3a houseswap - hueber · 3. ethodologym builder 7: accurate speaking & fluent speaking, page 20...

Extrapractice Methodology Builder 10: Flashcards 1 – the essentials,

page 37

•Useflashcardstopractisethewordsinexercise1.Youneedtofindafairlylarge(magazine)pictureofabusycityandoneofaquietvillage.Holdupyourpictureofacity.Say:It’s big.Spreadyourarmstoshowthemeaningoftheword.Askstudentstorepeatafteryouasaclass.Thennominatetwoorthreeindividualstorepeat.Pointtothevillageandsay:It’s small.Pushyourarmstowardseachothertomimethemeaning.Askstudentstorepeat.Dothesamewithallthewords.Andtrytomimethemeaning,egscrewupyourfaceandcoveryourearstoshownoisy;putyourfingertoyourlipsforquiet;smileanddoathumbsupforlovely.

•Oncestudentshavelistenedandrepeated,pointtopicturesandnominateindividualstogiveyouasentence,egpointtothepictureofthecityandnominateastudent.Thestudentmustsay:egIt’s new and it’s noisy.

•Endthepracticebyputtingthepicturesontheboardandaskingstudentsinpairstopointtoanddescribethepictures.

•Whendoingthissortofcontrolledpractice,bestrictonpronunciation.Inparticular,makesurestudentspronouncequiet/ˈkwaɪət/astwosyllables,andwatchoutforthepronunciationof/ɔɪ/innoisyand/ɔː/insmall.

2 1.46•Askstudentstoreadthetextinthespeechbubble

carefullyfirstbeforeyouplaytherecording.•Studentslistentotherecordingandunderlinethewords

thattheyhear.Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.

See underlined answers in the audioscript below.

1.46

IliveinasmallflatonHerbertStreet.It’sinthecentreofDublin.It’salovelyflat,butthestreetisnoisy.Ilikeit.

3 Methodology Builder 7: Accurate speaking & fluent

speaking, page 20

•Askstudentstolookatthegappedtextinthespeechbubble.Modeltheactivitybysayingasentencetodescribewhereyoulive.

•Pairwork.Putstudentsintopairs.Givethemamomentortwotothinkwhattheyaregoingtosay.Thenaskthepairstotelleachotheraboutwheretheylive.Monitorandcheckthatstudentsareproducing(reasonably)accuratesentences.Asktwoorthreeindividualstotelltheclasswheretheyliveinfeedback.

•Askstudentstowritesentencestodescribewheretheyliveintheirexercisebook.

Extratask•Askstudentstoimaginetheyaremillionairesandliveina

dreamhouse.Askthemtowriteasentencethenreaditfortheclass,egI live in a big house on Tropical Beach. It’s in Barbados. It’s a lovely house. I like it.

What the lesson is aboutTheme Places to live; swapping homesSpeaking Game: Class houseswapReading Houseswap: a website describing

housesVocabulary Places to liveGrammar Prepositions of place

If you want a lead-in …Testbeforeyouteach:describinghouses

Methodology guidelines: Test before you teach, page xxi

•Drawasimpleblockofflatsontheboard.Pointtooneofthemandsay:This is my home. It’s a flat.Thendescribetheflatinsimpleterms:

It’s an old flat. It’s in England. It’s near the city centre. It’s small. There is a balcony. It has two bedrooms. It’s beautiful. I like it.

•Nowsay:This is your home.Nominateastudenttodescribeit,usinganylanguagethattheyhave.It’sfineiftheyonlyhaveoneortwosentencestooffer.

•Askoneortwootherstudentstodescribetheirhome.Thenputstudentsinpairstodescribetheirhomes.

•Alternatively,takeinsomemagazinepicturesofdifferenttypesofhousingforstudentstodescribe.

Pre-teachkeyvocabulary:swap•Goroundtheclass,saying,egCan I swap my pen/book for

your pencil/mobile?Makeafewswapswithstudentsintheclass.Thenelicitwhatswapmeans.Ask:What things do you swap with friends?

Languagenotes•Swapmeanstoexchangeonethingforanotherwith

somebody.Itisusuallyusedwithsmall,simpleexchangesratherthanswappinghouses.Commoncollocations:swap seats, swap places, swap stories, swap clothes.

•Houseswapmeansyougivesomeoneyourhousefortheholidays,andtheygiveyoutheirhouse.

Vocabulary: places to live Language reference, Student’s Book page 41

1•StudentsmatchtheadjectivesinAtotheiroppositesinB.

A Bbig ≠ smallnew ≠ oldnoisy ≠ quietlovely ≠ horrible

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StraightForward_TB_01_Ele_p003-170_3p.indd 36 10/11/2011 17:01

Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag

2•Askstudentstolookatthesixphotosonpages32and33.

Askthemtodescribethehousesandtosaywhichonetheylike.Ask:Where do you think the houses are?

•StudentsreadaboutsomeofthehomesonHouseswap,andmatcheachdescriptiontoaphoto.Remindstudentsthatthereisoneextraphoto.Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.

1B 2A 3F 4E 5C

Culturalnotes•Luxorisamoderncity.However,theancienttemple

complexesofKarnakandLuxorliewithinitsboundariesanditisclosetotheValleyoftheKings.Asaresult,itisapopulardestinationfortourists.

•A cottageisasmall,traditionalhouseinthecountryside.•Santa Monicaisanexpensive,exclusiveresorttownon

thecoastofCalifornianearHollywood.Itispopularwiththerichandfamous.Thehouseonofferislikelytobealargevillawithaswimmingpool.

•Notting Hillisabusy,cosmopolitanquarterofcentralLondon,nearHydePark.Itisfamousforitsbarsandrestaurants.PortabellomarketisinNottingHill,whereyoucanbuyfood,clothesandantiques.

•HeathrowisLondon’slargestairportandoneoftheworld’sbusiest.

•The Champs-Elyséesisthemain,wide,tree-linedthoroughfareinParis.ItsmainmonumentisthehugearchoftheArcdeTriomphe.

3•Studentsreadaboutthehomesagainandmarkthe

sentencesT(true)orF(false).Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.

1 T2 F(It’sbig.)3 F(It’sinScotland.)4 F(It’sinthemountains.)5 F(It’sbig.)6 T7 F(It’sbehindamarket.)8 F(It’salittlenoisy.)

4•Pairwork.Putstudentsintopairs.Studentsdiscussthe

questionswiththeirpartner.•Inclassfeedback,asksomestudentstosaywhichhome

theyhavechosenandwhy(It’s in the centre of Paris, It’s big,etc).

Webresearchtasks Methodology guidelines: Web research tasks, page xxi

•Askstudentstofindtheirdreamhomeontheweb.Tellthemtodecidewheretheywanttolive(ideally,makesuretheychooseanEnglish-speakingcountry).Theyshouldalsodecidewhethertheywantaflat,cottageorhouse.

•Tellstudentstogoonlineandfindtheirhome.Theymustfindthefollowinginformation:whereitis,itsdescription,andhowmuchisit.

Web search key words• (name of city or country)house/home/property•home swap/home exchange

ReadingThefirstreadingtextisthehomepageofaninternetsite,Houseswap.com.Intheintroductionitexplainsthatitisacompanywhichhelpspeoplefindotherpeoplewhowouldliketoswaptheirhomewiththemfortheholidays.Thesecondtextcontainsfivedescriptionsofhomespeoplearetryingtoswaponthesite.

1•Beforeclass,findthreeverydifferentpicturesofluxury

holidayhomesfrommagazines.Putthemontheboardandaskstudentstodescribethem:It’s big, old, lovely,etc.Tellstudents:You can go on holiday to one of these houses. Which one and why?

•WriteHouseswapontheboard.Ask:What is Houseswap?RemindthemoftheLead-inPre-teachkey vocabularytaskifyoudidit.StudentsreadtheintroductiontotheHouseswapwebpage,andsaywhatswapmeans.

Methodology Builder 10Flashcards 1: the essentials

• Flashcards are pictures (or sometimes words written in large letters) that you can hold up and show to the class or pass around for a variety of activities. If you regularly teach lower level classes, one of the most useful ways of investing your preparation time is in building up your own personal stock of flashcards. If you choose pictures carefully and prepare the cards well, they will go on being useful to you for years to come.

• Scour glossy magazines for good pictures. Alternatively, you can draw simple images yourself, or persuade an artistic friend to draw a few for you!

• If you teach a largish class, you need to choose pictures big enough to be easily seen even at the back of class. Anything smaller than half an A4 page will be too small.

• A good basic set of flashcards will include: 1 striking different faces showing people of different

ages, backgrounds, etc.2 people doing different things: work, relaxing, sports,

etc.3 everyday objects 4 landscapes and city views

• Don’t try to build a whole set of flashcards in one go. Allow it grow slowly alongside your teaching work.

• It is vital that you maintain your pictures in good condition. Magazine pages tear and fall apart very easily. If you hope to get a few years’ use out of them, spend a little time on ways of mounting them: 1 if you have the opportunity, laminate your pictures,

ie encase them in a plastic envelope.2 as an alternative to laminating, put pictures into

A4 transparent file pouches (pochettes). This has the advantage of allowing you to store them in a standard ring binder file.

3 a third alternative is to glue pictures onto a cardboard backing. This has the advantage of preserving their life a little longer than otherwise – but the pictures tend to look a little more wrinkled.

• When you have a set of flashcards, they can be used in a variety of ways to spice up your lessons.

Methodology Builder 11 & 12: Flashcards 2 & 3,pages 40 & 43

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Houseswap 3a



•Oppositeandin front ofareoftenconfused.Youcancheckthedifferencebetweenthembydrawingfacesontheboard:

opposite in front of

•Watchoutforstrayusesofof,eg✗ It is behind of my house.

•NBNearandnear toarebothcorrect,buttoisrequiredwithclose,egI live near London. I live close to the centre.

2•Studentscompletethetextswithprepositions.

1 in 3 on 5 in 7 to2 in 4 on 6 in 8 from

3•Modeltheactivitybrieflybydescribingsomeoneinthe

class,usingthesentenceprompts.Thestudentsmustguesswhoyouaredescribing.

•Studentschooseapersonintheclass,andcompletethesentenceswithinformationaboutthatperson.

4•Pairwork.Putstudentsintopairs.Eachpartnermustread

theirsentencesfromexercise3,andtheirpartnermustguesswhotheyaredescribing.Monitorandhelpifnecessary.

Speaking1•Tellstudentstoclosetheireyesandimaginetheirhome.

Say:Where is it? Is it a flat or a house? Is it big or small; new or old; lovely or horrible? Is it close to the city centre? Is it far from the shops?

•Tellstudentstoopentheireyes,andwriteashortdescriptionoftheirhomeonapieceofpaper.Givethematimelimitoffourminutes.Remindstudentstolookbackatthewebpagedescriptionsonpage32tohelpthem.

Alternativeprocedure•Askstudentstoimagineanddescribetheir‘perfect’house

ratherthantheirownhouse.Youcouldgetstudentstodrawthehouseaswellaswriteadescription.

2•Askstudentstostandupandwalkroundtheclass.They

mustfindanotherstudentandtakeitinturnstodescribetheirhomes.Theymustthenmakeanotewhethertheyareinterestedinswappinghouseswiththatperson.

•Makeitarulethattheymustspeaktoatleastthreepeoplebeforetheycanmakeafinaldecisionwhichofthehousestheywanttoswapwith.

•Monitor,promptandcorrectwherenecessary.

3•Whenallormoststudentshaveswapped,askthemtosit

down.Askafewstudentstodescribetheirnewhome.

If you want something extra … Straightforward Teacher’s Resource Disc at the back of

this book

Grammar: prepositions of place Language reference, Student’s Book page 40 Methodology guidelines: Grammar boxes, page xxi

1•Askstudentstolookbackatthefivedescriptionsof

housesontheHouseswapwebpageonpage32.Theymustunderlinealltheprepositionsofplaceandthenounsthatfollowthem.

1 inalovely,whitehouse;inLuxor,Egypt;nexttotheRiverNile;nearthemountains

2 inScotland;inthemountains.;farfromotherpeople

3 onthebeach;inSantaMonica;nearourhouse

4 inthecentreofLondon;inNottingHill;behindamarket;closetoahospital

5 attheendoftheChampsElyséesinParis;oppositetheArcdeTriomphe.

Extratask:in,on&at•Writein,onandatontheboard.Buildupalistof‘rules’

undereachpreposition. in on at ahouse streets theend… towns/cities thebeach home countries floors school themountains thedoctor’s/dentist’s thecentre…

Extratask:opposite,behind,nextto,etc•Youcouldcheckstudents’understandingbydrawinga

simplestreetmap(asshown)ontheboardandaskthemwheretheschool/hospital,etcis.Elicitresponsesusingprepositionsofplace,egThe school is opposite the big house. The car park is behind the university.

university

bighouse

smallhouse

car park

school supermarket hospital

bus stop

High Street

Languagenotes:prepositionsofplace•In,onandataredifficultinEnglishforstudentsifand

whentheyareuseddifferentlyinthestudents’L1.Ifyouhaveamonolingualclass,predicterrorsbycheckingwhichoftheusesinthegrammarboxaresimilarandwhicharedifferentfromthestudents’L1.

•Youcouldshowthedifferencebetweenin,onandatbydrawingthefollowingsymbolsontheboard:

in ✗ on ✗ at ●✗

•Wegenerallysayat school, at university, at work.Noarticleisused.However,whenwewanttostressthespecificlocationwecansayin the,egJohn isn’t outside. He’s waiting in the school.

NBWesayat homenot✗ inhome.

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3a Houseswap



1.47

V=visitor O=officialV: Whatisthenameofthehouse?O: Thereareatleastfournamesforthehouseat1600

PennsylvaniaAvenue,includingthePresident’sPalace,thePresident’sHouseandtheExecutiveMansion.Butthisfamousbuilding’scommonnameistheWhiteHouse.

V: Whereisit?O: TheWhiteHouseisinthecentreofWashington,DC,the

capitaloftheUnitedStatesofAmerica.V: Wholivesthere?O: ThePresidentoftheUnitedStatesandhisfamily

officiallyliveintheWhiteHouse.Buttherearehundredsofpeoplewhoworkthere,andtherearethousandsofvisitorseveryday.

V: Howoldisit?O: TheWhiteHousewasbuiltin1800.It’snowmorethan

200yearsold.V: Howmanyroomsarethere?O: Thereare132roomsintheWhiteHouse.Thereare

16familybedrooms,threekitchensand32bathrooms.Therearealsosixfloors,sevenstaircases,threeelevators,147windowsand412doors.Thereisagamesroom,aminigolfcourse,atenniscourt,twoswimmingpools,abowlingalleyandevenasmallcinema.

V: Aretherepublicvisits?O: Yes,thereare.Publicvisitsareavailableforgroupsof

tenpeopleormorefromTuesdaytoSaturday,from7:30amto12:30pm.Pleasenotethattherearen’tanypublictelephonesorpublicbathroomsonthetouroftheWhiteHouse.

Languagenotes•Elevators=USEnglish; lifts=UKEnglish•The bathroom(USEnglish)isaroomwithatoilet.InUK

English,itisjustcalledthe toilet,whereasabathroomcontainsabathorashowerandaplacetowashyourhands,andoftenincludes,butnotalways,atoilet.

InUSEnglish,restroomsarebathroomsinpublicplaces,whereasinUKEnglish,thetermsPublic toiletsorLadies and Gentsareused.

Culturalnotes•The White Houseat1600PennsylvaniaAvenuewas

completedin1800byIrishimmigrantJamesHoban.HemodelleditontheneoclassicalGeorgianmanorsofDublin.ItwasburneddownbytheBritishintheWarof1812,thenrebuiltandpaintedwhite,henceitsname.EveryUSpresidentsince1800haslivedthere.

3 1.47•Readoutthenumbersandaskstudentstorepeatthem.•Thenaskstudentstoreadthroughthesentencesand

rememberorguesswhichnumbergoesinwhichspace.•Playtherecordingagain.Theycancomparetheiranswers

withapartnerbeforeyoucheckwiththewholeclass.

14 2200 332 47 510

4•Pairwork.Studentsdiscussthequestionbrieflywitha

partner.Theycanthentelltheclassabouttheiropinion.

What the lesson is aboutTheme Famous houses (the White House)Speaking Presentation: giving a short

presentation of your homeListening A documentary about the White HouseVocabulary Parts of a houseGrammar There is/ there are; How manyDid you know 10 Downing Street

If you want a lead-in …Pre-teachkeywords:partsofahouse•Writeparts of a houseinthemiddleoftheboard.Say:

Where am I?Thenmimetheactofcookingfood.Trytoelicitkitchen.Saytheword,askstudentstorepeat,thenwriteitontheboard.Repeatthistoelicitthefollowingwords: Dining room(mimeeating) Bedroom(mimesleeping) Bathroom(mimeshowering) Living room(mimewatchingTV)

•Rubthewordsofftheboard,thenaskstudentstocometothefrontoftheclassandmimeanaction.Theotherstudentsmustguesstheroom.

ListeningThislisteningistheintroductiontoadocumentaryabouttheWhiteHouse.AnofficialattheWhiteHousetalksaboutwhatothernamesthebuildinghas,whereitisandwholivesthere.Hegoesontogivemoredetailsaboutthehouse:howolditis;howmanyroomsthereare;whereaboutsinthebuildingthePresidentworks;howmanypeopleworkthereandinformationaboutpublicvisits.

1•Askstudentstolookatthephotos.Tellthemtowork

silentlyontheirownandanswerthequestions.Iftheydon’tknowtheanswerstosomeofthequestions,tellthemtoguess.

•Askstudentstodescribethehouse:It’s big; It’s old; It’s beautiful; It’s white.

1 It’smorethan200yearsold.2 ItscommonnameistheWhiteHouse.3 ThePresidentoftheUnitedStatesandhisfamilylive

there.4 Yes,thereare.5 Thereare132rooms.6 WashingtonDC,US.

2 1.47•Nowplaytherecording.Studentslistenoutforthe

questionsfromexercise1andputthequestionsintheorderthattheyhearthem.

•Thenplaytherecordingagainforstudentstochecktheiranswerstoexercise1and2.Theycanthencomparetheiranswerswithapartnerbeforeyoucheckwiththeclass.

Correct order:4,1,3,6,5,2

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3b 1600 Pennsylvania Avenue



1.49

M=man W=woman

1M:So,comein,comein.W:Wow.So,thisisyournewflat.M:Yeah.Look,thisisthehall.Thesearemypictures,here

and...here.W:Mmm.

2 M:Thebedroom.W:Niceandbig.M:Yes.Lookoutthewindow.Youcanseethepark...W:Ooohh.

3W:What’sthisroom?M:It’sthediningroom.Idon’tgoinherereally,there’sonly

me.

4W:Isthisthelivingroom?M:Yes,I’mherealotofthetime.W:IlikeyourTV.M:Thanks.

5M:Wouldyoulikeadrink?W:Umm,yes,please.Whatdoyouhave?M:Comeintothekitchen.Let’ssee.

6W:Where’sthebathroom?M:Nexttoyou.Rightthere.W:Isee.

7W:Lookatthisbalcony.Youhaveaniceflat.M:Thanks,it’snotexactlytheWhiteHouse,butit’shome.

3•Modelthepresentsimplequestionforms.Askstudentsto

listenandrepeat.Payparticularattentiontotheweak/ə/stressandtheintonationpatterninthesesentences.

/ə//ə/ WheredoyouwatchTV?

•Nominateindividualstudentstoaskandanswerthequestionsacrosstheclassinopenpairs.

•Pairwork.Putstudentsintopairstoaskandanswerthequestions.Monitor,promptandcorrectasnecessary.

Grammar: thereis/thereare&Howmany

Language reference, Student’s Book page 40 Methodology guidelines: Grammar boxes, page xxi Methodology Builder 15: Drilling 2 – substitution ,

page 58

1•Readthroughtheexampleswiththeclass,thenelicitthe

answertonumber3tomakesurestudentsknowwhattodo.StudentsmakesentencesabouttheWhiteHouseusingtheprompts.Monitorandhelpifnecessary.Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.

•Infeedback,youcouldaskaconfidentstudenttocomeuptotheboard.Asktherestoftheclasswhattheansweris.Thestudentattheboardmustwriteitup.Changethestudentaftertwosentences.

Vocabulary: parts of a house Language reference, Student’s Book page 41

1 1.48•Playtherecordingforstudentstolistenandrepeatthe

wordsinthebox.•Thenreadoutthewordsintheboxandaskstudentsto

repeatthemagain.Makesurestudentsareapproximatingtheweakstressinkitchen/ˈkɪtʃən/andbalcony/ˈbælkənɪː/.

•Studentsmatchthewordstothenumbersonthemap.Theycanthencomparetheiranswerswithapartner.

1.48

livingroom hall kitchen balcony bedroom bathroomdiningroom

Methodology Builder 11Flashcards 2: presenting vocabulary

• Instead of using Student’s Book illustrations to introduce vocabulary, try using your flashcards to do a books-closed presentation.

• The simplest way is to stand at the front of the class, hold up a card, eg a picture of two eggs, and invite students to name the object(s) shown. If they can’t produce the word, you can model it yourself.

• You could say the item once clearly in a sentence, eg TheQueen’s standingonthebalcony. Then isolate the word and say it clearly two or three times, eg balcony…balcony. Try to leave a longish pause between each time you say the word – allow time for the word to ‘echo’ in students’ minds before they hear it again. If you repeat too quickly, each new hearing simply drowns out the one before. Also, don’t repeat too many times – three or four is sufficient. If you do it more, students may relax and not pay the attention that is needed.

• Now get students to repeat the word. First of all, gesture to get the whole class to repeat the word, two or three times – then gesture to ask individuals to say it one by one with feedback.

Methodology Builder 16: Helping students say it better, page 65

Methodology Builder 12: Flashcards 3 – more ways of presenting vocabulary, page 43

2 1.49•Playtherecordingforstudentstochecktheiranswers.

1 hall2 bedroom3 diningroom4 livingroom5 kitchen6 bathroom7 balcony

40




Weakstressandlinkingandthepronunciation(ornot)ofr: There’s a…/ˈðeəzə/ There isn’t a…/ðəˈrɪz(ə)ntə/ There are…./ˈðeərə/

Thestrongandweakstressofare: There are…/ˈðeərə/ There aren’t…/ðeəˈrɑːnt/ Are there…/ˈɑːðeə/


speaking, page 20

•Pairwork.Putstudentsintopairs.Studentsaskandanswerthequestionsfromexercise2.Monitor,promptandmakesurethatstudentsarebothmanipulatingtheformsandpronouncingthemcorrectly.

•Youcouldcopythetableinexercise2ontotheboard(oruseanOHTorflipchart).Thatwaystudentswillhavetheirattentiononyouandtheboardwhenyouelicitanddrillthequestions.

4•Readtheexampleandelicittheanswertonumber2to

makesurestudentsknowwhattodo.Studentsmakequestionsusingtheprompts.Monitorandhelpwherenecessary.Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.

•Whentheyhavefinished,modelanddrillsomeofthequestions.Thenaskstudentstoaskandanswerthequestionsacrosstheclass.

2 Howmanystudentsarethereinclasstoday?3 Howmanybathroomsarethereinyourhouse?4 Howmanyteachersarethereatyourschool?5 Howmanybooksarethereinyourbagtoday?

5•Pairwork.Putstudentsintopairstopractiseaskingand

answeringthequestionsinexercise4.Monitorandpromptifnecessary.

Speaking1

Methodology Builder 8: Spoken errors – fluency tasks 1, page 28

•Drawabasicplanofyourhouseorflatontheboard.Labeltherooms,oraskstudentstoguesswhichroomiswhich,thenlabelthem.Makeashortpresentationaboutyourhome,usingthewordsintheUseful languagebox.

•Studentsdrawaplanoftheirhouseorflat.ThentheyprepareashortpresentationusingthewordsfromthelessonandtheUseful languageboxtohelpthem.Monitorandhelp,ifnecessary.

•Putstudentsintogroupsofthreeorfour.Theytakeitinturnstomaketheirpresentations.

Alternativeprocedure•IfyouhaveanOHP,askstudentstodrawtheplanoftheir

houseonOHTs.TheycanthentakeitinturnstocometothefrontoftheclassandmaketheirpresentationswhilepointingtothevariousroomsontheirplanontheOHT.

3 Therearetwoswimmingpools.4 Thereisn’tarestaurant.5 Therearethreekitchens.6 Therearesevenlifts.7 Therearen’tanypublictelephones.

Extratask:asubstitutiondrill•Nowturnthiswritingtaskintoasimplesubstitutiondrill.•Write‘+’and‘–’ontheboard.Say:a cinema,point

to‘+’,andnominateastudent.Thestudentmustsay:There’s a cinema.Continueroundtheclass,sayingseven floors, a staircase,etc.

•Alternatively,ifyouhavetime,youcoulddrawsimplepicturestorepresenttwo tennis courts,a restaurant,etc.Makeabouttenpictures.Thenusethesevisualpromptstopromptsentencesfromstudents.Theyworkbetterthanverbalprompts.

Languagenotes•There isandthere aredonottranslateliterallyintothe

students’firstlanguage.Ifyouhaveamonolingualclass,itisworthbrieflyexploringwhatphraseisusedintheirlanguage,andwhethertheyhaveasingularandapluralphrase(likeEnglish)orjustonephraseforbothsingularandplural.

•Usinganywithnegativeandquestionformsmaywellbeanewconceptforstudents.InmanyLatinlanguages,forexample,thereisnoneedtouseawordlikeany,sostudentsarelikelytoavoidit,eg✗There are not swimming pools.

2 Methodology Builder 29: Pronunciation – don’t avoid

intonation!, page 126

•Askstudentstolookatthetable.Thenmodeltheactivitycarefullybyreadingouttwoorthreequestions.Makesurethatstudentshavegraspedtheideaof Is there a+singularnoun,andAre there any+pluralnoun.

•Elicitsentencesfromaroundtheclass.•Nowmodelthestressandintonationpatterncarefully.

Showthatthemainstrongstressisonthenounincolumn4,andthatthevoicerisesattheend.Showthefallingintonationontheshortanswer.

Forexample:

Is there a bathroom in your house?

Yes, there is.•Askstudentstolistenandrepeatyourmodel.

Languagenotes•Atthislevel,studentsmayfinditdifficulttomanipulate

theseforms.Theywillneedlotsofpractice.•There is +singularnounandThere are+pluralnoun

isafairlysimpleideatograsp.However,beawarethattransposingthewordordertomakequestionsandaddingtheabbreviatednotmaywellbeunfamiliarandwillthereforeleadtoerrors,egusingthesamewordorderwhenmakingastatementoraskingaquestion,suchas,✗There is a bathroom? withrisingintonation.

•There isandThere aren’tarenoteasytopronounceaccurately!Youwillneedtodolotsofrepetitionworktogetstudentstoapproximatethesephrases.Notethefollowinginparticular.

41

1600 Pennsylvania Avenue 3b



Did you know?1•AskstudentstoreadaboutNumber10DowningStreet.•Groupwork.Dividestudentsintogroupsoffourorfive.

Tellthemtoworkontheirownandfindtwointerestingfactsfromthetexttotelltheirgroup.

•Studentsdiscussthequestionsintheirgroups.

Alternativeprocedures•Inaclasswherethestudentsarefromthesamecountry,

getthemtodiscussthequestionsandpooltheirknowledgeinordertoprepareandpresentashortdescriptionofthefamoushouse.Alternatively,theycoulddiscussthenwritethedescriptionindividuallyforhomework.

•Inaclasswithavarietyofnationalities,makesuretheyareingroupswithagoodmixofnationalities.Thestudentsmustfindoutasmuchastheycanabouteachother’sleader’shouse.Inthefeedback,askeachgroupwhattheycanrememberaboutoneofthehousesdescribed,egGroup A – tell me about Maria’s president’s house.

Culturalnotes•DowningStreetisarowoftall,narrowterracedhouses.

Fromthefront,10 Downing Streetlooksverysmall,butitactuallygoesbackalongway.ThePrimeMinisterusuallylivesinaflatatNumber10,andtheChancelloroftheExchequer(ortheseniorFinanceMinister)usuallylivesinaflatnextdooratNumber11,whichisinfactbiggerthantheoneatNumber10.Atthetimeofwriting,DavidCameronisthePrimeMinisterandofficiallyresidesatNumber10DowningStreet.However,asheismarriedwithchildren,theCameronfamily,likepreviousPrimeMinistersTonyBlairandGordonBrown,actuallyliveatNumber11nextdoor,whichisofficiallytheresidenceoftheChancelloroftheExchequer(ortheseniorFinanceMinister).Number11isbigger–ithasfourbedrooms.TheCameronsupgradedthekitchenatNumber11andbuiltanurseryfortheiryoungchildren.

Webresearchtasks Methodology guidelines: Web research tasks, page xxi

•Findoutwherethepresidentsofthefollowingcountrieslive:France,Germany,Italy,Russia,Brazil,Mexico,etc.(Tailorthistosuityourstudents.)

•Find:theaddress/whatroomsandfacilitiesthereare.Web search key words•president/address/ (the country concerned)• Alternatively, ask students to find out more information

about the White House.


this book

42




Languagenotes•Payparticularattentiontothewordsbelow,whichhave

specificpronunciationproblems:

/ə/soundsonthefinalsyllable: /ə/ /ə/ /ə/ /ə/ /ə/sofa mirror cooker curtains cupboard

problemsounds: /dʒ/ /ʒ/ /ɔː/ /əʊ/ /tʃ/fridge television wardrobe pictures

Extraidea•Revisethere is/arebyaskingstudentstogiveyou

sentencesfromthepicturesonpage36usingtheseforms,egIn picture 3, there are two plants./There is a cupboard.

Methodology Builder 12Flashcards 3: more ways of presenting vocabulary

• Here are two different ideas for introducing or revising vocabulary using flashcards.

Picture lists • Collect a set of flashcards that show the words you

want to teach. Write the list of words in a column on the left-hand side of a piece of paper and photocopy it or write it on the board for students to copy.

• Now distribute the flashcards randomly around the room. Each pair of students gets one card. Pairs must decide which word they think the picture shows and copy a simple version of the picture onto their own list next to the word. If they don’t know a word, they draw the picture at the bottom of the page.

• When pairs have seen all the cards, ask them to look at other pairs’ answers and see if there are any words they can learn – or maybe answers they disagree with.

• At the end, go through the pictures one by one at the front, and confirm the words.

Hidden answers• Before students arrive, write the words you want to

teach in various positions around the board, and then use tape or sticky-tack to put flashcards with the corresponding pictures on the board covering the words, ie the picture of a station hides the word station underneath it.

• In the lesson, ask pairs of students to look at the board (they could come up for a close look), and write down what the words are for the objects they can see.

• When students have finished, ask a pair to choose one word they think they really know. They come to the board and write it below the picture. Don’t say if it’s correct or not. Ask other pairs if they agree or not with what they have written. If they don’t, ask them to come up and also write their answer below the flashcard.

• When everyone has written their words, you can dramatically remove the picture and reveal the real answer underneath. You could give points to the teams that were correct if you wished.

• Continue with the other pictures in the same way.

What the lesson is aboutTheme Describing roomsSpeaking Communication activity: finding

differences between two roomsReading & A dialogue about a new flatlistening Vocabulary FurnitureGrammar A, an, some & any

If you want a lead-in …Introducingthetheme:describingrooms•WriteThere is…andThere are…ontheboard.Look

aroundtheclassroom,andmaketwoorthreesentences,egThere is a whiteboard. There are eight tables.Tellstudentstolookaroundtheclassroomforafewsecondsthenaskthemtogiveyouasmanysentencesastheycantodescribetheroom.

•Analternativetothisistoaskstudentsinpairstowritethreesentencesabouttheclassroom.Twomustbetrue,andonefalse.Askeachpairtoreadouttheirsentences.Therestoftheclassmustsaywhichoneisfalse.

Vocabulary: furniture Language reference, Student’s Book page 41

1•Studentslookatthepicturesandsaywhattheroomsare.

Elicitanswersandmodelgoodpronunciationforstudentstorepeat.

1 livingroom2 bedroom3 diningroom,livingroom4 kitchen

2 & 3 1.50•Studentsmatchthewordstothenumbersinthepicture.•Playtherecording.Studentslistenandrepeatthewords.

fridge–15astereo–3achair–7curtains–11aclock–4asofa–2atelevision–1acupboard–13adesk–8plants–10awardrobe–5acooker–14pictures–9abed–6abookcase–12

1.50

afridge;astereo;achair;curtains;aclock;asofa;atelevision;acupboard;adesk;plants;awardrobe;acooker;pictures;abed;abookcase

43

3c My first flat



F: Who’sClaudia?S: She’smyflatmate.She’sItalian.Don’tworry,there

aren’tanyboyshere.F: Good.Yourmotherhassomeoldcurtains.Doyouwant

them?S: NO,that’sfine.Wehavecurtains.F: Really?S: Yes.F: Oh.So,whendowecomeandseetheflat?S: Thisweekisn’tgood.Wedon’thaveanychairs.F: Nochairs?Whatdoesthatmean,nochairs?S: Idon’tknow.Sorry,that’sthedoor.Talktoyoulater,OK,

Dad?Bye.

2•TellstudentstolookbackatFlatAonpage36and

underlinefalseinformationinthedialogue.Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.

It’s…perfect.Claudiahasalampforthelivingroom.Wehavecurtains.Wedon’thaveanychairs.

Language&culturalnotes•Shelley’sfatherusesthemarkersReally?andOhwhich

suggestthatheissurprisedbywhatsheissaying–andprobablydoesn’tbelieveher.Youmaywishtopointtheseouttostudents.

•DadandMumarecommonabbreviationsformotherandfather.YoungerchildrensayMummyandDaddy.AmericanstendtosayMomratherthanMum.

3 Methodology Builder 5 & 6: Dialogues 1 & 2, pages 11

& 16

•Pairwork.Putstudentsintopairs.AskthemtoplaytherolesofShelleyandherdad,andtopractisereadingthedialogue.

•Monitorcarefullyandhelpwithanyproblems.•Attheend,youcouldaskoneortwopairstoreadout

partsoftheirdialogue.

Grammar: a,an,some&any Language reference, Student’s Book page 40 Methodology guidelines: Grammar boxes, page xxi

1•AskstudentstolookatthepictureofShelley’sbedroom.

Ask:What can you see?Elicitanswersfromthestudents.•Studentslookatthepictureandcompletethesentences.

Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.

1 any 4 a 7 a2 a 5 any 8 any3 some 6 some

4 1.51 •ReadtheintroductionasaclassandexplainthatShelly

andClaudiaarestudents.Askstudentswhichflattheythinktheywillrent–FlatAorFlatB?

•Playtherecording.StudentslistenandsaywhichflatShellyandClaudiadecidetorent.

FlatA

1.51

L=landlord S=Shelly C=ClaudiaL: OK,thisistheflat.Bedroomhere…andhere.Thebeds

arealittleold.S/C:Oh.L: Here’sthelivingroom.Youhaveawindow,asofaand

aTV.TheTV’sJapanese.It’singoodcondition.It’smymother’sTV.

S: ThatTVisn’tnew.L: Thekitchen.Iknowit’sdirty,butlook–thecooker

worksperfectly,andthefridge,too.Look,oh…asandwich.What’sthatdoingthere?

C: Yuk.L: Anyway,it’s£50perweek.Doyouwantitornot.C: Ummm.S: Yes,wedo,thankyou.

Reading & listeningStudentsreadandlistentoadialogueinwhichShelly(fromVocabularyexercise4)receivesaphonecallfromherfatherabouthernewflatandtriestoassurehimthateverythingisfine.Herfatherwouldliketoseeit,butShellymakesanexcusewhyhecan’tcomeandendsthephonecall.Studentswillneedto‘readbetweenthelines’toinferthatShellyisnotactuallytellingthetruth.

1 1.52•Readthroughthequestionswiththeclass.Tellstudentsto

readandlistentothedialogueatthesametime.•Youcouldputstudentsintopairstodiscusstheanswersto

thequestionsandthendiscussthemasaclass.

1 Shellytellsherfatherthatshelikesherflat,butsheprobablydoesn’t.

2 She’sfromItaly.3 No.Shesays,This week isn’t good.(Probablybecause

shewantstocleanherflatbeforetheyseeit.)

1.52

S=Shelly F=fatherS: Hello?F: Hello,Shelly.It’syourfatherhere.How’syournewflat?

Doyoulikeit?S: Yes,Ido.It’s...perfect.F: Well,tellmeaboutit.Isitbig?S: Yes,itis.F: Andwhataboutfurniture?Isthereanyfurniture?S: Yes,Ihaveadeskandabedinmyroom.F: Wouldyoulikealamp?Wehaveanextralampathome.S: No,thanks,Dad.Claudiahasalampforthelivingroom.

44

3c My first flat



Revisiontask•Itisaniceideatorevisethelargesetofusefulvocabulary

inthislessonbyplayingoneofthefollowinggames:•Dividetheclassintopairs.Say,Write down five pieces of

furniture you find in a kitchen.Thensay,Write four things you have in your bedroom.Andsoon.PairsmustwritethewordsthenshoutoutFinishedwhentheyhavewrittenthewords.Findoutwhichpaircanwriteeachsetofwordsthequickest.

•Dividetheclassintogroupsoffour.GroupAmustsaythenameofsomethinginthekitchen.GroupBsayanotherwordandsoonroundtheclassuntilteamscan’tthinkofmorewords,andthereisawinningteam.Thenaskgroupstonamebedroomwords.

Speaking Communication activities, Student’s Book pages

132 & 1361•Pairwork.PutstudentsintoAandBpairs.StudentAturns

topage132andStudentBturnstopage136.•Studentslookattheirpicturesofaroom.Theyaskand

answerquestionstofindsixdifferencesbetweentheirrooms.

Alternativeprocedure•Agoodwayofdoingthisactivityistodivideitinto

twostages.•Dividetheclassinhalf.Onehalflooksatthepicturefor

StudentAonpage132andtheotherhalflooksatthepictureforStudentBonpage136.Allowthreeorfourminutesforthestudentstolookattheirpicturesandthenaskthemtodescribeittoanotherstudentintheirgroup.

•ThenredividethestudentssothataStudentApairsupwithaStudentB.Tellthenewpairstoaskandanswerquestionstofindsixdifferencesbetweentheirpictures.

•Askstudentstotellyouthedifferencesinfeedback.


this book

Languagenotes:a,an,some&any•Here,atthislevel,theuseofsome,any anda/anis

keptniceandsimple.Itlooksattheusewithsingleandpluralcountablenounsonly.Basically,therulehereis,usesomeinpositivesentences,andanyinnegativesentencesandquestions.

•Ifyouhaveamonolingualclass,thinkabouthowsomeandanyareexpressedinL1.InsomelanguagestheyaremissedoutwhereEnglishtendstousethem,andthesamewordisusedforbothsomeandany.Atthislevel,wheneverL1differsfromEnglish,ittakeslotsofpracticebeforestudentscangraspandmanipulatenewforms.

•Beawarethatsomeandanygetsmorecomplicatedwithuncountablenouns,egI have some money.

•Some isalsousedwithaquestionformwhenmakingoffersandrequests,egWould you like some biscuits? Can I have some bread?Noneedtosharethiswithyourstudentsatthislevelthough!


speaking, page 20

•Askstudentstolookatthetable.Thenmodeltheactivitycarefullybylookingroundtheroomandreadingouttwoorthreetruesentences.

•Elicitsentencesfromaroundtheclass.•Nowmodelthestressandintonationpatterncarefully.

Pointouttheweakpronunciationofareinthere are/ðeərə/,andthelong/ɑː/soundinthere aren’t/ðeərɑːnt/.Showthatthemainstrongstressisonthenounincolumn4,andthatthevoicefallsattheend.Askstudentstolistenandrepeatyourmodel.

•Putstudentsintopairsorgroupsofthreetomaketruesentencesfromthetable.

3•Askstudentstoworkinpairstothinkofandprepare

sentences.Askafewpairstosharetheirideawiththeclass.

Extraidea•Askpairstoprepareandreadoutsentencesaboutone

room.Therestoftheclassmustlistentothesentencesandguesswhichroomtheyaredescribing.

Extratasks1•Livelistening.Describeyour(realorimaginary)bedroom

totheclass.Tellthemtolistencarefullybecausetherewillbequestionsafter.Attheend,asksomesimplequestionsandfindoutifthestudentscanrememberyourdescription,egIs there a picture on the wall? Are there two or three chairs?

2•Askstudentstodrawasimplelinedrawingoftheir

bedrooms.Puttheminpairsandaskthemshowanddescribetheirdrawingstoapartner.Alternatively,askstudentstodescribetheirbedroomswithoutshowingthemandtellpartnerstodrawthebedroomtheyheardescribed.

45

My first flat 3c



1st first2nd second3rd third4th fourth5th fifth6th sixth7th seventh8th eighth9th ninth10th tenth

2 1.53•Playtherecording.Studentslistenandunderlinetheword

theyhear.Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.

•Studentspractisesayingthewordsintheirpairs.

See audioscript below for answers.

1.53

1 1st2 33 7th4 95 10th6 5th7 3rd8 5th

Languagenotes•Theproblemwithordinalnumbersisthepronunciation.

Theconsonantclustersattheendaredifficulttosay.Infact,fifth/fɪfθ/andsixth/sɪksθ/arenoteasyfornativespeakers!

•Afterdoingthematchingtaskinexercise1,taketimetofocusontheproductionoftheunvoicedconsonants/f/and/θ/.Write1st,4thand5thontheboard.Pointto1standbiteyourbottomlip.Sayfirstwhilereleasingyourbottomlip.Getstudentstocopyandrepeat.Thensayandpractisethe/f/soundsin4thand5th.Write3rdontheboard.Pointtoitandpushyourtongueoutsoitslightlyprotrudesfromyourmouthandpressesagainstyourtopteeth.Getstudentstocopyyou.Saythird,showinghowthetipofyourtonguestartsbeyondyourteethandgoesback.Getstudentstorepeat.Thengetstudentstopractisesayingthe/θ/soundin4thandthetrickycombinationof/f/and/θ/in5th.

3•Tellstudentstolookatthediagramoftheshoppingmall.

Askstudentstolistenandrepeatafteryouthenamesofthedifferentplaces.Thenmodelthetask.Say,What floor is the cinema on? It’s on the fifth floor.Getstudentstolistenandrepeat.

•Putstudentsintopairstotakeitinturnstoaskandanswerusingtheprompts.

•Attheend,askstudentstowritetwoorthreequestionsandanswersintheirexercisebooks.

What the lesson is aboutTheme Shopping malls; giving directionsSpeaking Roleplay: giving directions in a buildingListening Dialogues at the information desk of a

shopping mall Vocabulary Ordinal numbersFunctional Directionslanguage

If you want a lead-in …Pre-teachkeywords:shoppingmalls•Writeshopping mallontheboard.Askstudentstotell

youasmanywordsastheycanthatareconnectedwithshoppingmallsandwritethemup.Theycouldgiveyoutypesofshops(clothes shop,department store,etc)ortheycouldgiveyouverbs(go shopping,buy,sell,etc).

•Alternatively,brainstormthenamesofshopsthatstudentsknowfromtheirlocalshoppingmall.Writethemontheboardthenaskstudentsiftheyknowwhattypeofshopstheyare.

Discussionstarters Methodology guidelines: Discussion starters, page xxi

•How often do you go to shopping malls? What do you do there and who do you meet?

• What are the advantages and disadvantages of going to a shopping mall in comparison to going to the high street?

Speaking1•Askstudentstolookatthephotos.Ask,What can you see

in the photos?•Askstudentstodiscussthequestionsinpairs.In

feedback,discussthequestionsasaclassandfindoutwholikesshopping.

Webresearchtask•Askstudentstovisitthewebsiteofoneoftheworld’s

greatshoppingmallsandfindouthowbigitisandwhatshopsithas.

Web search key words•Dubai Mall•Mall of America•Westfield Centre•Dolce Vita Tejo

Vocabulary: ordinal numbers Language reference, Student’s Book page 41

1•Studentsmatchthewordstotheordinalnumbers.•Infeedback,askstudentstolistentoandrepeatthewords

afteryou.

46

3d Shopping mall



1.55

I=information desk V=Valerie D=Dave S=Sam W=woman1 I: CanIhelpyou:V: Yes.Whereisthecafé,please?I: It’sonthesecondfloor.Goupthestairsandturnright.V: Istherealift?I: Yes,thereis.It’sbehindyou.V: Oh,yes.Thankyou.

2 D: Excuseme.Wherearethetoilets?I: Sorry?D: Themen’stoilets?I: Thetoilets?They’reoverthere.They’reontheleft,next

tothelift.D: Where?I: Look,thebrowndoors.D: Great.

3 S: Isthereapublictelephonenearhere?I: Yes,thereis.It’snexttothestairs.It’sontheright.S: Thankyou.I: Youneedacard.S: What?I: Youneedacard.Itdoesn’tacceptcoins.

4W:Isthereababychangingroom?I: Sorry?W:Ababychangingroom.Ineedtochangethebaby.I: Yes,godownthesestairshere.Thenturnleftandgo

alongthehall.It’snexttothewomen’stoilets.W:Thankyou.Shhhhh.

4 1.55•Readoutthesentences.Playtherecordingagain.Students

listenandmatcheachsentencetoaplaceinexercise1.

1 publictelephone2 publictelephone3 men’stoilets4 babychangingroom5 lift6 café

Functional language: directions Language reference, Student’s Book page 40

1•Studentscompletethedirectionswithawordfromthe

box.Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.

A turnleftB goupC ontherightF godownG goalong

Extrapractice•Extendthispracticebymakinganinformation

gapactivity.•Drawfourlinesontheboardwithspacebetweenthem,

labelled1stto4th,andaskstudentstocopy.Likethis: 1st 2nd 3rd 4th

•Thenwritetwolistsontheboard,likethis: A B bookshop DVD shop toilets emergency exit meeting point first aid centre games shop men’s clothes shop

•Putstudentsintopairs.AskStudentAtodecideonwhichfloortheplacesintotheirlistgo.Theymustwritethemontheirmap.StudentBmustwritewordsfromhis/herlistonthemap.

•Askstudentstotakeitinturnstoaskandanswer,usingthequestionfromexercise3.Theymustcompletetheirmapwiththeplacestheirpartnertellsthem.

ListeningFourdifferentpeopleaskfordirectionsattheinformationdeskinashoppingmall.

1 & 2 1.54•Studentscanworkinpairstomatchthewordstothe

symbolsonthemap.•Playtherecording.Studentslistenandchecktheir

answers.Askstudentstolistenandrepeatthewords.

See answers in audioscript below.

1.54

A men’stoiletsB women’stoiletsC babychangingroomD publictelephoneE caféF informationG lift

3 1.55 Methodology Builder 24: A few guidelines for listening,

page 98

•YoucouldpredictthelanguageusedinthistaskbysayingYou are at an information desk in a shopping mall. You want some information. What do you say?Elicit,forexample,Where are the toilets? What floor is the café on?Atthislevel,‘predictingwhatyouaregoingtohear’isauseful,confidence-buildingthingtodo.

•Playtherecording.Studentslistenandtickthewordsfromexercise1theyhear.

•Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.

The following words should be ticked:men’stoilets;women’stoilets;babychangingroom;telephone;café;lift;

47

Shopping mall 3d



2 & 3 1.56•Askstudentstoreadthesixsentencesfirst.Thenplaythe

recordingforstudentstocompletethesentences.•Studentslookattheaudioscriptonpage141inthe

Student’sBooktochecktheiranswers.

See answers in audioscript.

1.56

1 Whereisthecafé?2 It’sonthesecondfloor.Goupthestairsandturnright.3 Wherearethemen’stoilets?4 They’reoverthere.They’reontheleft,nexttothelift.5 It’snexttothestairs.It’sontheright.6 Godownthesestairshere.Thenturnleftandgoalong

thehall.

4 Methodology Builder 6: Dialogues 2, page 16

•Pairwork.Putstudentsintopairs.Tellthemtotakeitinturnstoreadthedialoguesintheaudioscript.

Extratasks1•Bringinasetofsimpletouristmapsofthecityyouare

inoracitystudentsknowwell.Telltheclasstoimaginethattheyareinoratawell-knownplace(thetouristofficeormarketsquare,forexample).Askeachstudenttothinkofthreeplacestheywouldliketogetto.Thenputthestudentsintopairs.Studentstaketurnstoaskfordirectionsandgivedirectionstodifferentplaces.

2•Placemaskingtapeontheflooroftheclassroom(making

sureitwon’tleaveamark!)sothatitgoesroundtheroom,turningleftandright.Onestudentstandsatwherethetapestarts.Therestoftheclassgivesinstructionssothatthestudentcorrectlyfollowsthelineofthetape.

5 & 6 Methodology Builder 9: Spoken errors – fluency tasks 2,

page 34

•Pairwork.PutstudentsintoAandBpairs.Askthemtolookattheplanoftheshoppingmall.Asksomesimplequestionstofamiliarizethestudentswiththemap,egWhere is the shop? Where is the men’s clothes shop?

•Readthroughtheinstructionscarefully,thenbrieflymodeltheactivitywithastrongstudent.

•Askstudentstotakeitinturnstoroleplaythesituation.•Monitorandcarefullyprompt,andnoteerrors.•Attheendoftheactivity,writeafewerrorsontheboard

forthestudentstocorrectasaclass.


this book

48

3d Shopping mall



3 Writing Workbook page 69

Sample answer:HiJackHerearethedirectionstomyhouse.Idon’tlivenexttothecarpark.Fromthecarparkgooutandwalkalongthestreetinfrontofthetheatre.Turnrightonthesecondstreetontheright.Turnleftatthesupermarketandtakethefirststreetontheright.There’sarestaurantandacaféontheright.Myhouseisnexttothecafé.Seeyousoon!

3 Review Student’s Book page 149

1

1 third2 fourth3 first4 fifth5 second

2

3 Howmanychairsarethere?Thereisonechair.4 Isthereadesk?Yes,thereis.5 Isthereacomputer?No,thereisn’t.6 Howmanylampsarethere?Therearetwolamps.7 Arethereanyplants?Yes,thereare.8 Isthereatelevision?Yes,thereis.9 Arethereanycurtains?No,therearen’t.

3

TheMoMA(MuseumofModernArt)isinNewYorknearfromMadisonAvenue,betweenFifthandSixthAvenue.TherearelotsofdifferentsdifferenttypesofartintheMoMA.Thereisarepaintings,sculptures,drawingsandanysomephotographs.Thereisaneducationcentreontheonefirstfloorofthemuseum.

4

1big:small2ugly:beautiful3horrible:lovely4noisy:quiet5new:old

5

1 any2 some3 a4 are5 a6 Is7 is

6

1 Yes,canIhelpyou?2 Thetoilets.OK,goalongthehallhereandturnleft.3 Turnleft4 Thengodownthestairs.5 No,downthestairs.6 oppositetheinformationdesk.

Answer key

49



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