Welcome 2 Teacher

TEACHER S BOOK

Express Publishing

Welcome 2

r Prpils listen, follow the lines and repeat chorally andndividually.

: DJpils read and act out the dialogue in pairs.

- llltlli*

ffi" runsrrn,i"rmn rmon ends with a free-practice exercise. Pupils uselllhw tr"r€tures presented before to act out dialogues, orlrrffiirilrffi sentences orally about themselves. Pupils do theil*ruffirr*se orally. Time permitting, the dialogues can bewlrilii@F in pupils' notebooks in class.

Lesson 2

-ffi*tu

'..ABUTARY: EX. r

:rlnnn pnesentation of the new words foilows the samerrffiF as Lesson 1, Exercise 1.

]ttk-D^rocuE pREsENrATroN: EXS. 2 & g

- Eacfi dialogue is preceded by a listening activity,rfiich can be found in the Teacher's Book. lt is

-sually a lead-in question or a listening task whichan;pils have to complete before reading the dialogue.-1fs way pupils familiarise themselves with the: ia logue (Ex.2), pract is ing their l is tening:onnprehension at the same time.

r Write the listening task on the board.r Exolain the task.r Ask pupils to look at the pictures in Ex. 2 and

guess what the dialogue is about.. Play the cassette once or twice, while pupils

complete the task.r Check pupils' answers.. Play the cassette with pauses between each

exchange.o Pupils listen and follow the lines and repeat

chorally and individually.o Check pupils' pronunciation and intonation.r Pupils act out the dialogue in pairs.

- lach dialogue in Lesson 2 is followed by a reading:cmprehension exercise.

r Read and explain the instructions.r Read the questions and elicit possible answers.r Ask pupils to read the dialogue in Ex. 2 again

silently and do the task.r Check pupils' answers.

CONTROTTED PRACTICE OF STRUCTURES: EX. 4

Exercise 4 follows the same pattern as in Lesson 1,Exercise 4.

GRAMMAR, COMMUNICATION, TRANSFER

New structures and communicative oatternspresented and practised as in Lesson 1.

are

This lesson revises the vocabulary and the grammarstructures that have been presented in the first twolessons of each unit. lt is laid out differently to the previouslessons. The lesson starts with a text-based exercisefollowed by various tasks such as comprehensionquestions, listening or matching activities.

The project work in lesson 3 provides essential writingpractice for the students. Here, they get the chance to usethe structures and the vocabulary they have learned fromthe whole unit. The lesson ends on a fun note by playinggames and singing lively songs adapted to the needs andthe knowledge of the pupils.

- Text-based exercise

Pupils listen to and read a text adapted to matchpupils' needs and ability. The text is also recorded sothat pupils can practise listening as well as reading.

- Exercises

The Teacher's Book provides clear instructions on howeach exercise in Lesson 3 should be taught.

- Project

The text itself serves as a model for pupils to producea short piece of writing, as described in the Projectexercise. Pupils do the exercise orally, then areassigned it as wriften homework. All projects work withthe Photo File Section at the end of the Pupil's Book.Pupils write their text in the space provided in thePhoto File Section, attach or draw pictures, then cutout the page and hand it in to be corrected. Pinning uppupils' project work in the class will make them feelproud of what they have achieved so far.

- Twister

This is a regular exercise on sounds in English. Playthe cassette focusing pupils' attention on the soundpresented each time, then pupils practise chorally andindividually. In the Teacher's Book there is a list ofwords offering further practice on the soundspresented in the exercise.

Unit I - Welcome bock! (pp. 4 9)

-aronalities, describing appearances

urr'rere is he from? - He's from Spain. He's3oanish! - l've got something for you! - lt's:r:rn Francel - What's Manuel like? - He's tall.r'd slim. He's got dark hair and brown eyes.

=-ance, French, Mexico, Mexican, Spain,Scanish, Turkey, Turkish, Greece, Greek,=!,and, Polish, USA, American, Britain, British,urnping beans, a bottle of perfume, e-mail*essage, handsome, tall, short, dark hair, fat,:,.-autiful, fair hair, slim, New York, Rome, Paris,\tadrid

-aiking about presents and their origin,:escribi ng appearances

i lrrrting an e-mail message to a new friend

JU Vocabulary: France, French, Mexico, Mexican,Spain, Spanish, Turkey, Turkish, Greece, Greek,Poland, Polish, USA, American, Britain, British,lumping beans, a bottle of perfume, e.mailmessage, welcome back

J l-anguage focus: Where is she from? - She's:rom Spain. She's Spanishl

J Grammar: the verb "to be" (affirmative, interrogative,negative) (long/short forms)

' il-isten and repeat.- I -

xnqsncaRDsr-r l

: '*rE s' books closed. Pin up flashcards Nos. 1 - 8. Tell,li,cr - th?t the flashcards show different countries andr,u:ralities. Point to each one and say the appropriate

word(s) (France - French, Mexico - Mexican, ...). Pupilsrepeat, chorally and individually. Pin up flashcards Nos.I - 1 1. Point to each one and say the appropriateword/phrase. Pupils repeat, chorally and individually.Pupils' books open. Play the cassette. Pupils listen andrepeat, chorally and/or individually.

& READING

2. Listen ond write.Since this is the first lesson for Welcome 2, invite pupilsto identify the characters in the dialogue by askingquestions.e.g. T: Look at picture 1. Who are they?

Pl: Cindy, Lin, Eddy, Oscar and Wendy.T: Who's standing at the door?P2: Wendy. etc.

Read sentences 1 and 2 and exolain the task to thepupils. Play the cassette. Pupils listen and write thecorrect country to complete the sentences.

1 France 2 Mexico

3. Now, listen agaln and read.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeat,chorally or individually. Check pupils' pronunciation andintonation. Pupils read out the dialogue in pairs.

4. Look ond soy.

FTASHCARDS 12 - '17

Pupils' books closed. Show pupils flashcard No. 12.Point to the girl and ask: "Where ls she from?" Pin upflashcard on the board. Write the question on the boardand pupils repeat, chorally and individually. Then, sayand write: 'She's from Spain. She's Spanrsh/" Pupilsrepeat, chorally and individually. Pin up flashcard No. 13.Point to the boy and ask: "Where is he from?" Write thequestion on the board and pupils repeat, chorally andindividually. Then, say and write: "He's from France. He'sFrench!" Pupils repeat, chorally and individually. Pin upflashcards 14 - 17. Point to each flashcard. Pupils askand answer about the people's nationalities. Write thequest ion and answer on the board below eachcorresponding flashcard. Explain that Spain, France,

LISTEN, .. * *. -;14.1-

urllfllururrr ialllr- Explain we use handsome for men and:mrdtfrll fior women and focus on the opposites (short -,iilillilll iiiffi - s,iiinn. ...). Pin up flashcards Nos. 19 - 22 and sayillurllii iljml:rapriate word. Pupils repeat, chorally andrtlrrrrlirrrrrrurtml-edlry. Pupils' books open. Play the cassette. Pupilstttnltrntttrntt fi-{i repeat chorally and/or individually.

READING

urilninm ilFe following question on the board : "ls Manueluntlllli,flilr."i'' Eplain the question to the pupils. Tell them theyruttlrttlll lni,m,r,e to listen and answer the question. Play thellillilurrsmte Pupils listen and follow the lines. Pupils answerrllllxrffi n*Estron: "No, he isnt He's tall!" Play the cassetterllilriiEllrilrr il(I pauses for pupils to repeat, chorally and/orillttmilmlmiajV. Check pupils' pronunciation and intonation.r:*,rfilrrE

-=d out the dialogue in pairs.

,l 'tu'ow, reod ogoin cnd answer.firtll|ilrmum :il-e questions. Explain to the pupils that they haverfii mlffir the dialogue again silently and answer theiii||lllJursffi10rtr'rs. Check pu pi ls' answers.;,numrl E;r:n: Pupils can answer the questions in writing inllrftlti,Hr -ciebooks in class or at home.

' He's fourteen years old.2 He's from Madrid, Spain.3 Yes, he is,! Yes, he has.

.fi' n qsHcARDs 23 - 2zri'ilin rs cooks closed. Revise numbers 10 - 20 and writerflri]flm on the board. Pupils repeat, chorally and,;1116,1,,;116jall!. pin up flashcard No. 23. say, then write::""il* : lurteen years old and he's from Madrid, Spain."

r',1i;: rs 'epeat, chorally and individually. Pin up flashcard,u: : j Sdy, then write: 'She's twelve years old and she's-: - -cndon, England." Pupils repeat, chorally and"c

":-ally. Do the same with flashcards Nos. 25 - 27.r,' :E :-e example off the board and leave the prompts.

Point to flashcards in random order. lndividual pupils talkabout each person, practising the structure. Pupils' booksopen. Read out the example. Pupils repeat chorally, thendo the exercise orally in class.

2 She's twelve years old and she's from London,England.

3 He's nineteen years old and he's from Paris,France.

4 She's fifteen years old and she's from Rome,Italy.

5 He's seventeen vears old and he's from NewYork, USA.

GRAMMARA

)ffrrasrcARD r8Pin up flashcard No. 18. Point to the man, say, then write:"He has got dark hafl" Pupils repeat, chorally andindividually. Underline He has got and explain themeaning. Point to the girl, say, then write: "She's got fairhair!" Underline the short form and explain how this isformed. Pupils repeat, chorally and individually. Elicit theaffirmative, negative and interrogative forms of the verb"have got" and write these on the board. Pupils repeat,chorally and individually. Pupils' books open. Read out thegrammar table.

Extension: Ask pupils to make sentences aboutthemselves and their classmates, practising the forms.e.g. I have got dark hair. John has got blue eyes.

5. Look, sog and write.*Jt-_-fi(rrasHcARDs 2s - 3l

Point to the pictures of Manuel, Bobo the clown, Greta,Bill and Bob. Read the description of their appearance.Choose a pupil to read the example. Explain to the pupilsthat they have to write two sentences. In the firstsentence, they have to write about the people's heightand build (if they are fat or slim). In the second sentence,they have to write about the people's hair and eyes.Then, pupils do the exercise orally, then in writing in class.

Extension: 1) Pupils' books closed. Pin up flashcardsNos.28 - 31. Pupi ls look at the f lashcards and makesentences about the people in the pictures.2) Pupils in two teams. Each team gives a description ofa classmate without revealing his/her name. The otherteam has to guess who that person is. The winner is theteam with the most points.

Bobo is short and fat.He has got fair hair and brown eyes.Greta is tall and slim.She has got fair hair and green eyes.

4 Bill and Bob are short and slim.They have got dark hair and blue eyes.

o (Pupils'own answer)

6. Reod and clrcLe.

Write on the board and say: "Manuel's e-mail". Underline's and explain to the pupils that 's shows that somethingbelongs to somebody. Write and say: "He's from Spain."Underline 's and explain that 's is the short form of is. Readthe example. Explain to the pupils that they have to circlethe correct word. Pupils do the exercise. Individual pupilsread out the sentences.

4 Cindy's, is5 Wendy's, has

Lesson3(pp.8:91

Ea Cneck pupils' HW.

. LISTENING & READING-Jh#*#t"t

1. Listen, read ond circLe.Explain that this is an e-mail message. Ask pupils to lookat the text and say who the e-mail message is from. Playthe cassette. Pupils listen, read and circle the correctword. Play the cassette again with pauses for pupils torepeat, chorally and individually. Individual pupils readout from the text.

2 twelve 3 slim 4 dark 5 red

2. Read ogoin ond onswer.

Read the questions. Pupils read the text again silently andanswer the questions. Check pupils' answers.

1 She's from Paris.2 She's twelve years old.3 She's tall and slim. She's got dark hair

and blue eyes4 Danielle's/Her favourite colour is red.

3. Listen ond write o ncme or o number.

Play the cassette. Pupils listen and fill in a name or anumber.

1 Carlos 2 sixteen/16 3 Spain

4. About !ou: osk ond onswer.

Pupils, in pairs, ask and answer the questions about eachother. Make sure the pupils understand the questions.Walk around the classroom while the pupils do the task,providing any necessary help. Pupils repofi back to theclass.

(Pupils'own answers)

7. Listen ond repeat, then tolk with gourJrlend.

A

ffirrasncARDs 28 - 3rPlay the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeat,chorally and individually. Pupils act out the dialogue inpairs. Then, pupils act out similar dialogues for Bobo,Greta, and Bill and Bob, looking at the pictures in Ex. 5 orat the respective flashcards with books closed.

2 Oscar's, has3 Masid's, has

2A:B:

3A:B:

What's Bobo like?He's short and fat. He's got fair hair andbrown eyes.What's Greta like?She's tall and slim. She's got fair hair andgreen eyes.

4 A: What are Billand Bob like?B: They're short and slim. They've got dark hair

and blue eyes.

* Use flashcards 28 - 31 in the next lesson to practiseEx.7.

@ Suggested Homework

1 Copy: 2 exchanges from Ex. 22 Reading aloud: Ex. 23 Dictation: Ex. 14 Act out: Ex.4.Ex.7

MMNGJ'*w

y' 5-oject.

::riii,111ttttttqn1t ;1-.l1 that pupils should use Ex.1 as a model. Refernuilnruim :n the Photo File Section. After pupils have doner* 5 raly in class, assign it as written HW.

iPlfib'own answers)

nr -#idlSTER Listen and repeat.)rflllllttrrrltr, file cassette. Pupils listen and repeat. Focus pupils'ilil{ilffflmcr- on how f and v are pronounced. Check pupils'lilillilir,Ttlrnmtrn and pronunciation

rillnlltltn'uurmcl'r: Write the following list of words on the board:

@ Suggested Homework

1 Copy: part of Ex. 12 Reading aloud: Ex. 13 Dictation: numbers 10 - 204 Act out: Ex.65 Project: Ex. 56 Workbook: do some exercises in class,

assign the rest as written HW.

k:€ footthr-rif friendHf-er frogilrs* fruitlimc

vase favouritevery elevenvisit everyfive waveseven

iiirrNrrlmm fie words and pupils repeat chorally andrrrrr|lriititnr,rurrrr"ailily. Point to various words in random order.lrttrrrniiilLirrrrirrum,p,,1 pu p i ls say the words.

-et's ptayliiiruillorrr rE Eok at the pictures. Read the names of the peopleilrmmulr- and consolidate words such as: fat, slim, tall, short,illiililflilltrr r r. fair hair and colours. Ask questions such as:''lfillrhlffirs %b like?" and elicit correct answer: "He's tall andrillrlll ',iF s got dark hair and green eyes." Read the modelutlilmrrnri,rr= Pupils follow the lines. Choose a pupil. Ask

'iliirnrF hEr to think of one of the children. Pupils askluurlLnilsrErs. as in the example, until they find who it is thatltilruili flilr.[ri thought of. Choose another pupil and continuerl,lllilF r;rF

$r -efs sing!:rrrilrurrlr 'rFl; cassette. Pupils listen and follow the lines. Readrilrill,illl :"E song. Pupils listen and repeat. Play the cassetteiirlluriliiiiiurrrlr 3u.rpils listen and try to sing along with theltililitiiti!fl': a,g.

5 There's a station on the left.fi Tnere's a bank on the left.

Uru[,lilfr4AR

ffia,s166pp 6Rll- LrlE firashcard No. 6. Say, then write on the board:-'lfrmne ns a hotel in Hill Street." Pupils repeat, chorally andrnludlllnuml.atlV. Explain the structure there is and the use oflillttrrr|l* mrerrosition in when we talk about streets. Then, sayiunmt mn@ the interrogative and negative forms: "ls there aflHllllm lEr,t to the station?" "There is not a hotel next to theiiillllllilrlflilmrtflr' Plipils repeat, chorally and individually. Showrnilur, 'l-e short forms are made. Then, say and write:'llftue are tuvo houses in Hill Sfreet " Pupils repeat,iiillliril|lulr)ri&lrr and individually. Explain the structure there areuilr[ Eiorii the interrogative and negative forms of therenmmu p-tllt lls repeat, chorally and individually. Pupils' bookslunrrunn roMdual pupils read out the grammar table.rSmmnmon: 1) Use flashcard No. 6 to drill your pupils.il,rrruuriuLude them with prompts.*r S ar'emd)

rei.- Ihere's a cinema in Hill Street.e muses)2 There are two houses in Hill Street. etc.

"ilI a*rm cupils to draw a map of a street. Pupils talk aboutllllllll|Hll] fiaos.

dilrilf,, FTi lhere's a restaunnt nertb the stalion.T. There's a bank opposite he cinema. etc.

:lll' -@@k again, reod, and write ges or no.;,rmrrrig rook at the picture in Ex. 4 again. Then they readllllllmlttii $ffinrences and write yes for a correct sentence andllrm iDr : wrong sentence.

2no3no4yes

ru lutow, osk ond onswer.4q,$inr, ,fr, tr,{ls to look at the picture in Ex. 4 again. Individual;;rrrrr,uiluriln -oad out the example. Then, pupils go through the;llrrffiltrrs and do the exercise orally in pairs.

rsuggested answers)r A: ls there a bank opposite the cinema?

ts: No, there isn't. There's a supermarketopposite the cinema.

r A: ls there a house between the bank and therestaurant?Yes, there is.

ls there a station next to the bank?No. there isn't. There's a station next to the

7. Listen, look at the mop ond write.Play the cassette. Pupils listen, look at the map and writethe name of the building. Check pupils' answers.

2 cinema 3 hotel 4 bank

8. Listen ond repeat, then talk with gourJriend.

A

ffir^rr.ARD 6Pin up flashcard No. 6. Play the cassette. Pupils listenand follow the lines. Play the cassette again with pausesfor pupils to repeat, chorally or individually. Check pupils'pronunciation and intonation. Pupils then look at theflashcard and act out dialogues in pairs using theprompts and the dialogue they listened to as a model.Note: Use flashcard No. 6 in the next lesson to oractisethe patterns.

(Suggested answers)

2 A: Where's the restaurant?B: lt 's on the left, opposite Cindy's house.

3 A: Where's the bank?B: lt 's on the left, opposite the record shop.

4 A: Where's the hotel?B: lt 's on the right, between Cindy's house and

the record shop.5 A: Where's the station?

B: lt's on the left, next to the supermarket.6 A: Where's the supermarket?

B: lt 's on the left, opposite the cinema.

@ Suggested Homework

1 Copy: four exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex. 8

.A:ts:

supermarket.

*r"il He is (John). Look at him! eIc. Write the personal,um$Est pronouns next to the personal subject pronouns.rFu{:rils read them out. Present the possessive adjectivesilflrnln pronouns. Show your book, while saying: "Ihis lsirtltJf ,iook This book is mine!" Underline the possessiveumima$ive, then the possessive pronoun. Explain that;nmmsessive adjectives are used before nouns whereasqnmmsessive pronouns do not precede anything. Presentllllllhm rest of the possessive adjectives and pronouns. Writellllhwttirl on the board. Focus pupils' attention on the factllllM fiere is no possessive pronoun for it. Pupils readililt'mtlwrn out. Drillyour pupils.m,n -ln7l 7 I: I am Doris. Look at ...

Pl: Look at me!T: He is a clown. Look at ...P2: Look at him!

Drill2 T: Ihrs ls my computer. This computer is ...Pl: This computer is mine!T: These are our books. These books are...P2: These books are ours!

S Read ond circl.e.Smac the example. Explain to pupils that they have tommme the correct pronoun or adjective. Pupils do theffisersse. Individual pupils read out the sentences.

4 its5 him

6us7 theirs

the dialogue they listened to as a model. Use flashcardNo. 16 in the next lesson to practise the patterns.

(Suggested answers)A: Where's the kitchen?B: lt 's downstairs, next to the dining room.

Where's the toilet?It's upstairs, next to the bathroom.

Where's the dining room?It's downstairs, opposite the living room.

Where's the bathroom?It's upstairs, opposite the bedroom.

Where's the living room?It's downstairs, opposite the dining room.

D Suggested Homework1 Copy: two - three exchanges from Ex. 22 Reading aloud: Ex. 23 Dictation: Ex. 14 Actout: Ex.4,Ex.7

1. Listen, reod, ond choose: A, B or C.Explain the task. Play the cassette. Pupils listen, look atthe map and choose the correct route from Martha'shouse to Kelly's. Play the cassette again with pauses forpupils to repeat, chorally and individually. Individualpupils read out from the text.

correct: B

2. Read agaln and onswer.Read the questions. Pupils read the text again and answerthe questions. Check pupils' answers.

1 lt 's Kelly's new house.2 lt's number twelve.3 The supermarket is next to her house.

A:B:

A:B:

A:B:

A:B:

2 them3 his

n' Listen ond Jitt [n: don't open, tidy, wosh,At Cneck pupils' HW.

woter.fu.l's€ the use of the imperative. Say: "Stand up!", "SitItumllllni-, "Don't talk!". Write the sentences on the board.L+c ain that we form the negative imperative using don't.u'.,utrr s' books open. Read the examples in the scroll.rlter^. read the dialogue. Explain that they should listenmmc lfl in the gaps using the words given.

& READING

1 wash2 Tidy

3 water4 Don't open

- l-isten ond repeot, then tolk with gourJriend.

=fr--ruasHcaRD 16

on ip flashcard No. 16. Play the cassette. Pupils listenm,:r: follow the lines. Play the cassette again with pausesmn suoils to repeat, chorally and individually. Ask pupils\rrrtl*r rih rooms are upstairs and which are downstairs.rb-E is act out dialogues,in pairs using the prompts and

Unit 3 - Trick or treot! (pp. 16 21)

Mocabulary: wind, hold, afraid, brush, game, film,rotf. noise, popcorn, I see, just, someone, something,rck or treatl.anguage focus: What's he doing? - He's:r rnbing the tree!Grammar: present continuous

-isten snd repeat.

f , -qsHcARDsI- I

)^ilm F sooks closed. Pin up flashcards Nos. 1 - 8 andrirtnr 'll'e appropriate words. Pupils repeat, chorally and-r'::r 'r:-dly. Pupils' books open. Play the cassette. Pupilsrriiili*rr lren repeat chorally and|or individually.

LISTENING & READING

2. Listen ond write.Read questions 1 and 2. Play the cassette. Pupils listen andfill in the missing words.

1 film 2 garden

3. Now, listen again ond reod.

Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeat,chorally or individually. Check pupils' pronunciation andintonation. Pupils read out the dialogue in pairs.

4. Look and sog.

FLASHCARDS 9 . 13

Pupils' books closed. Pin up flashcard No. 9 on theboard. Say, then write: "What are you doing?" Pupilsrepeat, chorally and individually. Say, then write: "We'rewatching a film." Pupils repeat, chorally and individually.Pin up flashcard No. 10 on the board. Write the promptbelow it. Ask a pupil: "What are you doing?" The pupilanswers: "We're eating popcorn." Do the same forflashcards 11 - 13. Pupils' books open. Pupils ask andanswer in turn.

2 What are you doing?We're eating popcorn.

3 What are you doing?We're brushing our hair.

4 What are you doing?We're playing a game.

5 What are you doing?We're listening to music.

GRAMMAR

l_)KrnsucARDs e - 13

Pupils' books closed. Say, then write on the board: '7 amwatching a film." Underline "l am watching" and explainthat this tense is the present continuous, then revise howit is formed. Point out that this tense is used to describeactions happening now, at the moment of speaking.Write next to the first sentence'. "l'm watching a film."

urking about what people are doing (presentr-niities), ability, asking for, giving and refusing:taTNISSION

:i=sent continuous (formation and spelling), theuEr'b "can", I can't see the trunk. lt's too dark! -la'r I open ...? - Yes, of course! - Sorry, no!

mrnd, hold, afraid, brush, game, film, wolf, noise,rrE,ocoffl, attic, old trunk, dark, high, heavy,:unnpkin, Halloween, costume

miklng about present activities, talking about3prlrty, asking for, giving and refusing:e.nnission

l-,res for a room

Explain that this is the short form of the tense. Revise allthe other persons (long and short forms) of theaffirmative, negative and interrogative in the same way.Show pupils flashcards Nos. 9 - 13. Ask questions abouteach flashcard eliciting complete or yes/no answers.e.g. T: (showing flashcard No.9) What's Lin doing?

P7; She's watching a film.T: ls Wendy watching a film, too?P2: Yes, she is. efc.

Present the spelling rules on the board. Write the verbson the board and show pupils the changes in theformation of the verbs. Pupils' books open. Read out thegrammar table. Drillyour pupils.e.g. T: I am watching a film.

T: YouPl: You are watching a film.T: TheyP2: They are watching a film.T: MaryP3: Mary is watching a film. etc.

5. Listen ond draw o [ine.Pupils look at the picture and read the names. Play thecassette. Puoils listen and draw lines to match the namesto the characters.

Jane - wearing a big black hat and dancingSimon - talking on the phoneDonna - wearing a red dress and writing

6. Ask ond onswer, then write.Pupils ask and answer questions in pairs about the peoplein Ex. 5, as in the examples. Pupils then complete the taskin writing in class.

ls Simon talking on the phone?Yes, he is.ls Donna dr inking?No, she isn't. She's writing.Are Toby and Donna wearing black hats?No, they aren't.

Extension: Ask pupils questions.e.g. T: ls Toby holding an apple?

Pl: No, he isn't. He's holding a candle.T: /s Simon writing?P2: No, he isn't. He's talking on the phone. etc.

7. Llsten ond repeqt, then tatk with yourJriend.

Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeat,chorally and individually. Pupils act out dialogues in pairs

using the pictures and th€ dialogue they listened to as =model.

2 A: What's he doing?B: He's dr inking (mi lk)!

3 A: What's he doing?B: He's running!

4 A: What's he doing?B: He's reading (a book)!

@ Suggested Homework

1 Copy: four exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex. 4,Ex.7

Vocabulary: attic, old trunk, dark, high, hearrypumpkin, Halloween, costume, come in, get, withounLanguage focus: I can't see the trunk. lt's too darkl -Can I open the windoM - Yes, of course! - Sorry, nolGrammar: the verb "can"

Et Cnecx pupits' HW.

.,':' .:.1:::i'.i...

PRESENTATION"Jhrl"**t&-f

1. Listen ond repeot.

)x( FTASHCARDS 14 - 2l,/ \\

Puoils' books closed. Pin uo flashcards Nos. 14 - 18 ancsay the appropriate words. Pupils repeat, chorally ancindividually. Pin up flashcards Nos. 19 - 21. Point to eacirone and say the appropriate words. Pupils repeatchorally and individually. Explain that these flashcardsillustrate a celebration called "Halloween", which takesplace on 31st October, Give some backgrouncinformation concerning Hal loween (chi ldren wearcostumes and go around playing trick or treat. Theymake lanterns from pumpkins). Pupils' books open. Playthe cassette. Pupils listen and repeat, chorally and/onindividually.

trtrtr

3A:B:

4A:B:

5A:B:

& READING

* Luten and reod.lililrifilF t-re following statement on the board : "The old trunkrm lm r..*e g?rden. " Ask pupils to decide if the statement is truellfll ur zbe (F). Play the cassette. Pupils listen and follow themmnmx; Pupils answer the question: "False. The old trunk isn'trrrnr tilne garden. It's in the attic." Play the cassette again with:lrlrrurffim frcr pupils to repeat, chorally and individually. Checkmurmiiits' pronunciation and intonation. Pupils read out theillmql.e in pairs.

3L^ [Wow, read ogain ond onswer.riilwfi sre questions. Explain to the pupils that they haverrm :re€d the dialogue again silently and answer theiiililuruMtons in their notebooks. Give them some time to go)urrrmr :lne dialogue and complete the task. Then checkiluiu@ss answers.

l They're playing trick or treat.2 They're in the old trunk.

,4u tLook ond sca.

-;ll\i-fi n,qsncaRDs 22 - 26

Frqmrrr"e books closed. Show pupils flashcard No. 22. Say,!|ll$rlripr' A'rite: "l can't see the trunk. lt's too dark!" Pupilsrrtttmonm. chorally and individually. Pin up flashcard No. 23un te board. Write the prompts below the flashcard.lrl,tsLu: '/ cAn't hold the pumpkin. It's too heavy!" Pupils|lHmLffirl chorally and individually. Pin up flashcard No. 24lr fe board. Write the prompts below the flashcard. Ask1ur ,srtrr I to talk about it. Do the same for the rest of thellltium'naan'ds. Point to various flashcards in random order.wilr* te pupils to talk about the people in the flashcards.ilrtunmrs books open. Pupils do the exercise orally in class.

2 I can't hold the pumpkin. lt 's too heavy!3 | can't climb the tree. lt 's too high!4 | can't wear the dress. lt 's too big!5 | can't eat the pizza. lt's too hot!

GRAMMAR

Pupils' books closed. Write on the board: "l can draw.""Tom can play the piano." Pupils repeat after you. Underlinethe verb can and explain that it is the same in all persons.Explain that we use this verb to express ability. Write on theboard and revise the affirmative, negative andinterrogative forms of the verb "can". Ask pupils to makesentences about what they can or can't do. Provide themwith prompts if necessary.e.g. T: (swim)

Pl: I canlcan't swim.T: (play soccer)P2: I canlcan't play soccer. etc.

Go outside, knock on the door, open it slightly and peeirthrough. Say, then write: "Can I come rn?" Pupils repeat,chorally and individually. Write below the question: 'Yes,you can!", "No, you can't!" Pupils repeat after you.Underline the verb "can". Explain that we can also usethis verb to ask for, give and refuse permission. In pairs,pupils ask for permission. Provide them with prompts ifnecessary.e.g. P1: Can I play with your computer?

P1 : Yes, you can.lNo, you can't.T: Can I come to your house?P2: Yes, you can.lNo, you can't. etc.

Pupils' books open. Read out the table.

5. Look, sag ond write.

Ask pupils to look at the pictures. Read the example.Pupils complete the sentences first orally, then in writingin class.

2 Canl 3 Canl

6. Look, reod and motch.

Ask pupils to look at the pictures. Ask pupils questionseliciting the correct answer.e.g. (picture 1)

T: What's Tom holding?P1: A basketball.T: What's the weather like?P2: lt's raining.T: Can he play basketballtoday?P3: No, he can't. etc.

Read the sentence for the first picture. lndividual pupils readout sentences (2 - 5) and do the exercise by matching thesentences to the corresponding pictures.

Allow pupils one minute to look at the pictures and thesentences. Then, ask individual pupils to look only at thepictures and say the correct sentence.

2D 3A 4B 5C

4mc trte words and pupils repeat, chorally andmltdiliumMnlly after you. Point to various words in randommnmr IndMdual pupils say the words.

I-efs ptog!illilruuure $re class into two teams. One team has to makedllilltflll]lrlmr orrect or wrong sentences about the animals in thelllllilomlilfre* The other team has to say if this animal can orrurimt ffi this action. The team with the most ooints is the\il#iltflll|I]lrwr.

Jfll, t-efs sing!rrtttliiuun'lhe cassette. Pupils listen and follow the lines, Readurtttrmt tl'€ song. Pupils listen and repeat. Play the cassetteumrurmrLltllr' Fupils listen and try to sing along with thelmstfiufltrrg.

Suggested Homework

Copy: part of Ex. 1Reading aloud: Ex. 1Dictation: grammar table (presentcontinuous - spelling) Lesson 1Act out: Ex.6Project: Ex. 5Workbook: do some exercises in class,assign the rest as written HW

I23

156

)llrumis io say the numbers as you point at each figure iniilrilrnlfldDrn order. Pin up flashcards Nos. 4 - 5 and say the,urmn:oriate words. Pupils repeat, chorally andrrlqrrMirruloually. Pupils' books open. Play the cassette. PupilslIllmtm- and repeat, chorally and/or individually.

USTENING & READING

"| I-isten ond motch.F,rurutran the task. Pupils listen and match the items torntrlame a sentence. Check pupils' answers.

lb 2a

1 Now, [lsten ogain and read.3limril xe cassette. Pupils listen and follow the lines. Play]lllrrnn :assette again with pauses for pupils to repeat,iil:rmr"iiry or individually. Check pupils' pronunciation andrnmmrration. Pupils read out the dialogue in pairs.

44 il-ook ond sag.-K*rr.oRDs

6 - ';rur,m s' books closed. Pin up flashcard No. 6. Say, then

,il{rrE on the board: "Ihls is my uncle, Sinbad. He'smffiri{ing the food." Pupils repeat, chorally and individually.rrirlrir' ,p flashcard No. 7. Say, then write on the board:.Timm'is my cousin, Abdul. He's making the cake." Explain;lr;m i{e use this for sth or sb near us and that for sth oriiilli[ Er away from us. Pin up flashcards Nos. 8 - 11. Write,lmm at a time, the prompts below them. Ask pupils to usellrfrrw -"n"rn" on the board to talk about these flashcards.riliirlrllie the examples off the board. Point to flashcards inHrr'r:om order. Individual pupils talk about each picture.i'uu:ris' books open. Read the examples, then pupils dolFm :<ercise orally in class.

3 This is my aunt, Rubika. She's washing thedishes!

4 That is my brother, Jamal. He's cookingsausages!

5 This is my sister, Bibi. She's tidying the house!6 That is my grandfather, Halim. He's watering

the Dlants!

GRAMMAR

Present this-that/these-those. Pupils' books closed. Putyour book on your desk. Go near it. Point and say: "Ihisis my book." Write the sentence on the board. Movefurther away, then point to a pupil's book and say'. "Thatis (John's) book." Write the sentence on the board.Explain the use of this and that. Explain that the pluralforms of this and that are these and those. Writeexamples on the board. Drill pupils by pointing to peopleand objects in class close up and far away.e.g. T: (pointing to the door close up)

Pl: This is a door.T: (pointing to the books on the back deskfar away)P2: Those are books. etc.

Pupils' books open. Individual pupils read out theexamples in the grammar table.

5. Look, sog, and write: this, that, these,those.

Explain that the hand indicates if the item is near or far.Pupils read items 1 - 4 and do the exercise orally, then inwriting in class.

2 Those 3 That 4 These

6. Choose cnd sog.

Puoils read the numbers and choose the correct item.Check pupils' answers. Then, pupils say the numbers.

lc 2a 3b 4c 5b

7. Look, osk ond onswer.Pupils' books closed. Practise numbers 10-100 by writingnumbers on the board for the pupils to say.e.g. T: 44

P1: forty-fourT: 38P2: thirty-eight etc.

Pupils' books open. Pupils look at the people in thepicture and ask and answer questions about their ages.

How old's Grandma Alima?She's ninety!

How old's Grandfather Halim?He's one hundred!

How old's Cousin Abdul?He's forty-two!

How old's Aunt Rubika?She's sixty-five!

A:B:

A:B:

A:B:

A:B:

q4 il-ook and sog. a

-.. rii -lf n,uHcaRDs 17 - zz:r'lmis books closed. Revise the months and write themitnm fe board. Ask individual pupils to read them out. Showil1lfirufi-Eai'd No. 17. Say, then write: "Whaf's the datetoday?"\l' : fe fifteenth of November. " Pupils repeat, chorally andnnmmnrrcurally. Pin up flashcard No. 18 on the board. Ask:'!{drihtr's the date today?" Pupils say: "lt's the twenty-secondtur tlMh.ch. " Pupils repeat, chorally and individually. Do therulttrnin -or the rest of the flashcards. Wipe the example offtlhe :r=rd. Point to various flashcards in random order.rmMlirnrm.ml pupils talk about each flashcard. Pupils' books:nmm. Flead out the example. Pupils, in pairs, ask andiur.rslu€r about the dates orally in class.

2 A: What's the date today?B: lt's the twenty-second of March.

3 A: What's the date today?B: lt 's the fourth of July.

4 A: What's the date today?B: lt's the thirty-first of October.

5 A: What's the date today?B: lt's the twelfth of February.

6 A: What's the date today?B: lt's the eleventh of January.

ETAA,TMAR

rrili lrTE :ne examples on the board. Underline the questionllt.ur"= and explain what each one means and when we,nurie 1Fer-n. Focus pupils' attention on what the expectedLLrrlF*qilnB"s usually are. e.g. Why ...? Because ...,i l lttme ...? In (place) ..., When ...? On (time) ... etc.ri;rrrilnirs cooks open. Individual pupils read out the table.; rlfip-sion: Divide the class in two teams. One team asksitlt,,.,ilrsir,:ns and the other team answers them. Eachw're:l question or answer gets one point. The team withl"rr* -r_-^st points is the winner.',*:'E Ptouide pupils with prompts if necessary.'t :.

--+am 1: How old are you?-:am 2: I'm ten years old. etc.

li -lsten, read ond clrcLe.]"ffi the two characters and explain that they areIHililj-tr'c'{lrs. Read the dialogue and explain the task. Playrrrir ;arsette. Check pupils'answers. Then, pupils read outr-:E facEue in pairs.

Z Why 3 Who 4 Where 5 How

6. Motch ond soy.First check that pupils know what the celebrations areand elicit the dates when we celebrate them. Then, pupilsmatch the sentences to the dates and say when eachcelebration takes pla6e.

2 Saint Valentine's Day is on 14th February.3 April Fool's Day is on 1st April.4 Halloween is on 31st October.5 May Day is on 1st May.

7. Listen and repeat.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeat,chorally and individually. Check pupils' pronunciationand intonation. Pupils read out the dialogue in pairs.

8. Totk with gour Iriend, then write.Pupils, in pairs, act out dialogues about themselves usingthe dialogue in Ex. 7 as a model. Pupils do the exerciseorally first, then in writing, in class.

(Suggested answer)A: When's your birthday?B: lt's on the twelfth of May.

When's yours?A: On the first of July.

@ Suggested Homework

1 Copy: 2 - 3 exchanges from Ex. 22 Reading aloud: Ex. 23 Dictation: Ex. 14 Act out: Ex. 4, Ex. 8

Check pupils' HW.

& READING

1. Listen, reod,, ond circle.Explain that this is an invitation to a surprise birthdayparty. Play the cassette. Pupils listen and circle thecorrect word. Check pupils' answers. Play the cassetteagain with pauses for pupils to repeat, chorally andindividually. Individual pupils read out from the text.

2 fifteenth 3 seven

2. Reod again and cnswer.

Read the questions. Pupils read the text silently again andanswer the questions. Check pupils' answers.

Masid is inviting his cousin Azim to the party.It's Grandma's birthday.It is at seven o'clock.

3. Listen and write.Explain the task. Play the cassette. Pupils listen and writethe missing words. Check pupils'answers.

Read the words and pupils repeat, chorally a-individually after you. Point to various words in randc-order. Individual pupils say the words.

7. Let's plog!Divide the class into two teams. Team A asks questio-,about people's ages and birthdays in random oro=Team B has to match the person to the correct age a::date and give the correct answer. For each correlquestion and answer each team gets one point. The tea-with the most points is the winner.

8. Let's sing!Play the cassette. Pupils listen and follow the lines. Rea:out the song. Pupils listen and repeat. Play the casset:again. Pupils listen and try to sing along with th:recording.

123

1 Hit l2 3 (three)

3 (o0 May4 14 (fourteen)

4. About !ou: osk ond onswer.Pupils, in pairs, ask and answer the questions aboutthemselves. Make sure the pupils understand the quetions.Wdk around the classroom while the pupils do the task,providing any necessary help. Pupils report back to the class.

(Pupils'own answers)

5. Project.Ask pupils to use Ex.1 as a model, then ask some pupilsto do the exercise orally in class. Refer pupils to the PhotoFile Section and assign the exercise as written HW.

(Pupils'own answers)

6. TW|STER Listen and, repeat.Play the cassette. Focus pupils' attention on how f and thare pronounced. Pupils listen and repeat. Check pupils'intonation and pronunciation.

Extension: Write the following list of words on the board:

facefamilyfatherFebruaryfoodfivefourteen(th)fifteen(th)four(th)first

theatrethreethirdthinthirtythirtieth

/F\w/ Suggested Homework

1 Copy: Ex. 12 Reading aloud: Ex. 13 Dictation: ordinals4 Act out: Ex. 65 Project: Ex. 56 Workbook: do some exercises in class.

assign the rest as written HW.

GRAMMAR

Pupifs' books cfosed. Write, then say'. "There is apineapple-" "There is sorne cola." Pupils repeat, chorallyand individually. Underline is, a, some. Explain that weuse a/an with countable nouns (nouns which can becounted) and some with uncountable nouns (nounswhich cannot be counted). Then, say and write: "Thereare two pineapples." "There are two cans of cola."Pupils repeat, chorally and individually. Underline are,pineapples, cans and cola. Explain that countable nouns'can be used in pluralform (pineapple - pineapples), whileuncountable nouns cannot. Explain that we can usecontainers with uncountable nouns to show quantity. Saythe names of the containers, then write them on theboard. Pupils repeat, chorally and/or individually. Pupils'books open. Individual pupils read out the examples inthe grammar table. Drill your pupils, providing them withprompts if necessary.e.g. Drill 1 T: lime

Pl: a limeT: lemonP2: a lemonT: lemonadeP3: some lemonade etc.

Drill2 T: colaPl: a can of colaT: iamP2: a jar of jam etc.

5. Look, soU, ond write: bottle, kilo, can,packet, jor, carton

Pupils look at the pictures and fill in the correct word firstorally, then in writing in class.

2 packet 4 can3 carton 5 kilo

r Now, ask cnd answer.Read the example, then pupils, in pairs, ask and answerabout the items in Ex. 5.

(Suggested answers)

2 A: How much is a packet of biscuits?B: lt 's one pound, twenty pence.

3 A: How much is a carton of milk?B: lt's sixty pence.

4 A: How much is a can of cola?B: lt's fifty-five pence.

5 A: How much is a kilo of meat?B: lt's two pounds, seventy pence.

6 A: How much is a jar of jam?B: lt's ninety-two pence.

6 jar

Extension: Divide the clAss into two teams. Both teamslook at the items in Ex. 5 for a minute and close thei:books. Team A asks team B about the price of an itemTeam B has to answer the question. Then, team B asksteam A about another item. Each correct ouestion ancanswer gets one point. The team with the most points isthe winner.e.g. Team A P1: How much is the bottle of lemonade?

Team B P|: lt's fifty-nine pence.Team B P2: How much is the packet of biscuits?Team A P2: lt's one pound, twenty pence. etc.

6. Listen and colour.A

}Kr^tr**o ttAsk pupils to take the yellow, red, green, brown and bluecrayons out of their pencil cases. Pupils look at the picture"Play the cassette. Pupils listen and colour in the itenscorrectly.

orange juice: yellow carton of milk: bluejar of jam: red packet of peas: greencan of cola: brown

Extension: Use flashcard No. 11 to revise the colours.e.g. T: What colour is the boftle of orange juice?

P1: lt's yellow.Then show pupils flashcard No. 11 again and ask them.in pairs, to act out dialogues.

Pl: How much is the bottle of orange juice?P2: lt's fifty-seven pence. etc.

7. Listen ond repeat, then tolk with yourfriend.

A

f{ FLASHCARD r r

Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repealchorally and individually. Pin up flashcard No. 11. Pupibact out dialogues in pairs, using the flashcard and thedialogue they listened to as a model.

(Suggested answers)

A: Can I have a jar of jam, please?B: Here you are! That's eighty-nine pence.

A: Can I have a can of cola, please?B: Here you are! That's fifty-nine pence. etc.

Suggested Homework

Copy: 4 exchanges from Ex. 3Reading aloud: Ex. 3Dictation: Ex. 1Actout: Ex.4,Ex.7

Lesson 2

J, 'lltuoaabulary: knife, spoon, fork, person, people,rnlmr soup, cup, tea, a slice of cake, pie, come in,iluorr E-ady. guess, certainly

J -.orguage focus: What would you like? - I'd like aim;e :r coconut cake and a cup of tea, please! -llnm's sixty pence, please.

* Eranrrnar: plurals (regular - irregular)

-$ren and repeot.

1;' JI.As{ARDS 12 - 18

riiilIti ilL :[rci{s closed. Pin uo flashcards Nos. 12 - 18 andmrr[r lf ff rcoropriate words. Pupils repeat, chorally andirirr 'r ituii i ,1 Pupils' books open. Play the cassette. Pupils, lllltr " ;111111; .eoeat, chorally and individually.

z

USTENING & READINGF.4v

,, -.si.en and read.ilillilftrililllr 1lr,r1 .l: owing sentence on the board: "l'd like a s/ice

;;*+e ' Explain that they wil l have to l isten and findil"'rih lrrsst'tg word. Play the cassette. Pupils listen and

r'lLrr)lrr||{l :E res. Check pupils' answer: "l'd like a Slice Ofrlltllilmime/rf :ake." Play the cassette again with pauses for

r rttt l tr : -:oeat, chorally and individually. Check pupils'" ' , . , - : , i , : : cn and intonat ion. Puoi ls read out the,iirllLL l;lllL,u,ffi n OaifS.

J!

3. Now,, read again ond write: Oscor, Lin,Wendg.

Read the sentences. Explain that they have to read thedialogue silently again and write the name of the personwho said these statements. Give pupils time to go overthe dialogue and do the task. Check pupils' answers.

2 Wendy 3 Oscar

4. Look ond scA.

^\ FLASHCARDS 19 - 23

Pupils' books closed. Pin up flashcard No. 19 on theboard. Say, then write: "/'d like a cup of tea, please."Pupils repeat, chorally and individually. Pin up flashcardNo. 20 on the board. Write the prompts below it. Ask apupilto use the pattern and talk about it. Do the same forthe rest of the flashcards. Wipe the example off the board.Point to flashcards in random order and pupils talk aboutthem. Pupils' books open. Read the example, then pupilsdo the exercise orally in class.

2 l'd like a bowl of soup, please!3 I'd like a glass of water, please!4 I'd like a slice of cake, pleasel5 I'd like a bottle of lemonade. olease!

GRAMMAR

Pupils's books closed. Say, then write: 'bne car - tvvo cars".Underline the 's'. Pupils repeat after you. Explain that weusually form the plural number by adding an 's'to the noun.Now, write: 'bne g/ass - two g/asses", "one watch - twowatches", "one knife - tuvo knives", "one baby - twobabies". Explain the formation of plurals and the spellingdifficulties. Pupils repeat, chorally and individually. Focuspupils' attention on the pronunciation of -s, -es, -ves and-ies. Present the irregular plurals. Pupils repeat, chorallyand individually. Pupils' books open. Individual pupils readout the table. Drill pupils. Say nouns in the singular andpupils form the plural.Suggested words: car, robot, watch, potato, knife, foot,child, person, camera, apple, tomato, wolf, film, sheep, etc.

j,.eck pupils' HW.

P*ESENTATION

/4lll About !ou: ask ond onswer.mfupnills" in pairs, ask and answer the questions aboutLlilllmrmselves. Make sure the pupils understand theiiltplumMons. Walk around the classroom while the pupils dolliltttm task, providing any necessary help. Pupils report backilol lilre dass.

(llPtrpils'own answers)

rm Project.r4ltl1pls use the text in Ex.1 as a model, and do Ex. 5 orallytttnttlr@ilhFs, Refer pupils to the Photo File Section and assignlil|lltmwcise as written HW.

lRrpils'own answers)

ttu TWfSTER Listen and repeat.ir4lil|Wr ffre cassette. Focus pupils' attention on how sh andflllilh tre pronounced. Pupils listen and repeat. Check;lluqilWb; irtonation and pronunciation.:itsrtlilMmsion: Write the following list of words on the board:

8. Let's singfPlay the cassette. Pupils listen and follow the lines. Readout the song. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

@ Suggested Homework

1 Copy: part of text in Ex. 12 Reading aloud: Ex. 13 Dictation: grammar table (Lesson 2 - regular

and irregular plurals)4 Act out: Ex.3, Ex.65 Project: Ex. 56 Workbook: do some exercises in class.

assign the rest as written HW.

sheepshellshipshopwishshelfshirtshoeshortshoulder

cheesecherrychi ldmatchteacherchairwatchlunchcatchchips

e

ltlt*M the words and pupils repeat, chorally andltutdiliuuidnlty after you. Point to various words in randommmmMlt. hdividual pupils say the words.

,Til lefs plog!rr4{ll4mlih look at the picture and identify the items ofllillnmdilldhink. Let pupils look at the picture for one minute,llilill|tmmlttttt @sk them to close their books. Pupils, in teams, try tomrf,nmrmllil6er what the previous'pupils said and say onemtttmmm nbrn from the ones in the picture. The team with themmmMmrints is the winner.

Unit 6 I don't l ike Science! lt 's boring! (pp. 36 - 41)

talking about subjects, times and daily routines

introducing present simple, prepositions of time(on - at - in), lt's quarter past nine. lt's time for ...

subjects, Science, Art, History, Music, English, PE,quarter to, quarter past, half past, boring,interesting, student, notebook, schoolbag, desk,dish, heat, orange, purple, circle, round, square,triangle

talking about subjects (likes and dislikes),talking about routines

writing about your favourite day

Vocabulary: subjecb, Science, Art, History, Music,English, PE, quarter to, quarter past, half past, boring,interesting, see you laterLanguage focus: lt 's quarter past nine. lt 's time forour Science lesson!, Do you like History? Yes, I l ikeHistory! lt 's interesting!, No, I don't like History. lt 'sboring!Grammar: present simple, prepositions of time(on-at- in)

TION

1. Listen ond repeat._d-IA\FLASHCARDS r - 5

Pupils' books closed. Pin up flashcards Nos. 1 - 3.Explain that all these are school subjects. Point to eachone and say the appropriate words. Pupils repeatchorally and individually. Pin up flashcard No. 4. Ask:

\

"What time is it?" and answer: "ft's quarter to one." Wrr,=the time on the board. Do the same for quarter past orr€and half past one. Pupils repeat chorally and individualliPin up flashcard No. 5. Point and say the appropria::words. Pupils repeat chorally and/or individually. Pupiisbooks open. Play the cassette. Pupils repeat chorall'Iand/or individually.

Extension: Draw clocks with various times and invr,:pupils to tell the time.

& READING

2. Listen ond write Ues or no.Read sentences 1 and 2. Play the cassette. Pupils listerand write yes next to a correct sentence and no next man irlcorrect one,

lno2yes

3. Now, listen ogaan and read.Play the cassette. Pupils listen and follow the lines. Plarthe cassette again with pauses for pupils to repeachorally or individually. Check pupils' pronunciation anrintonation. Pupils read out the dialogue in pairs.Extension: Ask pupils further comprehension question:e.g. What's Wendy's favourite subject? (Histo$.

What time is their Science /esson? (At quarter pasnine).

4. Look and sog._A_F(rnsHcARDs 6 - u

Pupils' books closed. Pin up flashcard No. 6. Ask pupis:"What time rs it?" Pupils answer: "lt's quarter past nir:leSay, then write on the board: "lt's quarter past nrne. 'f'ltime for our Science /esson/" Pupils repeat chorally a-uindividually. Do the same for flashcards Nos. 7 - 1 1. Wpiithe example off the board. Point to flashcards in randqinnorder. Pupils make sentences, as in the example. Puplubooks open. Ask pupils to look at the clock faces and iupictures. Read the example, then pupils do the exercsorally in class.

2 lt 's half past one. lt 's time for our PE lesson!3 lt's quarter to twelve. lt 's time for our English

lesson!

tr

tr

tr

4 lts half past ten. lt 's time for our Aft lesson!5 fts quarter past two. lt 's time for our Music

iesson!6 [ts quarter to three. lt 's time for our Historv

lesson!

ffimru#ffifrtAR

ttllliurlpriliim books closed. Say, then write on the board: "/ gelin11i1r,r ffi ,f*a/f past eight every morning. " Pupils repeat,rillrmiirdlls and individually. Underline "l get up,,. Revise thellllllll||llrtr ,tr?d the use of present simple. Explain that it is usedffitr Mrilllil arbout things we do every day (routine). Write thelttlttummmrd and the third person singular on the board.,rulrllfldMriliilr're -s in the third person. Explain that the thirdmllm'numnr singular is usually formed by adding -s to thenffirntm. Fosnt out that there are exceptions to the rule. Writellllilfimm ilerbs on the board: teach, wash, go, tidy, andtllnnmum pupils how the third person singular is formed.'llli"'nltwrrfi. the interrogative and negative in the same wayrrttuttr lllllltmw ffirmative. Point out that we need do to form therflrflilrfll] il-d second person singular and does to form therlllllllll rllril Ftrson singular. In plural we use do to form alllrulrmrsmrrTs. Revise the short forms. Say, then writd: "/ do notltitltitr+, 4sfiory." Write next to the sentence: "l don't like"liiiiliniltlmilry " Pupils repeat chorally and individually. ExplainlllulliltmL $'re short forms of do not and does not are don,tLLrutttttrttd fucsn't. Pupils' books open. Read the table. Drillrttttrtrrrnr,,rrr]. p.pils. Say some verbs and ask pupils to form thellllrillld person singular. Check their spelling. (Suggestedwrilfrm; play, write, watch, wash, do, fly, swim, etc.)iiirilrmrmlrrm,mo,n: Drill your pupils.rruirrffi r l visit my friends on Sundays.

YouP": You visit your friends on Sundays. {rHeeE He vlslts his friends on Sundays. etc.

I I don't like Science.she

el: She doesn't like Science.I TheyFu: They don't like Sclence. etc.

: Do you play socce,' in the afternoon?He

Eu{: Does he play socce,' in the afternoon? etc.

rlilii Jl-ook, soy cnd write.rrtliirulmr iF iook at the pictures and read the sentences. Pupilsliilmnnruflde the sentences orally, then in writing in class.

2 eats 3 goes , 4 doesn't work 5 visits

Extension: Ask questions about Mr Welsh.e.g. T: What time does Mr Welsh get up?

Pl: He gets up at quarter past seven etc.

6. Motch ond sag.Revise the use of prepositions of time (on + days, at +hours/noon/night, in + parts of the day). Pupits do theexercise orally, by drawing lines.

We eat breakfast in the morning.We don't go to school on Sundays.We eat lunch at noon.

GAME (optionol)

Divide the class into two teams. Say time phrases. Teams,in turn, add at, in or on. Each correct answer gets 1 point.The team with the most points is the winner.e.g. Teacher: the afternoon

Team A P|: in the afternoonTeacher: FridayTeam B Pl: on Friday etc.

7. Listen and repeqt, then tolk with gourJriend.

A

)Kr*rr.ARDs r - 3Play the cassette. Pupils listen and follow the lines. Play thecassette again with pauses for pupils to repeat chorally andindividually. Check pupils' pronunciation and intonation.Pupils, in pairs, act out similar dialogues using the picturesas prompts and the dialogue they listened to as a model.

Note: You can use flashcards Nos. 1 - 3.

(Pupils'own answers)

@ Suggested Homework

1 Copy: 4 exchanges from Ex.32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex. 4.Ex.7

| _-rir:l( and say.

'ilriiiurrtttti -a{e sentences about Eddy, choosing the correct,,tltilrit'i'nrrrrrrr,.tn :r'.i-equency by using the symbols. Pupils do thei{filuf,ir]",illtiiffi :ralty in class.

ll$,uryEpsted answers)ftmum sometimes brushes his hair in the evening!liJmfil -ever goes to school in the evening!rvuBru -sually has a shower in the afternoon!lilml :,lways eats breakfast in the morning!lsdrr -ever tidies his room in the morning!lnirmu sornetimes plays tennis in the afternoon!:r,rtrrr -sually writes letters in the evening!

rillLl|||ll|||r,lllrir'rr- lnvite pupils to make sentences about'|{1l||llllflllllllHtisriF.t saying how Often they do theSe aCtionS.,Ln )i t always watch TV in the evening!

)'l- isually brush my hair in the morning! etc.

*$;iei'l ond colour.,itiltti ilr4mnns to take the pink, brown, purple, grey andrir{illrrlt]LilIilIlillilrr flE,rons out of their pencil cases. Pupils look at'"'!r mlrimLFE Play the cassette. Pupils listen and colour in'0. .il111.-E =rregfly.

rlttolumElle on the door: pinkr00rmd box: brownutluillltlme box: purple'lEu|Ifrrd F]icture: greyllrrlnillrre pi6tufe: ofange

rllurrru,yr ilIiltffifll Ask pupils to look at the picture for one minuterrir"r mllt{.- ;cse their books. Ask pupils questions.rllr r ilqhat colour is the triangle on the door?

;r fsoink. etc. r

.*E;i:iem and repeat, then totk with gourTT,gry'-

i'rrrlw,lr fi1\F "reette. Pupils listen and follow the lines. Play'n, ;iuurlmm:t:re again with pauses for the pupils to repeat

" irLrilllllil rr ndividually. Pupils, in pairs, act out similarrriiiurillil,Llrimm ,,s ng the pictures as prompts and the dialogueNrnt lrtfiflg'-Ec io as a model.

n lrilr-a s the matter?r*l :ar: t find my jacket!

*s-ally put it the wardrobe!il illlif-ia s the matter?:i: ;Er t find my book!

q-ally put it on the shelf!,rLt ill]lirhiff s the matter?:r trEL- i find my camera!

;s;ally put it in the drawer!

What's the matter?I can't find my watch!I usually put it on the table!

Gt Cnecx pupits' HW.

& READING

1. Listen, reqd, and put a tick (/) or across (I).

Explain the task. Play the cassette. Pupils listen, read,and tick (/) or cross (X) accordingly next to the text. Playthe cassette twice, if necessary. Check pupils' answers.Play the cassette again with pauses for pupils to repeatchorally or individually. Individual pupils read out fromthe te)d.

2/ 3X 4X 5, /

2. Reod ogoin ond cnswer.Read the questions. Pupils read the text again silently andanswer the questions orally. Check pupils' answers.

Cindy's favourite day is Monday.Cindy gets up at quarter to eight.Yes, she does.She does her homework in the afternoon.

3. Wrlte the sentences.Read the example and explain that pupils musl put thewords in the correct order to make a comolete sentence.Individual pupils do the exercise orally, then in writing inclass.

2 | always write in my notebook.3 Students sometimes do Science projects.4 Where do you usually put your bag?5 A dog never eats fish.6 He doesn't usually eat pineapples.

A:B:

1234

@ Suggested Homework

Copy: 4 exchanges from Ex. 2Reading aloud: Ex. 2Dictation: Ex. 1Act out: Ex.4. Ex.8

1234

Revision 2 Units 4 6 (pp. 42 - 43)

,,ililMgn these exerclses as wriften HW after you haveilmleTred each exercise. Check pupils' answers in therrutrrlirsson. Pupils are then prepared for the test.)

E zs She never plays soccer.24 She always buys fruit.25 They always have Science on Monday.

Fza B 27A 28A 29 B 30Btr neighbour2 poundB pineapple

I sixty-six$ seventy-five

lllllll ninety-threelll! fifty

Lfi mm rhar 16

l l loc 19b

6 Science7 melon

12 eighty-eight13 seventy14 onelahundred

knives 33 busesmangoes 34 children

When'sfifth of October

35 wolves36 glasses

yoursFebruary

45 likes46 listens

50 no

4 knife5 bowl

3940

Gst32

Hgt38

l+t42

t

gets upeatsThese

20f

17 Those

21 a 22e J qz yes

43 goes44 rides

48 yes 49 no

Unit 7 | wont to be o firefighter! (pp. M 49)

mlking about daily routines and presentactivities, talking about professions, likes andd[slikes

cresent simple versus present continuous, Whatoo you want to be?, What do you like doing inlour free time?

obs, bus driver, pilot, baker, DJ, farmer, fire,frrefighter, deliver, postman, cycle, skate, skip, walk,collect, stiamp, coin, badminton, baseball, modelreroplane

talking about professions, talking about likesand dislikes in free-time activities

writing about sb's daily routine

D

tr

tr

Vocabulary: jobs, bus driver, pilot, baker, DJ, farmer,fire, fi refighter, deliver, postman, somewhereLanguage focus: What do firefighters usually do?We usually ... , What do you want to be?, I want tobe a firefighter!, Why?, Because I like helpingpeople!Grammar: present simple versus presentcontinuous

1. Listen and repeat.i.-)!(rrasncARDs r - zPupils' books closed. Pin up flashcards Nos. 1-7 on theboard one at a time. Point to each one and say theappropriate words. Pupils repeat chorally andindividually. Explain that the flashcards 'show variousjobs. Pupils' books open. Play the cassette. Pupils repeatchorally and/or individually.

rlulttttttrtnlmmrmn: Pin up flashcards Nos. 8 - 12 on the board.lll|llltttlllnm nrlo,nect sentences about them. Pupils, in pairs,rnmnnrmml lfrre mistakes.,rr,iillll, l| A pilot fights fires.

@r: Wrong! A pilot doesn't fight fires. A pilot fliesaeroplanes! etc.

lursten ond repeot, then talk with gour

,ffirrilend.rrfritilNuL tllllfrtrmcassette. Pupils listen and follow the lines. Play thetilMmM again with pauses for pupils to repeat chorally orrnlffiuumduudffi. Check pupils' pronunciation and intonation.rrlflililifrtilll& m Firs, act out similar dialogues using the promptsl!ilililflIlrl]llhilB dn@ue they listened to as a model.

(Suggested answers)

.{u lrffftat do you want to be?iM[ | nrant to be a farmer!4i lluhy?W, Because I like growing vegetables!

'fiu. rrttlilhat do you want to be?

l& i want to be a basketball player!,lt{_ $fhy?Mi Because I like playing basketball!

'ttlt,t '*Wrat do you want to be?ffit i rvant to be a chef!H rtlhfffii Ebcause I like cooking!

$," What do you want to be?imt t want to be a doctor!urr rtlhfr& Because I like helping people!

,$r: \i$hat do you want to be?fli !want to be a DJ!^[r lttiry?l$ tsecause I like playing music!

iiliitr Suggested Homework

Copy: 2-3 exchanges from Ex. 3Reading aloud: Ex. 3Dictation: Ex. 1Actout: Ex.4,Ex.7

Vocabulary: cycle, skate, skip, walk, collect, stamp,coin, badminton, baseball, model aeroplaneLanguage focus: we usually cycle but today we'rewalking home., What do you like doing in your freetime?, I like cycling.Grammar: like + ing

F:a Check pupits' HW.

TION

1. Listen and repeat.A=fr-rnsrcARDs

18 - 2sPupils' books closed. Pin up flashcards Nos. 18-25, oneat a time. Point to each one and say the appropriateword/phrase. Pupils repeat chorally and individually.Pupils' books open. Play the cassette. Pupils repeatchorally and/or individually.

& READING

2. Listen ond reod.Write the following sentence on the board: "Mr Blacklikes cyclinglwalking in his free time!" Explain that theywill have to listen and decide which the correct word is.Pupils listen and follow the lines. Check pupils' answers:"Mr Black likes cycling in his free time!" Play the cassetteagain with pauses for pupils to repeat chorally andindividual ly. Check pupi ls ' pronunciat ion and/orintonation. Pupils read out the dialogue in pairs.

3. Now, read ogoin ond cnswer.

Read the questions. Explain that they have to read thedialogue silently again, and answer the questions. Givepupils time to go over the dialogue and do the task.Check pupils'answers.

I He likes cycling in his free time.2 Yes, she does.3 She likes collecting dolls.4 He likes collecting coins.

trtr

tr

1231

dlrt ,lhout !ou: ask and answer.Itrlllruntlriim. ,n pairs, ask and answer the questions aboutllllllllfltflrll'rr:ffi€i\fes. Make Sure the pUpilS underStand theiuuurffiMmns. Wdk around the classroom while the pupils doilllilrfittlr@ffir, providing any necessary help. Pupils report backlllilll ll]llllltlrml oiEtrsS.

iiPtpils'own answers)

:lflli nro.iect.

,urillluill( p".rrp[]s to use Ex.1 as a model, then ask some pupilsillltrrriil& fir€ exercise orally in class. Refer pupils to the Photoqilliffi Sdton and assign the exercise as written HW.

{Suggested answer)Mrss Sweet is our baker. She gets up at six o'clock*ery morning. She makes bread for allthe peopler our street. Miss Sweet likes her job. In her free:nne. Miss Sweet makes model aeroplanes! Shefiflkes gardening, too! On Sundays, Miss Sweetrualks in the park!

ri;, .-WfSTER Listen ond repeat.:n4p1r f€ cassette. Focus pupils' attention on how ph and

wp 3ronounced. Pupils listen and repeat. Check pupils',flmmnaEon and pronunciation.

ilrmm"son: Write the following list of words on the board:

alphabetphonephotoPhi l ipdolphin

irnim: the words and pupils repeat chorally and'rilmruircLJallV after you. Point to various words in randomrmw Individual pupils say the words.

7 Let's plog!

Pupils look at the pictures and identify what the peopleare doing. Let pupils look at the picture for one minute,then ask them to close their books. Write the names ofthe people on the board: Mark, Nancy, Julie, Laura,David, Steve, Tom. Pupils, in teams, ask and answerquestions about what these people like doing. Eachcorrect question and answer gets one point. The teamwith the most points is the winner.

8. Let's slnglPlay the cassette. Pupils listen and follow the lines. Readout the song. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

@ Suggested Homework

1' Copy: part of text in Ex. 12 Reading aloud: Ex. 13 Dictation: some of the words in Ex. 1.

lessons 1 & 2.4 Act out: Ex. 4, Ex. 65 Project: Ex. 56 Workbook: do some exercises in class,

assign the rest as written HW.

frogfriendfishflowerface

GRAMMAR

*-rpils' books closed. Ask a pupilto stand up, go next to1rn, say, then write: "l'am taller than John. " Underline -ern kller. Pupils repeat, chorally and/or individually.Eelain the form and use of the comparative. Explain thatmre form comparatives by adding -er to the adjective andt-at we use the comparative to compare two:eople/animals/things. Point out that there areenceptions to the rule. Write these adjectives on the:'oard: thin, happy. Show how the comparative is formedr these cases. Refer pupils to the sentence on the boardarrd underline than. Point out that we use than before thesecond part of the comparison. Ask pupils to makesentences comparing themselves and their friends.Frpils' books open. Read the table. Drill your pupils. Sayffi$ectives and ask pupils to form the comparative. Checkfreir spelling. (Suggested adjectives: small, thin, nice,u@. funny, long, great, sad, ugly, etc.)

5. Sog ond write.>:pils read the adjectives and form the comparatives first;rally, then in writing in class. Check pupils'answers.

2 smaller3 bigger4 cleverer

@ Suggested Homework

1 Copy: 2-3 exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex. 1 '

4 Actout: Ex.4.Ex.7

Vocabulary: panda, forest, cheetah, grassland,python, jungle, whale, sea, turtle, world, country,bamboo, leaf, slow, how longLanguage focus: lt's the oldest panda in the park!Where do pandas live? They live in the forest. -How long do pandas live? They usually live forfifteen years.Grammar: comparisons (superlative form)

Ea Cneck pupits' HW.

TION

1. Llsten ond, repeat._a_)l( rrasxcARDs ro - rzPupils' books closed. Pin up flashcards Nos. 10 - 17, oneat a time. Point to each one and say the appropriateword(s). Pupils repeat, chorally and individually. Pupils'books open. Play the cassette. Pupils repeat, chorallyandlor individually.

.,,,,::i,i,,r.t,,:t :1..:tt.,,.-'t: ":::. .,::. .

& READING

2. Listen and reod.Write the following sentence on the board: "China ls oneof the smallesf/biggest countries in the worldl" Explainthat pupils will have to listen and follow the lines to decidewhich the correct word is. Check pupils' answer: "Chinais one of the biggest countries in the worldl" Play thecassette again with pauses for pupils to repeat, chorallyand individual ly. Check pupi ls ' pronunciat ion andintonation. Pupils read out the dialogue in pairs.

tr

tr

tr

5 heavier6 thinner7 shorter

t. Look, sag ond write.rsx pupils to look at the picture. Invite pupils to have a;mture discussion, by asking questions.* g. T: Whose family is it?

P1: It's Keiko's family.T: Who's taller? Kenzo or Keiko? N'

P2: Kenzo (is taller than Keiko).T: Whose hair is longer? Mai's or Lee's?P3: Mai's (hair is longer than Lee's). etc.

-ead the example. Pupils complete the sentences firstrally, then in writing in class.

2 younger 4 taller 6 longer3 thinner 5 shorter

Listen and repeat, then tolk with gour

Jrrend.ray the cassette. Pupils listen and follow the lines. Play the"assette again with pauses for pupils to repeat, chorally andr:ruidually. Check pupils' pronunciation and intonation. In;ars, pupils act out dialogues based on the pictures in Ex.- using the dialogue they listened to as a model.

(Pupils'own answers)

8 happier9 longer

10 faster

7. Let's plog!

Pupils look at the picture. Read the example. Divide theclass into two teams. Teacher says an adjective (e.9. tall)and teams, in turn, have to compare two animals from thepicture, using the adjective. Each correct sentence getsone point. The team with the most points is the winner.

8. Let's sing!

Play the cassette. Pupils listen and follow the lines. Readout the song. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

@ Suggested Homework

1 Copy: part of text in Ex. 12 Reading aloud: Ex. 13 Dictation: grammar table in Lesson 24 Act out: Ex.65 Project: Ex. 56 Workbook: do some exercises in class,

assign the rest as written HW.

Unit I I 've got o sore throot! (pp. 56 6l)

talking about illnesses, rules and giving advice

should/shouldn't - must/mustn't - What's thematter? I've. got a sore throat. You should takean aspirin, then! - You must be quiet! - Yousound terrible! Yes, my throat hurts! Oh! | hopeyou feel better soon!

sore throat, cough, headache, toothache,stomachache, cold, ill, scarf, socks, aspirin, puton, take off, pyjamas, slippers, hurt, temperature,medicine, chest, jumper, ticket, sweets

giving advice and get-wellwishes

r writing a get-well letter to a sick friend

tr

trtr

Vocabulary: sore throat, cough, headachetoothache, stomachache, cold, il l, scarf, socksaspirin, put on, take off, pyjamas, slippers, earlyfeel, terrible, worryLanguage focus: What's the matter? - I've got asore throat! - You should take an aspirin, then!Grammar: should - should not (shouldn't)

1. Llsten ond repeat.A

}(r*rrcARDs r - l

Pupils' books closed. Pin up flashcards Nos. 1 - 6 ardsay the appropriate words. Explain that all these areillnesses and elicit meaning through mime. Then, pin 4flashcards Nos. 7 - 11. Say the appropriate words. Pupihrepeat, chorally and individually. Pupils' books openPlay the cassette. Pupils repeat, chorally andioindividually.

ilr,l||W, m a time and ask pupils to talk about them. Wipe thelulliamrmpr|.e off the board. Point to various flashcards innummrltdnnn order. Individual pupils talk about eachllilmm:rm arrd, practising the respective pattern. Pupils' bookslluwnm. Flead the example. Pupils do the task orally in

tiiltiilltffi

2 You must turn on your light!3 You must turn left!4 You must buy a ticket!5 You must turn off your radio!

iffiru&,M,lAR

'ffi-I*rr.oRD 2s;rlLilwilF boo closed. Pin up flashcard No. 25. Say, thenrwnqiiltrm on the board: "You must be quiet!" Underline must.nlllilmila repeat, chorally and individually. Say, then writerrrtrtlt" ilt^e board: "You mustn't stay here!" Underlinenmr@nt. Pupils repeat after you. Show how the shortttttttutrm of the negation (mustn't) is formed. Explain the formmttrrumd use of must. Explain that we use must to expressrtltllillriruation or necessity and mustn't to expresslllllmnnbrrtion, whereas should/shouldn't is used to giverilltrliltlrffiffie. Ask pupils to make sentences about what theyilflililuM,rnustn't do in class. Provide them with some cues ifil|[email protected], I: (eat)

Fl: You mustn't eat in class.I (listen to your teacher)Pl: You must listen to your teacher. etc.

llffiryqes{ed cues: eat, listen to your teacher, play, write inumruur rotebooks, etc.)lllllumls books ooen. Read the sentences.

ffi d-ook, sog, ond write: must, mustn't.iiiirllffird d'le example. Then, pupils do Ex. 5 first orally, thenttl unnilt'fihnE in ClaSS.

'tr must 3 mustn't

2 mustn't 4 must

riir; [-ook, read and circLe.iiiiillftffiffi sentences 1 - 5. Pupils look at the picture in Ex. 6 anduumm ihe correct verb form. Individual pupils read out thel|lft]tflntEn@s.

ilnwmnsion: As homework, you can ask pupils to write someLrlilm concerning their class, a game, etc. In the next.llrHrffitr ?sk pupils to read o'ut their rules.

7. Listen and repeat, then totk with gourJrtend.

Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for the pupils to repeat,chorally and individually. Check pupils' pronunciationand intonation. In pairs, pupils act out dialogues usingthe prompts in Ex. 7 and the dialogue they listened to asa model.

(Suggested answers)

A: You look terrible!B: Yes, my head hurts!A: Oh! | hope you feel better soon!

You look terrible!Yes, my chest hurts!Oh! | hope you feel better soon!

You look terrible!Yes, my stomach hurts!Oh! | hope you feel better soon!

You look terrible!Yes, my tooth hurts!Oh! I hope you feel better soon!

@ Suggested Homework

1 Copy: 2 - 3 exchanges from Ex. 22 Reading aloud: Ex. 23 Dictation: Ex. 14 Act out: Ex. 4.Ex.7

Ga CnecX pupits' HW.

& READING

1. Reod and write the word(s).Explain that this is a get-well letter. Ask questions toencourage a discussion in class. e.g. Who's the letterfrom? Who's the lefter fo? Individual pupils read from thetext and fil l in the missing words.

2 bed 4 fruit 6 cold3 orange juice 5 school

2 mustn't3 mustn't

4 must5 mustn't

Unit l0 - | wos o hoppy boby! (pp. 62 - 67)

Cking about what people were like as babies,-se of adjectives, comparing and contrasting anl,wn now and then

N*/hat were you like when you were a baby? - |nas a beautiful baby! - There was a butcher's in- ghton sixty years ago! - Oh, there isn't one-ow! But there's a suoermarket!

aughty, cute, noisy, quiet, dirty, show, circus,:ost office, library, town, hospital, greengrocer's,:r.r'tcher's, museum, police station, baker's

:escribing themselves when they were babies,=iking about a town now and then

,ninting about Weston, now and then

Vocabulary: naughty, cute, noisy, quiet, dirty,snow, circus, post office, library, What ... l ike?t-anguage focus: What were you like when youddere a baby? - I was a beautiful baby! What aboutrou?

-i Grammar: Past simple of the verb "to be"

-isten and repeat.

ffi' no,sgcaRDs r - 9i ,,ir := books closed. Pin up flashcards Nos. 1 - 5 andn 1-€ dppropriate word. Pupils repeat, chorally andlurir;,-r"|'t. Explain that all these are adjectives. Then,

pin up the rest of the flashcards, one at a time, and saythe appropriate word. Pupi ls repeat, choral ly andindividually. Pupils' books open. Play the cassette. Pupilsrepeat, chorally and/or individually.

& READING

2. Listen ond write Ues or no.Read sentences 1 and 2 and explain the task. Play thecassette. Pupils write yes next to the correct sentenceand no next to the incorrect one.

1 yes 2no

3. Now, listen agatn and reod.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeat,chorally or individually. Check pupils' pronunciation andintonation. Pupils read the dialogue aloud in pairs.

4. Look cnd soy.

\-/K FT.ASHCARDS l0 - 16

Pupils' books closed. Pin up flashcard No. 10. Say, thenwrile: "Look at this photo! Wendy was very noisy!" Pupilsrepeat, chorally and individually. Pin up flashcard No. 11on the board. Write the prompt below it. Ask a pupil totalk about Cindy in the same way. Do the same for therest of the flashcards. Pupils make sentences, as in theexample. Wipe the example off the board. Point toflashcards 10 - 16 in random order. Pupils talk about theflashcards. Pupils' books open. Read the example, thenpupils do the exercise orally in class.

2 Look at this photo! Cindy was very cute!3 Look at this photo! Oscar was very quiet!4 Look at this photo! Wendy was very naughty!5 Look at this photo! Eddy was very funny!6 Look at this photo! Lin was very cleverl7 Look at this photo! Tom was very dirty!

t" Listen ond repeot, then tolk with gourJrtend.

say the cassette. Pupils listen and iollow the lines. Play11',e cassette again with pauses for the pupils to repeat,,*"orally and individually. Pupils, in pairs, act out similardialogues, using the prompts in Ex. 8 and the dialogue:ilhey listened to as a model.

(Suggested answers)

A: Where did cavemen live?B: They lived in caves!

A: What did cavemen wear?B: They wore clothes from animal skins!

A: What did cavemen hunt?B: They hunted animals!

'D Suggested Homework

Copy: 2-3 exchanges from Ex. 3Reading aloud: Ex. 3Dictation: Ex. 1Act out: Ex.4, Ex.8

Lesson 2 (pp, 78 - 791

Vocabulary: beak, wing, sun, cloud, dust, comet,hit, sharp, claws, neck, earth, die, poorLanguage focus: Look at its sharp teeth andclawsl Did people drive cars three hundred yearsago? No, they didn't! They rode horses!Grammar: past simple (irregular)

Check pupils' HW.

TION

Listen and repeat.-!(r*rrcARDs

13 - re:"lpils' books closed. Pin up flashcards Nos. 13 - 19, onen a time. Point to each one and say the appropriate,uord. Pupils repeat, chorally and individually. Pupils':ooks open. Play the cassette. Pupils repeat, chorallya"rd/or individually.

LISTENING & READING"Jv#enc

2. Listen and reod.

Write the following sentence on the board: "Look at itssharp teeth and ...!" Explain that pupils will have to listenand follow the lines to complete the sentence. Play thecassette. Check pupils' answer: "Look at its sharp teethand claws!" Play the cassette again with pauses forpupils to repeat, chorally and individually. Check pupils'pronunciat ion and intonat ion. Pupi ls read out thedialogue in pairs.

3. Now, reod ogatn ond write ges or no.Read the sentences. Explain that they have to read thedialogue again and write yes next to a correct sentenceor no next to an incorrect one. Give them time to go overthe dialogue and do the task. Then, check pupils'answers.

2no3ves4no

4. Look ond say.A\-,/

I \ FLASHCARDS 20 - 24

Pupils' books closed. Pin up flashcard No. 20 on theboard. Say, then write: "Look at its sharp teeth andclaws!" Pupils repeat, chorally and individually. Pin upthe rest of the flashcards on the board and write theprompts below them. Individual pupils talk about thepictures. Wipe the example ofi the board. Point to theflashcards 20 - 24 in random order. Pupils talk about thedinosaurs. Pupils' books open. Read the example, thenpupils do the exercise orally in class.

2 Look at its long neck and tail!3 Look at its short arms and legs!4 Look at its big beak and wings!5 Look at its big head and body!

GRAMMAR

Read the verbs on the scroll, one at a time. Pupilsrepeat, chorally and/or individually. Explain that theseverbs also have an irregular form in the past simple.

1234

J

J

J

[r,lhmfrif l - Welcome bock! (pp.4 -7) Unit 2 - Number six, Hill Street!

3 British

3 Turkey 4 Mexico

(pp.8 - l l )

2 Between 3 Opposite 4 Between

3,/ 4, / 5)( 6r(2

iill

t

,!

2 Spanish

P Poland

mne. two, three, four, five, six, seven, eight, nine,tafiL eleven, twelve, thirteen, fourteen, fifteen,sffi&een, seventeen, ei g hteen, n i neteen, twenty

f,cRossT1| ELEVEN 13 THIRTEEN!O EIGHTEEN 20 TWENW

3 3 No, there aren't. There are six chairs in the diningroom.

4 Yes, there are.5 No, there isn't. There is a wardrobe in the

bedroom.6 No, there isn't. There is a bath in the bathroom.

Her 4them 6herI ts 5They This

1 Eat your breakfast!2 Don't sit on that chair!3 Tidy your room!4 Don't wear that dress!

2 behind 4 next to 6 between3 between 5 behind

shelf - nelrt to the windowglass - in the sinkclock - between the two chairs

DOWNdl FOURr SEVEN

8 EIGHT10 TEN

423

0t P a Clara hasn't got brown eyes.She's got blue eyes!

b She isn't fat.She's sl im!

S a Vera and Mandy aren't tall.They're short!

b They haven't got fair hair.They've got dark hair!

s a Ben and Phil aren't tall!They're short!

b They haven't got brown eyes.They've got green eyes!

6

7

I 2 restaurant3 pizza

4 chair 6 under5 eatingf lg

$ b4 a 6 c I b 10c5b 7a 9c

2 l'm from London, England!3 How old are you?s I'm twelve!

lDanny-a Karen-b

2 from 4 slim 6 eyes3 ten/10 5 fair 7 blue

' He's from New York.2 He's ten/10 years old.3 No. he isn't.s His favourite colour is blue.

On the left - red robot, blue radio, brown basketball,yellow cap

On the right - brown robot, green watch, blackbasketball

9n

u

Unrit l0 - | wos o hoppy boby!(pp. a0 - 43)

1i l l gbaker 's 5t ibraryS greengrocer's 6 police stationt butcher's

E t quiet 3 library 4 greengrocer's

I P Was.. . 4 Was.. .... circus. Yes, she was.

$i Were ......they weren't.--. were at the library.

'$f l2was 4 was 6 was7 weren't

6 are

3 wasn't 5 wasn't

4 2 A: Did Martha play the piano?B: No, she didn't. She tidied the house.

3 A: Did Barry water the plants?B: No, he didn't. He washed the car.

4 A: Did Sam and Toby paint their room?B: No, they didn't. They listened to music.

5 3 Wrongl Kelly didn't paint the hall.She washed the dishes!

4 Right!5 Wrong! Harry didn't visit his friend.

He washed the car!6 Right!

6l weekend 2vis i ted 3stayed

7 9:30 comedy 10:45 the news

818 2c 3A

1 Apollo 2 funny 3 afraid 4 landed

Unit 12 - Covemen ond dinosours!S p * What were you like when you were a baby,

Lin?B: Oh, I was a clever baby!

$ A What were you like when you were a baby,Eddy?

B: Oh, I was a funny baby!

lfl trrot: at the baker's/lulra: at the library[nenda: at the museum@mp at the post office

f i3@hants 3clowns

Pno3no4yes

4 purple 5 hats

82is3 isn't

4 is5is

1 caves2 wood

2X 3X

2 learnt3 made4 SaW

34

2

3

4

4 comedy

studyseal

tr YESTERDAYstudiedstoppedtidiedtravelledphoned

5

6

1[

tll

UJffit I I - Whqt hoppened to you?

bp. a4 - 47)

tE cartoon 3 quiz show

t hck 3 landlP bucket 4 clap

56

ffi)w1@l'rri nfmokItilrle

(pp.a8 - s l )

animal skinsmeat

. / 5, /

took 8wore Ibought 10

4

567

2 ... didn't eatpizza!. . . ate . . .

3 ... didn't live in big houses!. . . l ived . . .

4 ... didn't make clothes from wool!. . . made . . .

5 ... didn't drink water from gold cups!. . . drank . . .

2 A: . . . did he make?B: . . . made a cake.

3 A: . . . did they go?B: ... went to the beach.

4 A: . . . did she dr ink?B: ... drank some water.

1 Tuesday 3 Wednesday2 Sunday 4 Monday

6x

drankranhit

Girl: Blue. Right.

CanYes!

Man: you see the rose between the two dogs?There's a rose between the two dogs.

Colour the rose vellow.A yellow rose! That's nice.

Man: Now. look at the rose nelt to the W. Colour it red.Girl: The rose next to the TV? Red? OK,

Ex. 5 (p. e9)

Eddy

To: Lin.

This card is from me totrue. Happy Valentine's

From: Eddy.

BoyTo: Wendy.

I'm sending my heartcan I do to say I love

From: Manuel.

Girl:Man:Girl:

you,Day!

to show that my love is

and best wishes, too! What elseyou? Be my Valentine!

OscarTo: Cindy.

ljump up and down, when you're in the room. I hopeyou can be my Valentine soon! Have fun onValentine's Dayl

From: Oscar.

WomanTo: Masid.

What I'm saying isn't anything new, because everyoneknows that I love you! Be my Valentine always!

From: A secret friend.

Unit 14 We're going to go camping!

Ex.6 (p. 58) Listen and match.

Man: Alan. What are you going to do on holiday?AIan: Oh,I'm going to go camping this year.Man: And Betty, what about you?Befty: I'm going to go to ltaly,Man: What are you going to do there?Betty: Oh,I'm going to go saiMan: That sounds lovely. Anddo?John: I'm going to goWe're going to stay in

on holiday

lng.John? What are you going to

with my mum and dad.I'm going to go water-a big hotel.

skiing every day!Man: Greatl And Sally? What about you?Sally; Well, I'm going to go to Florida.Man: Florida? What are you going to do there?Salty; l'm going to go fishing. I'm going to catch a lot of fishthis summer.

Tests

Welcome 2 - Iests TEST 3 A

Grommar

D. Reod and choose.e.g. Larrg . . . . baseboLl. everg Sundog.

@ptoys B pIaV C is ptcging

13 We otwags.. . . . . . . [n winter!A ore skoting B skotes C skate

14 Theg . . . . . their homework now.A do B are doing C is doing

15 Dovid co[tecting coins.A likes B like C don't l ike

E. Reod cnd choose.

Listenl C\ara. . . . . . . . . . . . . . . . !A is singing B sings C are singrru

He ...... .. dlnner everV aJternoa--A is cooking B cook C cooks

Look! The postman........... some lettersA is delivering B deliver C detiver:

Vou go to school on Saturdogs:A Are B Do C Doe:s

16

17

18

19

e.g. Kettg:Mandg:

20 Ketty:Mondg:

21 Kettg:Ylandg

22 Kettg:Mondy:

23 Ketlg:Ylondg:

Mandg:Ketty:

120

Ylandg, where were Uou gesterdag?A I om of the cinemo.@ t was ot the cinemc.Wos it a goodJitm?A Yes, [t ls.B Yes, it wcs.Where are gou going now?A l 'm golng to the poot.B I go to the poot.Do gou atwags go to the pool on Sundogs?A Yes, I do.B Yes, I om.What time do gou ptag vottegbclt?A I om pl.aging vottegbotl at 12 o'cLock.B I usuolty ptog vottegbott at 12 o'ctock.See gou Loter, then!Bge!

trTIT

tr

Welcome 2 - fests TEST 3 A

Reading and Writing

H. Reod and(ircJe\.

This wos Smithton thir tg Ueqrs ogo.There e.g.@l weren' t o tot oJsmott shops, th:-

There 33) wos / wosn't a baker's next to a butcher's. There 34) was / wcsn't a museuni

Smithton thirtg geors ago, but th.ere 35) was / wasn't a Librarg. Th.e Llbrary 36) was

wcsn't next to the post oJJtce, then. lt 37) was / wasn't next to the hospitat! Smithton ',,,:-

a qulet town thir tg gears ago!

l. Reod agaLn and put a tick V) or a cross (X).

e.g. Th.ere were a tot oJ smatl shops in Smithton thirtg gears o,go.

38 There wos a boker's next to the post oJJtce.

39 Th.ere wos cl museum in Smithton thirtg gears ago.

40 Smithton wcs o qulet town thenf

122

q7

gEEtl

Welcome 2 - Tests TEST 3 B

16

17

1814

1915

Grommar

D. Reod ond choose.

e.g. Larrg ... basebaLL everg Sundag.

@ptags B ptog C is ptaging

13 Look! He . . . . . . . . home!

A walk B watks C is wotking

Pitots ... . . . oeroptoneslA Jties B JLV C are JLging

We usuottg . . . . . . . . . . . . to the c inemo onFridags.A go B goes

E. Read ond choose.

C ore going

Todag Jane . . . . . . . . the dishes.A woshes B is washlng C wash

George everg Wednesdog.A cActes B cgcLe C is cycting

LucA . . . . . . the plants now.A is wotering B wcters C water

Whot are Vou .. todog?A doing Bdo C does

e.g. Lln:Wendg:

20 Lin:Wendg:

21 Lln:Wendg:

22 Lln:Wendg:

23 Lln:Wendg:

Lin:Wendg:

124

Wendg, wh.ere were Vou gesterdag?A I am ot the park.@ | was at the park.Do gou otwags go to the pork on Fridogs?A Yes, I do.B Yes, I om.Whg do Vou go to the park on Fridoys?A I atwags cgcl.e in mg free time.B I am cgcting in my Jree tlme.Wh.ere are Vou going now?A l'm going to the zoo wlth Tom.B I go to the zoo with Tom.Reot[g? Does he like animats?A Yes, he is.B Yes, he does.Have Jun, thenfBge!

trtrtrTtr

TEST 3 B Welcome 2 - Tests

The rabbit is . . .(slow) thon the cheetah.

The chicken is(slow) oJ the three.

Communlcatlon

G. Look, read and underllne.

e.g. The robbit is Jaster ffast)chicken.The cheetah is the Jastestthe three.

24)

2s)

frT

-g

thon the

ffasO oJ27)

26) The goot is . . . .

(thin) thon the cow.

The hippo [s . . . . . .

$oO oJ the three.

2g The cow [s(smott) than the hipPo.

29) The goat is . . . . . . .(thin) oJ th,e three.

' You 32) must/mustn't toke

125

You 31) must/mustn'tdrink cotd water!

Yor.r 30) must/mustn'tstog in bedj

I

gour medlcine.

i5t5 Welcome 2 - Iests

TEST 3 A

A lF 3 C 5:2 E 4 D F 2{theJottest 2TLonger

25 taL[er 28 the longestB 6 quiet 7 dirt) E '-'*ss- 26 smotter 29 bigger

C 9 butcher's 1n b'5.K€'s G 30 shouldn't 31 shoutd 32 should10 greengrocer's 12 gc-.ce s:. i .ol l

H 33 wos 35 wos 37 wosD 13 C 15 A 17 C 19 ts 34 wosn' t 36 wosn' t

148 164 18A138,Y 39X 40/

E20B 214 22A 23ts

TEST 3 B

A 1E 3 B 5 C E20A 21A 22A 2382 D 4 F

F 24 sLower 27 theJattestB 6 sad 8 noisu 25 the stowest 28 smatter

7 cl,ean 26 thinner 29 the thlnnest

C 9 llbrarg 11 bu.rtcner's G 30 must 31 mustn't 32 must1O baker's 12 hospltai

H 33 was 35 was 37 weren'tD 13 C 15 A 17 A 19 A 34 was 36 wasn' t

148 168 18Al38x 39x 40,/

Marking Scheme Jor Tests 3,4/38

A: 5 l ternsx5polntseoch = 25B: 3 l ternsx5polntseoch = 15C, 4i temsx5pointseoch = 20D: Ti temsx5pointseach = 35E: 4l ternsx5pointseach = 20F: 6 i temsx5pointseach = 30G: 3i temsx5polntseoch = 15H: 5i tenns x5 pointseoch = 25l : 3 i ternsx5pointseoch = 15

Totol = 20,0

121

Welcome 2 - fests TEST 4 A

Vocabulorg

A. Look, reod and

e.g. A quiz show

@ the news

A bone

B stone

TEST 4 A (Uni ts 11, 12, 13, 14)

A comedg

B cartoon

(Tlme: 50 mlnutes)

A jeons

B T-shirt

A comet

B eorth

5AB

mottent

B.@the odd one out.

e.g. ctaws _ beak-@- wing

6 cherrg - strawberr7 - grapes - gogurt

7 seal - video - rlng - seesow

8 jeans - troiners - tent - T-shirt

9 windg - comp - ctoudg - rolng

10 cave - Jishing - swlmmtng - skating

128

TEST 4 A Welcome 2 - Iests

Grammor

C. Read and correct.

e.9.1112131415

Did gou went to schoot gesterdag?She didn't made a cake last week.Cteopatro wecrs long dresses.Whot did gou did tost weekend?People didn't drove cars three hundredDid gou dronk gour milk lost night?

D. Look, read and write.

gears ago.

16 Theg . (point) o ptcturegesterdag.

9o

(wr i te) 18 D rnosours (have)sharo ctows!

Covemen

,, /eaponS

r29

e.g. Theg cAcled (cycle)in the pork tast Sundag.

17 Wendga letter two dogs ogo.

19 Linto Chino lcst summer.

(traveO 20

Welcome 2 - fests TEST 4 A

E. Look, read, and put o tick (l) or o cross (ry).

CCO ooO

p.d,, "'.4.iiA

,/

@ ong B some

24 We need . mitk and eggs.A some B onu

25 There are . . . . grapes in the Jr idge.A olotoJ B mang

26 . f tour have we got?A How manu

JB How much

27 We don't need . ot ive oit .

cake.A mang B alotoJ

29 ls there cotd water?A ony B some

30 There were . . . . . . . . peopte at thetheatre.A manu

130

E

e.g. Oscar and Eddg ore going to ploy basketbott.

21 Hi tda is going to paint her house.

22 Mosid is going to make a pizza.

23 Lin is going to go to the bonk.

F. Reod and choose.

e.g. Theg hoven't got . . . strowberrtes. 28 There aren't cherr ies in the

A mang B much

B atotoJ

Welcome 2 - Tests TEST 4 B

TEST 4 B (Uni ts 11, 12, 13, 14)(Tlme: 50 minutes)

Vocobularg

A. Look, read ond@

A A quiz show

@the news

birddlnosaur

3AB

1 A bucketB bin

4 A grapes. B gogurt

2 A boneB stone

A carB motorbike

B @the odd one out.

e.g. ctaws - beak-@- wing

6 pear - coconut - pepper - mongo

7 comper - sungtasses - tent - cobin

8 ccrtoon - quiz show - mlnute - the news

9 earth - oven - comet - sun

10 too[ - schootbag - suitcase - hondbag

132

Welcome 2 - Iests TEST 4

TEST 4 A

A 1A 28 34 4 B 5A E 21 X 22/ 23X

B 6 Uogurt 8 tent 1O cave F 24 A 26 B 28 A 30 B7 video 9 comp 25 A 27 B 29 A

C 11 moke 13 do 15 drink G 31 What's 32 gours 33 honeg12 wore 14 drive

H 34 walked 35 ote 36 huntedD 16 pointed 19 traveLled

17 wrote 20 made | 37 two 38 teeth 39 [ong 40 meat18 had

TEST 4 B

A 1A 28 38 4A 5B E21 , / 22X 23/

B 6 pepper 8 minute 10 too[ F 24 B 26 A 28 B 30 B7 sunglcsses 9 oven 25 B 27 A 29 A

C 11 take 13 learn 15 Did G 31 pizza 32 What's 33 tomatoes12 rode 14 make

H 34 wolked 35 had 36 ate' D 16 bounced 19 went

17 tidied 20 saw | 37 Jour 39 (verg) long18 bought 38 smc[[ 40 plants

Marklng SchemeJor Tests 4Al48

A: 5 l temsx5 pointseach = 25B: 5 l temsx5 polntseoch = 25C: 5 i temsx5 pointseach = 25D: 5i temsx5pointsecch = 25E: 3 l temsx5pointseoch = 15F: Ti temsx5pointseach = 35G: 3i temsx5pointseoch = 15H: 3i temsx5polntseoch = 15f: 4 i temsx5 polntseoch = 20

Total = 20,0

r30

rsBN l , -9031,a4 -al , -6jlilililxilllilililullExpress Publishing