Starter unit
Hi. My name’s Louise but I prefer Lou. Hi. I’m Izzie.
Hello. I’m Will.
Introductions
Clothes
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Look at the picture. What are the teenagers’ names? Izzie, Will and Louise (Lou)
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Listen and complete the sentences with the words in the box.
boots coat dress jacket jeans jersey sandals shirt shoes skirt trainers T-shirt
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Manchester
swimming
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Look at the picture again and find the clothes in the box. Which clothes aren’t in the picture?
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Listen and repeat.
Hi. I’m Izzie. I’m 14 … years old.
1 Manchester 2 Hello. My name’s Will. I’m from … swimming 3 Hi. I’m Lou. My favourite sport is …
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Match questions 1–4 with answers a–d. 1 2 3 4
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How old are you? What’s your name? Where are you from? What are your hobbies?
a) I’m from Liverpool. b) I’m 13 years old. c) My name’s Joe. d) My hobbies are football and art.
INTERFACE Work in pairs. Ask and answer the questions in exercise 3. What’s your name?
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Describe the clothes in the picture.
Will’s trainers are white. 8
INTERFACE Work in pairs. Talk about your partner’s clothes. Tomek’s T-shirt is blue.
My name’s Alicja.
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Possessive ’s / s’ Use ’s after a name or singular noun. John’s coat is black. Use ’ after a plural word ending in -s. The girls’ T-shirts are red.
Starter Unit, Lesson 1 Introductions Warmer Ask students to think of as many ways of greeting and saying goodbye to another person as they can. Set a limit of three minutes. Collect their ideas on the board in two lists.
1 • Ask students to look at the photo and tell you
the names of the three people. • Check pronunciation: /'ɪzi/, /wɪl/, /luː/. • Drill the speech bubbles. • Ask three volunteers to read out the speech bubbles then ask them to repeat using their own names. • Students introduce themselves to the two students nearest them.
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Clothes 5 • Students read the words in the box and match
them to the clothes in the picture. Tell them there are four words in the box they do not need. • Check answers as a class.
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CD1 track 03 • Play the CD. Students listen to the words and repeat them. Pay particular attention to the pronunciation of the -s endings. • For audioscript see Student’s Book page 4.
7 • Elicit the difference between the words singular
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CD1 track 02 • Play the CD. Students listen to and read the sentences. They then complete them with the words in the box. • Play the CD again for students to check their answers. • Check answers with the class. • Drill the sentences.
CD1 track 02 Izzie Hi. I’m Izzie. I’m 14 years old. Will
Hello. My name’s Will. I’m from Manchester.
Lou
Hi. I’m Lou. My favourite sport is swimming.
Fast finishers write similar sentences about themselves.
3 • Students read the questions and match them
with the correct answers. • If necessary do the first one as a class. • Allow students to compare answers with a partner. • Check answers as a class. • Put students in pairs to take turns reading the questions and answers.
Extra activity Ask students to write down their own answers to the questions.
4 • Model and drill the examples. • Ask a volunteer the question and get them to answer using their own name. • Tell students to ask and answer the question with at least three people sitting near them.
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and plural. If necessary explain the difference by saying that singular is eg one book and plural is two or more books. Read the Language Tip with the class. Check understanding by pointing at a student’s shoes and asking ‘Whose shoes are these?’. Elicit the answer (eg They’re David’s shoes.). Set a time limit of four minutes and ask students to write sentences about the clothes in the picture. Pre-teach beige and review colours if necessary. Ask students to compare their sentences with a partner. Compare sentences as a class.
8 • Ask students to look at a partner’s clothes for one minute and memorize what they are wearing. • Tell students to change partner and tell their new partner about their first partner’s clothes. Alternatively, if your school has a uniform, ask students to find out about their partner’s favourite clothes (eg What colour is your favourite T-shirt?). Students then tell a second partner about their first partner’s favourite clothes (eg Raúl’s favourite T-shirt is black.).
Extra activity Ask students to close their books and write down as many of the twelve items of clothing as they can remember. Award a point for each item remembered and declare a winner. Homework Workbook pages 3–4 Homework (optional) Tell students to ask the members of their family about clothes they like to wear the most.
Answer Key Exercise 7 (possible answers) Will’s trainers are white. Will’s jeans are blue. Will’s T-shirt is blue. Lou’s shirt is red and blue. Lou’s trousers are beige. Lou’s boots are black. Izzie’s skirt is blue. Izzie’s jumper is pink.
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Starter Unit, Lesson 2 Warmer Ask a volunteer to come to the centre of the classroom. Revise the What’s your name? question by asking one student. Elicit the answer. Ask the rest of the class to name the different types of clothes they can see on their classmate. If you wish, you may repeat this with two or three more students.
Family 9 • Ask students whose family they can see in the
picture (Will’s). Ask how many adults they can see (4) and how many children (2). • Ask students to read the words in the box. Check understanding. • Tell students to copy the table and write the words in the correct column. Allow students to work in pairs if you wish. • Check answers in pairs then as a class.
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CD1 track 04
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CD1 track 05
• Play the CD. Students listen to the words and repeat them. • For audioscript see Student’s Book page 5. • Ask students to look at the picture of Will’s family again. Ask who they think each person is. Write their ideas on the board. • Play the CD. Students listen and complete the sentences. • Check the answers with the class. • Listen again if necessary.
CD1 track 05 This is a picture of my family. Here are my parents. Laura is my mum and my dad’s name is Michael. I have got one brother. His name is Nick. I haven’t got any sisters. That’s Harriet. She’s my cousin. And those are my grandparents. Tom is my granddad and Margaret is my grandmother.
12 • Read the example paragraph as a class and check meaning. • Tell students to write similar sentences about their family using words from exercise 9. • Students compare their sentences in pairs.
Grammar 13 • Ask students to read the sentences and check
understanding. • Check that students are familiar with the verb be. • Tell them they are going to use be in the affirmative or negative form to write true sentences. • Use sentence 1 to elicit example answers from two students. Ask one to use the affirmative form and the other to use the negative form. • Students write their sentences. • Compare in pairs then as a class.
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14 • Check that students are familiar with the verb
have got. • Students copy the sentences choosing the correct options. • Check answers as a class.
15 • Check that students understand what subject pronouns and possessive adjectives are. • Ask them to copy and complete the table. • Check answers with the class.
Classroom language 16 • Ask students to read the words in the box and check understanding. Ask what all the words have in common (they are all school subjects).
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CD1 track 06 • Play the CD. Students listen to the words and repeat them. • For audioscript see Student’s Book page 4.
18 • Check that students know the days of the week.
Ask volunteers to write them on the board. • Look at the example. Then ask students to write their own sentences. Tell them to write at least five. • Students compare in pairs then as a class.
19 • Ask students to order the words to make
sentences. • Check answers with the class. • Ask which of the sentences is usually said by the teacher, not by the students (sentence 5).
Language note It’s a good idea to put up posters of the classroom language on your classroom wall. The posters remind the students to use the language. Students can make the posters themselves. They can also have a useful phrases notebook where they can group phrases according to category eg classroom language. This is also a good way of recording the language they will meet later on in the Speaking sections. Homework Learn the classroom language.
Answer Key Exercise 9 Male: uncle, brother, cousin, father, granddad, husband, nephew, son Female: aunt, cousin, daughter, grandmother, mother, niece, sister, wife Cousin can be both male and female. Exercise 19 1 I don’t understand the question. 2 How do you spell ‘pencil’? 3 Can you repeat that, please? 4 Can I borrow your pen? 5 Open your books on page 10. 6 What does ‘chemist’ mean? 7 Can I sit down?
Family 9
Grammar
Copy and complete the table with the words in the box. Which word can be male and female?
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1 2 3 4 5
aunt brother cousin daughter father grandad grandmother husband mother nephew niece sister son uncle wife
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male
female
uncle
aunt
Write true sentences with the affirmative or negative form of be.
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I am /am not from Poland. My best friend is /isn’t 14 years old. We are /aren’t in a maths class. My favourite hobby is /isn’t swimming. Madrid isn’t the capital of the UK.
Choose the correct words. 1 I have got / has got two sisters and one brother. 2 My father have got / has got a red car. 3 We have got / has got an English exam tomorrow. 4 She have got / has got white trainers. 5 They have got / has got new MP3 players.
Listen and repeat.
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Copy and complete the table.
subject pronoun Margaret
I
Tom Michael
you
he …
she
it
…
you …
they
its …
our
your
their …
possessive adjective
your …
my
his
her …
Laura
Classroom language 16
Check the meaning of the words in the box.
Harriet
art drama English French geography history literature ICT (information and communication technology) maths music science PE (physical education)
Nick
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Listen to Will talking about his family. Who are the people in the picture?
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3 Harriet is his cousin. 4 Tom is his grandad. 5 Margaret is his
grandmother.
Write sentences about your family.
My mum is Beata and my dad is Daniel. I have got a brother. His name is Antek.
Listen and repeat.
Write sentences about your school week.
I’ve got history and PE on Monday.
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Laura is his mum. 1 Michael is his dad. 2 Nick is his brother.
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Order the words to make sentences. 1 2 3 4 5 6 7
don’t / the question / I / understand / . spell / How / you / do / ‘pencil’ / ? Can / repeat / please / that / you / ? borrow / your pen / Can / I / ? on page 10 / Open / books / your / . mean / ‘chemist’ / What / does / ? down / I / Can / sit / ?
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