture and then ask for alternatives, e.g. David and his friends had a party to celebrate the end of their exams. After the party, they decided to sleep in a tent behind the house. In pairs or small groups, Ss write captions for the other pictures. With the whole class, ask for suggestions and decide on the best versions. Write them on the board as a summary of the story.

Reinforcement activity
A  sk Ss: Have you had any similar/exciting experiences on holiday? Elicit some ideas. Ss write about their experiences.

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Photostory photostory

After the disco

Pre-teach mugging. Ask Ss to tell you what they think is happening in each picture. Ss fill in the gaps in pairs. While they do this, write the answers on the board, jumbled, i.e. Would you like a cup of, they missed, We came, took, Im going to call, Did you see, I made, There was, Where are, Where were. Ss correct their own version using the prompts on the board. Play the tape as a final check, stopping for Ss to write in their answers as necessary. Elicit the answers from the whole class. Ss can now practise reading the dialogue in pairs or fives, paying attention to stress and intonation.

Tapescript
Listen and see if you were right about the missing words. Picture 1 mr f: Where are the children? Its after two oclock. mrs f: Maybe they missed the bus. Picture 2 mr f: Im going to call the police. Picture 3 Luke: Hi, Dad! Sorry were late. mr f: We were very worried. Where were you? Picture 4 Daniel: On the beach. There was a mugging. mrs f: Did you see it? emily: No, we didnt. Picture 5 Luke: I called the police! emily: And the ambulance took the man to hospital. You know, just like in the films. Luke: And I made a statement to the police. Picture 6 emily: We came home in a police car. mrs f: But wheres Spike? emily: They drove her home, too. Picture 7 mrs f: I think its time for bed. emily: Whats the rush? Im not tired! Luke: Well, Im going to bed. emily: Would you like a cup of hot chocolate, Daniel? Picture 8 emily: Lovely! Theres no school tomorrow.

Libro del alumno p. 77

79

T h1 emes

in focus

Francisco Piria: businessman and foreseer

4 Research
H  ave Ss work in groups to carry out the research. Read instructions with the Ss and involve them in making a plan of action specifying who in the group is to do what. Set a deadline for the collection of materials and for the exhibit. Encourage Ss to be creative in designing the invitations. This could be a good activity to coordinate with the teachers of information technology, history and geography.

1 About you
H  ave Ss work in pairs and answer the two questions.  Discuss answers with the whole class. If possible, bring to class a map of Maldonado and explain where Piripolis is.  Pre-teach foreseer. Refer Ss to the text and the pictures and ask them to predict what the text is going to be about.  Have Ss read the text once quickly to check their predictions.

2 Comprehension
a)

R  ead instructions with Ss. Ask them to go over the list of adjectives to check they know their meaning. Ask the Ss to work in pairs to do this activity. Answers may vary. b)  Have Ss give reasons for their choices following the prompts in the book. Drill the prompt to give Ss some confidence. c)  Ask Ss to read the text again and complete the timeline.
Answer key 1847: Piria was born in Montevideo 1870: His store burnt down and Piria lost all his money 1873: Piria founded La Industrial and sold 50% of Montevideos land 1930: Piria opened the Argentino Hotel

3 Over to you
H  ave Ss work in groups and find further information about Francisco Piria. They may surf the Internet or consult materials from the library.

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My joke's funnier.
Picture exploitation Ask Ss the following warmer questions: What time of day is it? How do you know? Which room is the family in? What are they all having? Whos doing what? What else can you see? Ask them: What do you have for breakfast? What time do you usually eat it? Tell Ss to describe what food they can see on the table (croissants, rolls, jam, marmalade, cereals, orange juice, tea/coffee). Tell them that thats a type of English breakfast (continental breakfast). Ask them if they know about any other type of breakfast. If they dont, you can tell them about the different English types.

Objectives
Students will be able to: Make comparisons.

Teaching points
Communication
Make comparisons.

Grammar
Comparative and superlative of short adjectives. Comparative and superlative of good and bad. Question word: Which? Comparison with (not) as as. Verb will/wont for decisions.

Listen and read

Vocabulary
The natural environment.

Pronunciation
Sound: // shorter, taller.

Skills practice
Listen to a radio programme about film stars. Read an article about a school trip to the Amazon Basin.

If possible, bring in a cornflakes packet with a game, quiz or gift and ask Ss: Do you look at them/do them/collect them? Tell the class to listen for: What is important about today? Play the tape with books closed. Ss listen and answer your question: Its Daniels last day.

Learn to learn
Learn from reading. Awareness of the importance of becoming responsible for ones learning process, checking oneself. Awareness of the importance of paying attention to the formal aspects of English.

2 Comprehension
Write the questions on the board, or give Ss a copy of the questions. With books still closed, play the tape again. Ss answer the questions in pairs. They can look at the text to check their answers. Replay the tape while Ss read the text. Check the answers to the questions with the whole class.
Answer key 1 (early) morning 2 breakfast 3 elephant jokes 4 because there is a quiz on the back

Attitudes
Valuing English as a source of information on interesting topics.

Learning goals
As this is the last unit, ask Ss to revise their Learning goals (if you used them). Have they been able to achieve most of them? Which aspects do they need to revise before the exam? How are they going to revise them? This informal debate can be used as a formative evaluation before the last unit.

Useful phrases

See the Introduction. Check that Ss remember that Shut up! should only be said to friends and not, for example, to older people.

Libro del alumno p. 80

81

4 Grammar
Comparatives and superlatives
Remind Ss that in Exercise 1 they talked about rivers. Write Mississippi/Amazon long on the board and ask: Are the rivers long? (Yes.) The same? (No.) So the Amazon is longer than the Mississippi. Ask Ss how they would construct a sentence with the same meaning, using shorter. Elicit: The Mississippi is shorter than the Amazon. Drill the two sentences chorally and individually, monitoring the pronunciation of than /Dn/. Add Nile to the board prompts, i.e. Nile/ Mississippi/Amazon long. Ask Ss: What can you say? Elicit and drill: The Nile is the longest. The Mississippi is the shortest. Write the sentences on the board and the headings: Adjective, Comparative, Superlative. Write long longer longest under the headings. Elicit and add short shorter shortest. Add big and funny and point out the spelling changes: big bigger, funny funnier. (Deal with good and bad now.) b) Ask Ss to complete the rule (Exercise 4b). Check the rules with the Ss: 1 we add -er 2 we add -est.
a)

WB Grammar / Vocabulary 4 & 5

Pronunciation

The sound // shorter, taller

The tapescript is on page 92. a) The sound /E/ is used for words in sentences that are not stressed, e.g. Give it to me! to = /t/ Write shorter on the board and elicit the stressed syllable and the unstressed syllable. To make this sound, tell Ss to imagine someone punching them in the stomach. Play part A of the tape for repetition practice. b) Write the sentences in part B on the board, and ask Ss to mark all the // sounds. Check and practise repeating the sentences.

Listen

Play the tape for Ss to check their answers to Exercise 5. Elicit answers from the class and start a brief discussion, e.g. Do you think height/age matters?

Tapescript
Hi! Its me, Holly Fitzpatrick. Im going to tell you some secrets that many film stars dont want you to know how tall they are and how old they are. I think there are going to be some surprises. Ive got inside information about the height and age of six well-known Hollywood faces. And here they are, ranked in order of height, starting with the shortest and ending with the tallest. Number one, the shortest of them all, is Michael J Fox who is only one metre 62. He may be small but hes still one of my favourite actors. Sharon Stone is next. Shes one metre 70 thats eight centimetres taller than Michael. Next is Mel Gibson best director for the film Braveheart. He looks tall but in fact hes only one metre 75. Number 4 is Nicole Kidman. Shes just a little taller than Mel. Shes one metre 78. And now for the really tall guys two of the tallest stars in Hollywood. Sigourney Weaver is one metre 80, yes thats right. Shes really tall. But Liam Neeson, the tallest of them all, is an impressive one metre 94. And now for the ages. This is their best-kept secret. The youngest is Nicole Kidman. Nicole was born in 1967 in Hawaii. The next youngest after Nicole is Michael J Fox. He was born in 1961. Then we have Sharon Stone, who is three years older than Michael. Next comes Mel Gibson, who is just two years older than Sharon. Next in line is Liam Neeson, and finally, at the top of the tree, the oldest is Sigourney Weaver, who was born in New York City in 1949. But the question is does it really matter how tall or how old actors are? Who cares as long as they can act! This is me, Holly Fitzpatrick, your Hollywood reporter, signing off until the same time next week, when Im going to tell you all about this years Oscar ceremony. Answer key 1 Michael J Fox 2 Liam Neeson 3 Nicole Kidman 4 Sigourney Weaver

WB Grammar / Vocabulary 1, 2 & 3

5 Practice
Ss look at the pictures of the film stars. Teach better/best and worse/worst by briefly discussing Who is the best actor?, etc. In pairs, Ss rank the stars in order of height (starting with the shortest) and then in order of age (starting with the youngest). Elicit some ideas, getting Ss to make complete sentences, e.g. I think Sharon Stone is taller than Nicole Kidman. I think Michael J Fox is the youngest. b) Ss write complete sentences.
a)

Extension activity
Give Ss three names which do not have anything in common. Ask Ss to write down as many comparisons as possible. The pair with the funniest comparison, or with the most comparisons, is the winner, e.g. spaghetti, coin and computer: Spaghetti is heavier than a coin but not as heavy as a computer.

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Grammar flash Question word: Which?

Write on the board: longest river: the Nile, the Mississippi or the Amazon? funnier: Daniels or Charlies joke? Elicit or give: Which is ? and write it in the sentences. Drill these questions, chorally and individually. The questions are long, so it may help to drill each clause (Which is funnier / Daniels or Charlies joke?) separately and then drill the complete question. Ss now look at the Grammar flash.

9 Interaction
Ask Ss what they know about snakes and give them time, in threes, to pool their ideas and elicit what they know. Pre-teach key vocabulary: tropical, average, swallow, whole, but ignore very unusual words, e.g. reticulated. Ss find the relevant pages in their books. Check the question forms with them and drill if necessary. Remind them they may need to ask their partner the spelling of some words. In pairs, Ss ask each other the questions and complete their information. With the whole class, ask general questions and encourage brief discussion. Ask Ss: Was any of the information surprising? Do you like snakes?

8 Practice
Ss look at the quiz in Exercise 8 and complete the questions in pairs. Check they understand that the comparative form is used when two things are compared, the superlative when more than two are compared. They take it in turns to ask each other the questions and then agree on the answers. Ss can look up the answers in their books. Ss ask each other the questions across the class. Ask how many other Ss agree with the answer. Tell the class if the answer is correct. Each correct pair gets a point. If the first answer is not correct, another student asks across the class and so on, until you have elicited all the correct answers. Ask the class: Which pair has the most points?

Extension activity
Animal fact file
Ss plan a fact file for an animal of their choice. Ss compile the information for homework. Pass the fact files round the class or display them on your classroom wall.

Grammar flash Expressing decisions with will, 'll, wont

Write the two sample sentences on the board and ask Ss whether they know what they mean. Write the following functions and ask Ss to identify which one is best expressed through the sentences: - Making suggestions - Making invitations - Making decisions Ask Ss to provide further examples of their own decisions to illustrate the use of Will and Wont.

Reinforcement activity
Ss write their own quiz for homework. They must know the answers! Each student writes three questions and they pair up in class the next day so that each pair has six questions. They can then do their quizzes in new pairs or in small groups. Check and help as necessary.

Extension activity
Ss can prepare some information about their own country, or another country of their choice, for homework. The following prompts may help them to gather ideas: longest river?/highest mountain?/ largest lake?/largest forest?/biggest city?/oldest city? If Ss have researched different countries, allow time for them to read out their information to the class and/or to pass their papers round.

WB Grammar / Vocabulary 6 & 7

Libro del alumno p. 82-83

83

10

Read

Extension activity
a)

Teach rainforest, nature reserve, endangered, hammock, poisonous. Ask Ss these general questions: Where are the boys from? Where are they going? What animals and insects are they going to see? Ss read the passage quickly to answer the questions. They should not worry about the words they do not know. Check their answers with the whole class. a) Ss read the text again in pairs and match up the topic sentences and the paragraphs. Check they have the correct answers.
Answer key 1 C 2 D 3 A 4 B b)

Ask Ss: Would you like to go on this holiday? If not, what adventure holiday would you choose yourselves? Give Ss time to discuss this in pairs, then elicit ideas from the whole class. Ask the class: Which holiday is the most unusual? b) Lost in the jungle: Tell Ss they are lost in the jungle. Ask: What are you going to do? In groups of four, Ss decide what to do. Ask some groups to report their ideas to the whole class. Ask the class: Who is going to survive? Why?

Reinforcement activity
Survival in the jungle
Ask Ss: What can you take with you to the jungle to help you survive? Elicit ideas from the class and make a list on the board. Teach new vocabulary as necessary. When you have ten items on the board tell Ss, in pairs, to list them in order of importance and decide Which is most useful? Regroup the Ss into larger groups. They must agree on one order of importance for the list. Ask one or two groups to read their lists to the class. Encourage Ss to comment on the lists.

In the same pairs, Ss answer the questions, looking back at the text if necessary. Check their answers with the whole class.
Answer key 1 They are from Wakefield in Britain. 2 They are going to stay there for two weeks. 3 They are going to sleep in hammocks in the rainforest. 4 They want to go to see the mountains, forests, different plants and birds. They also want to meet the people. c)

With books closed, write the three categories on the board and ask Ss, in groups of three or four, to write down all the vocabulary they can remember. They then open their books, look at Exercise 10 and add any other items of vocabulary. Ask the groups how many they found and ask the group with the most to read them out to the class.
Answer key Countryside: rainforest, network of rivers, mountains, plants, nature reserve, forests. Animals: birds. Insects: poisonous ants.

As this is the last self-evaluation in the book, spend some time with the Ss, discussing their progress during the course. If possible, give each student an individual tutorial. If you have a very large class you may prefer to discuss general progress with the whole class.

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Photostory photostory

Going home
With books closed, ask Ss: What is going to happen in this last episode? Discuss this briefly with the whole class. Play the tape and elicit some information about events/actions. Ask: Are there any surprises? Ss open their books and, in pairs, fill in the gaps in the dialogue. Play the tape again for them to check their answers. Elicit the answers from the whole class. Ss practise reading the dialogues aloud in small groups. Volunteers read the dialogue aloud to the class. Even braver volunteers act out the dialogue from memory. You can allow the groups to practise this, before asking one or two groups to do it for the whole class. You may wish to record the final versions and correct them with the whole class, e.g. stop the recording only at major mistakes, and let the class correct them.

Tapescript
Listen and see if you were right about the missing words. Picture 1 mrs f: Put the biggest bag in the boot. Picture 2 charlie: Where am I going to sit? daniel: Youre the smallest. You can sit on my knee. Picture 3 spike: Hi! Sorry Im late. I missed the train. Where are Daniel and Emily? charlie: Theyre saying goodbye. Look, there they are! Picture 4 daniel: Look, I bought this present for you. emily: What is it? daniel: Its a silver chain with your name on it. emily: Oh! Its lovely. Thats really nice of you, Daniel. Thank you. Picture 5 mr f: Im sorry Daniel, but your flight is boarding at Gate 29. daniel: OK. Im ready. Picture 6 daniel: Thanks a lot. I really enjoyed my stay here. mrs f: You were a perfect guest. No trouble at all. Picture 7 daniel: Bye, Charlie. See you, Luke. We had some good times. luke: Yes, we did. See you, Dan. Picture 8 daniel: Spike? Can I ask you a personal question? spike: It depends. daniel: Why do they call you Spike? spike: Because Im tough! See you, Daniel! Picture 9 emily: Bye, Daniel. Write!

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85

Consolidation 4

GAME

Are you a good detective?

Read the introduction to the game with Ss. Tell them they are going to look at the clues left by the woman in order to solve the mystery. Ask Ss to work in pairs and complete the text with the correct form of the verbs given.
Answer key 1 wasnt 2 was 3 arrived 4 went 5 left 6 arrived 7 walked 8 bought 9 went 10 had 11 went 12 went 13 spent 14 returned Answer key Reasons why the police found out: - the weather map shows it was raining (not a warm sunny day) - there are no train services to Brighton at 10.00 on Sunday morning.

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Canada in focus
Picture exploitation Ask Ss to look at the pictures in their book for one minute, but not to read the text yet. Ss close their books and write down as much as they can remember about the pictures, e.g. There are fir trees and a lake. Two people are fishing in a canoe. I saw a mountie(mounted policeman). There are some mountains. Theres snow on the mountains. Theres a grizzly bear. Some people are playing ice hockey. There are some skyscrapers. The weather is sunny and the sky is blue.

Go through the answers with the whole class.

Answer key 1 She comes from Alberta in western Canada. 2 Whale-watching (eastern or western Canada), a train journey coast to coast, outdoor activities, e.g. canoeing, walking and fishing (Rocky Mountain area), and shopping (Toronto). 3 Summer because it is beautiful and the birds return. 4 Alberta, where she visited her mother and went to Banff; and Vancouver Island, where she visited more family and spent a few days on a boat.

Read

Tapescript
interviewer: Now, Carol-Ann, youre from Canada. Which part of Canada are you from? carol-ann: I was born in Alberta, which is in western Canada. And that land really has ... is very flat and is called the prairies. int: Its a very big country, Canada. If I was going to go on holiday there, tell me four things I just had to do. c-a: Difficult question, but I think four things that you might want to do: you might be interested in whale-watching, thats a very exciting thing to do for a days activity on a boat. So you would either have to go to eastern Canada or western Canada for that. Secondly, you might want a long train journey to take you from one coast of Canada to the other. If youre an outdoor person canoeing, walking and fishing. You could do that in the Rocky Mountain area. And lastly, if you happen to like shopping, you might visit a large city called Toronto. int: Now in Canada the seasons are very different. What is your favourite season? c-a: Summer would be my favourite season. The reason for that is the winters can be very long and very cold. And the snow may last for several months. The spring not as pretty and pleasant as it can be in England, but when the summer comes in Canada it is beautiful, and the birds return. And the skies are blue and the sun is hot. int: Now you went to Canada last summer for your holiday. Where did you go? c-a: I visited two places. First of all I visited Alberta, where my mother is still living, and we were fortunate and were able to travel to a town called Banff in the Rocky Mountains. It was a very good few days visit. And then I travelled by aeroplane, not by train, to Vancouver Island and visited again more family, and spent a few days on a boat, which was rather nice. int: Thank you, Carol-Ann.

With books closed, write questions 16 on the board. Ss discuss possible answers in small groups. Pre-teach any vocabulary, but leave the names of the animals until after Ss read the text. Allow time for class discussion, to elicit the information they have about Canada. Ss read the text and discuss their answers in pairs. Teach the animal vocabulary for question 5. Check the answers to the task with the whole class.
Answer key 11608: The French sailed up the St Lawrence River to what is now Quebec 1610: The British arrived on Newfoundland 1867: Canada became independent 2 Population: 26 million Nationalities: British, French, native Canadians, Inuits, Italians, Greeks, Caribbeans, Asians Main languages: English and French 3 Cities: Capital: Ottawa / Largest: Toronto / Second largest: Montreal / Third largest: Vancouver 4 Climate: North: Arctic very cold winters and short, cool summers South: Temperate cold winters and quite warm summers 5 Scenery: forests, lakes, rivers and mountains Wildlife: golden eagles, moose, caribou, deer, wolves, seals, whales, grizzly bears 6 Sports: Summer water-skiing, canoeing, rafting, sailing, jet boating Winter ice hockey, skating, skiing, snowboarding, iceboarding, ice-fishing

3 Project: My country
Ss look for information to make a poster about your country. Elicit from them what information they would like to include in their poster. Ss can do this individually or in groups.

Listen

Ask Ss which of the places described in the reading they would like to visit most. Play the tape while they listen (question 1). Check the answers with the whole class. Play the tape again. Ss make notes to answer the other questions.

Libro del alumno p. 86-87

Consolidation 4
87

Wide angle on the world

Song

1 D  ancing Queen
Extension activity
Write on the board: time and queen. Check Ss can hear the two vowel sounds: time /aI/, queen /i:/. Ask Ss to look at the lyrics again and, in pairs, to list as many words with the same sounds as they can. Ss work on one sound only half of the class do each sound. Play the song again for Ss to check. Elicit the lists and write the words on the board, i.e. 1:  jive, time, Friday, night, lights, right, guy, high, fine, life. 2:  queen, scene, sweet, seventeen, feel, beat, tambourine, see. Ss can read or sing the song for pronunciation practice.

Write ABBA on the board. Ask Ss: Do you know the group? What songs do you know by ABBA? (I Have a Dream, Mama Mia, Waterloo, The Winner Takes It All, etc.) Ask Ss them to read the information at the top of the page. Explain vocabulary as necessary, e.g. consecutive.

1 Guess the missing words

Ss read the song and try to guess the missing words individually or in pairs. Play the song. Ss fill in the gaps. They check in pairs, then check with you as a whole class.
Answer key 1 queen 2 go 3 king 4 high 5 chance 6 seventeen 7 life

2 Guess the meaning of the phrases

Look at these phrases with the whole class and explain/check the meaning as necessary:  to have the time of your life: Is it a good or a bad time? (Good.) Just OK or really good? (Really good. Its the best time ever in your life.)  to get in the swing: As the music plays, the dancers feel the rhythm more and more. to be in the mood: Does she want to dance? Yes  shes in the mood to dance. You may need to give further examples of the vocabulary above and to explain other words in the song, e.g. low, tambourine, scene.

3 Discuss the song

Discuss the song briefly with the whole class to elicit like/dont like.

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Song

2 I  want to break
free

Write Queen on the board. Ask Ss: Do you know the group? What songs do you know by Queen? (The Great Pretender, We will rock you, etc.). Ask Ss to read the information at the top of the page. Explain vocabulary as necessary, e.g. consecutive, spectacular.

1 Write down these phrases with their translations

Look at these phrases with the whole class and explain/check the meaning as necessary. You may need to give further examples of the vocabulary above and to explain other words in the song, e.g. walk out, got to make it. Ask Ss to explain the meaning of the phrases by translating them into Spanish.

2 Listen to the song and write down where each phrase goes
Ss listen to the song and try to complete it with the correct phrases.
Answer key 1 I want to break free from your lies. 2 I dont need you. 3 Ive fallen in love. 4 Its strange but its true. 5 I have to be sure. 6 Life still goes on. 7 I cant get used to

Listen again Extension activity

Discuss the song briefly with the whole class to elicit like/dont like.

Have Ss suggest other songs by other groups which dwell on the same theme. If possible, ask them to prepare activities around these songs and bring them to class. Have a Songs Jamboree.

Libro del alumno p. 89

89

Uruguay in focus 2 es el texto seleccionado por A.N.E.P. en el marco de los Programas Modernizacin de la Enseanza Media y Formacin Docente (MEMFOD) para el curso de Ingls del Segundo Ao de Ciclo Bsico.

Componentes: Libro para el Alumno Libro de Actividades Gua Didctica Cassette

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