/OpenMind_Essentials_TB_unit_2

Complete answer key provided in full Teacher’s Edition

Unit 2

A World of Things The expression a world of means a large number of. The expression is used in particular to express a variety of something. If you say I have a world of music / ideas, you mean that you have a lot of different music or ideas.

Functions: identifying common objects (Opener, Sections 1, 7, 8, 9); counting 11–101 (Section 3); talking about prices (Sections 3, 6); talking about rooms (Section 7, 8, 9); describing the position of objects (Sections 7, 8, 9)

Unit objectives

Grammar: a/an and plural nouns (Section 1); yes/no questions with be (Section 5) Vocabulary: common objects (Opener); numbers 11–101 (Section 3); prepositions of place (Section 7) Pronunciation: plural –s (Section 2)

Recycling points

Listening practice: items for sale (Section 6)

Numbers 1–10 The alphabet The verb be—affirmative and negative Possessive adjectives

Reading practice: community ads (Section 4) Writing practice: my room (Section 9) Speaking practice: room descriptions (Section 8) lifeSkills: self-direction and learning: recording new vocabulary

Opener A • Read the instructions to the class and ensure the students understand the task. Explain that they need to find and count the items they can name in English.

If necessary, prompt them that they already know the words dictionary and pen from the lifeSkills section of Unit 1 (p. 15). Encourage the students to draw on any previous experience with the language (if applicable) and see if they can remember any other words for the other items in English.

• Give the students five minutes to look at the picture and ask them to work individually. Point out that some of the words may be the same as or similar to words in their language. If so, draw the students’ attention to these words, e.g., banana, DVD. • Ask the students to count the number of objects they can name in English. Note that there could be as many as 20 words—there are several other items apart from the ones listed in Ex. B, e.g., banana, dictionary, pen, DVD, book.

Possible answers Apart from the items listed in Ex. B, the other items are: banana, box, highlighter, laptop case, dictionary, pen, DVD, book, the letter X, the letter Z, the letter B, the number eight, the number three, the number four, the number seven.

B • Read the instructions to the class and put the students into pairs. Give the pairs five minutes to find and circle the 16 items.

• Check the answers as a class. As the students give their answers, ask them to show you where each item is in the picture. If the students are having difficulty

finding the number six, point out that it is the number in the display window of the calculator.

• Highlight the stress in some of the words. The following have the stress on the first syllable: backpack, bicycle, calculator, camera, cell phone, e-reader, jacket, laptop. Point out that umbrella is stressed on the second syllable. In the phrases the letter M, the number six, etc., the main stress falls on the last word.

C

CD 1, Track 11

• Tell the students they will hear six sound effects on the recording. Explain that their task is to match the sounds to six of the objects in the picture.

• Play the recording once. Play the recording again, pausing after each sound. Ask the students to write the correct words in the spaces.

• Ask the students to compare their answers in pairs.

Check the answers with the whole class.

Audio script

CD 1, Track 11

1 [sound of a ringtone for a cell phone] Hello?

2 [sound of rain … getting harder; sound of an umbrella being opened] 3 [sound of jingling of several keys on a ring, a key goes into a keyhole and we hear it turning] 4 [sound of a laptop lid being opened, and then someone typing] 5 [sound of a watch ticking] 6 [sound of a camera taking a series of pictures] Cheese!

Workbook p. 80, Section 1

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1 Grammar: a/an and plural nouns

Lead-in» Write these words on the board: umbrella, camera, cell phone, laptop, watch. Ask the students to work individually and number the items from 1 (very important for them) to 5 (not important). Tell them to compare their answers in pairs, e.g., my number 1 is my laptop, my number 2 is my watch, etc. Listen to their ideas as a class. Find out which item is the most important for the majority of the students and which is the least important.

A • Read the instructions to the class. Explain or elicit the meaning of the word ad (short for advertisement—an announcement in a newspaper, a magazine, or online that tries to make people buy something). Tell the students to look at the ad and decide if the items in the list are new.

• Check the meaning of the term moving sale (when someone sells some of their possessions because they are moving to a new house or apartment).

• Listen to their ideas as a class.

Answer No, they aren’t.

names and numbers Elicit from the students the name of the person selling the items (Kim) and her telephone number ((501) 555-8263).

Ask them to spell her name and say the number aloud. Write them both on the board exactly as the students say them. If there are differences between what you write and the name and number in the ad, ask the students to correct their mistakes.

B • Have the students complete the table. Remind them that all the information needed to complete the table can be found in the ad in Ex. A. Give the students time to compare their answers in pairs and then check their answers as a class.

• Highlight that we never use a/an with plural nouns.

• Ask the students to look at the ad in Ex. A and find all the examples of plurals (e.g., backpacks, chairs, cases, books, cell phones, boxes). Ask them what the singular forms of these words are. Elicit backpack, chair, case, book, cell phone, box.

• Highlight the rule for forming plural nouns in English—add –s.

• Direct the students to the two grammar information boxes. Point out that box is different because it adds –es. This happens after words that end in these sounds: /ks/, /ʧ/, /ʃ/, /s/, and /z/ (although the last one is very rare).

• Write these words on the board: celebrity and dictionary. Ask the students if they know the meaning of these words in their language. Point out that words that end in consonant + –y, form their plural by dropping the –y and adding –ies, e.g., celebrities, dictionaries.

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singular and plural Refer the students back to the picture on the opening page and have them write or say full sentences with the items in the picture. Check for any errors in the use of the articles: It’s a camera, They’re pens, It’s an umbrella, etc.

C • Before completing the sentences, ask the students to look at the sentences in the Watch out! box.

• Highlight the fact that we cannot omit the indefinite article (a/an) with singular countable nouns.

• Elicit that They’re goes with plural nouns.

• Give the students time to complete the sentences individually. Ask them to compare their answers in pairs. Encourage them to discuss any differences in their answers and refer back to the table before deciding which one is correct.

• Check the answers as a class.

Alternative Ask the students to look at the nouns from 1–6 and decide if they are singular or plural. Check the answers as a class. Elicit the singular and plural forms of the verb be, e.g., it’s and they’re. Have the students look at the three options It’s a, It’s an, and They’re, and elicit when we use a or an. Have the students complete the sentences in pairs. Check the answers as a class.

D • Tell the students to read the examples in the How to say it box.

• Point out that we use I think and I guess when we are not absolutely sure when we give our opinion. Elicit the difference between I think it’s … and I think they’re … Explain that we use I think it’s … when we’re talking about a singular object and that we use I think they’re … when we’re talking about plural objects.

• Nominate two students to read aloud the model conversation to the rest of the class. Encourage the students to talk about the pictures in the same way.

• Listen to their ideas as a class.

Answers 1 They’re books. 2 It’s an umbrella. 3 It’s a bicycle.

4 It’s a key.

vocabulary Make a list of some words from this unit that the students have already seen. Have a mix of singular and plural (e.g., keys, bicycle, umbrellas, watch). Put the class into teams of four or five students. Invite a member from one group to come to the board. Show them one of the words and ask them to start drawing a picture of it on the board. The first team to guess the object correctly, using the correct singular or plural verb form, and a/an if required, gets a point, e.g., It’s a bicycle.

Workbook p. 80, Section 2 T18

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2 Pronunciation: plural –s A

voiceless consonants like /k/ and /p/, while /z/ follows voiced consonants like /n/ and /l/.

CD 1, Track 12

• See the student’s book page for the audio script .

• Read the instructions to the class and draw their attention to the Notice … statement. Explain that there are three ways to pronounce the plural ending –s.

• Play the recording and ask the students to follow in their books. Tell them to notice that the endings are pronounced as /s/, /z/, or /ɪz/.

• Play the recording again and ask the students to repeat chorally and individually.

• Highlight the fact that the ending /ɪz/ follows words ending with the sounds /ks/, /ʤ/, /ʧ/, /ʃ/, /s/, and /z/. Point out that the /s/ ending follows

B

CD 1, Track 13

• See the student’s book page for the audio script .

• Put the students into pairs and ask them to decide if the plural nouns are pronounced as /s/, /z/, or /ɪz/.

Give them time to say the sentences to each other.

• Play the recording so that they can check their answers. Play the recording again and ask the students to repeat each sentence chorally and individually. Play the recording again as necessary.

3 Vocabulary: numbers 11–101

Lead-in» Dictate the spelling of the numbers 0–10 in random order.

Invite students to come to the board to write the words.

A

CD 1, Track 14

• See the student’s book page for the audio script .

• Play the recording and ask the students to repeat the numbers chorally and individually.

• Highlight the difference between numbers like fourteen and forty. In fourteen, the /i/ sound in the second syllable is long and the second syllable is stressed. In forty, the first syllable is stressed and the sound in the second syllable is shorter.

• Point out that there are three ways to read 101: one hundred and one, a hundred and one, or one hundred one.

B • Read the instructions to the class. Explain that this is a page from a catalogue and ensure the students understand the task—they need to guess how much an item costs and underline the price.

• Draw the students’ attention to the information in the How to say it box. Emphasize that although the $ sign precedes the number, we always say dollars after the number, e.g., fifty dollars. To offer further practice, write $60 on the board and ask the students how this is said: sixty dollars. Remind the students of the expressions we use to express uncertainty—I think and I guess.

• Put the students into pairs. Ask them to look at the pictures and choose one of the prices for each item.

Remind them to underline the price they think is correct. Listen to their ideas, but do not correct them at this stage.

C

Audio script

CD 1, Track 15

1 Speaker A: Oh! A cell phone case!

Speaker B: Yes, it is. It’s eleven dollars.

2 Speaker A: Excuse me, are the CDs on sale?

Speaker B: Yes, they are. Twenty-three dollars for twenty-five CDs. Speaker A: Oh, that’s a bargain!

3 This is a great camera! And it isn’t ninety-nine dollars … it isn’t ninety-five dollars … it’s just ninety dollars! Ninety! That’s a great price!

4 Speaker A: Look—it’s forty dollars!

Speaker B: Forty dollars? For a laptop?

Speaker A: It isn’t a laptop. It’s a laptop case.

Speaker B: Oh …

5 Speaker A: Are the pens on sale?

Speaker B: Um … let’s see … Yes, they’re twenty dollars.

Speaker A: What? No, they aren’t twenty dollars. They’re twelve dollars. See? Speaker A: Oh! Sorry. Twelve dollars. Yeah, twelve dollars for eight pens.

6 Speaker A: This is a nice backpack.

Speaker B: Yes … and it’s thirty-four dollars.

Speaker A: That’s great!

Workbook p. 81, Section 3 Workbook p. 82, Section 5

CD 1, Track 15

• Tell the students they will hear six short conversations about the six items featured in the catalogue in Ex. B. Ask them to listen and see if their predictions were correct. You may need to play the recording more than once.

• Check the answers as a class.

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4 Reading practice: community ads

Lead-in» Bring two or three advertisements from a newspaper or magazine to the class and stick them on the board. Ask the students what they are. Elicit the word ad or advertisement (or an approximate equivalent in their language). Point out that in English we often say simply ad. So these are ads and one example is an ad.

A • Direct the students to the three ads. Point out that these are community ads—ads we use to sell things in our local area or community. Make sure the students understand the term for sale (people can buy things that are for sale).

• Give the students time to read the ads and write down what items are for sale in each case.

• Explain new vocabulary, (e.g., chair, table, book) by pointing at examples in the classroom. Make sure the students understand over 100 books (more than 100 books) and remind them of the meaning of great (very good or fantastic).

• Ask them to compare their answers in pairs. Check the answers as a class.

Answers Ad 1 CDs, CD cases, books Ad 2 a bicycle Ad 3 three chairs, a table

B • Read the instructions to the class and ask the students to read the words in the two columns. Have them look at the ads again and match the words in the left-hand column with the words they go with in the right-hand column. Point out that in the ads the

words in the left-hand column could be before or after those in the right-hand column.

• Ask them to compare their answers in pairs. Check the answers as a class.

C • Put the students into pairs. Tell them to imagine they have something for sale. Ask them to write a community ad for their item on a sheet of paper. If necessary, encourage them to look at the ads in Ex. A for ideas and ways of organizing their ad.

Prompt them to use the expression for sale in their ad.

• Elicit what type of information they may want to include in the ad, e.g., item for sale, price, contact details such as cell phone number, e-mail address, and so on. Monitor while they are writing and give help if required.

D • Collect the ads and stick them on the classroom wall.

Ask the students to take a notebook and pen and to walk around the room reading the ads.

• Tell them to note down three items they want to buy. As a class, find out which items were the most popular.

Alternative If it is not possible to stick the ads on the classroom wall, divide the class into groups of five or six. Make sure their partner from Ex. C. is in a different group. Ask them to read each other’s ads and decide which one item they would like to buy.

homework Ask the students to write a second community ad for a different item they have for sale.

5 Grammar: yes/no questions with be

Lead-in» Write six or seven prices in U.S. dollars on the board. For example, $45, $21, $39, $77, $28, and $10. Ask the students to work in pairs and practice saying the prices, e.g., forty-five dollars. Invite students to the board to write the full form next to each price. If there are any errors, ask the class to correct them.

A

CD 1, Track 16

• See the student’s book page for the audio script .

• Draw the students’ attention to the picture. Read the instructions to the class.

• Play the recording once and have the students listen and follow the conversation in their books.

• Give the students time to read the three true/false questions. Play the recording again and ask them to circle the correct answers.

• Ask students to compare their answers in pairs.

Check the answers as a class.

Culture note

Yard sales and garage sales are common in the U.S. People sell their used items for low prices. Yard sales and garage sales are particularly common in college and university neighborhoods.

shadow reading Use the conversation in Ex. A as a shadow reading exercise.

Play the recording and ask the students to read the conversation aloud in time with the recording. Repeat the exercise several times until the students can read it well, with the same stress and intonation as the original.

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B • Read the instructions to the class and give them time to complete the table. Remind the students that all the information needed to complete the table can be found in the conversation in Ex. A. • Ask them to compare their answers in pairs and then check their answers as a class.

• Highlight the fact that with short answers we do not need to repeat other words from the question, e.g., Are you busy? The answers are Yes, I am or No, I’m not, and not Yes, I am busy or No, I’m not busy. We can also use the other negative contractions, e.g., No, he isn’t and No, he’s not—there’s no difference.

C

D • Read the instructions to the class. Ensure the students understand the task. Emphasize that they need to ask and answer questions that require the short forms of yes/no answers on the card. Explain that whoever manages to use up all their answers on the card wins.

• Nominate two students to read aloud the model conversation to the rest of the class. If necessary, brainstorm possible questions with the class. Write some examples on the board, e.g., Are you from New York? Is she a student? Is this a cell phone? Are they CDs? • Put the students into pairs. Make sure they understand how the game works and that they should cross out the answers as they use them (demonstrate cross out on the board).

• Ask the students to look at the Watch out! box.

• Highlight the fact that we cannot use contractions in positive short answers, but we can use them in negatives ones, e.g., No, they aren’t.

• Give the students time to complete the conversations.

Remind them to refer to the information in the table in Ex. B. Ask them to compare their answers in pairs.

Encourage them to discuss any differences in their answers and refer back to the table before deciding which one is correct.

• Check the answers as a class.

Culture note

In English, the answer Yes or No can be impolite. Saying Yes, I do/No, I don’t in English is more polite than just saying Yes/No. That’s why short answers are very commonly used.

Remind the students: “three is the magic number!”

Highlight the structure is: 1 [Yes/No] + 2 [person] + 3 [auxiliary verb].

Workbook p. 81, Section 4

6 Listening practice: items for sale

Lead-in»

2 Speaker A: Is the bicycle for sale?

Speaker B: Yes. Is it a good bicycle?

Speaker A: Well, it’s OK. It isn’t a great bicycle.

Speaker B: Is it new?

Speaker A: Yes, it is.

Speaker B: Excuse me, is this bicycle $140?

Store manager: No, it isn’t. It’s $180.

Speaker A: $180. Thank you.

Bring in pictures of ads of different objects from a catalogue, e.g., a DVD, a bicycle, a laptop, a cell phone, etc., and stick them on the classroom wall. Ask the students to walk around the room in pairs reading the ads. Have the students give their opinions on the prices of the objects. Write sentences on the board like Number 6 is a good/great price. Number 2 isn’t a good/great price, and so on, and ask the students if they agree.

A

CD 1, Track 17

• Direct the students to the pictures. Ask them to decide how much they think each bicycle costs.

Listen to their suggestions, but do not correct them at this stage.

• Play the recording and ask the students to see if their predictions were correct. Ask them to check the correct price for each bicycle. Check the answers as a class. Make sure they say the numbers correctly (e.g., one hundred and eighty dollars).

Audio script 1 Speaker A: Speaker B: Speaker A: Speaker B: Speaker A: Speaker B: Speaker A:

CD 1, Track 17

Oh, look!

Great bicycle. Is it for sale?

Yes … it’s $75. It’s a real bargain!

That’s a great price.

Yes, it is. Is it new?

No, it isn’t, but it’s really good. See? Hmm …

B • Nominate two students to read aloud the model conversation to the rest of the class. Put the students into pairs and ask them to play the guessing game in the same way.

• When the students finish, listen to some pairs with the whole class. Make sure their sentences are correct.

Possible answers A: It isn’t new. It’s a great bicycle.

B: Its bicycle number one.

A: It isn’t $160. It’s $180.

B: Its bicycle number two.

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7 Vocabulary: prepositions of place

Lead-in» Remind the students of the word case (see the unit opener) and elicit objects that have a case, e.g., laptop, camera, cell phone, CD, DVD.

A

CD 1, Track 18

• See the student’s book page for the audio script .

• Have the students look at the pictures of the cell phone and the case. Point out that the cell phone and the case are in different positions in each picture.

• Play the recording and ask the students to follow in their books. Play the recording again and have the students repeat each phrase chorally and individually.

• Ask the students to make full sentences about the cell phone, e.g., The cell phone is in the case, The cell phone is next to the case, and so on.

prepositions of place Put some everyday objects on your desk or table (e.g., cell phone, keys, pens, book, watch). Make a sentence about the first item, e.g., The cell phone is on the desk. Now point to the second item and ask the students to make a similar sentence, e.g., The keys are on the desk. Continue with the other items.

C • Nominate two students to read aloud the model conversation to the rest of the class. Put the students into pairs and ask them to ask and answer questions about the picture in the same way.

memory game Take some of your own possessions (e.g., cell phone, watch, key, jacket) and two or three more that you have in your classrom (e.g., laptop, CD, calculator) and put them on a table or desk where all the students can see them. Ask them to look at the objects for a minute or two. Then cover the objects with a cloth or a large sheet of paper. Have the students work in pairs and write down all the objects they can remember and their position in relation to each other.

guess the object Put the students into pairs and have them take turns choosing one of the objects in the picture: chair, pen, umbrella, books, CDs, keys, laptop, cell phone. The other student should ask questions about the location of the object to guess what it is, e.g., Is it on the desk? Is it next to the laptop? Is it a key? Explain that the students have to ask a location question before each guess.

homework prepositions of place You will need a cell phone and a case for this activity. Tell the students you will make some statements about the cell phone and the case that are not correct, and that they should correct you. For example, put the cell phone on the case and say, The cell phone is under the case. Elicit from the students, No, the cell phone is on the case. Continue with more examples to practice the other prepositions of place in the same way.

B • Ask the students to look at the picture. Elicit what objects they can see in the picture, such as a laptop, a chair, a desk, books, CDs, an umbrella, and so on.

• Give the students time to read the statements and decide if they are true or false.

• Ask them to compare their answers in pairs, discussing any differences.

• Check the answers as a class. Ask them to correct the false sentences (#2, 3, and 4).

Ask the students to complete these sentences about the picture: 1 The CD player …

2 The cell phone …

3 The CDs …

4 The box …

5 The keys …

Workbook p. 83, Section 6 Workbook p. 83, Section 7

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8 Speaking practice: room descriptions

Lead-in» Ask the students to work in pairs and make a list of the things they have in their bedrooms at home. (e.g., books, a laptop, a desk, a table, a chair). Listen to their ideas and write the words on the board.

• Put the students into pairs and ask them to talk about the things in the picture in the same way.

• Invite students to come to the board to write sentences showing the different locations, e.g., In her room the jacket is on a chair. In his room the jacket is in a box. His books are on a chair. Her books are on her table.

A

Possible answers Her chair is in front of her desk. His chair is under his books.

Her umbrella is in her bag. His umbrella is on his desk.

Her laptop case is on her desk. His laptop case is under his laptop.

Her books are on her table. His books are on his chair.

Her jacket is on her chair. His jacket is under his desk/in his box.

Her cell phone is on her books. His cell phone is next to his laptop case/on the floor.

Her camera is on her desk/next to/in front of her laptop case. His camera is on his books.

Her CDs are on her desk/behind her laptop case.

His CDs are on his table.

• Ask the students to read the title of the article and the two sentences at the beginning. Establish that his room and her room are different.

• Give the students time to find and circle the items in each of the rooms. Point out that the cell phone is the object with the colored buttons.

• Ask the students to compare their answers in pairs.

Alternative You could also ask the students to work in pairs to locate and circle the items in the two pictures.

B • Nominate two students to read aloud the model conversation to the rest of the class.

• Remind the students that English has a different possessive adjective for he and she­—his and her.

9 Writing practice: my room

Lead-in»

C

Draw a picture of your own bedroom at home on the board. Elicit from the class objects that could be in the room, e.g., a table, a chair, a laptop. Draw the objects the students call out that you actually have in your room in the correct place in the picture.

• Collect the students’ room plans from Ex. A and stick them on the classroom wall. Ask the students to read their sentences aloud to the rest of the class and tell the other students to find the correct plan.

A

Alternative

• Read the instructions to the class and ensure they understand what a plan is. Clarify that they need to include at least seven items in the plan.

• Have the students work individually and draw a plan of their room. Suggest that they include a table or a desk and tell them they can put other objects on/ under this. Make sure they draw at least seven items.

Divide the class into groups of five or six. Ask them to put all the room plans together in the middle of the group. Then ask them to read their sentences to the group. The other group members must find their room plan.

B • Read the instructions to the class and give them at least five minutes to write sentences about where things are in their room, using the prepositions of place from Ex. 7A. • Tell the students to write their sentences on a separate piece of paper. Monitor while they are writing and give help if required.

homework Ask the students to draw a room plan for their ideal room with at least seven items in it. Tell them to write some sentences about their ideal room.

Workbook Over to you – p. 84

Down Time – p. 85

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Self-direction and learning: recording new vocabulary

Lead-in»

Alternative

Highlight the aims of this lifeSkills section. Tell the students they will learn different ways of recording new vocabulary and will learn how to keep a vocabulary notebook. Explain that learning different ways of recording new vocabulary will make it easier for them to remember and review new words.

B

A • Ask the students to look at the picture and then write as many of the words from the picture as they can remember in the word list on the right of the page.

• Emphasize that along with the words for the items for sale, they can also list the prepositions of place to describe where each item is.

• Remind the students that they also learned numbers 11–101 in this unit, and prompt them to refer to the prices in the picture to help them list as many of the numbers as they can remember.

• Give the students time to write their word lists.

Ask them to compare their lists in pairs. Encourage them to add any words that they haven’t included in their list. If some students are finding it difficult to remember words, tell them they can look back through the unit to find the words for the objects in the picture.

• Ask the students to read aloud words from their word lists to the class. Make sure that all the items in the picture have been covered. Encourage the students to write down any words that they have not already written in their word lists.

Possible answers bicycle phone jacket chair table fifty desk twenty-five backpack sixty-five umbrella thirty-four camera twelve CD seventeen watch in

This activity could also be done as a collaborative exercise in pairs or small groups to maximize the number of words and phrases the students record in their word list.

• Ask the students to look at the words in their word lists again. Tell them to write the plural of any singular nouns, e.g., bicycles, CD players, chairs, watches.

• Check the answers as a class.

• Ask the students to spell some of the words in their plural forms, e.g., W–A–T–C–H–E–S.

C • Put the students into pairs and ask them to look at the picture in Ex. A carefully. Set a time limit of one minute for this.

• Nominate two students to read aloud the model conversation. Ask the students to close their books and ask and answer questions about the picture, as in the model conversation. When they have finished, tell them to open their books and check their answers by looking at the picture.

Alternative Ask the students to work in pairs and look at the picture. Then ask them to close their books and write six sentences about the items in the picture. Have them check their sentences by looking at the picture again.

on under next to in front of behind between dollar price books

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Three ways of … recording new vocabulary Ask the students to read the three ways of recording new vocabulary. Explain any new vocabulary, especially make and keep. There is a picture of a flashcard in the next activity. Tell the students they will now do some exercises to practice each of these strategies.

1 • Point out that we use flashcards to help us learn or remember something. Explain that flashcards should not be too big; they should be a size that you can keep in your pocket so you can carry them around with you and revise vocabulary whenever you have a moment—on the bus, while waiting at the checkout in the supermarket, etc. Add that, ideally, flashcards should be made of card, not thin paper. This makes them more durable.

• Highlight the three things we normally include in a flashcard (word, example sentence, and picture) and emphasize the importance of including a new word in a sentence as well as having a visual representation.

• Ask the students to work individually and prepare three more flashcards.

• Tell them that the flashcards should be for new words from this unit or Unit 1 and not for words that they know already. Monitor and help as necessary.

• Have the students compare their flashcards in pairs.

Ask them to read some of their words and sentences to the rest of the class and show them their drawings.

3

CD 1, Track 19

• Explain what an audio notebook is (a device on which you can record words and their pronunciation). Tell the students they will hear an example of an audio notebook entry. Play the recording once.

• Ask the students to read aloud their entries from Ex. 2 to the rest of the class. Check that the translations are correct.

Audio script

CD 1, Track 19

umbrella My umbrella is in my bag.

Reflect • Read the Reflect question to the students, along with the three options. Encourage the students to think about which of the three ways they prefer. Tell them to check one of the boxes.

• Explain that each of these ways is a very good way to learn words, but some people may favor one over the other. Encourage students to experiment with all three ways, and emphasize that sometimes variety helps us learn better—it’s good to use a few different methods to record new words.

2 • Tell the students to look at the notebook example.

Draw the students’ attention to the three columns and the type of information we can include in a notebook (word, example sentence, and translation).

Point out that sometimes it is useful to include the translation of the word because some learners learn vocabulary more effectively if they can refer to the exact equivalent in their mother tongue.

• Give the students time to write three more new words from this unit or Unit 1 in the notebook section. Ask them to compare their words and sentences in pairs. Do they both agree on the translation?

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Language Wrap-up You can ask the students to do the Language Wrap-up exercises in class or give them the tasks for homework. If you assign them for homework, remember to check the exercises at the beginning of the next class or collect a few to mark and identify any typical errors.

If you decide to do the exercises in class, you can approach the Wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of helping your students develop as independent learners and for creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Grammar section.

At the end of each section, ensure the students write their score out of 10. Remind the students to check the can-do statements if they have a score of 8 or higher. If they have a score lower than 8, direct them to the appropriate sections of the unit and encourage them to read them again for homework. After that, ask the students to complete the exercise(s) again at home.

1 Vocabulary A

B Answers 1 b) 2 d) 3 a) 4 e) 5 c)

Answers 1 in front of 2 on 3 under 4 next to 5 in front of

2 Grammar A

B Answers 1 a 2 a 3 – 4 an 5 –

Answers 1 Am 2 isn’t 3 Is 4 aren’t 5 are

Competences Table Unit 2

Competence developed

0

Vocabulary

can name everyday objects

1

Grammar

can understand and use indefinite articles and plural nouns

2

Pronunciation

can correctly pronounce plural nouns ending in –s

3

Vocabulary

can understand and say numbers from 11–101

4

Reading practice

can understand simple community ads

5

Grammar

can understand and use yes/no questions with be

6

Listening practice

can understand information about items for sale

7

Vocabulary

can understand and use basic prepositions of place

8

Speaking practice

can describe the positions of objects in rooms

9

Writing practice

can describe their own room

lifeSkills

can use different strategies to record new vocabulary

10

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