Prime Time 1. Teacher's Book

349 Pages·72.476 MB·English

by  Evans Virginia, Dooley Jenny.

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Published by Express Publishing -
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Liberty House, Greenham Business Park, Newbury,
Berkshire RG19 6HW --
Tel.: [phone]
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Fax: [phone] -D
e-mail: [email protected]
http: //www.expresspublishing.co,uk
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@ Virginia Evans - Jenny Dooley 2012 -
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Design and lllustration @ Express Publishing, 2012
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colour lllustrations: Victor, Angela, simon Andrews, Kyr o Express Publishing,2Q12
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Music Arrangements by Taz O Express Publishing, 2012
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First published 2012
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Made in EU aE!!I
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or -
tranimitted in any form, or by any means, electronic, photocopying, or otherwise, without the prior
written permission of the publishers. E
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way.
This book is not meant to be changed in any -
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tsBN 978-1 -78098-444-5
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Acknowledgernents
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Authors' Acknowledgements
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We woul,J like to thank all the staff at Express Publishing who have contributed their skills to producing this book. Thanks are due in -
particular to: Megan Lawton (Editor in Chieq, Stephanie lmith and Michael Sadler (senior editors); Andrew Wright (editorial assistant), -
iii¡un o;Ñ.ii (senór production controller) and the Express Publishing design team; warehouse (recording producer) and Emily Newton,
kevin Harr¡s,'Daniel parker, Erica Thompion and Timothy Forster for their support and patience. We would also like to thank those -E-
institutions ánd teachers who piloted thó manuscript, and-whose comments and feedback were invaluable in the production of the book. E
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Photograph Acknowledgements -
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Module 1; 1a Venus Williams 6l sipa/www.iml.gr and Cristiano Ronaldo O CityFilesWirelmage/www.iml.gr on p. 9; 1f Lionel Messi
oirág"l**iri.gi v.t.nr lsinbayeva @imagó/www.iml.gr and Michael Phelps @sipa/www.iml.g.f on p. 16; serena williams E
óiptiír'l***imigr and venus vúilliams @ splash/www.iml.gr on p, 17; Module 2:2a The Nautilus House o Adam wiseman -
wtÉpmñ.iws.wrrwl*.*i*m.ílm.9lr. gor-n p'o. n2 6p; .L 5if0e ;i nG air asfhfee llM oa nCooru r@te ssyip oa/fw Jwanwie.irm Sl.egnro 9sinai np .p . 27; ¡Mf oTdhulee F3l:y i3nag GFirruaiftf eF lMy acnirocru @s SFRchAoNoClE S@ S wteepnhdaneell -
iñeoáorol*¡re¡rag".l***.irt.gi on p.52; Module 4: 4c Mall of America o -BsE_N1, GARUIN/THE NEW YORK T|MES/www.iml.gr on p. 66; E-
@M oedvuelree t5tc: o5lcle Tchtioe nB/weawtlwes. im@ lk.g"ei yastnodre lswpwiwde.imr-ml.gár;n 5a9 TSwtailrig vh\tl,a rlnsd -ia nQa uJeoennes A &m tihdea laK in@gd coimne otef xtth/we wCwry.simtall. gSrk uoll n& pM. r9 B0e;a n5'sh HAovliadtaayr G
@everettcollection/www.iml.gi on p. 9i; vocabulary Bank 4l: St Patrick's Day @ afp/www.iml.gr and Mardi Grass @ UPI photo' A- -E
J.Sisco/www.iml.gr on P. VB21
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Every effort has been made to trace all the copyright holders. lf any have been inadvertently overlooked, the publishers will be
pleaied to make the necessary arrangements at the first opportunity' -E
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Contents
Starter
a the alphabet
a cardinal numbers (1 -1 00) fr
pp. 5-6 a ordinal numbers (1 st-20th)
a colours
o school subjects =-f
People around ¡ the verb fobe a countries; nationalities; jobs, sports & 4
the world rr subject pronouns hobbies IJ
possessive adjectives (my - mine) a days; months
o
possessive pronouns a greetings; saying goodbye; introduction
pp. 7-20 ¡
the verb havegot a physical appearance -t
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question words (who,what,where, a abilities -
how old, which) a visiting places
e comparisons É
.
Language Review 1 p.21 can
Skills Practice 1 pp.22-23 =
Revision 1 p. 24 Á
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r
East West, there is/there are; some/any houses; rooms & furniture/fixtures
plurals ' aPPliances
Home's Best r
this/that - these/those places in a town; tourist attractions tEÁ
o
r-\ prepositions of place geographical features
e
l pp. 25-38 the imperative ¡ shops and products, places in an area -
adjectives; position of adjectives buildings & materials E
Language Review 2 p. 39 prepositions of movement -
I Skills Practice 2 pp.40-41 a/on
Revision 2 p. 42 F
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Day after day present simple a free-time activities; daily routines
o
adverbs of frequency a work routine E
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prepositions of time a college life
pp. 43-56 o -
possession/who/whose a the time
o
modals: can, have to,should/oughtto a wild/domestic animals; pets
¡ E
adjectives/adverbs a school rules
ffi
Language Review 3 p. 57 a family members
Skills Practice 3 pp. 58-59 a reptiles
Revision 3 p, 60 E
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Come rain or present continuous a the weather; seasons; seasonal activities
ffi present simple vs present a clothes; accessories; footwear It-E
shine
continuous a malls; places in a mall
a can/can't; must/m ustn't a food; drinks
pp.61-74
a object pronouns a market products
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M Language Review 4 p. 75 a Countable/Uncountable nouns a festivals & celebrations
Skills Practice 4 pp.76-77 a some, any, a lot of , much, many, few, a types of climate
liule
Revision 4 p. 78
a going to E
Life in the past a was/were places in a town
a had childhood memories
pp.79-92 a could structures & buildings; adjectives describing E
a past simple (regular/irregular buildings
verbs) famous figures
E t
past continuous types of films, feelings
Language Review 5 p.93
Skills Practice 5 pp,94-95
Revision 5 p. 96
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Have you ever ...? a present perfect o experiences
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a yet, already, ever, never, just, since, for . means of transport
pp. 97-1 10 a present perfect vs past simple o volunteering E
a the passive (present simple/past technology
e
@ LanguageReview6p.lll simple) r social etiquette
Skills Practice 6 pp. 1 12-1 13 minor injuries/ailments
Revision 6 p. 114 G
Vocabulary Bank pp. VB1-V828 Rules for Punctuation p. GR10
Writing Bank pp. WB1-WB6 American English - British English Guide p. GR11
2 Grammar Reference pp. GR1-GR9 Pronunciation p. GR12 .E
.
asking about addresses
o
asking personal information
aaa ddiSnisitaafatolleroor rmggfiouunareegut; i:m o (iiannd s()teskrenoinntdigtfuey ncfinoctiegro npcmseo rams&ion pgn lepraetolieointnitn)sgs; oro aiitinnnastfflkrokooirinrdnmmgug aac ftiatoniioobrglnno gyuiovtu inarsggee lpf; eg&ri svooitnhngea rlsp;ersonal oooo aaaara n sdbv hiiolnaoouflgoorntg.r etmuteneea txs lr tpyp e odrmaeersbtas eoc&ilnu r iptsbti nrpieyngoosg reut ysnryos toupienuerlgfsrr,s seoeylfnolfur o. (cqT(Gaouhnmeeesos pwFtgriloereaanrhgipsne ho)gnyfs )itohne UK
lIa ScI íopstenectneia niln tpge:o mplaet c(hseinngte; nicdee nctoifmyipnlgetion); oo dgmereasekctirninibggi snc;g o smpayepioanprgils egoonosdbye yleotuterrsself; Skills: word order; capital W(quoirzl)d Landmarks
lI identiñ7ing people r talking about abilities
!i. qompleting a library card (gap . intonation in questions
o
iI ' f illin g ) Pronunciation: l0l, lól
Sports Stars (comprehension)
A(cLc o ronhem tojenupn sratee sh hoeeunllts (iToo/fnF )/tDhSis); wporerdldicting .o.¡ atdarerlksacinnrgigbin inaggb otaou ths oepueos saei tfiolant for rent ... baa essdhhroooorrttm tteexxtt ddeessccrriibbiinngg yyoouurr house o (mtm?aNutclYthipiCnlegit)y
aa T(Vmhieiesw sFiinnlogga tsaine fgnlat eltsn l(cadenisad)lso goufe L)ake Titicaca .o dgPeirvosinncrugjbn dicni¡rgae tcioltifinoe:ns tslyule|,sl¡l ,lóel ,lóil o yacoonmu erpm aharoeiul sttheoe & aU ffrraoievs'no lduif reidsteety ilceror iobtomió y;gours o T((iAodwret en&rtsi fDyiensgign)
a dialogue (asking for & giving Skills: punctuation information)
di recttons)
a listening for specific information
a an email (comprehension)
Ig aaaa WsalSn pnd heatiahackteeil'fos i cmg W fuiiolnekilridf n o( Bmgr( Tmrae(/sFkaaei)ktnn;i fotgaelin nssacttr?eer a n(cnimnogmgeum lpftoileeprntlietosn)) ¡.o aetedasxxelkppksirrcinneergsigsb ss ifinaionngbrggl o t yefulriokletlu eiqnarsu cg/dedt inaivtshciiltleiyyike esrtiso;m;ueti;ne ¡.. watscoenoe n meyetekopmneuaacnrrseiedls sd aea psbecorrsuiboti nnw,gsh aydota uiylryo uvr iosduiott ianatet (s(CaStao cqtlileeuenmigzce)ee n)L trsife)ep (tiTle/Fs
=---n r Tchhoei cFel)ying Fruit Fly Circus Schooll o aidreranntigfyiningg fopre oa ptliem; ed itsoc umsseinegt r aGnir eamffea iMl taon oar friend about your
----- o t(iwdmeiosns tpiniefgyo ipnslegen 'stpe nefacomepsil)leie; s d(iaT/loF)gue about oo dPreerlosanctiruoibnnicsniagt iorenp: tillesls, lzl, hzl; l0l, lól . abfa uqmt,u ioilzyr ;a Sbkoilulst: alinn kainnigm aidl ecaast:e'ognodr,y
==-5-J--I-{ roooro a(s(BAapacmnp or odd eevsuamiicaatialcdsitlkfplioaiviopfctrgrae gle detusruiohs tnet e e m ffPaf oon(r(arbursrobo muteiumacouyby hanni flniaiem)tndnig sog g a(ttn T)idrhva;/kr Fea ielnp)il ts krw (etsgpes oalnae&rpcin ln edstfg)nsill alifcnokgrs)) .¡¡rre ldPdbmdndeeiuereofalofyssswekicnccnirrnrurgeiiibgbb nnif iicntnons iggogaut y d tgcipaa/ogdhe cnerpastis linr avta-koiciioctnsefint egecss rleii mshntaiadcptisnep geo;n fliangl, .o.. oaairwahane f a sf mphspopchoahoarlpoismtosrme ktrtrcaytncsat a ol aitt tnreeuiersndgd xtx y aitftnlfr ir ernoeafdo;o m bempdroosm hopc uaoiaepr nttifl nuboe gdieiegsn nibmfrtnggfialveo/aa pcarwi wlhlelsos;s hnasSytian kitngti lyglissp:es (CDg(T(mGcrhleaioeemuspmo leathMgirpptirtceaa lleC e lplo-t hlioi rnmmygHf)g a aaAo nttTamtceiusheneirndircg)raa)
_=-f-l- o¡.eo tFAaMTion rrndaa foocpnicyairach elm(iorunsrage tag DPuatErieidraocga ipcnnyk(hh)cgpeusht :i ) aif(lHodnmrshe a orso(topTc deo/hF cri)n mifvigceil lmahieonra?iedsin)gs or.ooo Ptfrdddeaeeeerecloksssolniciccnnmurrrgigiinbbbms ciiinnnaeiagggbnt odiocaTiuhnn rtloig: ol dy fsi-hlatem o dcfos iile;tdm yn edmxipnergme;sosriinegs ¡..¡ rafssaPieelne imccqn nociut tnhmeeiyzfunnoom ccur(wTemee a/sssnFas a d aal wsi lnbbiet;kago ometSuueaktmt ii llwlT esdr:nhoetaysst)c rMibaincgh ua A(s(SLHcemiwofniesemti tenroiipnncgrcla yietnen)ht sgese)N 1(aUm9tK6iuv0:el tsTiphlee
= o (multiple choice) minimal pairs lal-lo,l , matching)
listening: favourite movies (multiple hl-lr.l, lpl-lc.l
matching)
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-g aaa gsespoatmorcdasbiagntacleg arteersrat d iesqs(sxm upi(nemiesgtrsti ueeimnln tgi(copp emlsaeser e anc(nTgthet/rsoFna i)ccpweehs)ist)h t omy ¡o¡r ogPnifarvfoerenrr auiantndigncv giitaco etei oxhnpe:el prdieipnhcethsongs aa aaoa nfpb yalionoragufogr srermanptarhly eaambbaooiuultt saonc ieaxlperience (VphSaeScra0iaed:gn inrc(aMgeps)a h)Mtsc ohtboinilge
headings) etiquette in your country Phone Network (T/F)
a story; Skills: sequencing
E¡ listening: matching speakers to
--f, rn,unes
rA,Vnosrdle Lri s5t epcptio nW Lp1p-.W A1S214-AS2 WEvoarikubaotioonks K pepy . pEp1. -WElK01-WK16 lrregular Verbs
f¡fl 5:rclent's Book Tapescripts pp. SBT1-58T6 Workbook Tapescripts pp. WKTl -WKT5 3
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Intrnduetion tc the Tsacher
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PrimeTime f is a modular secondary-level course for ELEMENTS OF THE COURSEBOOK
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learners studying British English at elementary level. Each module begins with a modular spread that
It allows a flexibility of approach which makes it contains: a brief overview of what will be covered in kE
suitable for classes of all kinds, including large or the module, pictures and words/phrases related to ts
mixed ability classes. the theme of the module, and exercises to practice
the vocabuláry presented. lE¡
Prime Time I consists of six modules. Each module
consists of nine units plus Language Review, Revision Eoch modu I e co ntai ns th e fol I owi n g se cti on s : E
and Skills Practice sections. The corresponding module
in the Workbook provides the option of additional Vocabulary
practice. Pictures are employed to introduce Ss to the E
vocabulary of each module. Vocabulary is practiced
COURSE COMPONENTS through various types of exercises. A particular
Student's Book & Workbook feature of the book is the teaching of collocations,
Eb
The Student's Book is the main component of the which helps 5s remember vocabulary items as parts
course. Each module is based on a single theme and of set expressions. (See Student's Book Ex. 3, p. 30)
the topics covered are of general interest. All
modules follow the same basic structure (see Grammar bE
Elements of the Coursebook). . The grammar items of each module are presented
Tcohrer eWspoorknbdoinogk tiso inth fouslle c oinlo utrh aen dS tcuodnetanitn'ss Bunooitsk . bGuynr admmeermasntaasrn odefi xncegler caoirs fea stnh dea csnoedn ciaitsecemt itvshi.te ieTosrhy e rrbeeoi nxiefsos .racles oS sa' tkEs
containing practice on all four language skílls. lt also Grammar Reference section at the back of the
contains a Grammar Bank and Revision Practice for Student's Book that offers more details. É
students to prepare for their tests. lt can be used
either in class or for homework upon completion of Listening tasks and Speaking practice
the relevant unit in the Student's Book. . lE¡ tr
Ss can develop their listening skills through a
variety of tasks. These tasks employ the
Teachert Book and Tests vocabulary and grammar practiced in each Y
The Teacher's Book contains Teacher's Notes which module, in this way reinforcing understanding of EF
provide step-by-step lesson plans and suggestions the language taught in the module.
about how to present the material. This book also . Controlled speaking activities have
been Il-=
includes a complete Key to the exercises in the carefully designed to allow Ss guided practice
Student's Book & Workbook and the tapescripts of before leading them to freer speaking activities.
the listening material.
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Pronu nciation/lntonation
Class Audio CDs & Tests
Pronunciation activities help Ss recognise sounds and
The Class Audio CDs contain all the recorded reproduce them correctly. lntonation activities help EEE
material which accompanies the course. This includes Ss improve their intonation patterns. F
the dialogues and texts in the Listening and Reading
sections, as well as model dialogues, Pronunciation/ Everyday English EEtr
lntonation section, and the material for all listening These sections provide practice in real-life F
tasks. There is also one CD which contains the Tests
communication. Standard expressions and language
in word format. The Tests, one per module, are structures associated with realistic situations are lE- tr
available for teachers to use as a formal means of
extensively practiced.
checking their Ss' progress. There is also a full key to
the Tests, listening tasks & tapescripts. Etr
Study Skills
Student's Audio CD Brief tips, explanations, and reminders at various
points throughout each module help Ss develop -¡á
The S's Audio CD contains the main texts or model strategies which improve holistic learning skills and EF
dialogues in the Reading sections of the Student's enable Ss to become autonomous learners of the
Book, Pronunciation/lntonation tasks as well as the
English language.
Listening tasks of the Workbook for the purposes of EEE
homework and preparation. E
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Writing Bank
a The material has been designed to help Ss learn new
Tl' s section provides preparation of the writing task language in the context of what they have already
t]'p€s es they are presented in the Student,s Book. lt mastered, rather than in isolation. ln the Revisioñ
f, ccrtarns theory plans, full-length model compositions sections, a grading scheme allows Ss to evaluate
and useful language to help Ss produce successful their progress and identify their weaknesses. The
D eres of r,.'riting. objectives of the module and the Ss, achievements
E are clearly stated at the end of each Revisron section.
Reading texts
-f.ese texts or situational dialogues practice specific Grammar Reference section
E reading skills such as skimming, scanning, intensive This section offers full explanations and review of
reading for specific purposes, understanding text the grammar structures presented throughout the
structure, and so on. The texts are usually exploited book. lt can be used both in class and at home to
in four stages: reinforce the grammar being taught.
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a warm-up activity to intrigue students
.
top-down act¡vities (scanning and reading for Vocabulary Bank
gist)
;I This section contains presentation and practice of
bottom-up activities (reading for
- detailed vocabulary items related to the theme of the module.
understanding)
oral reproduction (Ss outline the main points of American English - British English Guide
the text)
=- An . American English - British English Guide
3 Writing outlines and highlights differences betwlen the two
main international varieties of English.
The writing sections have been carefully designed to
- ensure that Ss systematically develop their writing lrregular Verbs
s. kills. This provides students with a quick reference list for
=t A model text is presented and thoroughly analysed, verb forms they might be unsure of at times.
and guided practice of the language to be used is
5 provided.
. Word List
ü The final task is based on the model text and A complete Word List contains the new vocabulary
o follows the detailed plan provided. presented in each unit, listed alphabetically, with
a All writing activities are based on realistic types phonetic transcription of each word. á
and styles of writing such as letters, emails,
descriptions, postcards, and reviews. SUGGESTED TEACHING TECHNIQUES
g A
Presenting new vocabulary
Culture Corner & Curricular sections
g sEeaccthio mn.odule contains a Culture Corner and a Curricular pMreuscehn toedf tthhreo ungehw p ivcotucraebsu. laSrsy a rine apsrkimede tToim mea It chis
. ln each Culture Corner, Ss are provided with the pictures to listed words/phrases. (See Student,s
culture information and read about aspects of Book, Module 1, p.8, Ex. la.)
g English speaking countries that are thematically
d- . tcEplihonraomkeccehp e dmaCs rsteuoo rdt rihttiu hcetlueoe l a itmnthrof oeoed rncaumauleb lat.lsute iurSosebs n S jo aestfr chtetothe g efylirvii nroeh kmona w tv thnheteh e c l eteochuaihernar mntnreytc .sea ntoodf n¡F euwryMFt ohoviuemro rcia innatresebgtc au.hs nlianMncrigqeiymiu, n ieengtsoc t lau htpndehrde ae :wsat oesyknrod t S utsy h omteoua vgyweu auernbsset s s tttionho gl ¡ ,inn mtptrreoroeaddtnueuicnncegde.
school
of the word.
g curriculum, thus helping them contextualise the o
language they have learned by relating it to their Synonyms, opposites, paraphrasing, and giving
-q corweant ivpee rtsaosnkas l sftriammulea toe fS rse afenrden aclelo. wL ivtheelym a ntod -d efp"inpreiotsiwoenensrt f.tu hEle.x" awmoprlde ss:trong by giving a synonym:
3 tchornousoghlidoautte t hteh em oladunlgeu. age they have learned - present the word strong by giving its opposite:
"weak."
-qrt Module Language Review & Revision sections - present the word weekend by paraphrasing it:
"Saturday and Sunday.,,
¡ Tunhdeesres tfaonldloinwg eovfe rtyh me otodpuilces a, nvdoc raebiunlfaorryc,e a Snsd' - dperefisneitinotn t:h "eve wry owredll f-a kmnoouwsn f(operr sbony ogri vthiningg ).it,s,
structures that have been presented. Games enable
Ss to use the new language in an enjoyable way,
using the format of a team competition, and
promoting humanistic learning.
il
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E,nxáa m.ápnlet..q Euxeanmtlpyl esm palkaec eu nvodcearsbtualnadryin gin teoa scioenr't eFxotr CYo uL imsteany inagsk a Snsd tRoe raedaindg and listen for a variety of EI
inriun.", introdice the words city and town by purposes:
ieferring to a city and a town in the Ss' country: i i-isten¡ng and reading for gist' Ask Ss to read or EE
"Rome is a citY, but Parma is a town'" listen to-get the gist of the dialogue or text being
Sketching. Draw a simple sketch of the word or dealt with. (See Student's Book, Module 2, p' 27' Ex' 4a'
words you want to explain on the board' For Tetl Ss that in order to complete this task successfully' bEr
lnstance: thtey do not need to understand every single detail in the
I A¡áogue that follows. They onty need to tell you which
E
ad the dialogue matches.)
/l> /r) . Listening ánd reading for deta¡l' Ask Ss to read
tail or listen for specific information ' (See Student's
Y^
t Book, Module 2, p. 27, Ex' 4b' Ss will have to read or tr
/ A,no,. listen to the text on page 27 for a second time in order to
do the task. They are looking for specific details in the
text ond not for general information') tEs
. Flashcards. Flashcards made out of magazine or
newspaper pictures, photographs' ready-made D Speaking
árr*ingr, ,nd uny other visual material may also . Speaking activities are initially controlled' allowing ¡E-
,"ru" vocabulary teaching tools' for guided practice. (See Student's Book Module 4'
. Use o"f iL 1. ln a monolingual class, you may explain p.ASl *. lb where 5s use the same structures to talk
vocabulary in the Ss' native language' This method' about street markets in their country') ¡E-
though, sñould be employed in moderation' . Ss are then led to freer speaking activities' (See
. Use óf oi.tion"ry. ln a multilingual class' Ss may Student's Book, Module 4, P' 69, Ex' 8a where Ss are
occasionally refer to a bilingual dictionary' invited to describe o picture, provided with the E
necessary lexical items and structures')
The choice of technique depends on the type of
*orO ot expression. For example' you may find it E Writing LE
easier to describe an action verb through miming All writing tasks in PrimeTime 7 have been carefully
than through a synonym or definition' designed ío closely guide Ss to produce a successful
piece of writing. E
Note: Check these words sections can be treated
,, fotlo*t, Go through the list of words before . Always read the model text provided and deal
ir tÁt¿ the text and present the new words by with ihe tasks that follow in detail' Ss wtioll then lE-
éiuing examples, synonyms/opposites' or miming have acquired the necessary language deal
with the final writing task' (See Student's Book'
their meaning.
k
Alternatively, go through the list of words after MMoadkuele s3,u Pr.e 5 5th.)at Ss understand that they are tr
5s have read the text ánd ask Ss to explain the writing for a purpose. Go through the writing
wglour"d-s"* uus*ipníg" sth, em icmoen/tderxatw t htehye ampepaenairn ign' ' oSrs l ocoank ttahseky iañre d wetraitiiln igo a tnhda wt hSos athree yf ualrlye wawritainreg otof 'w lSheye LE
úp tfre meaning in their dictionaries' iruárrr't BooK ltodule 3, p. 55, Ex. 1/5' ss are asked to
k
'1EÁiFW"- write an emailgiving news') E
Make sure Si fotiow the detailed plan they are
B Choraland individual repetition provided with. (See Stu dent's BooK Module3, p' 55' Ex' 5')
Repetition will ensure that Ss are thoroughly familiar 'ii *ouf¿ be well-advised to actually complete the k
*iiL tf'l" sound and pronunciation of the lexical task orally in class before assigning it as written E
items and structures being taught and confident in f''o*"*oti. Ss will then feel more confident with
their abilitY to reProduce them' óioir.¡ng a complete plece of writing on their own' htr
Always Ss to repeat chorally before.you ask them
i"-i"óá"l"ls^úd ividuailv. Repeating chorallv will help Ss
Projects
feel confident enough to then perform the task on Fa When dealing with project work, it is necessary to LE
their own. pr"p.r" Ss viett in class before they attempt the
writing task at home. ¡
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I
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ilr
.
G Assigning homework Closed pairs
When assigning writing tasks, prepare Ss as well as Pairs of Ss work together on a task or activity
while you move around offering assistance and
possible in advance. This will help them avoid errors suggestions. Explain the task clearly before
and get maximum benefit from the task.
beginning closed pairwork. (See Ex.6 on p.49 of the
Student's Book)
Commonly assigned tasks include:
Coiocptyá t-io Sns c-o 5psy laena rans sthigen esdp eelxlintrga cot;f particular words . Stages of pairwork
without memorising the text in which they appear; - Put Ss in pairs.
Vocabulary - 5s memorise the meaning of words - Explain the task and set time limit.
and ohrases or use the new words in sentences of -- Rlne chleoasresde pthaeir st,a gske ti nS so tPoe nd oP athires .task'
iR!f'reea rd Oin.g'"' nA; loud - Assisted by the S's CDs, Ss practice - Go around the class and helP Ss.
- Open pairs report back to the class.
a: i-c-e n preparation for reading aloud in class;
Project - After they have been prepared in class, Ss .
Group work
cc'',np ete the writing task; and Groups of three or more Ss work together on a
rraJriting - After thorough preparation in class, Ss are
task or activity. Class projects or role play are
asked to produce a complete piece of writing. most easily done in groups. Again, give Ss a solid
understanding of the task in advance.
H Correcting students' work
All learners make errors - it is part of the learning . Rolling questions
process. The way you deal with errors depends on Ss one after the other ask and answer questions
rvhat the Ss are doing. assisted by prompts . (See Speaking Ex' 7b on p.47 of
. the Student's Book.)
Oral accuracy work:
Correct Ss on the spot, either by providing the J Using the Student's Audio CD
correct answer and allowing them to repeat, or
by indicating the error but allowing Ss to correct Dialogues, texts and Pronunciation sections are
it. Alternatively, indicate the error and ask other recorded on the Student's Audio CD. Ss have the
chance to listen to these recordings at home as many
. Ss to provide the answer. times as they want to improve their pronunciation
oral fluency work:
and intonation.
Allow Ss to finish the task without interrupting,
but make a note of the errors made and correct .
S listens to the recording and follows the lines.
them afterwards. .
. S listens to the recording with pauses after every
Written work:
Do not over-correct; focus on errors that are sneenetednecde,/e xtrcyhainngge .t oS reipmeaittas taes tmhaen y stpimeaekse ra'ss
directly relevant to the point of the exercise'
pronunciation and intonation.
When giving feedback, you may write the most .
common errors on the board and get the class to . AS llils tleisntse ntoin tgh et aresckosr dinin gt hagea iWn. oSr krebaodosk a laorued 'also
attemPt to correct them.
included in the Student's CD.
gRreemaetm imbepro trhtaant creew. aProdsint gg wooordk wanridtt eprna iswinogr kS so isn oaf K Using L1 in class
áisptay board in your classroom or school, or give Use L1 in moderation and only when necessary.
"reward" stickers. Praise effort as well as success'
ABBREVIATIONS
I Class organisation Abbreviations used in the Student's Book and Teacher's
.
TOshePete tcnal asPsksa itfrooscguestehse rit.s Uastete nthtiiosn t eocnh ntwiqou eS sw dhoeinng ythoue ST(s ) TSetuadcehnetr( s) Pe(.P9.) . PFoagr ee(xsa)mPle
want your Ss to offer an example of how a task is HW Homework i.e. That is
done. (See Ex. 2b on p. 49 of the Student's Book') L1 Students' etc. Et cetera
native language sb SomebodY
Ex(s). Exercise(s) sth Something
IV
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Feople around the world -4
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E
14-15
ln this module, Ss will explore the topics of people around Lesson objectives: To learn the verb 'havegot', to read -áE
the world, sports & hobbies, jobs and appearance. for specific information, to describe a person's physical
appearance, to listen for specific information, to write
7 about your physical appearance E
Lesson objectives: To give an overview of the module, Vocabulary: Physical appearance (HA|R: fair, grey, brown,
-
to talk about countries and nationalities dark, short, straight, Iong, wovy, curly; LtPS: thin, futt;
E
Vocabulary: Countries (Poland, England, ltaly, Peru, Russia, HEAD/FACE: ear, cheek, mouth, neck, tongue, chin, beard,
Argentina, Mexico, the USA, Ireland, Brazil, Chile, Spain, teeth, moustache, nose, eye; BODV arm, hond, leg, feet;
Germany, France, Portugal); Nationalities (Mexican, Chilean, HEIGHT short, of medium height, tall; WHGH\: thin, slim,
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Spanish, Argentinian, Brozilian, American, Pol¡sh, Ital¡an, plump, well-built, fat; AGE: young, in his early/tate twenties,
English, Peruvian, Irish, Russian, Portuguese, German, French) middle-aged, old); Yerb (make); Nouns (tribe, teg, ring, sign,
wealth, beauty, skin, holes, heavy earrings); Adjectives
8-9 (famous (for), beoutiful); Prepositio n (around) dE
Lesson objectives: To listen for specific information, to
learn the affirmative form of the verb 'tobe',to read for 16-17
specific information, to summarise a text, to write a Lesson objectives: To read for specific information, to E
blog entry about yourself and your favourite sport learn comparative and superlative adjectives, to write -
Vocabulary: Sports and hobbies (horse riding, volleyball, about friends using comparative and superlative adjectives
photography, ploying music, woodwork, reading, cycling, Vocabulary: Sports (pole vault, tennis, martial arts, surfing, E
painting, playing computer games, writing); Verb (be); Nouns football, cycling, cricket, golf, hockey, basketball, canoeing, -
(student, dream, basketball player, hero, team, tennis club); swimming); Nouns (athlete, pole vaulter, Olympic gold medat, F
Adjectives (favourite, famous); Preposition (like); Phrase winner, oword, female, world record); Adjective (fast)
(good at)
18 t
t0-1f
Lesson objectives: To learn 'con' (ability), to listen for
Lesson objectives: To listen for specific information, to specific information, to learn question words, to
learn the negative and question forms of the verb 'fo practice intonation in questions, to role play a dialogue t
be', to learn subject pronouns and possessive adjectives, Vocabulary: Abilities (ride a bike, dance, run fast, ploy the
to write a dialogue guital dive, swim, cook, sing, drive a car). Question words -
Vocabulary: Jobs (vet, astronaut, waiter, electrician, artist, (who, what, where, how old, which) t
fire fighter, nurse, architect, pilot, actress, autho); Nouns
(subject, literature, author, story, journey, dream); Adjective f9
(new); Adverb (here); Pronoun (what); Phrase (fullof magic) Lesson objectives: To learn about capital letters, to read EatÁ
for specific information, to answer personal questions,
12 to learn word order in sentences, to write an informal
Lesson objectives: To read for specific information, to email about yourself á
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write a short text about the flag of your country
Vocabulary: Days of the week (Monday, Tuesday, 20
Wednesday, Thursday, Friday, Saturday, Sunday); Months Lesson objectives: To do a quiz about world landmarks, áE
(January, February, March, April, May, June, July, August, to write a quiz about landmarks
September, October, November, December); Nouns (symbol,
cro ss / n ati o n, g ov er n me nt bu i I di n g, h ol i d ay, Com monw ealth) ; 21 4E
Adjective (special); Preposition (except for); Determiner
Lesson objectives: To test/consolidate vocabulary &
(each, every, certain); Phrase (on display)
knowledge attained throughout the module, to play a
game, to do a quiz, to write a quiz E4
13
--
Lesson objectives: To learn introductions, greetings 22-23 r
and saying goodbye, to pronounce l\l, lól 4
Vocabulary: Greet people (Hi! How are you? How's
24
everything? How's it going? Hello! l'm... ,); Respond (Great.
I'm fine, thonks. I'm OK. Not bad. So-so.); lntroduce yourself/ 4E
others (Hi! I'm ...Hello l'm ... This is ... ); Respond (Nice to
meet you. Hi, I'm ... Hello, l'm ... Oh, h¡ I'm ... ); Say goodbye
(Goodbye. Bye. See you. See you later. See you tomorrow. Take E
care.)
V(T) 4E
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