Aurélie 21


French, English, German

cinema, dancing

Nico 26


Greek, French, English

music, sports

give information

• Put students into new A / B pairs for exercise 4. Go through the questions as a class, checking pronunciation. Check understanding by asking several students to demonstrate in open pairs across the class. Then tell them to ask and answer questions in pairs about the two people they have each read about.

• Tell them to help each other complete the chart with information about their partner's two 'students of the world'.

guidance notes

This exercise uses a jig saw-reading task to encourage students to interact with the texts and each other. Depending on the level of your class or individual students, you can approach this in different ways. More confident, stronger students can complete the chart as they ask the questions, while weaker students can ask the questions first, then help each other fill in the chart afterwards (as the book suggests).

think about you

• Demonstrate exercise 5a by putting the chart headings on the board and writing information about yourself. Then ask students to fill in the you row in the chart with information about themselves.

• For exercise 5b, tell students to write their message on a separate piece of paper and not to write their names. Demonstrate this by rubbing out your name on the board and leaving a blank space. Before they begin writing, explain that their messages will go up on the classroom walls.

• Help students as they are writing. Put their messages on the classroom walls and encourage them to walk round in pairs and guess who wrote each one.

guidance notes

This exercise personalizes the topic and encourages students to relate the texts to their own experience. The final stage of the lesson gives students extra reading practice, with the added motivating factor that the texts are about each other.

ideas plus

The texts are adapted from a real international website. If you have access to computers, you could suggest your students join the website and write their messages online, so they can communicate with e-friends around the world.

one writ

1 read a Letter a Read the letter from a student to a host family.

b Ask and answer the questions in pairs.

1 What is the host family's surname?

2 What is the student's first name?

3 Where is the student from?

4 What is her job?

5 What days are her lessons?

6 What time are her lessons?

2 understand capital letters and full stops a (Circlpall the capital letters in Maria Teresa's letter (see the example).

b Complete the chart with all the words with capital letters.

the beginning of a sentence My the name of a person the name of a place a nationality or language a day of the week or month other use c (Circle)the full stops. Do they show:

1 the beginning of a sentence? or

2 the end of a sentence?

3 complete a form

Look at the form opposite. Complete the form for Maria Teresa, using information from her letter.

4 write about you a Copy the headings in the form, e.g. Surname, First name, etc.

b Now complete the form with your personal details.

Ave. Andres Bello 5° la Con Calle Jesus Soti Ciudad Bolivar Venezuela

March 3,2005 @ear Mrs Chappell

My name is Maria Teresa Oriol. I am twenty-four years old. I come from Venezuela and I want to study English in London. I am a teacher and I need English for my job in Venezuela.

My English lessons are from Monday to Friday from 9.00 in the morning to 1.00 in the afternoon. My plane arrives in London on March 30th at 5 o'clock in the evening. I am very excited!

I look forward to meeting you.

Yours sincerely

MflrCfl Ttresfl


Personal details

Surname / Family name: Orial

Registration form first name: (1)

Nationality: Venezuelan,

Male/ Female: female

Occupation: (3)

Address: Ave. Andres Beilo 5C f, Con CotlleJesnj 5<¡¿i, Ciwdend Bolivar, (4)

Telephone number (home/mobile): 0058 85 0>(c(o 05(a3

E-mail address: [email protected]

Underline course days: Monday Tuesday Wednesday Thursday Friday

Underline course times: (5) 9.00 a.m. -t .00 p.m. (20 hours) 2.00 p.m.-6.00 p.m. (20 hours) 9.00 a.m.-3-,00 p.m. (30 hours)

spell check a Use a dictionary to check the spelling of:

your age (in words); your job or what you study; your country and nationality b Learn to spell these words correctly.

Writing task a Write a letter to a host family. Copy María Theresa's letter, but give information about you. Don't write your name, b Read other students' Letters. Guess who they are.

go to self-assessment p. 61 vocabulary diary p.6$i£ PH0T0C0PIABLE © OXFORD UNIVERSITY PRESS

aim to write personal information accurately time 50-60 mins writing task a semi-formal letter to a host family read a letter

* Tell students to read the letter from Maria Teresa.

• For exercise lb, put students in pairs and tell them to find the answers to the questions in the letter. Walk round and help them if necessary. Then tell them to change partners and take turns to ask each other the questions and to check their partner has the correct answer. Check answers, paying particular attention to the pronunciation of days of the week, times of day, and Venezuela.

guidance notes

The letter is semi-formal in style and follows typical letter conventions, e.g. the writer's address, the date, the greeting, and finishing phrases. Dont focus on the grammarin the fixed phrase, I look forward to meeting you, but encourage students to team it as a chunk.

answer key b 1 Chappell, 2 Maria Teresa, 3 Venezuela,

4 a teacher, 5 Monday, Tuesday, Wednesday, Thursday, Friday, 6 9.00 to 1.00

understand capital letters and full stops

• Write a sentence on the board introducing yourself, e.g. My name is David Johman. Ask the class to call out a capital letter and help them if neccssary. Circle the capital letters as students call them out. Then ask them to do exercise: 2a.

• Focus students on the chart and go through the headings with them. To explain other use, point to the circled capital D in Dear and ask which row it goes in. Students should realize that it doesn't fit in any of the other categories. In feedback, make sure students understand that 7 is always written with a capital letter by drawing attention to the examples of I in other use.

• Tell students to read the letter again and circle ail the full stops. Focus on the two options and elicit the answer.

answer key b the beginning of a sentence the name of a person the name of a place a nationality or language a day of the week or month other use c 2 the end of a sentence

Mrs Chappell, María Teresa Oriol Ave. Andres Bello, Con Cade Jesus Soti, Ciudad Bolivar, Venezuela, London English

March, Monday, Friday, December Dear, Yours, I

complete a form

• Focus students on the registration form. Tell them to complete the form.

• Check the answers on an OHT, if possible, asking students to spell out the answers as you write them.

guidance notes

These exercises focus on accuracy. If any student questions this, you could demonstrate the importance of correct spelling and punctuation by writing their name incorrectly on the board. Most people feel strongly about their names being written correctly.

answer key

1 Maria Teresa, 2 24, 3 teacher, 4 Venezuela, 5 9.00 a.m.-1.00 p.m.

spell check

• Read through the box together before students do exercise 4b. If you have enough monolingual elementary dictionaries, encourage students to look up information about themselves. If some students finish quickly, they can swap forms with another student and test each other on spelling.

guidance notes

It is a good idea to familiarize students with monolingual dictionaries as soon as possible, even if they only use them as a back up to their bilingual dictionaries to begin with. Explain how they can use a dictionary to check spelling and, depending on your class, find out if they can identify the key parts of a dictionary extract. Be prepared to help students who are not familiar with using dictionaries.

write about you

• Tell students to copy the personal details headings into their notebooks {as a form). Then tell them to complete the form with their own information.

• For the writing task, encourage students to copy the layout of María Teresa's letter and draw their attention to the instructions (not to write their names). Help students as they are writing.

ideas plus

If students need more time to correct their letters and / or copy them out neatly, you could let them rewrite their letters for homework and read each other's letters in the next lesson as a warmer. This will encourage them to check their own work and emphasize the need for accuracy in this kind of letter.

1 think about the topic a Have you got a mobile phone? b How often do you use your mobile phone?

0 always Q sometimes Q never

2 read quickly a Read the article about Kay quickly. How often does she use

1 a mobile phone? 2 a home phone?

I | always Q sometimes Q never b Now read the descriptions (1-5). Match the descriptions to the pictures (a-e).

3 read closely a Read these sentences about Kay. Write T (True) or F (False).

1 Kay's mobile phone is always with her.

2 Kay's mobile always rings in the morning.

3 Kay uses a home phone in her house.

4 Kay sends a text to her mum every day.

5 Kay keeps personal information on her mobile.

b Read the descriptions (1-5) again. Which one describes Kay?

4 talk about you a Look at the descriptions (1-5). Which type are you?

b Compare with a group.

worried /V\rid/ (adjectivc) not happy alarm clock /a larm klok/ (noun) a clock that rings at a specific time, e.g. 8.30 a.m. diary /'daisri/ (noun) a book where you write down what you need to do every day addicted /s'diktid/ (adjective) addicted (tosth), e.g. drugs; when you need something all the time ringtones /'rnjtaonz/ (noun) different tunes that a mobile plays when it rings

KAY SIMON, 25, always has her mobile phone near her at home and she never leaves the house without it. She feels very worried if she forgets it.

'The phone is my alarm clock, so I sleep with it next to the bed,' she said. 'I use it for everything now - I haven't got a home phone. I always call my mum and my boyfriend and I send about twenty texts to my friends every day. My mobile has my life on it; it's my clock, my diary, and my address book. I hope I never lose it'

One in three people are mobile addicts which type are you?

1 I'm completely addicted. I never turn off my mobile or leave it at home. I'm worried if it doesn't ring. My mobile is my clock, my diary, and my address book. I haven't got a phone at home.

2 I use my mobile a lot but I can live without it. I always turn it off at night and I don't send many texts. I sometimes play games on it.

3 I'm a child aged 10 to 14 and I love my mobile. I always have a new mobile but I don't make many calls. I prefer to play games, take pictures, and use new ringtones.

4 I have a mobile but I sometimes leave it at home. When I'm at home, I use my home phone. I always turn it off at night.

5 I'm completely addicted but I don't know it, so I pay big bills.

mmmm go to setf-assessment p.60 vocabulary diary p.62 PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS

text theme mobile phones time 40-50 mins think about the topic

• II you have a mobile phone, show it to the class and ask ihem what it is. Write mobile phone on the board. Ask the class the first question and do a head count.

• For exercise lb, use the board to draw a cline under the frequency adverbs and write 100% under always and 0% under never to clarify their meanings. Give the students a model answer by telling them about yourself, and write the sentence on the board. Tell {hern to talk in groups, then ask individual students the question.

guidance notes

This Lead-in will help students to engage with the topic and prepare them for the text. They will need to understand these frequency adverbs in order to fully understand the text, so it is worth taking the time to pre-teach them before they read.

read quickly

* Give students time to read the instructions and questions. Ask them to predict the answers to the two questions before reading, then tell them to read the article lo check their answers. This will give them an additional reason to read. Point out the glossary which provides definitions for the words in bold.

• For exercise 2b, show students the five pictures and then draw their attention to the title and subtitle of the five short descriptive texts. Check they understand one in three (you could draw a picture of three people, highlighting one of them), addicts / addicted (see the glossary), and turn (sth) on I off (you could teach or elicit this using your mobile phone or the light in the classroom). Demonstrate what they have to do by matching the first picture and text as a class. Then give students a time limit to match the remaining four descriptions and pictures in pairs or small groups.

guidance notes

The text is adapted from an article in the (London) Evening Standard, a daily tabloid newspaper. Giving students a time limit for the initial reading for gist task encourages them to read quickly in order to complete the task, rather than reading in order to understand every word. Students may well be resistant to this idea at first, so make sure they know they will have more time to read in more detail later.

answer key a 1 She always uses a mobile phone.

2 She never uses a home phone, b 1 c, 2 d, 3 a, 4 b, 5 e read closely

• Make sure students understand true and false by writing a lick and a cross on the board and asking which is true and which is false. Let students work in pairs to read the sentences and to check their ideas against the first part of the article. Check the answers with the whole class before moving on to exercise 3b.

• Give students a few moments to look at the five descriptions again and decide, with a partner, which one is the best description of Kay.

guidance notes

Some students may be able to do the first exercise without referring back to the text, but encourage them to check their answers in the text because this will give them good practice in reading for details and they may find they have missed a small point in the text. This will help prepare them for reading longer, harder texts.

b description 1

talk about you

• Give students a minute or two to decide which description fits them best before putting them in groups to compare their ideas. If there is someone in the class who doesn't have a mobile phone, tell them to talk about someone ihey know (a friend or relative).

guidance notes

It's worthwhile giving students a little thinking time before asking them to talk about a topic in a group. They will have more to say if they have time to sort out their ideas, particularly at this level.

two writing

1 think about the topic

Read and complete the chart.

tick the things you use...

every day some days mobile phone CD player car or bike dictionary tick the things you do ...

every day some days do homework open and buy food phone family

2 understand requests a Complete the requests. Use words or phrases from the chart above.

spell check a Find words with these double letters in the messages and responses. Copy the words.

oo ee rr nn ss b Test your partner.

3 organize sentences a Read the messages again then cover them. Order the words below to make requests.

b Add capital letters and question marks.

1 you/food/dinner/can/buy/for

I've got a late class tonight. Can you for

I've got a late class tonight. Can you for dinner? Nothing to eat at home! cu later. ;x

Dear Pascale

Could I borrow your__ on

Saturday? It's my brother's birthday party and he hasn't got anything to play music on. Can I borrow some CDs too?


Il's M/j Érujl/Sk extm. a-h ?.00 -foruorro/t) luomm^j. Can ¿pu p^-f

So I can S-lrudq 7k¿mkS a lo-f. Bnjoq -the. -ft Im/



C#n you_your this evening? They Want to talk, to yon. ¿ibout their visit. I'm. out tonight. $&& you. tomorrow.

b Match these responses to two of the messages above.

A Sorry -1 need it for a party. B Yes, of course. Fish?

3 dictionary I my / can / room / put / you / your/ in

4 family / phone / your / can / evening I you / this

4 make requests

Change the underlined words to make new sentences.

1 Could I borrow your bike tonight? I've got a class at 8 o'clock.

2 Can you turn off the lights at night, please? It's very expensive.

3 Can I borrow your mobile phone? I want to phone my family.

Writing task a Write a message to your English-speaking flatmate. Make a request and say why.

b Read a partner's message. Respond to the message, saying yes or no.

jo tp: . Mjif-^seijSHieirtyocalwUiy Ayary p.63..

aim to practise writing requests and responding writing task a short informal message to a flatmate think about the topic

• Check students understand all the vocabulary in the chart. You could demonstrate the exercise by copying the first column on the board (or showing it on an OHT if you have an overhead projector) and filling it in for yourself.

• When students have completed the chart, tell them to compare ideas with a partner or small group.

guidance notes

The lexis in the chart is presented in unit two of the student's book. It focuses on everyday objects and chores or activities, which are appropriate for the informal style of the requests which students are going to be writing. This exercise personalizes the topic and provides students with the vocabulary they need for the exercises and the writing task.

understand requests

* Write text message, e-mail, and note on the board. Ask students to look quickly at the messages and to tell you what kind of message each one is and what the relationship is between the people in the messages. Do question I as a class to demonstrate the exercise, then let students continue in pairs. In feedback, check the answers with the whole class and elicit the difference between can / could, and Dear / Hi or Hello as greetings.

• Draw students' attention to the two responses, A and B. Ask which messages they go with and ask students to tell you how they know.

guidance notes

It is useful to highlight the Jtypef of message (e-mail, text message, or handwritten note) and the few differences in language used, to raise awareness of style. It would be very helpful to introduce the words formal and informal. The four messages provide students with a range of models for the writing task.

answer key a 1 buy food, 2 CD player, 3 dictionary, 4 phone (your) family b A2, B1

spell check

• Tell students to circle the words in the messages and responses with these double letters. They can compare their circled words with a partner before copying the words into a vocabulary notebook or in the vocabulary diary on p.63. Tell students to test each other on the spelling of the words. Teach them double in) to help with this.

guidance notes

This exercise raises awareness of the frequent use of double letters in English words. Highlight the pronunciation features, e.g .food and too have the same vowel sound /u:/, as do see and need /i:/; the vowel before a double consonant is usually short: borrow and tomorrow / d/ and dinner/1/. The pronunciation of class varies between /a:/ and /ae/ according to regional, British, or American use.

answer key oo: food, too, room; ee: see, need; rr: borrow, tomorrow, sorry; nn: dinner; ss: class organize sentences

• Make sure students understand that the jumbled sentences here are the requests in exercise 2. For stronger students, tell them to read the messages again (if necessary), then cover them before doing the exercise. For weaker students let them work in pairs, using the messages to help them write out the requests accurately. Remind them to punctuate their requests and to check their answers carefully against the messages.

guidance notes

It is a good idea to let students correct their own written work from time to time to encourage Learner independence.

answer key

1 Can you buy food for dinner?

2 Could I borrow your CD player?

3 Can you put your dictionary in my room?

4 Can you phone your family this evening?

make requests

• Do the first question together and use words from the chart in exercise 1 for the example. Emphasize that the two parts of each request have to make sense together. Students could work in pairs or alone before comparing their ideas. This gives students some guided writing practice before they invent their own requests in the writing task.

• For the writing task, ask students to choose whether they want to write a text message, an e-mail, or a handwritten note. Give them time to think about their requests and remind them to give a reason. Encourage them to write 'real' requests and to address their message to someone in the class because this will make the next stage more fun and realistic. Make sure everyone writes a response to a message. Tell students they can choose whether to say yes or no.

answer key possible answers

1 Could I borrow your car tonight? I've got a party at 8 o'clock.

2 Can you shut the windows at night, please? Ifs very cold.

3 Can I borrow your dictionary? I want to do my homework.

ideas plus

You can extend this exercise by telling students that they should keep sending their requests to different students in the class until someone says yes. If a student gets a positive response to a message immediately, they can write a new message in a different form.

1 think about the topic

Have you got a best friend? Make notes about your friend.

2 read quickly

Read the interview with Zara and Larne. Answer the questions.

1 How do they know each other?

2 How old do you think they are?

3 use topic vocabulary

Are the descriptions in the text positive or negative? Write P (positive) or N (negative) next to the words in the box.

annoying very relaxed very funny very happy noisy too relaxed really lovely too happy

4 understand the main points

Match the interviewer's questions (1-4) to the text (see the example).

1 What do you like doing with your friend?

2 How do you know her?

3 What don't you like about her?

4 What do you like about her?

5 talk about the topic

Ask questions about your partner's best friend. Use the questions in exercise 4.

Zara and Larne talk about their friendship

[~1 Lame and I go to the same school. We have lunch together every day and we try to get lost in the school, but it's a very small place.

j | I like her because she has exactly the same sense of humour as me. She gives me good advice. She's very good with boys!

| | Larne's annoying, and very noisy! But now I'm annoying and noisy as well. She is very relaxed about things - too relaxed, I think.

[T1 I iove it when we go out every Saturday night, clubbing.

get lost /get lost/ (verb) not know where you are sense of humour /sens sv hjuims/ (noun) what a person thinks is funny advice /ad'vais/ (noun) give advice = give somebody a good idea about what he or she should do calm (sb) down /ka:m daun/ (verb) help somebody not to worry make-up /'meik Ap/ (noun) something that you put on your face to make yourself look more beautiful

| | Zara and I are best friends. Before, there was a big group, 13 of us, but now we're all in different classes. Now it's only me and Zara.

Q Zara's very funny and really lovely.

Q She's a very happy person - too happy really. No one can be happy all the time. She sometimes worries about little things, and I calm her down.

| 1 I love going shopping with her. She always has great clothes. She's got good hair, and her make-up is always perfect.

go ta self-assessment p.60 vocabulary diary p.62 PH0T0C0PIABLE © OXFORD UNIVERSITY PRESS

three three teacher's notes ^

time 40-50 mins text theme best friends

1 think about the topic

• Check students understand best friend. Ask one or two individuals if they have a best friend and find out the information in exercise 1. Then tell students to write down the information about their best friend on a piece of paper.

2 read quickly

• Focus students on the two questions before they read the text. Give them a time limit for this first reading (two minutes should be enough) to encourage them to read quickly at this stage. Tell them they will have more time to read it again in a few minutes.

• Ask students to compare their ideas in pairs before doing feedback with the whole class. Encourage students to use the picture as well as the text to answer the questions.

3 use topic vocabulary

• Make sure students understand the meaning of positive and negative. In this context you could explain them as good and bad. Put students in pairs and tell them to read the text and to try to guess from the context whether the words and phrases are being used in a positive or negative way. Then write wry, really, and too on the board and explain the difference by writing the words small, very small, and too small on the board for them to see. Tell pairs to explain to each other what the adjectives mean and / or to look them up in their dictionaries. Check the vocabulary as a class.

4 understand the main points

• Read through the questions in exercise 4 with the class and make sure they understand that question 3 is negative. Draw students' attention to the glossary and explain that they can use this to help them with new vocabulary when they are reading.

• Focus students on question 1 and ask them which part of Zara's interview answers the question. This is the example and will demonstrate how to do the matching exercise. Let students carry on in pairs, then check as a class and answer any questions about the text that students may have.

5 talk about the topic

• This gives students an opportunity to relate the ideas in the text to themselves and to talk about their own best friends. If some students say they do not have a best friend, you can tell them to talk about a good friend, their boyfriend / girlfriend, or husband / wife, if they wish. Remind them of the notes they made in exercise 1 and encourage them to use some adjectives to describe their friend.

• In feedback, you could ask one or two confident students to talk about their partner's best friend; for instance, to say one positive and one negative thing that their partner told them.

guidance notes

This exercise gives students some thinking time, which will help prepare them for the reading text and later for the final task in which they interview their partners about their best friends.

guidance notes

This exercise encourages students to read quickly for gist. Particularly at this level, students may be reluctant to do this at first, and may try to understand every word and use the glossary. Explain that they will have time to do this, but that it is important to learn to read texts quickly for a general understanding before rereading for more details later. At elementary, this is a hard concept to get across to students, but it is very useful learner training.

answer key

1 they're at the same school, 2 about 16 years old guidance notes

This exercise gives students practice in guessing meaning (or at least connotation) from context, and in using dictionaries to check meaning. They need to understand these adjectives and the modifiers in order to fully understand the text, and to do the next exercise.

answer key annoying N, very relaxed P, very funny P, very happy P, noisy N, too relaxed N, really lovely P, too happy N

guidance notes

The pattern of the two interviews is the same so the answers are in the same order in both parts. You can point this out to students if you think they will need help with the exercise.

answer key order of both texts: 2, 4, 3,1

ideas plus

Ask students to write a short article about their best friend, or their partner's best friend if they prefer. They can use the text here as a model. Tell students to bring in a photo and attach it to their text. Students' articles can then be displayed on the classroom walls.

three writin

1 think about you

Complete the chart for you.

3 understand and and but

likes and dislikes




things you Like things you don't Like

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