English Download [B1]: Teacher's book

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Student’s Book Contents 5

1 Family & Friends Unit plan Reading: multiple matching, answering questions with two answers Vocabulary: words related to family and friends, word formation, collocations & expressions, prepositions Grammar: present simple, present continuous, stative verbs Listening: note taking, guessing what kind of information is missing Speaking: comparing photos, talking about animals and pets, describing photos Writing: article, writing good introductions, supporting descriptions using examples Unit Opener (SB page 5) TOP TIP • Ask students to look at the main picture and ask them who they think the people are (a family). Ask students Make sure you give students the opportunity to to read the title of the unit and say how it relates to discuss their opinions. Not only does this help the picture (The title is ‘Family & Friends’ and we see a with fluency, but it also allows them to better family in the picture.). Then ask them how the people understand the theme of the reading passage and are feeling and why they are feeling this way (They’re the unit. The discussion questions that precede the all happy because they’re on a skiing holiday.). DVD provide excellent practice. Even if you don’t • Ask students to work in pairs or small groups to come have time for the DVD, it’s worthwhile having a up with as many ‘family’ words as they can think of. discussion based on these questions. • Ask them if they prefer spending time with their family or their friends. Let’s talk about it! 1 • Ask students to cover the names of the famous people. Then ask students if they know who the people are. • Students work in pairs to label the photos with the names. After you have checked answers, ask them what they know about these people. 2 DVD 1 • Ask students to read the instructions and check that The DVD activity is optional and can be done if time they understand what they have to do. permits. The videos can be accessed by teachers from • Ask students to read the sentences and explain the IWB software, and students can access them from anything they don’t understand. their e-book. There is a DVD question in the Student’s • Students work individually to match the sentences Book at the bottom of the opening page in each with the people. unit. Don’t worry if your students don’t understand • They then check their answers in pairs before everything they hear on the video. They will be able to checking as a class. grasp the gist of the content. Summary of DVD 1: The video is titled ‘Effective communication skills for troublesome teens’. It gives parents advice on how to handle some common problems with teenagers. The expert believes good communication skills are key to a good relationship. The most important thing is to listen to teens, to talk with them and make suggestions rather than just telling them what to do. This is an effective strategy because teens tend to be rebellious and don’t like being told what to do. Parents are advised to stay calm when talking to teens, to set firm boundaries and to be consistent in what they do and say. DVD link: http://www.youtube.com/watch?v=6fbxTJd VEys&feature=related8

Reading (SB pages 6-7) • Ask students to read the items and explain anything they don’t understand.1 • Encourage students to use the tips from the• Ask students to read the instructions and check that Download box when doing the task.they understand what they have to do. • Students work individually to answer the questions.• Ask students to read the items and explain anything • They then check their answers in pairs beforethey don’t understand. checking as a class.• Students work individually to decide whether ateenager or a parent made the comments and marktheir answers.• They then check their answers in pairs beforechecking as a class.2• Ask students if they and their parents say similarthings to each other.• Students then discuss the question with their partner.• Monitor and help with vocabulary, but do notinterrupt fluency.• Make a note of any mistakes to go over with theclass afterwards. Ask students to work in pairs and write a dialogue 5 between a teenager and a parent. Tell them that • Ask students to read the instructions and check that there is a disagreement about the amount of time they understand what they have to do. the teenager spends online. Monitor and help with • Ask students to read the sentences and explain vocabulary and grammar. Once students have anything they don’t understand. finished, ask one or two pairs to read out their • Point out that the words in the orange box are in the dialogues for the class to hear. article and ask them to find and underline them. • Explain that when they don’t know the meaning of3 a word, they can often work it out by looking at the• Ask students to look at the title of the article and the sentence it is found in.four photos. Ask students to predict what the article • Ask students to look at the gaps in the six sentenceswill be about (teenagers and parents talking about and work out what kind of word (eg a noun, a verb,problems they have with each other). etc) is missing. Encourage them to read all the• Ask students to skim read the text and look for any sentences before writing any answers.of the comments expressed in 1. • Students work individually to complete the• Explain to students that they do not need to read in sentences.detail at this stage as they will have the opportunity to • They then check their answers in pairs beforedo so later. checking as a class.• Students do the task individually, but check answersas a class.DOWNLOAD 6• Point out the Download box next to the • Ask students to read the instructions and check thatcomprehension questions to the students and tell them they understand what they have to do.that these boxes appear throughout the book to give • Students work in groups of three to write, practiseadvice about how to approach the tasks. and then perform their dialogues.• Go through the tips for dealing with multiple- • Monitor and help with vocabulary and grammar ifmatching tasks with students. Stress that they can necessary.highlight similar ideas in the texts, and that they • Make a note of any mistakes to go over with theshould try to answer questions with two answers first. class afterwards. • Ask one group to come to the front of the class and4 perform their dialogue.• Ask students to read the instructions and check thatthey understand what they have to do. UNIT 1 9

a-z Vocabulary 1 (SB page 8) Ask students to write a sentence about themselves using one or two of the words. Once they have1 finished, they can read their sentences out to• Ask students to read the instructions and check that the class.they understand what they have to do.• Ask students to read the words in the orange box 3and explain anything they don’t understand. • Ask students to read the instructions and check that• Check pronunciation by saying each of the words to they understand what they have to do.the students and asking them to repeat after you. Then • Make sure students understand they must find thedo the same with the words in the table. Correct where word that is different in meaning to the other two innecessary. Elicit that they are all nouns which refer to each group.family members. • Check pronunciation by saying each of the words• Students work individually to complete the table. to the students and asking them to repeat after you.• They then check their answers in pairs before Correct where necessary.checking as a class. • Elicit that they are all words used to describe a• Once the table has been completed and checked, person’s appearance. Elicit the group of words that arestudents can complete the sentences. not adjectives (6 – moustache, wrinkles, beard).• They then check their answers in pairs before • Students work individually to find the odd ones out.checking as a class. • They then check their answers in pairs before checking as a class. Extra Task (for early finishers) See photocopiable material on page 143. Books closed. Divide the class into two teams and Grammar 1 (SB page 9) choose a ‘secretary’ for each one; this person will write down their team’s answers. Read out a word Before you read the Grammar box from 1; the teams must write down the word it pairs • Ask students to look back at the Reading texts and to with. Continue until all eight pairs have been covered. find and underline the verbs in the present simple and present continuous. 2 • Elicit that the present simple tense appears more • Ask students to read the instructions and check that often in the texts because the people are talking about they understand what they have to do. habits and things that happen regularly, and things that • Explain to students that they must use both words to are always or usually true. complete the sentences. • Revise the different forms (affirmative, negative, • Check pronunciation by saying each of the words in question) and short answers of these two tenses with bold to the students and asking them to repeat after the class. Then elicit some adverbs of frequency and you. Correct where necessary. time expressions that are used with each tense. • Elicit that they are all adjectives used to describe a person’s character. Elicit that the pairs are opposites 1 (positive and negative qualities). • Read through the grammar theory with the class. • Ask students to read through each sentence once to Where possible, ask students to match what they decide whether the word required to fill each gap is underlined in the Reading texts with the uses of the positive or negative. tenses. • Students work individually to complete the sentences. • Where there are no examples in the texts, ask • They then check their answers in pairs before students to write their own examples. checking as a class.10

from students the meaning of the word ‘blog’. • Ask students to read through the text once without circling their answers. Ask them to underline any words or clues that will help them choose the correct answers. • Students work individually to circle the correct words. • They then check their answers in pairs before checking as a class.2 Extra Task (for early finishers)• Ask students to find examples of time expressions in See photocopiable material on page 143.the Reading texts.Text A: She’s always asking questions, she’s always a-z Vocabulary 2 (SB page 10)shouting at me.Text B: often go fishing, often share their feelings 1Text C: always welcome my friends, they’re never • Ask students to read the instructions and check thatover-protective they understand what they have to do.Text D: Children sometimes rebel ... , We always • Ask students to read the words in the table andkeep the lines of communication open ... , We often explain anything they don’t understand.sit down as a family ... , the girls never go out late on • Check pronunciation by saying each of the words inschool nights .... the table to the students and asking them to repeat• Then ask them to answer the question and check the after you. Correct where necessary.answer as a class. • Explain that in items 5 and 6, there are two noun forms, one for the person and one for the thing.Read 1.1-1.2 of the Grammar Reference on page 161 • Students work individually to complete the table.with your students. • They then check their answers in pairs before checking as a class.3 • Once the table has been completed and checked,• Ask students to read the instructions and check that students can complete the sentences.they understand what they have to do. • They then check their answers in pairs before• Ask students to read the sentences and explain checking as a class.anything they don’t understand.• Ask students to look at the first sentence and elicit 2what clues will help them to choose the correct tense • Explain to students that in this exercise they will be(usually) and elicit that they will need the present looking at expressions with verbs.simple here. • Write the following verbs on the board: make, spend,• Ask students to read the rest of the sentences go. Then write the following words below the verbs: acarefully and to underline any time expressions or decision, time, fishing, a mistake.other clues in the sentences that will help them to • Ask students to look back at the Reading texts inchoose the correct tense. order to match the verbs with the words. Explain that• Students work individually to complete the one verb can go with two of the word options (make asentences. decision, spend time, go fishing, make a mistake).• They then check their answers in pairs before • Ask students to read the instructions and check thatchecking as a class. they understand what they have to do. • Make sure students understand that they must cross4 out the word that does not go with the verb.• Ask students to read the instructions and check that • Ask students to read the words in the task andthey understand what they have to do. explain anything they don’t understand.• Ask students to look at the title of the text and the • Students work individually to cross out the words.picture and to predict what the text will be about. Elicit • They then check their answers in pairs before checking as a class. UNIT 1 11

Extra Task (for early finishers) See photocopiable material on page 143.3 Grammar 2 (SB page 11)• Ask students to read the instructions and check thatthey understand what they have to do. Before you read the Grammar box• Explain to students that they now need to think of • Write the following sentences on the board and askverbs that can go with the words they crossed out in 2. students if they are grammatically correct or not. If• Students can work in pairs to think of the verbs. they aren’t, ask students why are they wrong. Elicit• Check answers as a class. that the verbs in the sentences are stative and cannot be used in continuous tenses. 1 I’m knowing the answer to the question. 2 She isn’t realising she is wrong. 3 They’re believing teenagers need more freedom. 4 He’s loving going out with his friends on Saturdays. 5 Teenagers are feeling safe with their parents. • Ask students to look back at the Reading texts and to find and underline examples of stative verbs in use. • Ask students to give you sentences that are true about themselves using the verbs know, realise, believe, love and feel. Individually, students write three gapped 1 sentences using the expressions from 2 and 3. The • Read through the grammar theory with the class. missing word in each sentence must be a verb. • Make sure students understand that some verbs They then swap with a partner who must write the are only stative, while others can be both stative and correct verbs in the gaps. active, but with a change in meaning. • Draw a table on the board with three columns titled4 Active, Stative and Both. Ask students to copy it into• Ask students to read the instructions and check that their notebooks.they understand what they have to do. • Read out the following verbs for students to write in• Ask students to read the sentences and explain the correct column: sing, belong, think, listen, hear,anything they don’t understand. say, mean, taste, talk, want, own, be, seem, enjoy,• Explain to students that in this exercise they need to see, dislike. (Active: sing, listen, say, talk, enjoy;choose the correct preposition. Stative: belong, hear, mean, want, own, seem, dislike;• Tell students to read the whole sentence first and Both: think, taste, be, see)then to look carefully at the words before and afterthe preposition in order to make the correct choice. 2Sometimes the preposition goes with the word before • Ask students to read the instructions and check thatit and at other times it depends on the word(s) after it. they understand what they have to do.• Students work individually to choose the • Ask a strong student to explain in L1 the twoprepositions. different meanings of the verb have in the sentences• They then check their answers in pairs before (in sentence 1 it means ‘own’, in sentence 2 it meanschecking as a class. ‘holds’, ‘hosts’ or ‘throws’). • Students work individually to complete the task. • They then check their answers in pairs before checking as a class. Write the following sentences on the board. Read 1.3 of the Grammar Reference on pages 161-162 All of the phrases are from the Reading texts. with your students. Students must complete the gaps with the correct prepositions. When they have finished, they can 3 check their answers in the Reading texts. • Ask students to read the instructions and check that 1 Don’t you think you spend a lot of time ____ they understand what they have to do. your PlayStation? (on) • Ask students to read the sentences and explain 2 Please don’t shout ____ me; I don’t like it! (at) anything they don’t understand. 3 All of our teachers at school are strict ____ us. • Make sure students understand that they have to use (with) the same verb in the present simple (stative meaning) 4 I’m not allowed to watch TV till late ____ and present continuous (active meaning) to complete school nights. (on) the pairs of sentences. 5 What do you usually do ____ the weekend? (at) • Encourage students to look back at verbs with two 6 This pizza is really big. Do you want to share it meanings in the grammar theory in order to decide ____ me? (with) which tense should be used. Encourage students to read both sentences before writing any answers.12 • Students work individually to complete the sentences. • They then check their answers in pairs before checking as a class.

man is playing the guitar, a living statue is standing still). • Ask them why the people are doing these things (to earn/make money). • Ask them if they think the buskers in the photos earn much money doing what they are doing. • Ask them to describe the buskers they have seen or listened to.4 2• Ask students to read the instructions and check that • Ask students to read the instructions and check thatthey understand what they have to do. they understand what they have to do.• Ask students to read the sentences and explain • Ask them to read the statements and underline oranything they don’t understand. circle key words. Explain any unknown words to them.• Explain to students that in this exercise they have • Play the interview as far as the end of James’ firsttwo tenses – present simple and present continuous comment (Bob is my best friend, but he’s also ... a– and they must decide which is correct for each cat!). Now, ask students to predict what they think thesentence. Point out it will be the context that requires answers will be.one tense over the other (eg the presence of a time • Point out to students that in listening tasks, ideas areexpression, or a stative or an active meaning). often paraphrased and that they should listen carefully• Ask students to read the first sentence and to for words and phrases that mean the same as the keydecide which tense is correct (present simple). Ask words they underlined or circled.the students why (It’s talking about a habit or regular • Play the recording to the end and ask students toevent and uses ‘often’.). mark their answers. Then ask students to discuss their• Remind students to look back at the grammar theory answers with a partner and to justify any answers thatas they do the task and to look out for clues in the are different.sentences such as time expressions. • Play the recording again if necessary, and check• Students work individually to complete the sentences. answers as a class.• They then check their answers in pairs beforechecking as a class.5 See the recording script on page 135.• Ask students to read the instructions and check thatthey understand what they have to do. 3• Ask students to read the diary entry all the way • Ask students to read the instructions and check thatthrough, without filling in any answers at this stage. they understand what they have to do.Ask a student to say in his or her own words what the • Explain that this task will help them to guess what kindwriter’s problem is. Explain any unknown words. of information is required in the gapped sentences in 4.• Encourage students to look out for time expressions • Point out that they should look at the words beforeand stative or active meanings in order to work out and after the gaps in order to work out what kind ofwhich tense is correct. information is missing.• Students work individually to complete the diary entry. • Students work individually to answer the questions.• They then check their answers in pairs before • They then discuss their answers with a partner andchecking as a class. justify any answers that are different. • Check answers as a class.Extra Task (for early finishers) DOWNLOADSee photocopiable material on page 143. • Ask students to read the information in Download. • Choose a student to explain the tip in his/her own words. Listening (SB page 12) • Point out that they have already guessed what kind1 UNIT 1 13• Ask students to read the four questions and answerany queries they may have about them.• Ask individual students what the people in thephotographs are doing (a woman is playing the piano, a

of information is missing and that they should now • Ask students to read out their initial observationscircle any key words in 4 before they listen. and see how they compare to the sentences in 2. Ask4 them if they focused on the main elements of the• Ask students to read the instructions and check that photographs or if they wrote about small details.they understand what they have to do.• Ask students to read the sentences and explain DOWNLOADanything they don’t understand. • Ask students to read the information in Download.• Play the recording again for students to complete the • Choose a student to explain the tip in his/her own words.sentences. Then ask students to discuss their answers • Stress that the sentences in 2 only give basicwith a partner and to justify any answers that are information about photographs A and B.different.• Play the recording again if necessary, and check 3answers as a class. • Go through the Language Bank with the students and make sure they understand the phrases and how toSee the recording script on page 135. use them. • Ask students to read the instructions and check that Speaking (SB page 13) they understand what they have to do. (Photographs A and B: Firstly, Student A must compare the two1 photographs, that is, briefly describe their main• Ask students to read the three questions and answer elements, and then he/she must answer the specificany queries they may have about them. question about families. Student B must reply to one• Students work in pairs to ask and answer the question about their family. / Photographs C and D:questions. Firstly, Student B must compare the two photographs,• Monitor and help with vocabulary, but do not that is, briefly describe their main elements, and theninterrupt fluency. Make a note of any mistakes to go he/she must answer the specific question about pets.over with the class afterwards. Student A must reply to one question about a pet.) • Students work in pairs to ask and answer the questions. TOP TIP • Monitor and help with vocabulary, but do not interrupt fluency. Make a note of any mistakes to go over with the class afterwards. • Ask one pair to demonstrate the task in front of the class. 4 • Ask students to read the questions and explain anything they don’t understand. • Students work in pairs to ask and answer the questions. • Monitor and help with vocabulary, but do not interrupt fluency. Make a note of any mistakes to go over with the class afterwards. • Time permitting, you may want to discuss the questions more extensively as a class. Time permitting, these pair work tasks can be Writing (SB pages 14-15) extended into a whole class discussion or students can be asked to report back to the class what they Article: Writing good introductions and their partner talked about. • Ask students to read the information on articles and writing good introductions. 2 • Explain to students that a good introduction must • Ask students to read the instructions and check that achieve two things: it must let the reader know what they understand what they have to do. the article will be about and it must interest the reader • Ask students to read the sentence halves and explain so that they want to continue reading. Point out that anything they don’t understand. one way in which they can engage their reader is by • Ask students to look at photographs A and B in 3 and asking a direct question. make a note of what they can see. Tell them to focus on the main elements and write down two or three 1 things only for each photograph. • Ask students to read the instructions and check that • Explain to students that they have to match the they understand what they have to do. sentence halves to make complete sentences about • Ask students to read the two opening paragraphs photographs A and B. and answer any queries they might have about them. • Students work individually to match the beginnings • Students work individually to answer the questions. and endings of the sentences. • Check answers as a class. • They then check their answers in pairs before checking as a class.14

2 person, relationship to the writer, interesting fact;• Ask students to read the instructions and check that Paragraph 2 – age, appearance, behaviour; Paragraphthey understand what they have to do. 3 – personality; Paragraph 4 – the writer’s feelings for• Point out that the opening paragraph must be that person).informative, but brief. Make sure they understand they 6should write only two or three sentences, no more • Ask students to read the instructions and check thatthan approximately 30 words. Tell them to start their they understand what they have to do.paragraph with Can you imagine ...? and elicit from • Make sure students understand what the adjectivesstudents that a gerund follows the verb imagine. mean by asking them to give you definitions.• Give students time to write their opening paragraphs • Explain to students that an article is more interestingand go round checking their answers as they write. when they provide descriptions and examples thatMonitor and point out errors for students to self- support their opinion. These can make an articlecorrect. livelier, too.• Ask one or two students to read out their opening • Explain that they have to look in the article forparagraphs. Time permitting, ask other students until examples that support the adjectives the writer uses.they have all read out their opening paragraphs. • Students work individually to find the examples. • They then check their answers in pairs before checking as a class.3 Students work individually to come up with their• Ask students to read the instructions and check that own examples for the three adjectives in 6.they understand what they have to do.• Elicit that they have to describe a member of their 7family. Ask if they have to write about a favourite • Ask students to read the instructions and check thatrelative (no, only if they want to; they can write about they understand what they have to do.someone who they find annoying if they like). • Make sure students know the meanings of the• Ask students to look at the task again. Ask them the adjectives by asking them to give you definitions.questions as a class. • Give students time to write their examples and go• After the answers have been checked, stress the round checking as they write. Monitor and point outimportance of analysing a writing task in this way. errors for students to self-correct.Explain that this will help them to focus on the exact • Ask one or two students to read out their examples.requirements of the task and prevent them from Time permitting, ask other students until they have allmisreading the task and writing something irrelevant read out their examples.or wrong.4 LANGUAGE BANK• Ask students to read the instructions and check that • Draw students’ attention to the Language Bank.they understand what they have to do. Go through the words and phrases and explain any• Ask students to read the opening paragraphs and unknown words. Remind students that they haveexplain anything they don’t understand. already seen the words for describing a person in the• Remind students that a good opening paragraph Vocabulary section.should grab the reader’s attention. • Ask them to look at the model article again and to• Students work individually to answer the question. underline any words or phrases there that appear in• Check the answer as a class. Ask students to justify the Language Bank (Despite + ing, have fun dancingtheir choice. Elicit that paragraph b gives the name of together, the most amazing thing about her, sparkling,the person, states the relationship to the writer, and sounds like an angel, patient, All in all).gives an interesting fact. 85 • Read the task out to students and explain anything• Ask a student to read the rest of the article. they don’t understand.• Explain any unknown words. • Ask students the following questions in order to• Ask students to work in pairs and summarise the analyse the task:content of each paragraph (Paragraph 1 – name of Who will read your article? (school students) Should it be very formal or chatty in tone? (chatty) Why? (because the readers are students) What two things must you write about your friend? (a description and how you feel about them) UNIT 1 15

Will you need to write a title for your article? (yes) • 2 and 3: Practise collocations & expressions. Write • Go over the Plan with the students. Stress the the verbs make, get, have, keep, do, break and be importance of distinct paragraphs that focus on in a column on the board. Read out the words that different information. can go with these verbs, one at a time. Each time, • Ask students to write short notes for each paragraph a student comes to the board and writes the word and go round checking as they write. next to the correct verb. Practise all of the word/verb • Assign the writing task for homework. combinations. • 4: Practise prepositions. Write the following DOWNLOAD sentences on the board and ask students to complete • Read out the information in the Download box. the gaps with the correct prepositions. • Tell students this box acts as a reminder for what 1 Do you have a good relationship ____ your they have to do. parents? (with) • Remind them to look back at 1 and 4 for examples of 2 Where is the mother ___ the bride? (of) good opening paragraphs and for examples to support 3 John got engaged ____ Kim six months before adjectives when describing a person’s character. Tell they were married. (to) students to include a title. 4 My elder brother is married ____ two children, a girl and a boy. (with) Reload 1 (SB page 16) 5 The Snooty sisters were born ____ a very wealthy family. (into) Objectives 6 Congratulations ____ your 15th birthday! (on) • To revise vocabulary and grammar from Unit 1. 7 Are you excited ____ visiting your grandparents in Italy? (about) Revision 8 Chris is very good ____ making friends; everyone • Explain to students that there will be a review at the loves him! (at) end of each unit in English Download. Tell them that Reload 1 revises the material they saw in Unit 1. Grammar Revision • Explain to students that they can ask you for help with the questions or refer back to the relevant Grammar 1 sections of the unit if they’re not sure about an answer. Practise the present simple and the present Stress that the Reload section is not a test. continuous. • Decide how the review will be carried out. Students • Ask students to tell you when we use the present could do the vocabulary items first and then correct simple and the present continuous. Elicit that the them immediately, or they could do all the items present simple is used to talk about habits, what together and correct them at the end. we do regularly, things that are always or usually • Give students about 20 minutes to complete the true, facts and general truths, timetables and future review. Reduce this progressively as you work through programmed events; the present continuous is used to the book. talk about something that is happening at the moment • Tell students to answer every question. of speaking, temporary situations, annoying habits, • When checking their answers, make a note of any future plans and arrangements. problem areas in vocabulary and grammar they still • Ask students to tell you which time expressions we have. Assign some time to deal with these areas. use with each tense. Write them on the board in two columns. Or, write the time expressions on the board Vocabulary Revision (in mixed up order) and ask students to tell you which are used with each tense. Vocabulary 1 • Ask students to give you examples for each of the • 1: Revise the words for family members by writing uses of the tenses. them all on the board in two columns and asking students to come to the board and match the pairs Grammar 2 with a line. They must also give definitions for the Practise stative verbs. words they have paired. • Remind students that stative verbs are used to talk • 2: Play hangman with the adjectives used for about states and not actions. describing character. Divide the class into two teams. • Ask students to name some stative verbs. Write In order to win the point, the team that guesses the them on the board. word first must also come up with a definition. • Ask students for example sentences using the verbs. • 3: Write a descriptive adjective for appearance on the board (eg slim) and ask a student to give you a • Students are now ready to do Reload 1. synonym. Continue until all words from 3 have been • Set a time limit and let students know every so practised. often how much time they have left to complete the questions. • Check answers as a class. Vocabulary 2 • 1: Practise word formation. Draw a table on the board (like the one on page 10 of the Student’s Book) and write one word form in it. Ask individual students to come to the board and write the other two forms.16