√ Rick's Family
|ballet dancer||ˈbæleɪ ˈdɑːnsə||балерина|
|disc jockey||dɪsk ˈʤɒki||диджей|
|free time||friː taɪm||свободное время|
|law firm||lɔː fɜːm||юридическая фирма|
|New Zealand||njuː ˈziːlənd||Новая Зеландия|
|news story||njuːz ˈstɔːri||новость|
|outdoors||ˌaʊtˈdɔːz||на открытом воздухе|
|pop star||pɒp stɑː||поп-звезда|
|receptionist||rɪˈsɛpʃənɪst||секретарь в приемной|
|taxi driver||ˈtæksi ˈdraɪvə||водитель такси|
STARTER (SB рб) SUGGESTION
Whatever your students’ knowledge of the alphabet at the start of the course, remember that they will all need regular practice in the alphabet and spelling. This can easily be integrated into any lesson when teaching new vocabulary (How do you think you spell... ?), or when reviewing vocabulary (How do you spell... ?), and by the use of spelling games or cards.
At this early stage or with weaker classes, you may want to write the alphabet on the board and drill the letters in groups of five before moving on to exercise 1.
[CD 1: Track 2] Say your own name - I’m (Liz) - and point to yourself to make the meaning clear. Write your name on the board and then spell it out, pointing to each letter in turn. Focus attention on the letters in exercise 1 and tell the students that they are going to listen to the alphabet. Play the recording and get students to just listen.
Say А, В, С and then invite students to continue. Encourage the class to help each other if students have problems with individual letters. Note down the letters students get wrong or don’t know, paying particular attention to a, e,g, i,j, q, r, u, w, and y, which often cause problems for students. Drill the letters which students found difficult. Play the recording again as consolidation if necessary.
2 Invite a few students to say their first name. Check students understand ‘alphabetical order’ by putting letters a-g on the board in random order and asking students to reorder them alphabetically. Then ask students to stand up in alphabetical order and say their name. If appropriate, repeat this, getting progressively faster each time.
Encourage students to memorize as many names as they can. If appropriate, play a memory game by pointing to individual students and yourself, and getting the class to say the correct names. Encourage students in a multilingual class to pronounce each others names (and your name!) as accurately as possible. If there are not too many students in the class, put their names on the board so that everyone can begin to learn them. EXTRA ACTIVITY
Consolidate the alphabet by getting students to categorize the letters according to their sound:
/ei/ a h j к
/vJ b с d e
Id f 1 m n
/ai/ i У
/и:/ q и w
/а:/ r am/is/are - my/your
1 Write your own first name and surname on the board. Point to each name and say the appropriate word. Elicit some first names and surnames from the class. Pre-teach/ Check the question How do you spell that? and briefly review the alphabet from the Starter section.
[CD 1: Track J] Play the recording once and get students to read and listen. Then ask them to point to Bill and the interviewer in the photo. Ask Where are Bill and the interviewer? (at a business conference).
Play the recording a second time. Students repeat as a class. Play the recording again then practise it in both open pairs (i.e. students ask and answer the questions across the room with the rest of the class listening) and closed pairs (i.e. the whole class working in pairs). Make sure students can accurately produce the contracted forms name’s, what’s, and I’m, and the falling intonation on the w/i-questions. GRAMMAR SPOT
Focus attention on the contractions. Ask students to circle the contracted forms in exercise 1.
2 Focus attention on the example and then ask students to complete the conversation. Remind them to use contracted forms. Ask students to point to Carla and David in the photo.
[CD 1: Track 4] Play the recording and let students check their answers. Answers and tapescript
С Hello. My name’s Carla. What’s your name?
С Where are you from, David?
D I’m from Bristol. Where are you from?
С I’m from Bristol, too!
D Oh! Nice to meet you!
Ask students to practise the conversation in open and closed pairs. If students sound a little flat, encourage a wide voice range, particularly on the last two lines of the conversation. Also highlight the contrastive stress in:
I’m from Bristol. Where are you from?
3 This is a mingle activity. Demonstrate the conversation first in open pairs, and then get students to move around the class and talk to as many people as possible. Monitor and check for accurate pronunciation. Don’t let this activity go on too long. If you have a large class, it will be impossible for all the students to talk to everyone.
Workbook Unit 1
Ex. 1 Nice to meet you!
Ex. 2 Countries and nationalities? PERSONAL INFORMATION (SB P7)
he/she - his/her
A POSSIBLE PROBLEMS
• Note that in the negative of be, New Headway Elementary uses the contracted forms of not, not the contracted forms of the verb, i.e. she isn’t, they aren’t, you aren’t, we aren’t, rather than she’s not, they’re not,you’re not, were not. Try to stick to these forms when you speak to the class. The contraction I amn’t isn’t possible, and the correct form is shown in the Grammar Spot on p7.
• Where other languages will answer an inverted question with simply yes or no, English prefers to add a short answer. Without the short answer, the speaker can sound rather abrupt. Having been introduced to contracted forms, students are tempted to use them in short answers, for example, Are you married? Yes, I'm, but this is not possible.
• The names of the characters are pronounced /bil freiza(r)/ and /sabiina gaens/.
• Lower-level students often have difficulty reading phone numbers and email addresses fluently. In English we give phone numbers using single figures 0-9, and 0 is pronounced ‘oh’. Repeated numbers are usually expressed with double e.g. 44 = double four,
555 =five, double five. Be prepared to give a lot of practice during this presentation and also in later lessons. It’s a good idea to prepare a list of fictitious email addresses and phone numbers from a range of countries before the lesson to help students with this.
1 Point to the photo of Bill and ask What’s his name? Then point to the photo of Sabine and say This is Sabine. Check comprehension of the key categories in the table and then give students time to read about Bill and Sabine.
Focus attention on the information about reading email addresses. Write a number of fictitious email addresses on the board and get students to practise reading them aloud.
2 [CD 1: Track 5] Focus attention on the gapped questions and on the example. Play the recording through once and get students to complete the questions. Play the recording a second time if necessary. With weaker classes, you could complete the questions orally as a class first and then play the recording as consolidation.
Ask students to write the answers on the board to make sure they are using the short form What’s and the full form is correctly. Point out that isn’t is the negative, and that n’t is the short form of not. Answers and tapescript
1 What’s his surname?
2 What’s his first name?
3 Where’s he from?
4 How old is he?
5 What’s his phone number?
312 555 0749
7 Is he married?
No, he isn’t.
Review/Check the way we read phone numbers (see Possible problems opposite). Before students practise the questions and answers in closed pairs, let them practise in open pairs. Highlight the voice range and intonation on the questions - questions with a question word start high and fall. With weaker classes, be prepared to drill the forms and spend less time on the intonation.
[CD 1: Track 6] This exercise highlights the use of she and her to talk about women and girls. Focus attention on the gapped questions and on the example. Play the recording through once and get students to complete the questions. Play the recording a second time if necessary. With weaker classes, you could complete the questions orally as a class first and then play the recording as consolidation. Answers and tapescript
1 What’s her surname? 5 What’s her phone number?
2 What’s her first name? 6 What’s her email address?
3 Where’s she from? 7 Is she married?
4 How old is she? Highlight the use of he /his to talk about Bill and she/ her to talk about Sabine.
Consolidate the difference by asking What’s his/her name? and Where’s he/she from? about the students in the class. With weaker classes, drill the questions with the whole class and correct any mistakes in the use of he/she and his/her carefully.
Get students to practise the questions and answers in open pairs before repeating in closed pairs. If necessary, highlight the voice range and intonation again. With weaker classes, be prepared to drill the forms and spend less time on the intonation.
1 Focus attention on the positive forms in the chart. Make sure students understand that there is a long form and a short form for each part of the verb. Focus attention on the negative forms in the chart. Give some true negative examples to reinforce the meaning, e.g. I’m not American. You aren’t English. Elicit the negative forms for he and she and drill the pronunciation if necessary.
1 am = I’m I’m not
you are = you’re you aren’t
he is = he’s he isn’t
she is = she’s she isn’t 2 Highlight the use of the subject pronouns by pointing to yourself for I and students in the class for you, he, and she. Give students time to write the missing possessive adjectives and then check the answers.
Pronouns Possessive adjectives
Read Grammar Reference 1.1—1.2 on pB4 together in class and/or ask students to read it at home. Encourage them to ask you questions about it.
Teacher dictation: Dictate five or six phone numbers/ email addresses, writing them down yourself so that you have a means of checking. Students write the numbers/ addresses as you say them, and then write them on the board to check.
Pairs dictation: Students prepare a list of phone numbers/email addresses to dictate to their partner and then exchange lists to check.
Workbook Unit 1
Ex. 3 Personal information
RICK’S FAMILY (SB P8)
Talking about you A POSSIBLE PROBLEMS
This section consolidates the w/i-questions and also includes a yes/no question and short answers. Having focused on the short forms in positive sentences, students may be tempted to use a short form in positive short answers. The Caution box covers this and highlights that we can’t say Yes, I’m. At this early stage, don’t give a long explanation of what short answers are and how they operate. It is better to let students see them in context and use them in controlled exercises.
4 This is the students’ first opportunity to personalize the language in this section, so try to make sure that they work with a partner that they don’t know.
Ask the question Are you married? and elicit the answers Yes, I am./No, I’m not. Focus attention on the note about short answers and point out we can’t say Yes, I’m.
With weaker classes, briefly review commonly confused letters of the alphabet a, e, i, o, u, m and n, с and k, etc. and how to read phone numbers. You could also elicit a range of answers to the questions across the class and drill the question forms, before students do the pairwork. Students ask and answer the questions with a partner. Monitor and check for correct formation of questions and short answers, and for correct pronunciation and intonation.
• You can consolidate the use of he/she and his/her by asking students to work with a new classmate and tell him/her about their partner in exercise 4. Students can also tell the rest of the class about their partner in a short feedback activity.
• You can give regular practice of phone numbers (and numbers in general) and email addresses in dictation activities, either with you dictating or with the students working in pairs.
Verbs - have/go/live/like NOTE
The purpose of this section is to introduce/review some high-frequency verbs to allow students to give everyday information ahout themselves. It is not intended to be a full presentation of the Present Simple and so students practise just the I form. Don’t include any questions in the Present Simple about this section, as a complete review/presentation of the Present Simple is given in Units 2 and 3.
Some basic family words are included in the text and in the Practice section (brother, sister, parents, mother, father, grandmother). This vocabulary is reviewed and extended in
Vocabulary and speaking on SB pl2.
[CD 1: Track 7] Pre-teach/check salesman and girlfriend. Focus attention on the photo and say This is Rick Wilson. Ask How old is he? Where is he from? Play the recording once and get students to follow in their books. With weaker students, you could get students to point
to the correct photo as they read and listen. Elicit the answers to the pre-questions (He’s 19. He’s from London.)
2 Give students time to complete the sentences, using have, live, and like.
[CD 1: Track 8] Play the recording and let students check their answers. Answers and tapescript
1 I go to Kingston University.
2 I have a brother and a sister.
3 I live with my parents in a house in West London.
4 My family really like Lily!
3 Elicit possible endings to the sentences, feeding in necessary vocabulary, e.g. college, language school, husband, wife, etc.
Put students in pairs to exchange their information. Monitor and help as necessary.
A POSSIBLE PROBLEMS
Students may well have problems distinguishing the contracted forms he’s/she’s /its and the marker for possessive’s. The Grammar Spot for this section clarifies the usage, but be prepared to review this point regularly to help students in both speaking and writing.
4 Go through the Grammar Spot with the class. GRAMMAR SPOT
Focus attention on the use of s as the contraction of is and as an indicator of possession.
Refer students back to the text about Rick. In pairs, students underline examples of possessive ‘s and circle examples of s as the contraction of is. Answers
brother’s name sister’s name is
My name’s Rick Wilson.
He’s 16 and he’s at school.
She’s 23, and she’s married.
Her name’s Lily. She’s lovely!
Read Grammar Reference 1.3 on pl34 together in class, and/or ask students to read it at home. Encourage them to ask you questions about it.
5 Focus attention on the example. Get two strong students to model the example question and answer. Ask Who’s Rosie? and elicit the answer (She’s Rick’s sister.)
Students ask and answer the questions in closed pairs. Monitor and check for correct use of the possessive s and contracted forms of be. If students have problems, drill the questions and answers and get students to repeat in closed pairs.
2 Who’s Rosie? She’s Rick’s sister.
Who’s Peter? He’s Rick’s father.
Who’s Helen? She’s Rick’s mother.
Who’s Lily? She’s Rick’s girlfriend.
3 He’s a salesman.
4 She’s a teacher.
Students will need regular reviews of the possessive s. You can do this in a later lesson by asking ten or so students for a photo or other personal item. Put them all in the middle of the room. Students then have to point to a photo/an object and say That’s my sister. That’s Maria’s mobile, etc.
be - am, is, are
1 This exercise consolidates a range of forms of the verb
to be, including questions and short answers. Get students to complete the sentences, working individually.
[CD 1: Track 9] Give students time to check their answers in pairs then play the recording for a final check. Answers and tapescript
1 Where are you from?
2 Are you from London?’ 'Yes, I am.’
3 ‘How old are you?' Tm 15.’
4 ‘Are your sisters married?' ‘No, they aren’t.’
5 I like you. You're my friend.
6 Hans isn’t from Germany, he’s from Switzerland.
7 ‘Is your mother a doctor?’ ‘No, she isn’t.’
8 I’m not Italian. I’m French.
2 This exercise gives further practice in distinguishing the meaning of s - short form of is or possession.
Focus attention on the examples, then get students to complete the task, working individually. Elicit a range of answers from the class. If there is disagreement, write the sentences on the board for analysis with the whole class.
3 is 4 is 5 possession 6 possession Pronunciation
[CD 1: Track 10] This exercise tests students’ ability to listen carefully and discriminate between similar words and phrases.
Play number 1 as an example and elicit the correct sentence (b). Play the rest of the recording. Students tick the sentences they hear. You can make this exercise productive by asking students to read the pairs of sentences aloud. Answers and tapescript
1 b She’s from Italy.
2 a What’s his name?
3 a Your English is good.
4 a Where's she from?
5 b He’s a teacher in England.
6 b We aren’t English. Spelling
4 Briefly review the alphabet, prioritizing letters that students have problems with, and the use of double for spelling (e.g. Swiss = s, w, i, double s). Point out that numbers 1-3 are names and that 4 and 5 are email addresses. Explain that students will hear the information in a short context but they should listen for just the missing letters and parts of the email addresses.
[CD 1: Track 11] Play number 1 as an example and elicit the missing letters, writing the complete name on the board.
Play the rest of the recording without stopping. If necessary, play the recording again to allow students?
to complete any missing answers. Don’t keep repeating the recording, however, as students need to get used to isolating key information fairly quickly, as they would in real life.
Check the answers by getting students to write the answers on the board to make sure they have recorded the dots correctly in the email addresses.
Answers and tapescript
2 JOSEPH BOWEN
3 KATIE MATTHEWS
1 My name’s Vanessa. That’s V-A-N-E-S-S-A. Vanessa.
2 My first name’s Joseph. That’s j - 0 - S - E - P - H. My surname’s Bowen. That’s В - 0 - W - E - N. Joseph Bowen.
3 My name’s Katie Matthews. That’s Katie К - A - T -1 - E. Matthews M-A-T-T-H-E-W-S.
4 My email address is That’s G dot H - U - N - T eight at yahoo dot com.
5 This exercise consolidates the verb to be in a range of persons, and allows students to make true sentences about themselves. Pre-teach/check at home, at work, and cafe by using pictures or simple explanations.
There can be no set answers for this exercise, but monitor and check students haven’t made mistakes in the forms of to be.
Get students to compare their answers in pairs. Writing
6 After quite a lot of oral class work, the silent, individual work in this exercise provides variety and balance.
Focus attention on the sentence starters and elicit a range of possible endings. The starter I’m a ... requires a job or the word student. In the sentences about family, point out that students can change the key word, e.g. sister —> brother; father —* mother.
Give students time to write about themselves, using the sentence starters. (If you are short of time, students can do this task for homework.)
Students read their description to the class, or to their classmates in small groups. Don’t overcorrect students if they make a lot of pronunciation mistakes; the aim is for students to show what they can do, and to say a little about themselves and their families. They can’t do everything at once!
Workbook Unit 1
Ex. 4 Possessive’s
Ex. 5 Verbs - have/go/live/like
READING AND LISTENING (SB pio)
A student’s blog ABOUT THE TEXT
This is the first piece of extensive skills work in New Headway Elementary. The aim of this section is to recycle key language and expose students to new language in a relatively natural context. The choice of text type - a blog - will be familiar to the majority of students and reflects communication in the real world. This section also provides a link to the Writing section on SB p104.
After a lead-in and vocabulary work, students read and listen to the blog at the same time. This might be considered an unnatural activity, but this technique is used only in the early stages of the book to help build confidence. Elementary learners typically find reading easier than listening, because they can recognize cognates without the interference of different pronunciation. However, if they read the blog silently at their own speed, they could become distracted by unknown and unimportant vocabulary. Reading and following the recording allows them to follow the material in a more fluent way.
The places mentioned in the blog are:
Notting Hill - a fashionable area of West London, famous for its annual carnival Covent Garden - an area of central London full of shops and places to eat, also the location of the Royal Opera House
National Gallery - a public art gallery, which contains a large collection of mostly European art
The following vocabulary items might be new:
- the adjectives in exercise 2 SB p 10
- blog (a type of Internet diary), speak fast, understand, in the centre (of a city), international, park (n), gallery, free, go by Underground (the metro system in London)
With weaker students, pre-teach/check the vocabulary or set it as homework prior to the lesson. However, if you feel your students don’t need so much support, simply encourage them to use the context to help them understand the new vocabulary.
1 Introduce the topic by writing London on the board and letting students tell you anything they know. Refer them to the photos and elicit information about what’s in the photos - Big Ben and the Houses of Parliament and Trafalgar Square (a large square in the heart of London). The National Gallery, mentioned in the text, is the building on the left side of Trafalgar Square in the bottom photo. Elicit the names of any other places that students know
2 With weaker students, you may want to pre-teach/check the adjectives if you didn’t set them for homework (see About the text above). Check the pronunciation of the following adjectives, which can cause problems:
beautiful /'bjuitifl/, interesting /'intrastiq/, friendly/'frendli/.? Check students understand the idea of noun + adjective collocation. Write the following examples on the board and check the ones which are and aren’t possible: a friendly person / / language X / place / / book X.
Also check students understand the use of a/an in sentences 1 and 4: a + adjective beginning with a consonant; an + adjective beginning with a vowel. Elicit two examples, e.g. a beautiful city/an expensive city.
Put the students into pairs to complete the sentences. Monitor and help as necessary.
Elicit a range of possible answers in a short feedback session. Ask students to justify their answers in simple English as best they can. Try not to let students give their reasons in
AI! Possible answers
Answers will depend on students’ own opinions but these are possible collocations.
1 London is/isn’t a/an big/small/nice/beautiful/expensive/ interesting/friendly/cold/sunny city.
2 The people are/aren’t nice/interesting/friendly.
3 The weather is/isn’t cold/sunny.
4 English is/isn’t a/an beautiful/interesting/difficult/easy language.
3 See the note about vocabulary in About the text. Refer students back to the text about Rick on SB p8 and ask what they can remember about him. Then focus attention on the photo of Annalisa. Explain that she is a student in London and that the Wilsons are her host family.
[CD 1: Track 12] Play the first two lines of the blog and get students to follow in their books. Focus attention on the examples. Play the rest of the recording and then get students to complete the true/false task. Give students time to compare their answers in pairs and correct the false sentences. Check the answers with the class. Answers
4 X She isn’t in a small school. She's in a big school.
6 X They aren’t all from Europe. They’re from Mexico, Japan and Egypt too.
7 X She isn’t Annalisa's teacher. She’s Rick’s sister.
8 X It isn’t expensive. It’s free.
9 X It isn’t difficult. It’s easy.
4 Students often have problems with the formation of questions, so this task provides further practice. Focus attention on the example and remind students to focus on the answers to help them form the questions.
Give students time to complete the questions, working individually Then put students in pairs to ask and answer. Monitor and check for accurate question formation.
[CD 1: Track 13] Play the recording and let students check their answers. Students practise the questions and answers again. If necessary, drill the questions for pronunciation practice, encouraging accurate intonation. Answers and tapescript
1 Where’s Annalisa from? Italy.
2 Where’s her school? In the centre of London.
3 What’s her teacher’s name? Charlotte.
4 What’s her family’s name? Wilson.
5 Where’s their house? In Notting Hill, in West London.
6 How old are the two brothers? Edward’s 16 and Rick’s 19.
7 Is the weather OK? Yes, it is. It’s cold and sunny.
5 Give students a few minutes to discuss their answers in small groups. Elicit a range of answers from the class.
We can see the Wilson family and their house, her school, some students, and her teacher, and Trafalgar Square and the National Gallery in London.
6 This is the first listening task in New Headway Elementary without some written support. Reassure the students that the conversations are very short and they only have to listen for the key information to complete the chart. With weaker students, refer students back to Annalisa’s blog on pll, briefly review the names of the people she knows and write them on the board.
[CD 1: Track 14] Tell students they are going to listen to Annalisa in five different situations. Play the first conversation, pausing the recording to elicit the answers (see Answers below).
Play the rest of the recording, pausing after each conversation to allow students to record their answers. Check answers with the class. Answers and tapescript Where’s Annelisa?
1 at home
2 at school/in class
3 at school
4 at the National Gallery
5 in a cafe T 1.13
1 P Goodbye, Annalisa! Have a good day at school!
A Thank you, Peter. And you have a good day at work!
2 С Good morning, Annalisa. Where’s your homework?
A It’s here, Charlotte.
3 A Hello, Cristo. Where are you from?
С I’m from Mexico.
4 A A ticket, please.
В The National Gallery is free.
A Oh, good! Thank you.
5 A A coffee, please.
В Certainly. Here you are. If you have time, refer students to the tapescript on pi 18 and let them practise the conversations in pairs.
Vocabulary work SUGGESTION
Students could use dictionaries to help them with the vocabulary work on adjectives and their opposites.
7 Focus attention on the example to check students
understand the concept of opposites. Get students to work in pairs or small groups to pool their knowledge. With weaker students, write the missing opposites (see Answers below) on the board in random order for them to match. Check the answers with the class, drilling the pronunciation of the adjectives as necessary. You could ask students to mark the stress on words with two syllables or more. Answers
2 a small town
3 cold weather
4 a lovely/fantastic meal
5 an expensive restaurant
6 a young girl
7 a fast car
8 difficult homework
You could give students further practice with the adjectives in this section by giving the names of countries, cities, famous people, names of cars, etc. and eliciting possible descriptions, e.g. a Ferrari - a fast carl an expensive car. ADDITIONAL MATERIAL
Workbook Unit 1
Ex. 7 Adjectives
Ex. 8 Reading and listening
Teacher’s Resource Disc ® Communicative Activity Unit 1 Adjectives Pelmanism WRITING (SB pl04)
Keeping an online journal NOTE
This is the first main writing activity in New Headway Elementary. Students are provided with a clear framework for each section of their writing, building on the format they saw in Annalisa’s blog on SB pll. There is also a speaking stage in which students talk about their blog and read a section aloud to the class.
You may well get students to do the main writing task for homework, but it’s worth spending some class time preparing students for the writing, particularly with weaker classes.
This section reviews and extends the positive forms of the verb to be and the possessive adjectives that students first met on SB p7.
1 Focus attention on the examples. Then get students to complete the chart, referring to Annalisa’s blog if necessary. Make sure students provide the full forms, as in the examples. Check the answers.
I am you are he is she is it is we are they are
2 Focus attention on the examples. Then get students to complete the chart, again referring to Annalisa’s blog if necessary. Check the answers.
Read Grammar Reference 1.1—1.2 on pl34 together in class and/or ask students to read it at home. Encourage them to ask you questions about it.
• If your students have access to a computer and the Internet, you can get them to write and upload their blogs for other classes to read. These can be updated as the students progress through the course.
• If you have access to video equipment, it’s a good idea to record the students when they read their blog aloud. Students usually overcome any initial shyness and soon get used to being recorded. It can be interesting to repeat the same task at a later stage, using a different topic, and let students compare the two talks. This can provide a concrete indicator of progress and so add to students’ overall motivation.
1 Ask the questions to the whole class. If any students write a blog, ask what they write about.
2 Ask students if they can remember the topics in Annalisa’s blog (a welcome section with personal information, the first day at school, information on London).
Focus attention on the three sections in the blog on SB pi04. Give students a few moments to read through the sections and think about possible information they can include. Elicit a range of possible answers from the class. Feed in any necessary vocabulary, checking both spelling and pronunciation. Students complete the blog individually.
3 Ask two confident students to demonstrate the activity. Remind the student who is talking not to read all of the text aloud but to use the notes to help him/her remember key information. The student who is listening should show interest and ask a few simple questions if possible. Divide the students into pairs to talk about their blog. Monitor but try not to interfere or overcorrect as this is primarily a fluency activity.?
4 Brainstorm possible topics for the blog, e.g. a favourite sport/music/food/city/possession. Remind students that they should choose topics that they can write about in the present tense, using be and I like I love I go I have .... Feed in any necessary vocabulary, checking both spelling and pronunciation.
If you set the writing task for homework, remind students to check their work when they have finished. If you do the task during class time, monitor students carefully and help as necessary.
Give students a few moments to read their blog to themselves and prepare to read it aloud. Monitor and help, checking for potential pronunciation problems.
Let students who feel confident read their blogs first.
Insist that the rest of the class pay attention and avoid interrupting. Encourage them to note any questions they want to ask. There probably won’t be time to hear every student in a single lesson, so set up a timetable of who will read their blog in the subsequent classes. Don’t let the less confident students have to wait until the end!
If you collect in the writing for checking, mark it sympathetically, only highlighting major errors so as not to limit students’ confidence. VOCABULARY AND SPEAKING (SB P12)
The family SUGGESTION
If possible, it’s a nice idea to base family descriptions on real photos. Bring in photos of your family and ask students to do the same. If you have a small enough class, sit them around you and talk about the photos slowly but naturally and pass them around. Encourage students to ask questions, following the models in exercise 4 on pi2.
This section reviews and extends the family words students met on SB p8. Introduce the topic by talking about your immediate family in a natural way but using the language students have met, e.g. I have a ...,
My mothers name is ..., She’s (age), etc.
1 Focus attention on the diagram and the example. Elicit another example, e.g. husband and wife, to show that the words work in male and female pairs.
Students works in pairs to complete the diagram. Monitor and help as necessary. Check the answers, drilling the pronunciation of the words as necessary. Students may need help with the word stress, vowel sounds, and silent letters in the following: grandmother, grandfather
niece /ni:s/ nephew/'nefju:/ aunt/a:nt/ daughter /'do:ta/ Answers
father and mother husband and wife son and daughter brother and sister grandfather and grandmother
uncle and aunt nephew and niece boyfriend and girlfriend
2 This exercise consolidates the vocabulary from exercise 1 and also introduces cousins, children, and parents. Focus, attention on the example and then give students time to complete the sentences, working in pairs.
Check the answers, drilling the pronunciation of the words as necessary. Answers
3 This is another short listening task that students do without the support of the written text. Students have met all the language in the script and so should be able to match the names to the people in the family tree without too many difficulties. Focus attention on the family tree. Ask Who’s Joseph? and get students to point to the correct person in the family tree. Explain that students are going to hear Joseph talking about his family. Check the pronunciation of the names in the box, particularly Andrea /'aendria/ and Odile /au'diil/.
[CD 1: Track 15] Now focus attention on Joseph and play the recording as far as ... he’s 25. Say Andrea? and get students to point to the correct person on the family tree (Joseph’s sister). Repeat for Richard (Joseph’s brother).
Play the rest of the recording to the end and give students time to check their answers in pairs. With weaker students, pause the recording after each piece of key information. Play the recording again if necessary to let students check/complete their answers. Then check with the class. Answers and tapescript
John i Odile
Richard Andrea Joseph Isabel
Nancy Tom T 1.14
My family isn’t very big. I have a sister, Andrea, she’s 18, and a brother Richard, he’s 25. They’re not married. I’m married, and my wife’s name is Isabel. We have two children, a daughter, Nancy, that’s N - A - N - С - Y, she’s 4, and a son, Tom, he’s only six months old.
We live near my parents. My dad’s name is John and my mum’s is Odile, that’s 0 - D -1 - L - E. She’s French. My grandmother lives with them, her name’s Marie. She’s my mum’s mum.?
4 Demonstrate the activity by writing the names of your extended family on the board and talking about them. Give the information quite slowly but naturally and then ask a few questions to check understanding, e.g. Who’s this?, How old is she?, etc.
Students write down the names of some of their relatives on a piece of paper. Model the example questions and answers in open pairs, encouraging the correct stress pattern. Students then exchange pieces of paper with a partner and ask and answer questions about each other s families.
Monitor and check for correct use of be, possessive s, and possessive adjectives. Feed back on any common errors after the pairwork in a later lesson, but don’t over-correct during the task.
With weaker students, or if students are having problems with the possessive s, write the following on the board: Whos Joseph? ’s = is
He’s Andreas brother. s = possessive, not is Refer students to Hlf on pi 18 as reinforcement.
Get them to look at the examples of ’5 and check what they mean.
5 Demonstrate the activity with two strong students. Give students time to exchange information in pairs. Some students may try to ask follow-up questions that require the Present Simple, e.g. Where do they live? Just note this if it happens but don’t give any correction/explanation if students make mistakes. The Present Simple is covered in Units 2 and 3 of the course.
• Get students to draw their own family tree as a mini-project (and have their family photos ready if relevant). Divide the class into new pairs and get students to ask about each other’s family. Then ask a few students to choose someone in a family tree or in a photo and give a brief description of him/her. The person can be from their own or their partner’s family.
• Give students further practice on families and possessive s by referring to famous people. Draw the family tree of a famous family, e.g. the British or Spanish royal family and get students to ask and answer questions with Who? Alternatively, you can prepare true/false statements about the family relationships. You could also try a quiz based on famous people. Prepare questions based on relationships that your students will know, e.g. Who’s Katie Holmes? (She’s Tom Cruise’s wife.) Be prepared to modify the questions to suit the age and experience of individual groups. ADDITIONAL MATERIAL Workbook Unit 1
Ex. 6 The family
EVERYDAY ENGLISH (SB P13) Everyday conversations
This section introduces and practises expressions for short conversations in everyday situations.
1 This exercise revises the language used in greetings, both in informal and slightly more formal situations. Write on the board Hi, Pete! and Good morning, Mr Simpson. Ask Which conversation is with a friend? and elicit Hi, Pete! Explain that some of the expressions are for talking to friends (informal) and some are for talking to people you don’t know very well (more formal).
Choose a confident student and elicit the following model: T Hi, (name of student). How are you?
S Fine, thanks. And you?
T All right, thanks.
Elicit a more formal model, using two confident students. Students continue building conversations, using the lines in the boxes. Monitor and check for appropriate use of the greetings and for pronunciation, particularly voice range. If students sound ‘flat’, use as a model to help with
[CD 1: Track 16] Tell students that there are four short conversations on the recording, each in a different situation. Play the recording, pausing after each conversation to ask Friends or not? (conversations 1 and 2 are friends; 3 and 4 aren’t friends and are slighdy more formal).
If students had problems with intonation, play the recording again as a model and get them to repeat chorally and individually.
1 A Hello. Sally. How are you?
В OK, thank you. And you?
A Fine, thanks.
2 A Hi, Pete. How are you?
В All right, thanks. And you?
A Not bad, thank you.
3 A Good morning, Mr Simpson. How are you?
В Very well, thank you. And you?
A Fine, thank you.
4 A Hello, Mrs Brown. How are you?
В Fine, thank you. And you?
A Not bad. Students then practise making more conversations, using the expressions in exercise 1.
3 Focus attention on the photos. Ask Who are the people? Where are they? about each one.
Focus attention on the example in conversation 1 and elicit the other missing words
(see Answers below).
Students work in pairs and complete the conversations with the expressions given. Monitor and help as necessary.
[CD 1: Track 17] Play the recording and let students check their answers. If students query any of the grammar in the expressions, e.g. Can refer the students back to the context and explain the use in relation to the situation. There’s no need to go into a grammatical explanation of can at this stage.? Answers and tapescript
1 A Bye, Mum! It’s time for school.
В Goodbye darling. Have a good dayl A Thanks. See you later.
2 С Good morning!
D Good morning! Can I have a coffee, an espresso, please?
С Yes, of course. Anything else?
D No, thank you.
3 E Good afternoon. Can I help you?
F No, Thank you. We’re just looking.
E That’s OK.
4 G Frank. This is Gina. She’s from our New York office.
H Hello, Gina. Nice to meet you.
I Hello, Frank. Pleased to meet you, too.
5 J Thank goodness it’s Friday! Bye, Ian.
К Bye, Derek. Have a good weekend.
J Thanks. Same to you.
К See you on Monday.
6 L Good night! Sleep well.
M Good night! See you in the morning.
4 Students practise the conversations with a partner. Then ask them to learn two or three of the conversations by heart to act out for the rest of the class. Acting out conversations can improve students’ pronunciation considerably. Remind them of the importance of voice range. If students have problems, play relevant conversations from ЧИГД again and get students to repeat chorally and individually. SUGGESTIONS
• Encourage students to use these expressions in class whenever appropriate, e.g. saying hello and goodbye at the start and end of class, introducing someone, asking for something with Can I have...? You could put key phrases on a classroom poster.
• Students can think of other situations when these expressions would be useful and write or act out parallel conversations. ADDITIONAL MATERIAL Workbook Unit 1
Ex. 9 Everyday conversations
• Pre-teach/check How do you spell...? Can you repeat that, please?, and basic punctuation: full stop, question mark, and comma.
• Divide the class into A/В pairs. Students write the headings Conversation 1,2,3, and 4 on a piece of paper on their desk. They then take it in turns to be a runner and a writer. Student A starts by running to their worksheet, memorizing the first line of Conversation 1, running back, and dictating the line to Student B, including the punctuation. Student В then runs to their worksheet, memorizes the next line, runs back and dictates the line to Student A.
• Students continue until they have written out all four conversations on their piece of paper. Check each pair’s work for accuracy as they finish. The first pair to finish all four conversations correctly wins.
Don’t forget1. Workbook Unit 1
Ex. 10 The alphabet
Ex. 11 Possessive adjectives