GRAMMAR

1. There are three different ways of pronouncing the

final
Present simple (2) for routines: third person singular
-s in
You use the present simple to talk about routines.
the
He gets up at 6.30. She works in Seattle.
third
You form the third person singular (he/she/it) of most verbs in the present simple by adding -s.
He gets up at 6.30. She works in Seattle.
You add -es to do, go and verbs which end in -ch, -ss, -sh, and -x.
He washes. She goes to school.
Verbs which end in a consonant + -y change to ies.
carries flies
The third person singular of be is is. you often use the contracted form s.
Its a long day for Annie.
The third person singular of have is has.
She has lunch at school.
Expressions of time
in the morning in the afternoon in the evening
at night
before lunch after dinner at about seven oclock

1. Write down the third person singular of these

verbs. (You can find them in the passage).
come join finish get go hurry leave
meet say stop take teach try wake
walk wash watch work
2. Put the verbs in three columns.
-s
-es
-ies
gets
goes
hurries

person singular present simple.

Listen to these verbs. Is the final sound /s/, /z/ or
/Iz/? Put them in three columns.
takes goes finishes sits sings arrives refuses
offers has asks talks serves washes watches
does
2. Now say the words aloud.
Listen and check.

SPEAKING AND WRITING

Now add these verbs to the correct column.

do dress fly live make carry
3. Say what time of day you do the things in
Reading and vocabulary activity 5. Use the
expressions of time in the box above.

1. Work in pairs and find out about your morning

routines. What time does your partner do these
things?
- wake up - get up - get dressed
- have breakfast - go to work

LISTENING

Cecile, what time do you wake up?

I wake up at seven oclock.

1. Listen and decide which people in A day in

the life of the USA are speaking.

What time do you get up?

At a quarter-past seven.

2. Listen again and find out what they do at these

times:Speaker 1:
8.00am 1.00pm
6.30pm 11.30 pm
Speaker 2:
8.15 am 12.30 pm
5.30pm 7.00pm

Make notes about your partners route.

Cecile - wake up: 7am, get up: 7.15am.

3. Work in pairs and check you answers.

At 8.00am _______ leaves home and goes to
work.

SOUNDS

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2. Write sentences about your partners morning

routine.
Cecile wakes up at seven oclock.
She gets up at seven fifteen.
3. Now write a paragraph about your partners
morning routine. Link the sentences you wrote
in 2 with and and then.
Cecile wakes up at seven oclock and gets up at
seven fifteen. Then she ....

N.B. These are the notes for the teachers. They are not provided in the students book.

GENERAL COMMENTS
Many students start reading or listening to a
passage and then stop because they dont
understand a particular word. Many reading and
listening activity sequences in Reward begin with
a task to encourage the students to extract the
main ideas. This is designed not only to help them
gain access to the heart of the passage but also to
help them overlook any difficult words. If you
explain every word, you may help extend the
students vocabulary, but you will not help them
to become more effective readers. If you do need
to explain words, limit them to five or six and ask
the class to choose them carefully. Explain also
that the vocabulary in the boxes is the vocabulary
which is considered suitable for this level. Other
words are less important. Finally, point out that it
is difficult to learn more than ten or twelve words
a lesson, and simply noting down more will not
make the learning process more efficient.
Top photo: possible questions
What is a school bus? Do special buses take
children to school in your country? Did you go to
school this way?
Bottom photo: possible questions
Where do these two men come from?
Do they look like typical Americans?
What other clothes do Americans typically wear?
How else can you tell if someone is American?
Do you know any typical Americans?

READING AND VOCABULARY

1. Aim: to practise reading for main ideas.
Explain that the passage the students are
going to read is about a typical day in the
life of some Americans. Before they begin,
write these words on the board:
breakfast, station, train, school, sandwich,
apple, home, meeting, artist, engineer,
writer, lunch, go, shopping, woman, swim,
telephonist, bank, bar, president, TV,
children.
Pre-teach these words which come from
the passage by asking the students to say
which ones they can use to describe what
they can see in the photos.
Ask the students to read the passage and
decide who they can see in the photos.
Answers
Top: Annie Laurence, bottom: Cliff Renton

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2. Aim: to practise saying times of the day.

Write the actual time on the board and ask
your students how many ways they can say it
in their language. Explain that there are two
ways of saying the time in English, and that it
isnt common to use the twenty-four hour
clock in English except for timetables. You
can also mention that the afternoon begins
after midday, the evening after six pm and the
night at about ten or eleven pm.
Ask them to write the times in the passage in
two different ways.
Explain that you can use the present
continuous to describe actions which are
going on at or around a particular time, and
that the present continuous will be covered in
Lesson 5.
Ask the students to work in pairs and ask and
say what they do at the different times
mentioned.
3. Aim: to compare a typical day in the life of the
USA with a typical day in the students
countries.
Ask the students to read the passage again
and find out similarities and differences.
Ask the students to report back to rest of the
class, giving some examples.
4. Aim: to present the verbs and nouns in the
boxes and to focus on collocations.
Explain that certain verbs are often followed
by certain nouns. There may be many
possible combinations but here are most
common routine activities.
Possible answers
start: breakfast, dinner, lunch, school, work
finish: breakfast, dinner, lunch, school, work
come: home
get: home, breakfast, dinner, lunch
leave: home, school, work
have: breakfast, dinner, lunch
stop: work
watch: television
5. Aim: to present the vocabulary items in the
box; to practise saying the time.
Present the items of vocabulary in the box by
saying when you do the routine activities.
Write When do you...? on the board. Ask
questions and elicit answers from two or three
students.
Ask the students to work in pairs and to ask
and answer questions about the routine
activities.

GRAMMAR
1. Aim: to focus on the form of the third
person singular in the present simple.
Explain that the focus of this lesson is on
the third person singular (he/she/it form)
of the present simple. Ask the students to
think of an activity they do as a routine
every week, month or year.

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Ask the students to write down the third

person singular of the verbs. Then ask them to
check their answers by re-reading the
passage.
Ask the students to read the explanation about
the present simple: third person singular in
the grammar box.

Answers
comes, joins, finishes, gets goes, hurries,
leaves, meets, says, stops, takes, teaches, tries,
wakes, walks, washes, watches, works
2. Aim: to focus on the three endings of the
third person singular in the present simple.
Explain that there are three endings for the
third person singular of the present simple.
Draw three columns on the board and ask
the students to suggest where each verb
should go.

Answers
-s: gets, comes, joins, leaves, meets, says, stops,
dresses, takes, wakes, walks, works, lives, makes
-es: goes, finishes, teaches, washes, watches, does,
dresses
-ies: hurries, tries, flies, carries
3. Aim: to present the expressions of time in
the
grammar box.
Explain that the expressions of time can be
used when you want to be less specific
about the time.
Ask the students to work in pairs and ask
and say what time of day they do the
things in Reading and vocabulary
activities 4 and 5.

LISTENING
1. Aim: to practise listening for main ideas.
Explain to the students that they are going
to listen to two people from A day in the
life of the USA talking some more about
their typical days. Remind them that it
isnt necessary to understand every word.
Ask them to listen and decide who is
speaking.
Play the cassette.
Answers
First person: Jo-Ann Rosenthal
Second person: George Markopoulos

2. Ai
m:

to practise listening for specific

information.
Ask the students to listen again and find
out what they are doing at the specific
times mentioned.
Play the tape.

3. Aim: to practise saying the time and using

verbs in the third person singular.

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Ask the students to check their answers to

activity 2. Make sure that everyone is using
and pronouncing the endings correctly.

SOUNDS
1. Aim: to show ways of pronouncing the letter s
as an ending for the third person singular
present simple; to practise pronouncing /s/,/z/
and /Iz/.
Write /s/,/z/ and /Iz/ on the board and say each
sound. Point to each sound in turn and ask the
class to say the sound. You may like to draw
the students attention to the Pronunciation
guide at the back of the book.
Write 1, 2 and 3 by the three sounds. Ask the
students to listen and write 1, 2 or 3 according
to the sound they hear.
Play the tape.
Ask the students to write the words in the
correct columns.
2. Aim: to check answers to activity 1; to practise
pronouncing /s/,/z/ and /Iz/.
Play the tape.
Answers
/s/: takes sits asks talks
/z/: goes sings arrives offers has serves does
/Iz/: finishes refuses washes watches
Ask the students to say the words aloud as a
group, and then in pairs. If necessary, play the
tape and stop after every word so they can
repeat it.

SPEAKING AND WRITING

1. Aim: to practise asking and answering
questions about routine activities.
Ask the students to find out when their
partner does the five routine activities
mentioned. Check that everyone is using the
auxiliary do.
Ask the students to make notes about their
partners answers.
2. Aim: to provide controlled practice of writing
sentences from notes.
Write the notes given as examples in the
Students Book Speaking and writing activity
1 on the board. Then add words to make full
sentences.
Answers
Jo-Anne: 8am: leaves home and goes to
work; 1pm: goes for a walk in the park;
6.30pm: takes the subway home; 11.30pm:
goes to bed.
George: 8.15am: has breakfast; 12.30pm:
has lunch: 5.30pm: meets friends and has a
drink at the golf club; 7pm: goes home for
dinner.

 Ask the students to use their notes to write

sentences
3. Aim: to provide controlled practice of
writing paragraphs from sentences.
Add and and then to the sentences you
wrote in activity 2. Point out that you join

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two sentences with and, and you start a

sentence describing a subsequent activity
with Then.
Ask the students to link their sentences with
and and then.