on course a1+ teachers book. unit 9

7/21/2019 On Course A1+ Teachers Book. Unit 9

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UNIT 9HOLIDAYS

58 UNIT 9



What are we going to eat?

159UNIT 9 159

HOLIDAYS

Summary

Warm-up

Ask students if any of them went camping lastsummer, and if so, if they enjoyed it.

Reading 2.21

Play the Class Audio CD while students listen andfollow in their books.

Tell students to read the text again and check anyunknown vocabulary. Try to elicit explanationsfrom students where possible.

Objectives

• to introduce students to the formation and use

of the future simple and be going to• to provide students with vocabulary related to

transport

• to introduce students to the vocabulary usedfor taking a train

• to give students further practice in answeringquestions based on visuals

• to teach students the difference betweenwords which are easily confused

Basic competences

• Mathematical competence — Using numbers

to interpret the information on train tickets• Knowledge and interaction with the physical

world — Interacting with the physical world:means of transport

• Social and citizenship competence —

Developing an understanding of codes ofconduct and appropriate behaviour whengoing camping and asking for information

• Competence for learning to learn — Workingindividually, in pairs or in groups to increaselearning efficiency



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1 Tell students to try to do the exercise withoutlooking at the text. Encourage them to skim thetext to check their answers.

• Answer key

1 False 2 True 3 False 4 True

Reinforcement

Give two possible answers for each question andtell students to choose the correct one.

1 a The children are going camping for six weeks. b The children have not got school for six

weeks. ( 3 )2 a The campsite is in Wales. ( 3 ) b The campsite is in Scotland.3 a They will go to the beach every day. b They won’t go to the beach every day. ( 3 )4 a Roger isn’t feeling well. ( 3)

b Roger is feeling great.

Extension

Tell students to copy the sentences in theirnotebooks and correct the false statements.

• Answer key

1 The children have not got school for six weeks. 2 3 3 They won’t go to the beach every day. 4 3

Grammar

Write ‘Will you go to the beach tomorrow?’ on the

board with will in a different colour. Tell students thisis the future simple and it is used to talk about thefuture. Explain that the auxiliary verb is always will and that the negative of will is won’t . Put the followingsentence on the board and ask students for thenegative and interrogative forms.

Paul will walk to school. (Paul won’t walk to school.Will Paul walk to school?)

Tell students, ‘It’s my friend’s birthday on Saturday.She is going to have a party.’ Write the sentenceson the board and explain that be going to + verb

can also be used to talk about the future, especiallyfor something that has been planned. Ask studentsto put the sentence She is going to have a party. into the other forms (I am ..., You are ..., etc.), thengive them the negative and interrogative forms (Iam not going to ..., Am I going to ...?, etc.).

Read through the examples in the grammar boxwith students.

2 Students copy and complete the sentences withthe future simple and be going to.

• Answer key

1 a 2 a 3 b 4 a 5 b 6 b

Vocabulary expansion

3 Tell students to fill in the missing letters tocomplete the names of the forms of transport.

• Answer key

1 train 2 ferry 3 plane 4 helicopter

Everyday English

4 Ask students if they often travel by train.Students work in pairs to fill in the missingsentences to complete the dialogue.

• Answer key

1 b 2 c 3 a

Reinforcement

Students practise the dialogue in pairs. Tell

different pairs of students to read out the dialogueto the rest of the class.

Extension

In pairs, students learn the dialogue by heart. Asksome students to come to the front of the class toact out the dialogue.

Speaking

5 Tell students to use the information on the trainticket to answer the questions.

• Answer key

1 Manchester 2 21st November 3 seat G26 4 £56

Extra

Students work in pairs to act out a dialoguebetween David and the ticket seller. Give helpwhere necessary. Ask some pairs to act out theirdialogues for the rest of the class.

Language awareness

6 The two pairs of words focused on here are

often confused by learners of English. Explainthe meaning of each word before students dothe exercise.

• Answer key

1 a campsite b camping2 a coach b bus

7 Tell students to complete the sentences with thecorrect prepositions.

• Answer key

1 by 2 in 3 by 4 on



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It will be great! Summary

Basic competences

• Competence in linguistic communication —

Developing the capacity for oral and writtencommunication

• Knowledge and interaction with the physicalworld — Interacting with the physical world:holidays destinations

• Cultural and artistic competence — Appreciatingand valuing the cultural heritage of othercountries

• Autonomy and personal initiative — Learninghow to plan, develop and evaluate one’s workwith confidence and a critical sense

Objectives

• to introduce students to the formation and use

of the negative-interrogative

• to give students further practice in locatingspecific information in a leaflet

• to expose students to language used whenphoning a hotel

• to teach students the difference betweenwords which are easily confused

Warm-up

Revise the future simple and be going to with thefollowing drill:

1 TEACHER I / walk STUDENT I will walk. TEACHER she / go; we / stay; you / leave;

they / eat; he / dance, etc.2 TEACHER I / not go / camping STUDENT

I won’t go camping. TEACHER he / not stay / at home; we / not visit /a museum; they / not be / unhappy; you / not cook / dinner, etc.

3 TEACHER you / go to school by bus? STUDENT Will you go to school by bus? TEACHER they / visit a museum?; we / arrive

early?; she / have a great time?, etc.

Speaking

1 Tell students to work in pairs and describe thepictures. Tell them to decide what is good and

bad about each type of holiday, giving reasons.

2 Students work in pairs to talk about theirpreferences in holidays, giving reasons.

Listening 2.22

Tell the students they are going to hear aconversation about people going on holiday. Playthe Class Audio CD while students listen.

3 Tell students to listen to the recording again andmatch the people with the holiday destination.Instruct them to compare their answers with apartner. Now play the Class Audio CD again for

students to check their answers.• Answer key

1 c 2 b 3 d 4 a

4 Tell students to copy the sentences in theirnotebooks. Tell them to decide if the statementsare true or false. Elicit corrections from studentsfor the incorrect statements. Play the ClassAudio CD again for students to check theiranswers.

• Answer key

1 False (They did a lot of sports.) 2 True 3 False

(He’s going to stay with his grandparents.) 4 False(He wants to ride a camel.) 5 False (Ben gets sickon coaches.) 6 False (They are opening it soon.)



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Vocabulary check

5 Tell students to copy the sentences andcomplete them with the correct words. Play theClass Audio CD (1.48) again for them to checktheir answers.

• Answer key

1 fortnight 2 abroad 3 glad 4 agree

Grammar

Tell students that we use the negative-interrogative form when we ask questions towhich we expect yes or no for an answer.

Read through the examples in the grammar boxfor the negative-interrogative form with students.Play special attention to the contracted form ofthe verb.

Extra

Practice the formation of the negative-interrogative with the following drill:

TEACHER It’s cold today.STUDENT Isn’t it cold today? TEACHER They went to the cinema.; He was at

home.; We have got a nice garden., etc.

6 Tell students to copy and match the two halvesof the sentences in the negative-interrogativeform.

• Answer key

a: 1 b 2 c 3 ab: 1 c 2 a 3 b

7 Tell students to copy and complete thesentences using the verbs in the negative-interrogative form.

• Answer key

1 Don’t 2 Haven’t 3 Isn’t 4 Didn’t 5 Won’t6 Can’t 7 Doesn’t

Language awareness

8 The two words focused on here are oftenconfused by learners of English. Explain themeaning of the words before students do theexercise.

• Answer key

1 staying 2 live

Extra

Ask students to write their own sentences usingstay and live.

Speaking

9 Students should look at the information in theleaflet to answer the questions in pairs.

• Answer key

1 the beach 2 swim, eat, dance and listen to

music, exercise and play games 3 £150

Everyday English

10 Students read through the sentences andthen put them in the correct order to form acoherent dialogue.

• Answer key

Good morning. I’d like to reserve a room, please.Of course. When is it for?Saturday, 12th July.

We have some rooms then. Do you want a singleor a double?A double, please. How much will it be?£72 with breakfast.

Reinforcement

Students practise the dialogue in pairs. Telldifferent pairs of students to read out the dialogueto the rest of the class. Ask students how wellthey think each pair read out the dialogue(pronunciation, intonation), giving reasons for theirchoice.

Extension

In pairs, students learn the dialogue by heart. Thenask different pairs to act out the dialogue for theirclassmates. Ask students how well they think eachpair acted out the dialogue, giving reasons fortheir choice.



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166 UNIT 9

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UNIT 9 167

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Yesterday, we visited the pyramidsSummary

Key competences

• Competence in linguistic communication —

Developing the capacity for oral and writtencommunication

• Knowledge and interaction with the physicalworld — Interacting with the physical world:holidays destinations

• Cultural and artistic competence — Appreciatingand valuing the cultural heritage of othercountries

• Autonomy and personal initiative — Learninghow to plan, develop and evaluate one’s workwith confidence and a critical sense

Objectives

• to offer students an opportunity to talk about

their holidays• to give students practice in writing a postcard

• to give students further practice in listening forspecific information

Warm-up

Ask students where they usually go on holidayand what they do when they are there. Ask themwhat countries they would like to visit and why.

Reading 2.23

In pairs, students discuss what and where theythink the places in the postcards are.


1 Tell students to match the six postcards withwho visited them and in what order they werevisited. They should refer to the texts to help

them.

• Answer key

1 Amanda (1st) 2 Pete (2nd) 3 Kate (1st)4 Kate (2nd) 5 Amanda (2nd) 6 Pete (1st)



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Speaking

2 In pairs, students ask and answer the questions.

Writing

3 Tell students to copy and complete Jane’spostcard by putting the verbs into the correcttense.

• Answer key

1 I’m having 2 We’re staying 3 we went 4 It was5 we are going / will go / are going to go 6 Weare going to see

Reinforcement

Write the postcard on the board. Tell students tocopy it in their notebooks and complete it with thefollowing phrases:

it was we are going to see we’re stayingwe went we are going I’m having

Extension

Write the postcard on the board. Tell students tocopy it in their notebooks and complete it with thecorrect form of the following:

we / go (x2) it / be we / see we / stay I / have

4 Tell students they are going to write a postcardsimilar to Jane’s. Read through the prompts toensure students understand what information

should be included and where it should go. Theyshould use Jane’s postcard or the ones on page80 to help them.

Listening 2.24

5 Tell students that they will hear a man talkingabout his holiday. Tell them to choose thecorrect answers based on what he says. Playthe Class Audio CD two times, once to choose

the correct answer and once to check theiranswers.

• Answer key

1 Africa 2 two 3 monkeys 4 tent



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170 UNIT 9

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Cross-cultural corner Summary

Basic competences

• Knowledge and interaction with the physical

world — Interacting with the physical world:holidays destinations

• Social and citizenship competence — Showinga tolerant and respectful attitude towardsdifferent countries and lifestyles around theworld

• Competence for learning to learn — Learningto work together to achieve a common goaland increase learning efficiency (project)

• Autonomy and personal initiative — Evaluatingone’s own progress in the language learning

process, identifying mistakes and correctingthem

Objectives

• to give students further practice in responding

to visuals• to provide students with the opportunity to

develop their communicative skills throughpairwork

• to draw students’ attention to commonly mademistakes

Warm-up

Ask students what they know about each of theplaces shown in the pictures on page 82.

Reading 2.25


Tell students to read the texts again and checkany unknown vocabulary. Try to elicit explanationsfrom students where possible.



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1 Tell students to close their books and then askthem the questions. Tell students to skim thetext again to see if their answers were correct.

• Answer key

1 Dubai 2 America 3 New Zealand 4 America

Speaking

Before students do this exercise, go through theUSEFUL VOCABULARY with them to make surethey understand it all. Try to elicit the meaningfrom students.

2 In pairs, students ask and answer the questionsabout the pictures.

Vocabulary check

3

Students should skim the text to find the words.• Answer key

1 terrifying 2 luxurious 3 market 4 ranch

Project

Have a general class discussion about differentcountries that the students find interesting.

Put students into pairs and decide which pair willwrite about which of the countries discussed. They

should use the Internet and books to help themwith their posters.

Remind students to check each other’s writtenwork for mistakes before putting the whole thingtogether. The completed projects should bedisplayed on the classroom wall.

Language corner

Read this section with students. Ask if they oftenmake any of the mistakes focused on here. Tellthem to be particularly careful when using these

words.

Online resources for this unit

• Grammar worksheet

• Vocabulary worksheet

• Pronunciation worksheet

• Skills worksheet

• CLIL worksheet• Test



HOLIDAYS

on course a1+ teachers book. unit 9

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