Flash on English - Elementary Teacher's Book

FLASH on English Teacher’s Pack Elementary Editorial coordination: Simona Franzoni Editorial department: Pauline Carr, Maria Letizia Maggini, Linda Pergolini Art Director: Marco Mercatali Page design: Sergio Elisei Production Manager: Francesco Capitano Page layout: Graphic Center, Torino Cover Cover design: Paola Lorenzetti Photo: Shutterstock, Giuseppe Aquili (left) © 2013 ELI S.r.l P.O. Box 6 62019 Recanati Italy Tel. +39 071 750701 Fax. +39 071 977851 info@elionline.com www.elionline.com Luke Prodromou is the author of the Teaching techniques for mixed-ability classes pages.

The Publisher would like to thank Martha Huber for her precious contribution to this project.

No unauthorised photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of ELI. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover than that in which it is published and without a similar condition being imposed on the subsequent purchaser.

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Printed by Tecnostampa 11.83.162.0 ISBN 978-88-536-1550-3

Teacher’s Pack Elementary – Contents Student’s Book Elementary – Contents

p. 4

Introduction

p. 8

Teacher’s Guide Starter Unit

p. 17

Unit 1

p. 29

Unit 2

p. 39

Unit 3

p. 52

Unit 4

p. 62

Unit 5

p. 71

Unit 6

p. 81

Unit 7

p. 92

Unit 8

p. 100

Unit 9

p. 111

Unit 10

p. 121

Teaching Techniques for Mixed-Ability Classes

p. 131

Workbook Answer Key and Transcripts

p. 138

Tests & Resources Entry Test

p. 150

Unit Tests (A and B) and Skills Tests

p. 152

Revision

p. 207

Extension

p. 227

Tests and Resources Answer Key and Transcripts

p. 247

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5

6

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Introduction FLASH on English FLASH on English is an English course for Secondary Schools, specifically aimed at students in the 14 to 16 age range. It takes students from Elementary (A1) to Upper Intermediate (B2) level.

The fundamental language objective is for them to learn English in a non-jargon form, as it is spoken today on a daily basis. Added to this, the aims are to help them acquire a greater sense of the historical, geographical, scientific and environmental background of the anglophone world, to offer an intensive exploration of the rich literary expression in Anglo-American culture and to provide a stimulating introduction to cross-curricular topics in the Culture, CLIL and Literature sections.

FLASH on English offers an extremely coherent learning pathway subdivided into units.

Each unit begins with two waves of content presentation on four pages. First, a descriptive or informative text introduces the new structures and the new vocabulary along with relative practice exercises. This is followed by a dialogue between the characters of a story which expands on the structure and lexis, develops the communicative functions and provides further opportunity for practice.

There follows a vocabulary workshop or a listening workshop page in the Elementary, Pre-Intermediate and Intermediate levels, and a Use of English practice page in the Upper Intermediate level. A grammar focus page presents new structures and offers practical activities.

The last two pages of each unit are skills pages that focus on reading, listening, speaking and writing through excerpts taken from novels, comedies, poems, history chapters, discussions about the environment, and so on.

Components For the student Student’s Book Workbook with Audio CD For the teacher Teacher’s Pack (Teacher’s Guide with Tests & Resources, 2 Class CDs, Multi-ROM Test Maker) Teacher’s FLIP BOOK Each Teacher’s Pack includes: • Teacher’s guide with: – the course description and methodology – teaching notes for each unit with answer keys and transcripts – culture notes and extra activities – activities/suggestions for classes with mixed abilities – workbook answer keys and transcripts • 2 Class CDs with all of the audio recordings and pronunciation exercises • Tests & Resources with units tests, skills test, extension and revision tests • Multi-ROM Test Maker: the audio recording of the skills test and all the tests in Word format, in case the teacher needs to modify them to meet their class necessities • FLIP BOOK: contains the digital, interactive version of the Student’s Book, all of the audio material and the PDFs of the Workbook Supplementary material available on www.elionline.com

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Introduction Course Description Presentations The target language (vocabulary and grammar structures) is presented through two different types of presentation texts: •A descriptive or informative text (article, blog, email, questionnaire…) on topics of interest to students in this age range •A dialogue (with photos) that describes a typical situation faced by native speakers of English The second part of the presentation section focuses attention on the grammar and lexical aspects that emerge in either the written text or, in a spontaneous form, in the dialogue.

Presentation 1 Warm up The objective of the warm up phase is to introduce the topic of the presentation text. This can occur both by teaching the new lexis in the text and by encouraging the students to contribute in a personal way to the topic, putting into practice the knowledge they have already acquired.

Students will explore the lexical area of the new vocabulary words they encounter in the texts and will also draw on previous lexical knowledge.

All of this takes place through exercises matching words to pictures or through questions on the topic to encourage students’ personal responses and to check their passive knowledge of the language.

This brief introduction should last no more than 5 minutes.

The reading of the text allows students to check and expand on their knowledge expressed in the warm-up phase.

Text In order to familiarise students with the various registers of the English language, a variety of texts are proposed, from descriptive to informative, taken from different sources such as magazine and newspaper articles, emails, messages and posts, advertisements, brochures, blogs, websites, questionnaires, interviews and quizzes.

Each type of text has a dual function. On the one hand, it prepares the student to understand the various written forms (journalistic, advertising, bureaucratic, scientific…) and the different registers (formal, informal, objective, personal) in English; on the other hand, it serves as a vehicle for presenting the grammar and lexis for that unit.

Comprehension First stage: this usually involves skimming the text for gist or scanning it for specific information, which could be tied into the warm up, relative to either lexis or general topic.

The goal is to encourage the students to read a text quickly in order to grasp the overall sense or to pick out specific information.

Second stage: this checks comprehension of the details of the text. Students complete a variety of exercises such as True or False, matching or answering Wh- questions (requiring answers that provide information).

Presentation 2 Dialogue The second presentation text introduces the story of four teenagers who are attending a summer course at the fictional London Arts Centre (LAC) in London. These are usually dialogues (rarely other texts) and photographs.

Of the four characters, three (Antonio, Michael and Robyn) are doing a course on Film Studies and one (Anna) who arrives later, is doing a drama course. The story begins, evolves and concludes in the first three volumes of FLASH on English.

Anna lives in London with her parents who own a Bed & Breakfast. Her dream is to take a course in acting and dance at the London Arts Centre.

Robyn comes from Scotland and has rented a room in a house in London so she can attend the LAC course.

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Introduction Antonio comes from Liverpool. He has moved to London to attend the LAC course and has rented a room in the same house where Robyn lives.

Michael is from Manchester but lives with his aunt and uncle in London. He has a great sense of humour and is always ready to joke and make fun of people.

Mr and Mrs Harrison are Anna’s parents and the owners of the B&B. The father is strict and is constantly reprimanding Anna because she goes out often, comes home late and doesn’t do enough work at the hotel. Anna has to really struggle to win permission to attend LAC. The mother instead, is a little more understanding of her daughter.

The centre for the arts offers a natural context in which to introduce topics in the cultural and literary fields that are often picked up again in the skills pages.

Listen and read The story is first approached through a Listen-and-read exercise in which the students are asked to either answer a global comprehension question (by skimming) or to provide specific information (by scanning), based on the dialogue or the pictures.

The students listen to the dialogue as they follow the text in the book. In a mixed-ability class, those students who feel more confident can close the book and simply listen (see the Techniques for mixed-ability classes sections in the Teacher’s Books).

Comprehension Following the Listen-and-read exercise, there is a detailed comprehension exercise similar to that in the first presentation text.

Features common to both presentations Flash Forward This section offers fast-finishers the opportunity to react to the text in a personal way. This usually involves a written activity, for example, answering questions, writing a brief description, expressing a personal opinion. This can be assigned to those students who have already completed the other exercises to keep them occupied while the rest of the class finishes the previous task or it can be given to the whole class.

Grammar This section highlights the grammar elements of the presentation text. The examples are taken from the text and the grammar item is emphasised in bold. If necessary, a brief explanation may follow. Then, the students are asked to look for more examples of this particular grammar feature in the text.

The morphology, structure and uses of the grammar point are further developed on the Flash on Grammar page and in the Workbook.

Grammar exercise The follow-up exercise checks the student’s grasp of the form and meaning of the grammar point presented. The exercise usually consists of 6 or 7 sentences.

Vocabulary Words taken from the presentation text or dialogue are the basis for presenting new vocabulary in lexical groups.

These groups could be based on a lexical area connected to the unit theme (for instance, travel, transport, food, etc.), to parts of speech (adjectives, nouns, verbs, adverbs, etc.), on a semantic relationship (synonyms, antonyms) or on collocations, i.e. typical combinations of two or more words (e.g. verb + noun: to take a taxi, to catch a cold).

The students are asked to do exercises that deal with a particular lexical area, for example, matching words and pictures, words and definitions, or classifying words into groups or diagrams, tables or mind maps.

In order to activate the lexis that has been learned, an exercise is provided in which students personalise the lexical area; for example, in the area of Transport students might be asked to talk about which means of transport they use to come to school.

Functions This section offers the student a chance to use the grammar and the lexis that has been highlighted in the lesson to express a range of communicative functions.

Functions are performed in written and oral activities; there is often a ‘write, then say’ sequence which gives the student a solid base on which to build the difficult art of oral expression in a foreign language.

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Introduction In the oral activities the student expresses opinions, solves problems, interacts with a partner in order to establish effective verbal communication. Linguistic segments to be used and examples of how to use them are a useful and necessary guide.

Say it!

In each Presentation the student is provided with an opportunity to use the language just learned (vocabulary, grammar, functions) in oral expression.

Since the development of production skills requires a big effort, a variety of helpful means are provided to the student; the oral activity may be based on oral models just presented (e.g. in Unit 2 the students describe Robyn’s room after having read the description of Michael’s room in the dialogue) or it may follow a written exercise (e.g. in Unit 1 the students write about objects they’ve got before they talk about them with a partner).

Write it!

In each Presentation the student is guided through the writing of short texts based on the structures, functions and vocabulary learned in the presentation text.

A fuller development of written composition, both guided and free-form, is carried out on the last double-page spread in the unit, in a wider context of cultural and extra-curricular discussions.

Flashpoint This section highlights some of the problems encountered and most common errors made by people learning English.

Vocabulary Workshop Listen’n’speak Use of English The Vocabulary Workshop page offers numerous exercises on the lexical area already explored in the first part of the unit. It also includes a Study Skills section with practical tips on learning/studying techniques to help students improve their performance in class and at home; a Pronunciation section and/or a Spoken English section.

The Listen’n’speak page stimulates further development of listening and speaking skills, of the techniques associated with them (skimming, scanning, listening for gist, etc.) and of communication strategies. In order to see a parallel development of the two skills, the contents of the listening activity (oral comprehension) prepares for and facilitates the speaking activity (oral production). In addition, the audio text contains examples of words and phrases that will be the object of the pronunciation activity that follows.

The Use of English page of the Upper Intermediate level focuses on usage and helps learners familiarise with the third paper of the Cambridge English: First (FCE) examination.

Pronunciation The goal of this activity is to help students to not only pronounce English in a way that is fluid and natural-sounding, but also to understand spoken English from native as well as world speakers of English.

English sounds are practised, both singly and in the context of a sentence or general discourse, with particular emphasis on intonation and stress. The examples are taken from the language material presented in the unit.

Spoken English This section is aimed at helping students to express themselves in English more fluidly and naturally, but especially to teach them active listening. This means they will learn to develop their ability to listen and to interact in a conversation with the appropriate reactions and/or responses (listenership).

Practice with spoken English is had through short dialogue exchanges.

By the end of the third volume, the students will have had practice using the following types of communicative utterances, phraseology and grammatical forms.

•U sing phrases or typical expressions rather than complete sentences •F requently using conjunctions and, but, or and because •U sing ellipsis: (Do you) like ice cream? Fancy a walk?

•U sing phrases or questions to keep a conversation going: What about you? And you? By the way…

•U sing words to pause or gain time: you know, I know, I see, you see, so, well, kind of, sort of, a bit, really, actually…

•U sing two consecutive questions: Do you like London? Is it your favourite city?

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Introduction • • • • • • • • •

U sing fillers: er…, um…

R eacting with a comment using which as a linker: A: London’s huge… B: which makes it really interesting!

C onfirming by rephrasing what the other person has said R epeating of part of what others in the conversation have said R eacting to show interest: Really? Amazing!

I nterrupting the person who is speaking T aking short conversation turns between two people (adjacent couple mechanism) U sing idiomatic expressions, locutions and ‘fixed collocations’ U sing informal lexis

Flash on Grammar This section summarises the grammar learned in the unit, offering explanations and additional practice exercises.

These include specific ones to address each single grammar item, followed by other exercises which cover all of the grammar points in the unit.

The exercise format is either separate sentences or a short text.

Flash on Skills (Culture/CLIL/Literature) The last two pages in each unit present material that is tied to Culture, CLIL and Literature. The topics were chosen in relation to the theme for each unit.

The texts recycle the grammar and the vocabulary from the unit. They also present a limited number of new words, just for passive knowledge. In fact, the new words are not included in the oral exercises or in the listening comprehension questions.

On these pages, emphasis is placed on developing the four skills (reading, listening, speaking, writing). A study skills section is included with practical tips on learning/studying techniques to help students improve their performance in class and at home.

The Culture pages deal primarily with the United Kingdom in the lower levels, whereas in the higher levels sociocultural topics pertaining to world are covered.

The CLIL (Content and Language Integrated Learning) pages propose work on other subjects, both school- and workrelated, presented in English. The students learn to absorb and deal with information from the real world, discussing it in English, at a level that matches the unit they are currently studying.

The Literature pages present a few literary texts (prose, poetry or theatre) as vehicles to allow students to practise and expand on the language learned in the unit and also to acquire cultural notions through the English language.

Flashback Every two units there is a double page of exercises to review the language objectives. The exercises cover the material from the previous two units, subdivided into three sections, Grammar, Vocabulary, and Functions, for a total score of 100 points. The teacher can use this revision to check what has been assimilated by the students, to identify any gaps or weak points, to recover and consolidate before moving on to the next two units.

Course Methodology The FLASH on English course adopts an eclectic teaching methodology which combines well-known, tried and true traditional techniques with a balanced use of the most recent developments in language learning that are based on new discoveries in the field of foreign language acquisition. The course is solidly based on grammar and lexis but complements this with an emphasis on receptive skills in the four areas of listening, speaking, reading and writing. The course is designed around the conviction that students in this phase of their language study need a great deal of help in learning to speak and write (language production) and need constant training to hone their listening and reading skills (language comprehension).

In the methodological approach adopted in the FLASH on English course the texts used in the presentation pages are essential for contextualising the language and for fostering student interest in the topic.

Moreover, the course is built on the fundamental principle that language serves as the bridge to content and therefore,

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Introduction it encourages students to learn new things about the world around them through the medium of the language; this is especially true in the last lesson of each unit, in the Culture, CLIL and Literature pages.

A cohesive development of language and content not only makes it easy to assimilate and retain what is being learned, but allows for an easy sequence of exercises, lessons and units characterised by a seamless continuity.

Approach to grammar The approach to grammar is inductive and follows either of two paths: go from the example to the rule and practice or go from the structures to the rule and practice. In each unit the grammar in question appears in the presentation text before it is formally introduced.

The students can observe the grammar in context so as to have an idea of the forms, the meaning and the use of grammatical elements and structures. Then, they look at the grammar box which provides examples taken from the text and highlights the morphology. At this point the students are asked to go back to the text to find other examples and to underline them. This search activates their awareness of the grammar seen in context.

When the students have found more examples, the teacher asks questions to focus attention on the form, meaning and use of the structure, for example: What tense is this? What period of time does it refer to, past, present or future? Why is the speaker or writer using this form? Is he or she telling a story/talking about everyday activities?

This encourages students to extrapolate the rule by themselves and thus, remember it more easily. It also prepares them to be more focused when they do the grammar exercise that follows.

The exercises are a controlled manipulation of the forms, presented in such a way as to also illustrate the meaning.

The students then have the opportunity to use the grammar in short exchanges in the Functions section.

The Flash on Grammar page instead, uses a deductive approach; that is, students first observe the forms, the meaning and the use of the grammar to then move on to practise it in sentences and in texts.

The grammar is presented through a deductive approach and delved into more deeply in the Workbook. Each Workbook unit starts with two pages that serve as a grammar reference to be used at home or when a comprehensive view of the grammar point is needed during the classroom lesson.

The pages contain a thorough analysis of the grammatical elements in question, with verb tables, morphology, structure and explanations on usage, all with examples taken from the Student’s Book.

The two explanatory pages are followed by two pages of exercises in the most common formats (gap fill, multiple choice, sentence formation with word prompts, matching sentence halves or matching answers and questions).

Approach to lexis In both the Elementary and Pre-Intermediate levels much emphasis is placed on learning the lexis because it is the most important aspect of the language, essential for communication. In fact, a certain level of communication is possible even without knowing the grammar, but with no knowledge of the words, communication is impossible. Teaching lexis is the objective that pervades each unit, particularly in Level 1 where building a strong lexical base is fundamental.

To do this, the FLASH on English approach to teaching lexis is to gradually build up the student’s knowledge of how things are called, whether they are objects or ideas, feelings, and so on. Words are organised into semantic-lexical groups to facilitate the memorisation and recall process. The groups are presented through diagrams, images, tables and mind maps. For example, the students are asked to match words and pictures, to complete a lexical group or to choose the most appropriate word for a given situation. Sometimes the combination of words is tied to usage (e.g. collocation) and sometimes attention is focused on the grammatical form of the word or on derivatives (e.g. from verb to noun, from an adjective to its opposite).

Just as with grammar, studying lexis also starts with the form and meaning and then looks at how the words are used in context.

The lesson often begins with a warm-up exercise that introduces the lexical theme, for example matching words to pictures. Then, examples of the vocabulary being highlighted are used in the presentation texts on the first and third pages of the unit, allowing students to deduce the meaning from the context. A specific exercise follows which reproposes the words from the text and adds others to build a lexical group (of anywhere from 8 to 20 elements). At this point the students are able to tackle a personalised exercise using the lexis they have learned or do another type of exercise in which the vocabulary is used in context and in a meaningful way.

The study of the lexis is expanded on the Vocabulary Workshop page and reinforced in the Workbook where the students will find a glossary containing the lexical groups from the unit, placed after the grammar reference, along with a series of lexis-building exercises in the most common formats.

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Introduction As the course progresses, teachers will notice that the language from one unit is recycled in the units that follow so as to reinforce the learning process. This helps the students’ long term memory and offers the opportunity to explore other contexts in which the same lexis is used.

In the higher levels FLASH on English continues to expand the student’s lexical knowledge by concentrating on fixed phrases and idiomatic expressions (see Spoken English and Language development sections).

Functions In each unit there are sections which highlight specific communicative functions. The students are thus given the chance to communicate in English, using a wide range of functions.

Examples of these functions are to be found in the mini-dialogue format; the students then use them as models to guide their own production at the functional communication level.

Approach to listening The four skills can be classified into oral comprehension (listening), written comprehension (reading), oral production (speaking) and written production (writing).

In order to develop the listening skill, the course offers ample and varied opportunities for listening practice. New words are listened to for memory and for correct pronunciation. The dialogues of the story are heard and read, but according to the students’ listening ability, they may be only listened to without the script. It is recommended, however, that the comprehension exercise be done with the book open to the dialogue, so students can refer to it.

In the second level of the course, on the Listen’n’speak pages, the two skills are coordinated in that the speaking activity can be used as an introduction to the listening activity and vice versa, it can follow and expand on the content.

All of the sub-skills are also developed to promote effective listening (pre-listening, listening for gist, listening for specific details, deep listening to grasp all of the meanings and levels of communication). In other words, the listening activity begins with an exercise to familiarise the students with the topic before they hear about it, then the actual listening begins to catch the overall sense first, and then, the details. Finally, students are encouraged to then express their personal reactions to or their opinions on what they have heard.

Approach to speaking The skills that require production from the students (speaking and writing) require more effort compared to those that call for comprehension (reading and listening). One of the fundamental guiding principles of FLASH on English is to provide students a detailed guide and all of the necessary support material for the speaking activities. Therefore, speaking activities are closely linked to other activities (lexis- and grammar-related, listening), but above all, students are encouraged to think about the topic and jot down a few notes, before they begin to talk about it. This preparatory step will be especially useful when they must begin to speak. This approach can be summarised in the formula, think, write and speak.

A variety of oral activities are undertaken: brief monologues or speeches made to the class, work in pairs in which students talk to a partner and they share opinions, express agreement or disagreement, ask for and give information, offer suggestions to solve a problem and so forth. The speaking activities sometimes involve written (words, questions) or visual prompts (pictures) or a questionnaire to be answered.

Spoken English Language Development This section offers two types of language, one consists of words or expressions that are commonly used in daily spoken English and the other consists of useful interactive strategies. The information on the language and structure of discourse helps the student to improve his/her capacity to not only speak English more naturally, but also to listen more carefully.

Approach to reading For an effective development of reading skills, activities must be broken down into three different moments – before reading, while reading, after reading.

Before reading: during the preparatory step (pre-reading or warm-up) the students are asked to draw on previous knowledge of the topic or recall some language requirements. In some cases it may be necessary to provide new information, but wherever possible, it is recommended that teachers try to use what the students already know.

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Introduction It is good practice in teaching to build new knowledge on the basis of prior knowledge; this will give students confidence, bolsters their self-esteem and makes it easier to approach the reading text.

While reading: the students are asked to read the text a first time to check their answers to the warm-up questions or to grasp the gist. This first step of the while reading phase should not be presented as something difficult, because it is simply the first contact with the text. The second step of while reading instead, requires a more detailed reading and an exercise on more thorough comprehension.

After reading: in the after reading phase, the students do the Flash Forward activity in which they can react to the text. This final phase requires as much personal input as possible, so as to help students commit to memory both the language and the content.

While it is not necessary to insist that the students understand every word of the new text, the material is presented in such a way that by the end of the three reading phases the class should have understood almost everything.

Approach to writing Writing is a useful preparatory activity for speaking and also serves to consolidate the language that has been learned, but it is also a skill in and of itself.

In every unit of FLASH on English there are brief writing exercises to do, leading up to the speaking activities or following them as a conclusion. The main work on this skill is done in Level 2 in the Skills sections where the students will find a variety of texts that serve as models for composition.

In Level 2 students are taught to write a narrative, a summary, a book or film review; how to use linkers; how to put together two sentences; how to subdivide a text into paragraphs; how to write about problems and give advice or solutions; how to describe people and interpersonal relationships; talk about one’s favourite sport; how to organise a speech, a website, a biography or a magazine article.

Approach to pronunciation In FLASH on English three main areas of English pronunciation are explored: • I ndividual sounds (vowels, consonants) •S tress (on the word, in the sentence) •P ronunciation within a discourse (e.g. importance of weak forms) The object is not to learn to speak like a native speaker of English, which is practically impossible (and probably not necessary), but to help students speak in the most natural and comprehensible way possible. There is nothing wrong with the listener being aware that the speaker is Italian, French or of any other nationality. The students who use the FLASH on English course are at a point in their development when they can imitate a good accent and achieve a good pronunciation. This is much more difficult later, after the age of adolescence when the way people articulate and language models used become fixed. At this stage, instead, student can be made aware of the importance of proper pronunciation and the basis is laid down for optimal pronunciation in the future.

The course contextualises the pronunciation exercises and because they are based on the listening texts which the students have heard, the phonological elements are taken from the material already presented.

Recycling The FLASH on English course recycles grammar and vocabulary in various ways: • I n graded material: the new texts are based on pre-existing knowledge of both grammar and lexis; new structures are avoided if they are not in that unit’s grammar point; old and well-known language forms are incorporated throughout the book to create a sense of continuity and uninterrupted flow; • In the Skills pages: the final double-page spread in each unit recycles as much language as possible from the unit; • I n the Flashback activity: after every two units the students can check what they have retained from the grammar, lexis and functions learned up to that point by doing check and review exercises; • In the Workbook.

Mixed-ability classes Nearly all classes can be defined this way because students come from different linguistic experiences, they are motivated differently, have different interests, learn at different speeds and have different types of intelligence (kinesthetic, linguistic, logical-mathematical, musical, naturalistic, spatial-artistic, interpersonal).

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Introduction Therefore, it is useful to understand the problems facing a teacher and helpful to know how they can be solved by adopting appropriate strategies and techniques. For effective teaching that can reach all students, even the weakest ones, it is recommended that you: • Make frequent use of visual materials that will attract students of all levels and of all types of intelligence; •B e prepared for all situations, for example, have an extra exercise ready to give to those who finish sooner, such as the Flash Forward exercises proposed in FLASH on English; •N ot assign a whole activity to all of the students, but assign different parts so as to graduate the activity according to ability; •A ssign open-ended exercises, for example, write a letter, finish the story, describe a picture, so each student can do the task according to his/her level seeing as there is no one right answer to this type of exercise; • Personalise the exercises to adapt them to the students’ interests; • Do role-play and drama activities, lexis or grammar contests; •D ivide the class into groups or pairs with strong and weak students to work together or make groups of the same level and then assign tasks of varying difficulty.

Specific suggestions for the FLASH on English course are to be found on page 131 of this guide.

Tests & Resources The Tests & Resources volume of FLASH on English course contains the following materials: •1 0 Unit Tests (one for each unit, in versions A and B) •5 Skills Tests (one for every two units) •1 0 double-sided Revision sheets •1 6 double-sided Extension sheets Unit Tests (A and B) The series of tests, in versions A and B, provide a written test of the grammatical and lexical elements presented in each unit of the Student’s Book, as well as the language functions and the lexis presented in the relative Vocabulary Builder sections of the Workbook.

In the A and B versions of the tests, the grammar structures, the lexis and the functions being tested are equivalent, but there may be some slight differences in vocabulary, single items or information asked. In both versions, the exercises are of a controlled structure such that the students are required to manipulate single linguistic components or compose short sentences.

Skills Tests Each Skills Tests section checks students’ abilities, using the topics and language material presented in the previous two units.

The Reading and Listening sheets consist in two activities each, for a total of 30 points for each sheet. The texts use authentic language used in real contexts and the comprehension activities usually require short but precise answers.

Students’ writing skills are enhanced in the activities offered on the Writing sheets (20 points each) that cover the topics and structures presented in the units.

The Speaking sheets present three different activities, a semi-structured dialogue that gives students an opportunity to practise their oral production in a controlled situation, and two questions to which students must give a longer and more complex answer, using the lexis and structures from the relative units.

Revision and Extension worksheets Each Revision worksheet offers recovery and consolidation exercises for the grammar and lexis from each unit. In order to achieve greater consolidation, the activities are organised in a controlled structure and offer a high degree of support to the student. These worksheets are especially useful for students that need extra reinforcement or that need to catch up.

The Extension sheets are for students who have already assimilated the contents of the unit and who are now ready for consolidation and enhancement of the competences acquired. The activities presented on these pages are primarily summative in nature and they present a series of authentic texts of different kinds (article, email, brochure, blog, quiz, etc.) and dialogues. Students will need a greater degree of autonomy and the ability to orient themselves in less guided contexts that offer greater linguistic variety.

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Starter Unit Grammar: all present tense forms of the verb be and the verb have got, regular and irregular plural nouns, possessive ’s, possessive adjectives, there is/are, this/these, that/those, imperatives, articles a/an/the.

Vocabulary: greetings and introductions, countries and nationalities, colours, the English alphabet, personal possessions, the family, classroom objects and classroom language, cardinal numbers 1-1000, ordinal numbers, days of the week, months and seasons, the time.

Functions: greeting people and saying goodbye, introducing yourself and others, saying how old you are and where you are from; talking about nationality and describing a flag; spelling a word; talking about personal possessions and ownership; describing the family and talking about jobs; introducing a schoolmate; asking how a word is said in English; understanding a teacher’s instructions; understanding information about an English girl; asking for and giving personal information (e.g. telephone number, address and email); asking and telling the time.

The Starter Unit presents some grammatical structures and lexical elements that are basic to the English language. It can be used either as a quick review of students’ prior knowledge or to check for and compensate for gaps and discrepancies in students’ levels in case they are coming from different language experiences.

With a weak class, all of the material should be covered, including all of the exercises. With a strong class, the teacher can pick and choose from among those activities that introduce the characters of the story (p. 8) and those that require reading and listening to longer texts with richer vocabulary (e.g. pp. 16-21).

Greetings and introductions pp. 8-9

1 p. 8 Introduce the four teenagers who will be the main characters of the Flash on English story. In Unit 1 we will get to know the London school where the four are attending a course.

Have the students complete the introductions.

Have them read the answers out loud and tell them they will hear the correct answers in the recording in exercise 2.

2

1.02 p. 8

Play the recording so the students can listen and check their answers.

Play it again and have the students repeat with the correct pronunciation.

Transcript and answers [Track 1.02] Antonio Hi, I’m Antonio Clark. I’m 16 years old

and I’m from Liverpool.

Michael Hello! My name’s Michael Winters. I’m

16 and I’m from Manchester.

Anna Hi, I’m Anna, Anna Harrison. I’m 16.

I’m from London.

Robyn Hello, my name’s Robyn MacGregor. I’m 16 years old and I’m from Edinburgh.

3 p. 8 Have the students do the true/false exercise either individually or in pairs.

Check the answers with the whole class.

Answers 1F

2F

3F

4T

Introducing yourself and others

4

1.03 p. 9

Have the students read and translate the brief conversation.

Play the recording so they can repeat it.

Transcript [Track 1.03] see Student’s Book p. 9

5 p. 9 Have the students walk freely around the classroom and encourage them to introduce themselves to as many of their classmates as they can.

If this creates too much confusion, simply have each student introduce him or herself to the ones sitting nearest to them.

6

1.04 p. 9

Have the students read and translate the brief conversation.

Play the recording so they can repeat it.

17

Transcript [Track 1.04] see Student’s Book p. 9

Divide the class into small groups of three and have each student practise introducing one of the students to the other one.

Greeting people, Saying goodbye

8 p. 9 Have the class read the tables and ask which expressions are more formal.

Answers Good morning.

Good afternoon.

Good evening.

How are you?

Nice to meet you.

Pleased to meet you.

I’m fine, thank you.

Very well.

My name’s…

1.05

Goodbye.

Good night.

p. 9

Have the students read and translate the brief conversation.

Play the recording so they can repeat it Transcript [Track 1.05] see Student’s Book p. 9

10 p. 9 Divide the students into pairs. Have them practise the dialogue in exercise 9 with the variations proposed in the tables.

11 p. 9 Divide the class into small groups of three so they can make up a dialogue for photo A. Then have the students work in pairs to make one up for photo B. Possible answers A Patty Tom, this is Sandra.

Sandra Hi, Tom. Nice to meet you.

Tom Hello, Sandra.

B A B A

18

12 p. 9 Have the class read the two tables, complete them and then translate them.

7 p. 9

9

be: affirmative and negative

Hi. Good to see you.

Hi. How’s it going?

Not too bad.

Write the missing forms on the board so the students can check their work.

Answers ’s are am not is not aren’t

13 p. 9 Assign the task and have the students complete the sentences in class. Then as a homework assignment, ask them to copy the completed sentences in their notebooks.

Answers 2 3 4 5 6 7 8 9

’m ’re ’s ’re ’re ’s are are

14 p. 9 Assign the task and have the students do the written work in class.

Answers 2 3 4 5 6 7 8 9

I’m not a doctor.

You aren’t 21 years old.

She isn’t from France.

We aren’t in England.

They aren’t actors.

She isn’t Elizabeth Jones.

Silvia and I aren’t friends.

Cate and Kristen aren’t doctors.

Countries and nationalities 1.06 p. 10 1 Have the students read and translate the text in the speech bubble.

Play the recording so they can repeat it.

Transcript [Track 1.06] see Student’s Book p.10 Background information Prince William (Wills) and Catherine (Kate) Middleton, the Duke and Duchess of Cambridge. William is the elder son of the Prince of Wales, Charles, and the late Princess of Wales, Lady Diana. He is second, after his father in the line of succession to the throne of England. Kate is the eldest of three children born to Michael and Carol Middleton. The couple met in 2001 while they were undergraduates at the University of St. Andrews and they were married on 29th April 2011 in Westminster Abbey in London.

4

1.07 p. 10

Have the class listen to the recording and repeat.

Play it again so the students can do the task.

Write the words on the board and underline the stressed syllable so the students can check their answers.

Transcript and answers [Track 1.07]

2 p. 10 Assign the task individually or in pairs.

To correct the exercise, read out the numbers and have the students say the name of the country.

Answers 11 Portugal 12 Spain 13 the United Kingdom 14 France 15 Germany 16 Poland 17 Italy

3 p. 10

Laura Pausini (1966) Italian singer and songwriter.

Jackie Chan (1954) Chinese actor from Hong Kong.

Freida Pinto (1984) Indian actress.

Laura Esquivel (1994) Argentinean actress and singer.

Julia Roberts (1967) American actress.

18 Japan 19 China 10 Australia 11 India 12 Argentina 13 Mexico 14 the USA

Explain that the photos of the celebrities are correctly matched to their country, but that the sentences are all incorrect.

Assign the task individually or in pairs.

Have the students read the sentences out loud to check their work.

Answers 2 Julia Roberts isn’t from the United Kingdom.

She is from the USA. 3 Freida Pinto isn’t from China. She’s from India.

4 Laura Pausini isn’t from France. She’s from Italy.

5 Rafael Nadal isn’t from Germany. He’s from Spain.

6 José Mourinho isn’t from Spain. He’s from Portugal.

7 Jackie Chan isn’t from Japan. He’s from China.

8 Laura Esquivel isn’t from Brazil. She’s from Argentina.

America – American Australia – Australian Belgium – Belgian Britain – British Brazil – Brazilian Canada – Canadian China – Chinese Colombia – Colombian Croatia – Croatian

Finland – Finnish Germany – German Ireland – Irish Italy – Italian Japan – Japanese Portugal – Portuguese Scotland – Scottish Spain – Spanish Turkey – Turkish

5 p. 11 Explain the task: the adjectives are to be classified according to their form.

Assign the task individually or in pairs.

Answers -(i)an American Australian Belgian Brazilian Canadian Colombian Croatian German Italian

-ese Chinese Japanese Portuguese other Greek

-ish British

6

Finnish Irish Scottish Spanish Turkish

1.08 p. 11

Help the students to find the nationality words for the countries listed in the box or have them consult a monolingual dictionary.

Play the recording so they can check their answers.

Background information José Mourinho (1963) Portuguese, one of the best football coaches of all times.

Rafael Nadal (1986) Spanish tennis player.

Play it again and have the class repeat with the correct pronunciation.

19

Transcript and answers [Track 1.08] Sweden – Swedish Norway – Norwegian Russia – Russian Switzerland – Swiss Holland – Dutch Poland – Polish The Czech Republic – Czech Slovakia – Slovakian Romania – Romanian Malta – Maltese

7 p. 11 Assign the task individually or in pairs.

3

1.09 p. 12

Ask the class to read through the incomplete dialogue to understand the context. The better students will be able to guess at how to fill the gaps.

Play the recording so the class can do the task.

Answers 2 French 3 German 4 Greek 5 Dutch

Are you from Scotland? Yes, I am.

Where are you from in Scotland? I’m from Glasgow.

6 Are you from Greece? No, I’m not.

Are you from Russia? Yes, I am.

Where are you from in Russia? I’m from Moscow.

7 Are you from Holland? No, I’m not.

Are you from Belgium? Yes, I am.

Where are you from in Belgium? I’m from Brussels.

6 Scottish 7 Italian 8 British

Write the missing words on the board so the students can check their work.

Play the recording again, with pauses, so the students can repeat each phrase. This will help them to prepare for the speaking activity in exercise 4.

be: questions and short answers

1 p. 12 Have the class read the two tables, complete them and then translate them.

Write the missing forms on the board so the students can check their work.

Answers Am is are, aren’t

2 p. 12 This task can be done orally in class. Assign it then as a written homework task.

Transcript and answers [Track 1.09] A Hi, where are you now? Are (1) you out?

B No, I’m not. I’m in my bedroom. (2) Where are you?

A (3) I’m on the bus.

B Where’s Laura?

A (4) She’s at home.

B Where (5) are your mum and dad?

A They’re at work.

B (6) Is Paolo with you?

A No, he’s not.

4 p. 12 Assign the task in pairs and have the students practise two dialogues, based on the models in exercise 3 and using the prompts given here.

Answers 2 Are you from Spain? No, I’m not.

Are you from France? Yes, I am.

Where are you from in France? I’m from Marseilles.

3 Are you from Switzerland? No, I’m not.

Are you from Germany? Yes, I am.

Where are you from in Germany? I’m from Berlin.

4 Are you from Mexico? No, I’m not.

Are you from Argentina? Yes, I am.

Where are you from in Argentina? I’m from Buenos Aires.

5 Are you from England? No, I’m not.

20

Possible answers A Hi, where are you now? Are you out?

B No, I’m not. I’m in the living room. Where are you?

A I’m in the park.

B Where’s Laura?

A She’s at school.

B Where are Brian and Catrin?

A They’re at the cafeteria.

B Is Katie with you?

A No, she’s not.

A Hi, where are you now? Are you out?

B No, I’m not. I’m in the kitchen. Where are you?

A I’m in town.

B Where’s Laura?

A She’s on the train.

B Where are Simon and Mark?

A They’re at the cinema.

B Is Julia with you?

A No, she’s not.

5 p. 12 Help the students to identify the flags and write the nationality of each motorcycle racer.

Answers 1 Australian 2 Spanish 3 Italian 4 Spanish

5 American

6 p. 12 Assign the task in pairs and have the students take turns asking and answering questions about the racers, following the model given.

7

1.10 p. 12

Ask the students to read through the incomplete dialogue first, then play the recording so they can complete the task.

To correct it, write the missing words on the board.

Play the recording again, with pauses, so the students can repeat each phrase. This will help them to prepare for the speaking activity in exercise 8.

Transcript and answers [Track 1.10] A What (1) ’s your name?

B Javier Bardem.

A Are you from Argentina?

B No, I’m (2) not.

A Where are you from?

B I’m from (3) Spain.

A Ah, you’re Spanish.

B Yes, I am. And you? (4) What’s your name?

A I’m Julia Roberts.

B Are you from Canada?

A No, (5) I’m not.

B Where are you from?

A I’m from the USA. B Ah, you’re (6) American.

Background information Javier Bardem (1969), Spanish actor.

Julia Roberts (1967), American actress.

8 p. 12 Assign the task in pairs.

9 p. 12 Help the students choose a sports celebrity or movie star or another world famous person, e.g. Nelson Mandela, Bill Gates, Oprah Winfrey, etc.

Have each student complete the information form without letting his/her partner see it.

10 p. 12 Have the students try to invent a dialogue similar to the one in exercise 7, but without the What’s your name? question, the idea being for the partner to guess the identity.

In order to do this, they will need to ask follow-up questions such as, Are you a sports celebrity / a TV personality / an actor / a singer? Are you in politics?

Colours 1 p. 13 Assign the written task to do a quick review of colour names.

Correct it orally to check pronunciation.

Answers 12 grey 13 white 14 yellow 15 orange 16 red

2

17 pink 18 blue 19 green 10 purple 11 brown

1.11 p. 13

Ask the students to look at the flags and ask if they can identify any of them.

Play the recording so the class can do the task.

Play the recording again, with pauses, so the students can repeat each phrase. This will help them to prepare for the speaking activity in exercise 3.

Transcript [Track 1.11] 11 12 13 14 15 16 17

It’s black and red: Albania.

It’s yellow and blue: Sweden.

It’s red, white and blue: The USA. It’s blue, white and yellow: Argentina.

It’s black, yellow and red: Belgium.

It’s green, white and orange: Ireland.

It’s blue, yellow, red, white and green: The Seychelles.

21

18 It’s yellow, orange and white: Bhutan.

19 It’s black, red and orange: Germany.

10 It’s yellow, green, orange and purple: Sri Lanka.

Play the recording again so the students can begin to recognise and identify the groups of sounds.

Once they have completed the task, write the groups of letters on the board.

Answers A 4 B 1 C 2 D 5 E 6

Answers

F 3 G 9 H 10 I 7 J 8

AHJK BCDEGPTV FLMNSX IY QWU

3 p. 13 Describe one of the flags so the class has an idea of what to do.

Provide the necessary vocabulary: horizontal stripes, vertical stripes, triangles, the sun (Argentina), double-headed eagle (Albania), stars and stripes (USA), white dragon (Kingdom of Bhutan), gold lion (Sri Lanka), oblique bands radiating from the bottom left (Seychelles) to help the students describe some of the flags. For an accurate description of all the flags of the world, visit the CIA site www.cia.gov/library/publications/the-world-factbook/ fields/2081.html.

Allow 4-5 minutes for the oral activity and make sure students switch roles.

The English alphabet 4 p. 13 Have the class complete the alphabet with the 10 missing letters. Remind the students that the English alphabet has 26 letters. Compare with the alphabet of the students’ own language.

Answers d e h k n q u w y z

5

1.12 p. 13

Play the recording to correct the task and to check pronunciation.

Transcript [Track 1.12] abcdefghijklmnopqrstuvwxyz

6 p. 13 Pronounce the letters in red on the left and explain that other letters of the alphabet have similar sounds. Tell the class that some letters such as O, R and Z do not fit in any group. In American English the letter Z is pronounced /zee/ and so it is similar to the letter C.

22

7 p. 13 Have the students practise spelling their surname using the English alphabet.

Game!

8 p. 13 Have pairs of students play, using the names of countries.

Personal possessions have got – all forms

1

1.13 p. 14

Have the students read through the dialogue and check for overall comprehension, then play the recording and have the class repeat the phrases.

Assign the task, having the students complete the table with the missing forms of have got.

Transcript [Track 1.13] see Student’s Book p.14 Answers ’ve got has not got Have haven’t

2 p. 14 Assign the task individually or in pairs.

3

1.14 p. 14

Play the recording so the students can check their answers.

If possible, play it again so they repeat for correct pronunciation.

Transcript and answers [Track 1.14] 1 camera 2 wallet 3 MP3 player 4 watch 5 laptop

6 comb 7 iPod 8 sunglasses 9 mobile

4 p. 14 Have the class read the sentences and identify the person who owns those objects.

Answers 2 Mark 3 Mark 4 Sarah 5 Mark 6 Mark

5 p. 14 Have two students read the questions and short answers with have got to serve as a model.

Then assign the task in pairs. Make sure the students take turns to ask and answer questions.

10 p. 15 Have the class do the completion task in class. As a homework assignment, have the student copy the completed sentences in their notebook.

Answers 1 children 16 men 2 feet 17 shoes 3 people / children / babies 18 women 4 babies 19 boxes 5 teeth 10 mice

Possessive ’s

11 p. 15

6 p. 14 Have the students fill in their own column with a tick (✔) for ‘Yes’ and a cross (✗) for ‘No’.

Then assign part 2 of the task and allow 6-7 minutes for the oral activity in pairs.

Have different students read the rules for the use of the possessive ’s.

Have the class identify the photos and complete the sentences.

Answers

7 p. 14 Based on the information from the previous exercise, have the students write sentences about the objects that they and their partner do or do not possess.

Plural nouns

8 p. 15 Quickly review the rules for both regular and irregular plural formation.

Now have the students complete the chart.

9

tooth – teeth foot – feet shoe – shoes man – men woman – women box – boxes person – people mouse – mice watch – watches

1.15 p. 15

1 2 3 4 5 6

C F B E D A

Prince William’s James Bond’s Batman’s Valentino Rossi’s Bono Vox’s / Vox’ Elvis’s / Elvis’

The family 1.16 p. 16 1 Play the recording while the students follow the text in their book.

Assign the task.

Play the recording so the students can check and correct their work, if necessary.

Transcript [Track 1.16] see Student’s Book p.16

If time allows, replay the recording and have the class repeat the words.

Answers

Transcript and answers [Track 1.15] baby – babies child – children

Don Gummer Mamie Gummer

Meryl Streep Louise Grace Henry

Gil Mary Tim Robbins Susan Sarandon Adele David Jack Henry Miles Eva Amurri

23

Background information

7 p. 17

Mamie Gummer (1983), American actress and model.

John ‘Jack’ Henry Robbins (1989), American actor.

2 p. 17 Have the students look at the table with the names of family members divided by gender.

Assign the task to be done in class. For homework, the students can copy the completed sentences in their notebook.

3

1.17 p. 17

Play the recording so the students can check their answers.

Transcript and answers [Track 1.17] 11 12 13 14 15 16 17 18 19 10

Miles is Jack Henry’s brother.

Don Gummer is Meryl Streep’s husband.

Susan Sarandon is Eva Amurri’s mother.

Adele is Tim Robbin’s sister.

Adele is Jack Henry’s aunt.

Jack Henry is Adele’s nephew.

Meryl is Don’s wife.

Jack Henry is Gil’s grandson.

Mary is Jack Henry’s grandmother.

Gil is Miles’ grandfather.

Game!

Have two students read the dialogue. Then have the class work in pairs to do the task, taking turns to ask and answer the questions.

Possessive adjectives

5 p. 17 Have the class complete the chart with the missing possessive adjectives.

12 my 13 My 14 he 15 My 16 she 17 Its

18 it 19 My 10 They 11 They 12 Their 13 Our

My school life 1 p. 18 Have the students read and complete the dialogue orally.

2

1.18 p. 18

Play the recording so the students can check their answers.

Play it again, with pauses, so the students can repeat each phrase. This will help them to prepare for the speaking activity in exercise 3.

A Rod, this is Laura.

B (1) Hi, Laura. I’m Rod. C Nice to meet you.

B (2) Nice to meet you, too. What class are you in?

C I’m in (3) class 10A. B Yeah? My cousin (4) is in that class!

C What’s his name?

B She’s a girl. Her (5) name’s Julie Macintosh.

C Julie Macintosh? She’s nice.

3 p. 18

Answers Subject pronouns: it, they Possessive adjectives: your, her, our

6 p. 17 Read the example and check that the students understand the exercise. Then have them complete the task in class. For homework, they can recopy the sentences.

Divide the class into small groups of three and have them practise making up a dialogue or two, similar to the one in exercise 1.

Classroom objects

4 p. 18 Have the class match the words to the objects in the photo.

5

Answers

24

Answers

Transcript and answers [Track 1.18]

4 p. 17

2 His 3 Your 4 Your 5 Our

Have the students do the completion task in class and correct it. They can copy the email in their notebooks as a homework assignment.

6 Their 7 His 8 My

1.19 p. 18

Play the recording for correction.

Play it again for repetition.

Transcript and answers [Track 1.19] 11 locker 12 whiteboard 13 bin 14 pencil case 15 desk 16 board pen

17 textbook 18 notebook 19 sharpener 10 pencil 11 eraser 12 folder

Imperatives Have the class look at the table and explain how the imperative is used by giving examples.

Classroom language

1 p. 20

there is/are

Assign the completion exercise, then check the students’ answers.

6 p. 19 Have the students complete the chart with the missing forms of there is/there are.

Answers 2 Write 3 Work 4 Close 5 Sit

Answers aren’t Is Isn’t are

6 Look 7 Put 8 Close

2 p. 20 Assign this task to be done orally in class and then in writing for homework.

7 p. 19 Check for comprehension by asking a couple of questions with Is there…/ Are there…?

Read the example given and assign the task. this/these, that/those

8 p. 19 Read the dialogues with different students, then recap the rule.

Point out that there is no contracted form of this is.

Answers 1 Don’t 2 Don’t 3 Don’t 4 Don’t 5 Don’t 6 Don’t 7 Don’t 8 Don’t

3

9 p. 19 Have the class work in pairs to do the speaking activity. Allow 5-6 minutes and make sure the students swap roles.

10 p. 19

open the door. write in your notebook. work in pairs. close your book. sit down. look at the board. put your hands up. close your eyes.

1.20 p. 20

Go through all of the sentences and check for comprehension by having the students mime them.

Play the recording and have the students repeat each phrase.

Transcript [Track 1.20] see Student’s Book p. 20

Assign the task in class then have different students read the sentences. Check for pronunciation.

Answers 1 This 2 That

11 p. 19

Have two students read the examples. Allow 7-8 minutes for the task.

3 Those 5 that 4 this 6 this

Assign roles A and B to pairs of students and have them sit facing each other. Explain that they have the same pictures but with incomplete information and they must ask their partner for the missing names of the objects in their photo.

Game!

4 p. 20 Have the class do this activity in pairs and ask them to take turns using the imperative and miming the action. Have them choose examples from exercise 3 or make up new ones.

5 p. 20 Have different students read each sentence or question and have them translate it in their own language. Ask the class to copy the sentences and relative translations for homework.

25

Answers

Answers

Personal answers

11 a teacher 12 a pupil 13 an aunt 14 an uncle 15 an architect 16 an actress

6 p. 20 Read the sentences aloud and then give the students a few minutes to complete the task.

Answers 11 Open the window, please.

T 12 Close the door.

T 13 Write the answers in your notebook. T 14 Please, be quiet.

T 15 Don’t shout. T 16 How do we say that in English?

B 17 I don’t understand.

S 18 Where’s your homework?

T 19 May I leave the room?

S 10 How do we spell…?

B 11 Clean the board, please.

T 12 Can you repeat that, please?

B a/an/the

7 p. 21 Have the students read the text quickly and check for comprehension by asking a few questions.

Have the students read it again slowly so they can underline the articles and nouns. Then have them read the grammatical rules for articles. Have them go back to the text and find examples for each rule.

Point out that the word food is used without an article because it is used in a generic sense.

Answers Hi, I’m from Durham. Durham is a city in England.

Durham is near Scotland. It is a beautiful city. It’s got a cathedral. A cathedral is a big church. The cathedral in Durham is very old. I’m a student in a secondary school in the city centre. The school is big. It is new. Our house is in a street near the centre.

The street is ‘Baker Street’. The house is 100 years old. My mum is a doctor. My dad’s an engineer. I love food and my favourite food is Chinese. I go to a Chinese restaurant in Durham with my friends. The restaurant is called ‘The Palace’.

8 p. 21 Have the students do the exercise.

Correct it orally and check for correct pronunciation.

Explain why an is used with MP3 (because of the pronunciation of the letter M/em/).

26

17 a toothbrush 18 a house 19 an MP3 10 a mobile phone 11 an apple 12 a folder

9 p. 21 Assign the task.

Have several students read parts of the text so the others can check their answers.

Answers 13 The 14 a 15 The 16 a 17 The

10 p. 21

18 a 19 The 10 the 11 a

12 The 13 a 14 a 15 the

Assign this task, as homework if you like, asking the students to personalise the information using the text in exercise 7 as a model.

Cardinal numbers 1 p. 22 If necessary, review the numbers 1-10 orally then have the students write them.

Answers 12 two 13 three 14 four 15 five 16 six

2

17 seven 18 eight 19 nine 10 ten

1.21 p. 22

Read the numbers and have the students mark the stress. Point out that -teen is always stressed, whereas -ty is not.

Play the recording to check the stress.

Draw three columns on the board, one for numbers 1-9, one for 11-19 and one for 10-90. Write the words and then compare the spelling differences.

Point out the use of the hyphen (twenty-one, ninetyfive) and the use of and (a hundred and three, one thousand two hundred and fifty-nine).

My fact file

Transcript and answers [Track 1.21] eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty thirty forty

3

7

fifty sixty seventy eighty ninety a hundred a hundred and one a hundred and two two hundred three hundred nine hundred a thousand

Have the class read through the dialogue quickly to grasp the gist of the conversation. Point out the word landline and ask how this word is translated in their language.

Play the recording a first time to complete the task.

Play it a second time, with pauses, so the students can repeat each sequence, in preparation for the speaking activity in exercise 9.

Transcript and answers [Track 1.23]

1.21 p. 22

Play the recording a second time with pauses for repetition.

4 p. 22 Assign the task individually or call students to the board and have them write the number that someone else has read.

Answers a 33 c 22 e 26 b 88 d 76 f 43

5

g 99 h 61

i 52 j 46

1.22 p. 22

Have the class read the numbers to check for pronunciation and stress.

Play the recording so the students can do the task.

Transcript and answers [Track 1.22] 1 2 3 4 5

a a a b b

ten thirty forty fifteen sixteen

6 7 8 9

b b a b

1.23 p. 22

seventy eighty nineteen a hundred

6 p. 22 Read the example and assign the task.

Answers 2 4, four 3 12, twelve 4 30, thirty; 31, thirty-one; 28 or 29, twenty eight or twenty-nine 5 26, twenty-six 6, 7, 8, 9, 10 Personal answers

Sam What’s your mobile number?

Andy It’s 6974201720.

Sam And your landline?

Andy (1) 1603 664473.

Sam What’s your home address?

Andy (2) 82, George Street, Norwich NR2 1LT, UK. Sam Are you on Facebook?

Andy Yeah, I’ve got (3) 245 Facebook friends.

Sam Wow! And what’s your email?

Andy andy.maxwell@quickwebnet.uk Sam Thanks. What’s your favourite colour, Andy?

Andy Red. Sam Okay, and your favourite number?

Andy 7.

8 p. 22 Have each student complete the personal fact file.

9 p. 22 Divide the students into pairs. Have them practise the dialogue, following the model from exercise 7 and using their personalised information.

Ordinal numbers 1.24 p. 23 10 Draw three columns on the board and write cardinal numbers one to thirty in the first and ordinal numbers first to thirtieth in the second. Note the changes in form and spelling when going from cardinal to ordinal.

In the third column write the ordinal numbers in figures with the abbreviations -st for numbers ending in first (21st), -nd for numbers ending in second (22nd), -rd for numbers ending in third (23rd) and –th for all the rest (24th, 25th, 26th, etc.).

Have the students read all of the numbers then play the recording to do the listening task.

27

Transcript and answers [Track 1.24] 22nd 43rd

Read the example and review the use of the and of when saying dates in English, then assign the task in pairs.

13th

11 p. 23 Assign the task individually or in pairs.

Answers 8th 11th 5th 1st

4th 9th 2nd 7st

6th 10th 3rd 12th

Days of the week 12 p. 23 Have the students practise saying the days of the week. Point out that in Anglo-Saxon culture the first day of the week is Sunday, whereas in other cultures it is Monday.

Assign the task and remind the students that the days of the week are not listed in chronological order.

13

1.25 p. 23

Play the recording for correction.

Play it again and have the students repeat both the ordinal numbers and the days of the week.

Transcript and answers [Track 1.25] 1 2 3 4 5 6 7

The The The The The The The

first day of the week is Sunday. seventh day of the week is Saturday. third day of the week is Tuesday. sixth day of the week is Friday. fifth day of the week is Thursday. fourth day of the week is Wednesday. second day of the week is Monday.

Once completed and checked, have the students read the first and last columns to practise the correct pronunciation of the months and seasons.

Answers

28

The time 1.26 16

p. 23

If necessary, review the rules for telling time in English. Read the explanations and have the students say the time on each analog clock.

Explain that the students must number the clocks in the order in which they hear the time. Play the recording to do the task.

Transcript and answers [Track 1.26] 1 2 3 4

It’s It’s It’s It’s

five o’clock. a quarter past eleven. half past two. a quarter to eight.

17 p. 23 Have the students look at the digital clocks and say the time. Point out that in the digital version we say the hour and then the minutes by reading the numbers as they appear (five fifty-five).

Assign the matching task. Correct it collectively then have the students repeat the times in both versions, to check pronunciation.

1D

Assign the task individually or in pairs.

February, winter 31 spring 31, spring July, summer

For additional practice, especially for weaker classes, do a chain activity in which one student asks the one next to him/her the question. That student answers and then turns to the next student and asks the question. Continue until you have gone around the whole class.

Answers

Months and seasons 14 p. 23

12 13 14 15 17

15 p. 23

18 summer 19 autumn 11 November 12 winter

2A

3H

4C

5E

6B

7G

8F

18 p. 23 Have the students work in pairs to do the oral exercise and then have them write the times.

Answers b twenty-five to seven c ten past eleven d twenty past eight

e five past nine f a quarter to four

Bright Lights, Big City Topic: life in London.

Grammar: be, have got, possessive adjectives.

1

Then ask: What can you see inside and around the bag? Encourage the students to name as many of the objects in the photo as they can.

Vocabulary: personal possessions and classroom objects, the family.

Transcript [Track 1.27]

Functions: asking for and giving personal information

1 comb 2 notebook 3 ticket 4 map 5 digital camera 6 diary 7 laptop 8 keys

(name, age, nationality) and family details.

Reading: read and understand a text about the London Arts Centre; understand a dialogue between four people introducing themselves; understand a blog about what London has to offer young people.

Listening: listen to a conversation about ethnic food in London.

19 pen 10 wallet 11 MP3 player 12 mobile phone 13 cash card 14 pencils 15 passport

Speaking: ask and answer questions about

Answers

personal possessions and classroom objects; talk about own family; describe a city.

comb wallet notebook MP3 player map mobile phone digital camera pencils keys passport pen

Writing: write about what objects are in your schoolbag; describe a city.

Pronunciation: the aspirated h sound.

Study Skills: recording vocabulary; reading a text for gist.

Welcome to the LAC! pp. 24-25 Begin the lesson by asking questions like: – What is this unit about? (Life in London.)

– What is this lesson about? (The LAC.) Explain that LAC is the acronym for London Arts Centre, an imaginary school where the FLASH on English story takes place. Tell the class that in the next lesson they will learn more about the characters of the story who were already introduced on p. 8 of the Starter Unit.

Do a quick review of the lexis on classroom and personal objects. Point to them and ask different students questions like What’s this? to elicit the answers (It’s a schoolbag, a dictionary, an English book, a pen, a notebook, a diary, a mobile phone, etc.). If necessary, give an example of how these words are pronounced in English.

Vocabulary: Personal possessions 1.27 p. 24 1 Play the recording and have the students repeat each word with the correct pronunciation.

2 p. 24 Have the students copy the table in their notebook and then fill it in.

Check their answers by having different students read their responses and encourage other students to speak up if they have a different opinion.

Answers Personal use: comb, MP3 player, mobile phone, ticket, keys, cash card, digital camera, wallet, passport Classroom use: diary, notebook, laptop, map, pen, pencils

TEACHING NOTE It is recommended that you vary the techniques used to check answers so as to keep students’ interest once the task has been done, for example: – call one student up to the board and ask the class to dictate the answers; – correct the exercise collectively and discuss the acceptability of different answers; – have the students write their answers on a piece of paper, collect them and read them out loud; the class then either confirms or corrects them.

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1

Extra Memory game: here is a typical game for memory development and is especially suitable for people with a good visual memory.

Have the students close their books and ask them to think about the objects in their schoolbag. This can be done in writing as a speed contest: the winner is the person who finishes first and who has written all of the words correctly. Later in the course, this type of game could be played in pairs and done orally: one student closes his/her book and names all of the objects he/ she remembers, the other student keeps the book open and makes a tick next to each object. They then swap roles: the second student will have an advantage because he/she will have had more time to remember the words. Therefore it is best to have students play this game only when there are at least two lexical groups to remember.

Presentation text 1.28 p. 24 3 Have the class look at the photos and ask some questions like: – What are these people doing? (Some are filming in the open air, one is listening in a recording studio, two are acting.)

– What age do you think they are? (Probably in their late teens.)

Ask the students to skim the text, as they listen to the recording, so they can grasp the gist. Later, in exercises 4 and 5 they will read more slowly, for detail.

Play the recording while the students follow in their book.

Answers 1F

2F

3F

4F

5F

FLASH FORWARD Assign this task to students who have already finished exercise 4 or wait and do it with the whole class.

Answers 1

2

3 4 5

The LAC is a film school, with full access to film studios.

The LAC has got students from all over the world, including Britain.

Tony Harrison is the Assistant Director.

Hannah Hill is from the USA. The LAC hasn’t got a cinema.

Extra Another activity that could be given to students who finish before is to write the following questions on the board and ask students to write two or three sentences about them: – Have you got a similar school in your country?

– Do you know about a similar school anywhere in the world?

GRAMMAR

be Have someone read the examples and translate them. Ask the students to go to p. 29 to find the complete conjugation and usage of the verb to be in the Present tense.

Transcript [Track 1.28] see Student’s Book p. 24

Remind the students that the contracted forms are used in spoken English and in informal writing.

Answer

Assign the task. Ask different students to read the underlined examples in the text.

The LAC (London Arts Centre) is a film school with courses for actors, directors, designers, writers and technicians.

4 p. 24 Have the class read for detail. Ask different students to read different paragraphs and point out the difficult words.

Assign the task individually or in pairs.

Check the answers collectively and ask the students to indicate the word or sentence in the text which helped them to find the right answer.

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Answers What is the LAC? The London Arts Centre is a famous film school …

Who are our students?

The LAC isn’t only a British school, it’s an international school … The classes are small and informal and every student for us is special.

Who are the directors of the school?

Hannah Hill … is a famous American producer …

Hannah is also the teacher …

Tony is the drama and voice teacher …

1

5 p. 25

Remind students to write negative sentences, too.

Assign the task in class. For homework, have the students copy the sentences in their notebook.

Answers 1 is 2 aren’t 3 ’m not

4 is 5 aren’t 6 is

GRAMMAR

have got Have someone read the examples and translate them. Ask the students to go to p. 29 to find the complete conjugation and usage of the verb have got in the Present tense.

Remind the students that: – the third person singular of have is has; – the contracted negative n’t is added to have/ has in the negative form; – have/has and the subject are inverted in the interrogative form; – got is never used in short answers.

Assign the task. Ask different students to read the underlined examples in the text.

Answers We have got excellent courses … and we’ve got state-of-the-art technology …

We’ve got students from Europe …

Tony Harrison our Assistant Director has got 20 years of experience …

6 p. 25 Do the exercise orally with the whole class, helping them to understand the prompts in brackets.

Now have the students do the task in writing or assign it for homework. Have them copy the completed sentences in their notebook.

Answers 3 hasn’t got 5 haven’t got 4 Has she got, hasn’t 6 Have they got, haven’t

Write it!

7 p. 25 Explain that in this exercise the students are to write personalised sentences, using vocabulary from the unit and the forms I’ve got and I haven’t got.

Read the examples and point out that and is used to link words in affirmative sentences and or is used in the negative ones.

Ask a few students to say some sentences out loud, by way of example, then assign the task as written homework.

Say it!

8 p. 25 This is a speaking activity to be done in pairs. Have the students refer to the vocabulary from exercise 1.

Tell them to review the interrogative form presented on the grammar page and remind them that got is never used in short answers.

Assign the task and monitor the exchanges to check that the students are using the interrogative form correctly and that their pronunciation is correct. If necessary, play the recording from exercise 1 again and have the students repeat the words.

Are you Spanish? pp. 26-27 Presentation dialogue 1.29 p. 26 1 Remind the class that these are the characters they met on p. 8 and point them out (Michael, Antonio, Anna and Robyn). Ask a few questions: – Where are they? (In a café at the LAC.) – What are they doing? (They’re drinking juice, eating crisps and chatting.)

– What do you think the occasion is?

Tell them to listen and read to find out.

Have someone read the title and translate it.

Play the recording and have the students follow in their book. Tell them to skim the text because they only need to grasp the general meaning (the gist) so they can answer the question.

Finally, ask again: – What is the occasion for this meeting? (It’s a chance meeting, perhaps on the first day of term, and the four people are getting acquainted.)

Transcript [Track 1.29] see Student’s Book p. 26 Answer Antonio is from Liverpool.

2 p. 26 Have four students read the parts of the four people in the dialogue. Point out and comment on the more difficult words and expressions. Try to have the class deduce the meaning of What about you? from the context and try to elicit a synonym for huge (enormous, very big) rather than simply translating.

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1 Assign the task individually or in pairs.

Correct it orally.

Assign the activity to the three students who finish first or as homework for everyone.

Answers 1 2 3 4

Antonio Antonio Michael Anna

FLASH FORWARD

5 Anna 6 Robyn 7 Michael

3 p. 26 Explain that the students are to work in pairs to follow up on exercise 2. It is a guessing game. This way the students memorise the information on the characters and they practise the structures used in the dialogue, while putting into practice active pair work.

Vocabulary: The family 4 1.30 p. 27 Ask the question: – Who can you see in the picture? (A large family.)

Then say: Try to identify each member of the family.

You’ll hear the answers in the recording. Explain the meaning of twins and teach the correct pronunciation.

Let the students work with a partner to guess at how to complete the text.

Play the recording so they can check their answers.

TEACHING NOTE

Play it again, with pauses, so the class can repeat each phrase.

Memorising and acting out the story can be proposed from the very beginning, starting with the first dialogue.

Transcript [Track 1.30]

Divide the class into groups of four, preferably two girls and two boys, and ‘cast’ them in the roles of Antonio, Robyn, Michael and Anna.

Each student in the group reads his/her lines, checks the meaning with the help of the other students or with the teacher, then memorises them until the whole group is able to recite the dialogue completely from memory.

Here are some useful memorisation techniques to use with the class: the student reads a line silently first, then recites it without looking; the student listens to a question from another student and answers without looking in the book; one member of the group offers a cue in the native language and the student whose turn it is recites his/her line.

The acting activity can be quite simple. For example: the student does not look at the book, but at the student he/she is addressing; the student adds the right intonation to the exchange (to express interest, surprise, disappointment, anger, etc.); if appropriate, some gestures can be added (waving, pointing to a real or imaginary object, standing up or sitting down, etc.).

This is Julia Jolly the American actress. Her father Jack and her husband Pete Brad are actors too.

She’s got one brother James, he’s 35, and she has got a sister, Marion, and a stepsister, Elizabeth.

Julia and Pete have got five children, a son called Zanox, a daughter called Zeeba, and twins called Nox and Venus. They’ve also got a new baby girl called Shamana.

Answers 2 husband 5 children 3 brother 6 son 4 sister 7 daughter The extra words are: mother, wife.

GRAMMAR

Wh- questions + be Read the examples and elicit the equivalent expressions in the native language. Have the students go to p. 29 to the section on questions that begin with an interrogative pronoun and the verb to be. Remind them that this type of questions is used to ask for information, not a yes/no answer.

If you think it is necessary, do a quick review of all the question words (What, Who, Which, When, Where, Why, How, How much/many, Whose) and help the students to deduce the meaning through examples for each. These will be presented and practised further along in the course.

Assign the task, then have the students read the Wh- questions they have found and circled in the dialogue.

32

1 Answers

FLASHPOINT

Where’s she from?

What about you?

Anna, who’s the man at the bar?

5 p. 27 Have the students complete the task in class and have them copy the completed questions in their notebook as a homework assignment.

Answers 1 What 2 Where 3 How

4 What 5 When

7 p. 27 Review the questions words What and Who and the structure of the two questions in the example. Also go over the use of How many which will be useful for asking other questions (How many children…? How many sisters…?).

Assign the task and monitor the students’ exchanges to make sure they are using the question and possessive ’s forms correctly.

GRAMMAR

Possessive adjectives Read the examples and ask the class to translate them. Go to p. 29 for the complete table of possessive adjectives.

Point out that there are three different possessive adjectives for the third person singular: – if the possessor is male, we use his (Antonio and his family); – if the possessor is female, we use her (Anna and her parents); – if the possessor is neutral (an animal or thing), we use its (The Academy and its director).

Assign the task, then have the students read the possessive adjectives they have found and underlined in the text.

Answers but my mum’s Italian …

Her parents have got a … my uncle, my dad’s brother …

6 p. 27 Do this exercise orally with the whole class; check for comprehension.

Have the students complete the task in class or at home and have them copy the completed sentences in their notebook.

Answers 1 your 2 their 3 her 4 our

Revise the rule with the students: – proper name of possessor + ’s + object or family member (Robert’s bag, Judith’s mother); – plural possessors + ’ + object or family member (the girls’ comb, the twins’ father).

5 my 6 His 7 its

FUNCTIONS

Giving personal information Have three students read the examples.

Tell the students they will practise this in exercise 9.

8 p. 27 Allow 5-6 minutes for this task. Suggest that the students also write the relationship they have with each person whose name they have put on their family tree, e.g. Maria – sister.

Say it!

9 p. 27 Have the students take note of the kind of personal information they should give. Tell them to follow the examples given here and in the Functions box and use the information from their family tree.

Call on a few students to introduce themselves to the class. There probably won’t be time for everyone to have a turn, so assign this as a written homework task.

Vocabulary Workshop p. 28 Personal possessions 1 p. 28 Have the students complete the words with one letter in each space.

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1

Check the spelling by calling on different students to come to the board; have him/her write the word dictated by the class. If you think it’s useful, have them translate the words.

Answers 11 comb 12 diary 13 MP3 player 14 notebook 15 laptop 16 mobile phone 17 ticket

18 keys 19 cash card 10 map 11 pens 12 pencils 13 digital camera 14 wallet

2 p. 28 Ask the students to identify the plural words.

Elicit the rule for forming regular plurals in English (add -s).

Answers keys, pens, pencils

4 p. 28 Assign the task individually or in pairs.

Correct their work by asking the students to read the sentences out loud.

Answers 1

2 3

4

5 6

Mr Smith has got two children, a son, Tom, and a daughter, Mary.

This is Mr Drake and his wife, Mrs Drake.

Cinderella has got two stepsisters in the story.

They aren’t nice!

My aunt Louise has got two nieces, my sisters Anna and Clara.

John, this is my nephew Peter, my brother’s son.

There are three children in our family now – me, my stepbrother George and my sister Helen.

5 p. 28 Assign the task individually or in pairs. If necessary, pre-teach the words grandson and granddaughter.

Correct the exercise collectively.

The family 1.31 p. 28 3 Do the exercise orally with the class. Explain that the task is to indicate the relationship all the people have with Lucy. Make sure the students can pronounce the words correctly.

Have the students do the exercise in writing either in class or at home.

Transcript [Track 1.31] Hi, I’m Lucy. I’ve got a brother, Sam and a sister, Jenny.

My mother’s name is Sally and my father’s name is Mark. My dad has got a brother – my uncle Steve. Steve’s wife is my aunt Jane. They’ve got one daughter – my cousin Julia. My grandmother’s name is Victoria and my grandfather is called Joseph.

Answers Victoria – grandmother Joseph – grandfather Mark – father Steve – uncle Jane – aunt Sam – brother Jenny – sister Julia – cousin

Answers male: grandfather, father, son, (grandson), uncle, nephew, brother, stepbrother female: grandmother, mother, daughter, (granddaughter), aunt, niece, sister, stepsister male or female: children, twins, cousin

Study Skills - Recording vocabulary Explain that the Study Skills section is meant to offer students ways to improve their method of study in the foreign language and their oral and written performance.

Go over the three techniques presented in the box; explain that illustrations are useful for remembering words for objects, animals and people, translations for abstract concepts and more complex expressions and English synonyms to expand lexis or when there is no direct equivalent in the mother tongue.

Encourage the students to keep a notebook just for vocabulary and to help them memorise the lexical groups they are learning.

6 p. 28 Have the students apply the techniques they have just learned for the words in the exercise.

Answers 1 personalised drawings 2 translation in students’ own language

34

1 3 synonyms: a surname = last name or family name b huge = very big, gigantic, enormous

Pronunciation: /h/ 1.32 p. 28 7 Read the rule on the aspirated h.

Play the recording and have the students repeat the words collectively and individually.

Have the students practise exaggerating the pronunciation of the h initially so as to avoid confusion with similar words without the h (see pairs of words in exercise 8).

Transcript [Track 1.32] see Student’s Book p. 28

8

1.33 p. 28 Have the students look at all the words and make sure everyone understands them.

Play the recording so the class can do the task.

If the activities are done in class, the students can work in pairs: student A answers all of the odd numbered questions (1, 3, 5…) and student B all of the even numbered ones (2, 4, 6…) and then they swap roles for the next exercise.

When there is a dialogue or a text, have the students read it for gist, then have them complete the grammar requested. Finally, they can read it out loud, either in pairs or in groups.

be Explain that the contracted forms in English are generally used in spoken English and in informal written English (e.g. an email, a short note or a letter to a friend). Also point out that affirmative short answers never have the contracted form.

Have the students look for examples, throughout the unit, of the following: – extended and contracted forms of the verb to be; – yes/no questions and wh- questions with the verb to be.

Have the students do the task, using the contracted forms where possible. Explain that they must read the entire sentence carefully to understand the context and be able to decide whether to use the affirmative or negative form of the verb.

Transcript [Track 1.33] 1 hit 2 at 3 hear 4 hand

TEACHING NOTE

5 air 6 eat 7 his

Workbook p. 4

9

1 p. 29

1.34 p. 28 Play the recording again to check the answers. If necessary, write the words on the board.

Play the recording a last time for repetition.

Transcript and answers [Track 1.34] 1 2 3 4

a b b b

hit at hear hand

5 b 6 a 7 a

air eat his

Flash on Grammar p. 29 The grammar page can be referred to at any time during the unit activities to reinforce or expand on each grammar point being presented for the first time. It can also be saved until the end of the unit and used for general review.

Answers 2 am, are 3 aren’t

4 they aren’t 5 she isn’t

2 p. 29 Answers 2e

3d

4c

5b

6a

have got Have the students read the table and uses of have got. Point out that in the third person singular, we use has got, not have got. Explain that in short answers got is never used and there are no contractions in the affirmative answers.

Now have the students look for examples of have got throughout the unit in the affirmative, negative, interrogative and short answer forms.

Assign the exercises, telling the students to use the contracted forms where possible.

Workbook p. 6

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1

3 p. 29 Answers 3 4 5 6

I’ve got a passport.

They’ve got a daughter.

She hasn’t got a ticket.

They haven’t got an MP3 player.

4 p. 29 Answers 1 has 4 Have you got, have 2 Have you got, haven’t 5 Have they got, have 3 Has she got, hasn’t 6 Has he got, hasn’t

5 p. 29 Answers 1 Have (you) got 2 have 3 haven’t got

4 Has she got 5 Have they got 6 They’ve

Possessive adjectives Read the examples and call the students attention to the third persons singular. If necessary, write all the personal pronouns on the board with the corresponding possessive adjectives.

Workbook p. 8

6 p. 29

serious nuclear power plant accident that occurred in Pennsylvania (Three Mile Island). The title alludes to the phrase ‘This is London calling’, used by the BBC during WWII to broadcast war bulletins.

1 p. 30 Present the lesson by telling the class that they will get to know London through the eyes of an Italian university student. Discuss the meaning of the title (in this context the meaning could be ‘London is calling you’).

Do some preparatory exercises to see how much the students already know about London.

Have them look at the photos and comment on them. Explain that the word deli is an abbreviation of delicatessen (a shop where you can buy cheese and lunch meats and already prepared dishes) and that a free house is a pub that sells a variety of beer brands and is not owned by a single brewery.

Assign the matching exercise.

Answers 1 2 3 4 5 6 7 8

F E C H B A D G

pound coin fish and chip shop post box hot and cold taps pub double-decker bus black London taxi deli

Assign the task.

Correct it by asking a student to read the text. Point out any important differences between English and the native language in the way possessives are used.

Answers Hi, I’m Paul and this is a photo of my two friends.

The boy is my best friend. His name is Michael.

The girl is his girlfriend. Her name is Laura. The dog in the photo is a Labrador. Its name is Seta.

Flash on Skills (Culture) pp. 30-31 London calling Before you read

Background information ‘London calling’ is the title of a song performed by the band called The Clash in 1979 and it refers to a

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Study Skills - Reading for gist (1) Explain that there are several reading techniques: skimming or reading for gist to grasp the overall sense of a text (used when we take a quick look at a newspaper or magazine article, for example), scanning to identify specific information (used when we look for a detail in a document or a specific item in a dictionary entry, for example), reading for details to understand everything that is written (used when we read operating instructions for an appliance, for example).

When using the reading for gist technique, the reader looks at the illustrations, titles and subtitles and takes a quick glance at the text.

Students will use this technique when they do exercise 2.

2 p. 30 Tell the students NOT to read Claudia’s blog and the other bloggers’ posts, but to look at the pictures and only read the titles.

1 Answers

Answers

Title: Why London is different Paragraphs: Shops, Bathrooms, Transport, Money, Monarchy Topic: Differences between life in London and life in other countries

Two taps in the bathroom: photo H Double-decker buses: photo A The pound sterling: photo F

3 p. 30 Ask if any of the students know London, either because they have visited the city or because they have learned information about it on TV, in a movie or from another source.

Assign the task collectively and allow the students time to discuss the various options.

Answers 1 south-east 2 100 (approx. 50 in the West End, 50 in other areas) 3 Big 4 14 (including the whole metropolitan area) 5 metro 6 Thames

Background information The population of London: Greater London covers an area of 1,577 square kilometers or about 980 square miles, with a population of about 7.5 million.

Metropolitan London covers an area of 2,584 square kilometers or 1,605 square miles, with a total population of approximately 14 million.

For a more detailed analysis of the urban expansion of London over time, from the Roman settlement to the present-day metropolis, see: http://en.wikipedia.org/wiki/London

Reading 4 p. 30 Now have the students use the reading for gist technique to read the blog and answer the question.

Tell them that later they will read for detail.

Answer As an Italian student, she is happy in London because there are lots of Italian people and there is a great student life.

5 p. 31 Have the students use the scanning technique to read the bloggers’ posts and do the task.

6 p. 31 At this point have the students read all of the texts for detail. Help them with more complex words and expressions like check it out, department store, trendy fashion chains, patchwork, etc.

Assign the task individually or in pairs.

Check the students’ answers and ask them to indicate where they found their answers in the texts.

Answers 1

2 3 4 5 6

F Claudia says food in London is great because it is international.

F London has got 40,000 Italians.

F London has got fantastic shops.

T F The UK has got the pound sterling.

F The UK has got a monarch.

Listening 1.35 7

p. 31

As preparation for the listening activity, tell the class that Claudia is going to mention some Italian foods that are popular in London as well as some other countries whose foods are well liked by Londoners.

Play the recording a first time and have the students jot down the names of the countries they hear mentioned.

For correction, write the names of the countries on the board and read them, so the students can see both the correct spelling and hear the pronunciation of the foreign-sounding names.

Transcript [Track 1.35] Claudia

Boy Claudia

Boy

Claudia

London’s got restaurants from all over the world and Italian food especially is very popular here, particularly pizza!

Have they got Italian food in the shops?

Yes, in the supermarkets there’s pasta, pizza, ragu, pesto… And there’s food from other countries too: China, India, Thailand, Greece. It’s really international.

What about coffee? The British are famous for terrible coffee!

Not now! They’ve got hundreds of cafés now with cappuccino, espresso, latte…

Italian coffee is very trendy!

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1 Answer Italy, China, India, Thailand, Greece.

8

Read the questions first, so the students know what information to listen for.

Now play the recording a second time and assign the task.

Correct the exercise orally.

Answers 1 Pizza.

2 Pasta, pizza, ragu, pesto.

3 They’ve got cappuccino, espresso, latte.

Have the students read the summary text on London again. Then ask them to think of a city in their country that they want to describe. Read the questions to activate their thinking.

Tell them they are to write about 120 words, like the text in exercise 9. Make sure the students work individually if you assign the work in class.

Because this task may take longer than you have, assign it for homework and then do the oral activity in exercise 11 at the beginning of the next lesson.

Answer Personal answers

Writing 9 p. 31 Explain that the text in this exercise summarises all of the information on London that was presented in the lesson.

Assign the task.

Have different students read their answers out loud, for correction.

Answers

38

7 supermarkets

10 p. 31

1.35 p. 31

1 shops 2 city

5 monarch 6 hot

3 buses 4 euros

Speaking 11 p. 31 This is a sort of game to guess the name of the city being described by a student. It can be played as a version of Twenty Questions.

Explain to the students that they can only ask questions that can be answered with yes or no. This means using be and have got. Remind them that they cannot use Wh- questions because these require an answer with information and this would defeat the purpose of the game.