English Download [B1+]: Teacher's book

Contents Student’s Book Contents__________________________________ 4 Introduction to English Download__________________________ 6 Unit 1____________________________________________________ 8 Unit 2___________________________________________________18 Progress Review 1 28 Unit 3___________________________________________________31 Unit 4___________________________________________________41 Progress Review 2 51 Unit 5___________________________________________________54 Unit 6___________________________________________________64 Progress Review 3 74 Unit 7___________________________________________________77 Unit 8___________________________________________________87 Progress Review 4 96 Unit 9___________________________________________________98 Unit 10________________________________________________ 107 Progress Review 5 117 Unit 11________________________________________________ 119 Unit 12________________________________________________ 128 Progress Review 6 137 Student’s Book Recording Script________________________ 139 Extra Tasks For Early Finishers_________________________ 147 Extra Tasks For Early Finishers Key_____________________ 159 Workbook Key_________________________________________ 162 Workbook Recording Script____________________________ 171 Test Book Key_________________________________________ 178 Test Book Recording Script_____________________________ 184

1 It’s personal!Unit plan missing sentences, identifying language links in the text and the sentencesReading: words related to people, collocations & expressions, phrasal verbs, word formationVocabulary: present simple, present continuous, stative verbs, relative clausesGrammar: multiple matching, paying attention to what you hear rather than what you readListening: deciding on the best solution, talking about friends and family, showing understandingSpeaking: email, reading the task carefully, using topic sentences and linking wordsWriting: Unit Opener (SB page 5) TOP TIP• Ask students to look at the picture and ask themwho they think the people are (a family). Ask students Make sure you are sensitive to students’ individualhow many generations of the family are in the situations. Not all children are happy to talk aboutpicture (three). Then ask them how the people are their family status. If you believe that may be thefeeling and why they are feeling this way (They’re all case in your class, do not ask personal questions,happy because they’re outdoors on a nice day doing but keep them general in nature. You might likesomething fun.). to use TV or celebrity families to discuss this• Ask students to read the title of the unit and explain particular topic. For example, The Simpsons are awhat it means (The title is ‘It’s personal!’ and it refers traditional family, but with the addition of Grandpato a person’s private life, relationships and emotions.). and Marge’s sisters they are an extended family;• Ask them who they discuss personal issues with. Madonna’s children are in a single-parent family, and are also an adoptive family; in the TV show• Ask students to read the instructions and check that Modern Family, the character Jay has married athey understand what they have to do. Remind them that woman who has a son, thus forming a blendedthere are two parts to the task (label the descriptions and family.decide which is most like their own family).• Check pronunciation by saying each of the words in Let’s talk about it!the orange box to the students and asking them torepeat after you.• Ask individual students to read the descriptions out tothe class and explain anything they don’t understand.• Students work individually to label the descriptions.Encourage them to read all the descriptions beforewriting any answers.• They then check their answers in pairs beforechecking as a class.• After you have checked answers, ask them whichdescription is most like their own family. DVD 1 The DVD activity is optional and can be done if time permits. The videos can be accessed by teachers from the IWB software, and students can access them from their e-book. There is a DVD question in the Student’s Book at the bottom of the opening page in each unit. Don’t worry if your students don’t understand everything they hear on the video. They will be able to grasp the gist of the content. Summary of DVD 1: Elizabeth talks about her family and her adopted sister, Megan. She says that having a sister has changed her life and that it is like a dream come true. DVD link: http://www.youtube.com/ watch?v=x5HZSQiggRU8

Reading (SB pages 6-7) advice about how to approach the tasks. • Explain to students what a missing-sentence task1 involves.• Ask students to read the instructions and check that • Ask students to read the information in Download.they understand what they have to do. • Choose a student to explain the tip in his/her own• Ask students to read the items and explain anything words.they don’t understand. • Go through the tips for dealing with a gapped text• Students work individually to decide whether a child with students. Stress that they should always look foror a parent should do the specified household chores ‘clues’ such as definite articles and pronouns in theand mark their answers. sentences that have been removed as these will link• They then discuss their answers in pairs before to something already mentioned in the text. In thisdiscussing as a class. Students should justify their instance the clues are pronouns.answers. • Ask students to answer the question in the box. • Check answer as a class.2 4• Ask students to discuss the question with their • Ask students to read the instructions and check thatpartner and to justify their answer. they understand what they have to do.• Monitor and help with vocabulary, but do not • Ask students to read the sentences and explaininterrupt fluency. anything they don’t understand.• Make a note of any mistakes to go over with the class • Encourage students to use the tips from theafterwards. Download box when doing the task. • Students work individually to fit the sentences to the gaps. • They then check their answers in pairs before checking as a class. Ask students to work in pairs and write a dialogue between a child and a parent. Tell them that there is a disagreement about what chores the child does at home. Monitor and help with vocabulary and grammar. Once students have finished, ask one or two pairs to read out their dialogues for the class to hear.3• Ask students to read the instructions and check thatthey understand what they have to do.• Ask students to read the titles and explain anythingthey don’t understand.• Ask students to underline the key words in the titles(tips, falls apart, treat). Then ask them to skim readthe text and look for these ideas.• Explain to students that they do not need to read indetail at this stage as they will have the opportunity todo so later.• Students do the task individually, but check answeras a class.DOWNLOAD• Point out the Download box next to thecomprehension questions to the students and tell themthat these boxes appear throughout the book to give UNIT 1 9

Refer students back to the article. Ask them a-z Vocabulary 1 (SB page 8)to find and underline the following phrases:However, those days are long gone (middle of first 1paragraph) and Are you one of those teens? (end • Ask students to read the instructions and check thatof first paragraph). Explain to students that words they understand what they have to do. Elicit that theysuch as this, that, these and those can be used must place the correct word in each sentence.to refer back to a situation. Then ask students to • Ask students to read the words and the sentences andread carefully to find out what ‘those’ refers to explain anything they don’t understand. Elicit that thein both examples (In the past, women stayed at words are all people that we have relationships with.home and did all of the household chores while • Check pronunciation by saying each of the words inmen went out to work ... and … many teenagers bold to the students and asking them to repeat afterbelieve that their parents … are the ones who you. Correct where necessary.should pick up, tidy, wash, clean and clear.). • Students work individually to write the words in the correct places. • They then check their answers in pairs before checking as a class.5 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. Point out that they understand what they have to do.some of the expressions may not be in the correct form • Explain to students that they must use both words toand will need to be changed. complete the sentences.• Ask students to read the sentences and explain • Check pronunciation by saying each of the words inanything they don’t understand. bold to the students and asking them to repeat after• Point out that the expressions in the orange box are you. Correct where necessary.in the article and ask them to find and underline them. • Elicit that they are all verbs used to describe ways of• Explain that when they don’t know the meaning of speaking.a word or an expression they can often work it out by • Students work individually to complete thelooking at the sentence it is found in. sentences.• Students work individually to complete the • They then check their answers in pairs beforesentences. checking as a class.• They then check their answers in pairs beforechecking as a class.6 Ask students to write sentences about the people• Ask students to read the instructions and check that in 1 using the verbs in 2. For example, My coachthey understand what they have to do. Stress that they advises me so that I improve and when I do well,must reach agreement on who will do what chores. he praises me.• Make sure they know how to talk about the chores byasking individual students to tell you what the picturesshow (dirty dishes in the sink that need to be washed,neglected plants that need to be watered, floors thatneed to be mopped, dirty laundry that needs to bewashed, a bathroom that needs to be cleaned).• Monitor and help with vocabulary and grammar ifnecessary, making a note of any mistakes to go overwith the class afterwards.• Ask one pair to come to the front of the class anddiscuss the chores. Ask students to discuss the importance of having 3 a clean home. Tell them to consider how they feel • Ask students to read the instructions and check that when their room is a mess and how they feel once they understand what they have to do. it has been cleaned. Ask students if they think • Ask students to read the sentences and explain Jessica Stilwell was right to go on strike. Elicit how anything they don’t understand. they would react if their parents did the • Explain to students that they must use only vowels to same thing. complete the words. • Elicit that all of the words are adjectives.10 • Do the first item together as a class. Copy the letters and gaps on the board and ask students to give you vowels. Once the word has been completed (frustrated) ask a student to explain what it means in his/her own words. • Ask students to work in pairs before checking answers as a class.

• Check pronunciation by saying each of the adjectives anything they don’t understand.to the students and asking them to repeat after you. • Ask students to look at the first sentence and elicitCorrect where necessary. what clues will help them to choose the correct tense (understand – a stative verb) and elicit that they will need the present simple here. • Ask students to read the rest of the sentences carefully and to underline any time expressions or other clues in the sentences that will help them to choose the correct tense. • Students work individually to complete the sentences. • They then check their answers in pairs before checking as a class.Extra Task (for early finishers)See photocopiable material on page 147.Grammar 1 (SB page 9)Before you read the Grammar box 4• Revise the different forms of the present simple • Ask students to read the instructions and check thatand the present continuous (affirmative, negative, they understand what they have to do.question) and short answers for these two tenses with • Ask students to look at the title of the text and thethe class. Then elicit some adverbs of frequency and picture and to tell you what pocket money is.time expressions that are used with each tense. • Ask students to read through the text once without• Revise stative verbs. Ask students to find and circling their answers. Ask them to underline anyunderline three stative verbs in the Reading text words or clues that will help them choose the correct(believe, seem, have). answers. • Students work individually to circle the correct words.1 • They then check their answers in pairs before• Read through the grammar theory with the class. checking as a class.• Ask individual students to give you sentences to showthe different uses of the tenses.• Remind students that stative verbs describe states,not actions, and that the most common stative verbsare used to describe feelings, emotions, states of mindand possession.• Elicit that stative verbs cannot be used in continuousforms.• Remind students that some verbs can be both stativeand action verbs, depending on their meaning.2 Extra Task (for early finishers)• Ask students to read the instructions and check See photocopiable material on page 147.that they understand what they have to do. Referthem to the grammar theory to help them answer the a-z Vocabulary 2 (SB page 10)questions.• Ask students to read the sentences quickly and tellyou which clues will help them to choose the correcttense (sentence b, right now and sentence c usually).• Then ask them to complete the sentences andanswer the question.• Check the answers as a class.Read 1.1-1.3 of the Grammar Reference on pages 161- 1162 with your students. • Explain to students that in this exercise they will be looking at expressions with verbs.3 • Write the following verbs on the board: do, make.• Ask students to read the instructions and check that Then write the following words below the verbs:they understand what they have to do. chores, a mess.• Ask students to read the sentences and explain • Ask students to look back at the Reading text in order to match the verbs with the words (do chores, make a mess). • Ask students to read the instructions and check that they understand what they have to do. • Point out to students that they must use do or make in the correct form. UNIT 1 11

• Ask students to read the sentences and explain Individually, students write three gapped sentencesanything they don’t understand. using the expressions and phrasal verbs from 1, 2• Students work individually to complete the and 3. The missing word in each sentence must besentences. a verb. They then swap with a partner who must• They then check their answers in pairs before write the correct verbs in the gaps.checking as a class.2 4• Remind students what a phrasal verb is (a phrase • Books closed. Ask students to tell you some commonthat consists of a verb with a preposition or adverb suffixes (endings) for adjectives. Write them on theor both, the meaning of which is different from the board and ask students to give you one example ofmeaning of its separate parts). an adjective for each ending (eg -ful, careful; -able,• Ask students to tell you any phrasal verbs they know comfortable; -al, traditional; -ing, interesting; -ic,and to use them in a sentence. terrific; -ous, generous; -y, noisy).• Ask students to read the instructions and check that • Ask students to open their books.they understand what they have to do. • Ask students to read the instructions and check that• Ask students to read the sentences and explain they understand what they have to do. Stress that theyanything they don’t understand. may have to make changes to the adjective before• Students work individually to circle the words. adding the suffix.• They then check their answers in pairs before • Students work individually to form the adjectives andchecking as a class. complete the table. • They then check their answers in pairs before checking as a class. • Check pronunciation by saying each of the adjectives to the students and asking them to repeat after you. Correct where necessary.3 5• Ask students to read the instructions and check that • Ask students to read the instructions and check thatthey understand what they have to do. Elicit that there they understand what they have to do.are two parts to the task. First, they must match the • Ask students to read the sentences and explainphrasal verbs not used in 1 with their meanings, and anything they don’t understand.then they must use the phrasal verbs in sentences. • Tell students to read the whole sentence first and• Ask students to read the meanings and explain then to look at the table in 4 before writing theiranything they don’t understand. answers.• Students work individually to complete the task. • Students work individually to complete the• They then check their answers in pairs before sentences.checking as a class. • They then check their answers in pairs before• Once the answers have been checked, students can checking as a class.write their sentences using the phrasal verbs. Extra Task (for early finishers) See photocopiable material on page 147. Grammar 2 (SB page 11) Before you read the Grammar box • Revise relative clauses and relative pronouns. Write this sentence on the board: The woman who lives next12

door is a teacher. Ask students to identify the relative Ask students to write a short paragraph aboutpronoun (who) and to give you examples of other their closest friend. Tell them they must userelative pronouns (which, that, whose, etc). relative clauses. Monitor and help with vocabulary and grammar if necessary. When students are1 ready, ask them to read out their paragraphs.• Read through the grammar theory with the class.• Ask students these questions about relative Extra Task (for early finishers)pronouns. See photocopiable material on page 147.1 Which relative pronouns do we use for people?(who, that, whom) Listening (SB page 12)2 Which relative pronouns do we use for things?(which, that) 13 Which relative pronoun do we use to show • Ask students to read the instructions and check thatpossession? (whose) they understand what they have to do.4 Which relative pronoun do we use for places? • Ask students to read the phrases and explain(where) anything they don’t understand.5 Which relative pronoun do we use for time? (when) • Tell students to look for words with similar meanings.6 Which relative pronoun do we use for reasons? • Students work individually to match the phrases.(why) • They then check their answers in pairs before• Give individual students a relative pronoun and ask checking as a class.them for a sentence with a relative clause. Cover allof the relative pronouns and also ask for example 2sentences using non-defining relative clauses and • Ask students to read the instructions and check thatprepositions with relative pronouns. they understand what they have to do. • Ask a strong student to explain the meaning of2 admire, admirable and qualities in his/her own words.• Ask students to read the instructions and check • Ask students to read the qualities and explainthat they understand what they have to do. Refer anything they don’t understand.them to the grammar theory to help them answer the • Students work individually to complete the task thenquestions. check answers in pairs before checking as a class.• Students work individually to do the task.• They then check their answers in pairs beforechecking as a class.Read 1.4-1.7 of the Grammar Reference on pages 162- DOWNLOAD163 with your students. • Ask students to read the information in Download. • Choose a student to explain the tip in his/her own3 words.• Ask students to read the instructions and check that • Point out the importance of paying close attentionthey understand what they have to do. to the speaker and focusing more on the words heard• Ask students to read the text and explain anything rather than the words read. Students must match thethey don’t understand. meaning behind the words to the correct option.• Encourage students to look back at the examples in • Ask students to answer the question in the box.the grammar theory to help them. • Check answer as a class.• Students work individually to complete the task.• They then check their answers in pairs beforechecking as a class. 3 • Ask students to read the instructions and check that they understand what they have to do. Elicit that they will hear five speakers and that they must choose from a list what quality each speaker admires in the people they are describing. Point out that there are seven UNIT 1 13

statements in all, but they only have to choose five. DOWNLOAD• Remind students to pay attention to the speakers’ • Ask students to read the information in Download.words and not to be led astray by the words they hear. • Choose a student to explain the tip in his/her own• Play the recording and ask students to mark their words.answers. Then ask students to discuss their answers • Stress that there is no right or wrong answer, butwith a partner and to justify any answers that are that there are appropriate and inappropriate ways todifferent. show understanding.• Play the recording again if necessary, and checkanswers as a class. 3 • Go through the Language Bank with the students andSee the recording script on page 139. make sure they understand the phrases and how to use them. Speaking (SB page 13) • Ask students to read the instructions and check that they understand what they have to do. (Student A has1 a problem and will use the information on page 188 to• Ask students to read the three questions and answer explain the situation to Student B. Student B will findany queries they may have about them. out what the situation is by asking the questions on• Students work in pairs to ask and answer the page 13. Student A must tell Student B three things:questions. what the problem is, what some possible solutions are• Monitor and help with vocabulary, but do not and the disadvantages of each solution. Once Studentinterrupt fluency. Make a note of any mistakes to go B has received all of the information from Studentover with the class afterwards. A, he/she must give Student A advice on the best solution and also say why it is the best solution. In addition, Student B must explain why he/she rejected the other solution.) Make sure students understand the mechanics of the task as it is quite difficult to grasp at first. If necessary, ask a strong student to explain in L1. • Stress the importance of listening carefully to Student A because the information Student B requires in order to do the task is provided by Student A. • Point out to Student A that they will have to make slight changes to some of the information on page 188. For example, Your friend …  My friend …; Tell her to start …  I could tell her to start …; tell her to join  I could tell her to join … . • Students work in pairs to complete the task. • 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. • Time permitting, repeat until all pairs have had a turn. TOP TIP 4 • Ask students to read the instructions and check Time permitting, these pair work tasks can be that they understand what they have to do. Elicit extended into a whole class discussion or class that Student A will now play the role of Student B survey. Alternatively, students can be asked to and vice versa. The pictures for the task are on page report back to the class what their partner said. 188 and the information about the problem is on page 191. (Student B has a problem and will use the 2 information on page 191 to explain the situation to • Ask students to read the instructions and check that Student A. Student A will find out what the situation is they understand what they have to do. Elicit that they by asking the questions on page 188. Student B must must determine if the phrases used to express an tell Student A three things: what the problem is, what opinion are polite or not. some possible solutions are and the disadvantages of • Ask students to read the phrases and explain each solution. Once Student A has received all of the anything they don’t understand. information from Student B, he/she must give Student B • Students work individually to complete the task. advice on the best solution and also say why it is the • They then check their answers in pairs before best solution. In addition, Student A must explain why checking as a class. he/she rejected the other solution.) • Once answers have been checked, ask students to explain why options 1, 4, 6 and 8 are not polite.14

• Stress the importance of listening carefully to 2Student B because the information Student A requires • Ask students to read the instructions and check thatin order to do the task is provided by Student B. they understand what they have to do.• Point out to Student A that they will have to make • Elicit that they must read the task and analyse itslight changes to some of the information on page 191. using the same questions as in 1. They must alsoFor example, You and your sister …  My sister and underline useful vocabulary and tick the two writingI …; Go to the concert  I could go to the concert …; skills that they will need to reply to the email.Don’t go to the concert and stay at home instead …  I • Give students time to write their answers. Monitorcould stay at home instead of going to the concert. and point out errors for students to self-correct.• Students work in pairs to complete the task. • Students work individually to answer the questions.• Monitor and help with vocabulary, but do not • Check answers as a class.interrupt fluency. Make a note of any mistakes to goover with the class afterwards.• Ask one pair to demonstrate the task in front of theclass.• Time permitting, repeat until all pairs have had a turn.5• Ask students to read the questions and explainanything they don’t understand.• Students work in pairs to ask and answer the questions.• Monitor and help with vocabulary, but do notinterrupt fluency. Make a note of any mistakes to goover with the class afterwards.• Time permitting, you may want to discuss thequestions more extensively as a class. Writing (SB pages 14-15) 3 • Ask students to read the instructions and checkEmail: Reading the task carefully that they understand what they have to do. Elicit that• Ask students to read the information on emails and they have to choose the two most suitable phrases forreading the task carefully. ending the email.• Explain to students that the task will provide them • Ask students to read the email and explain anythingwith all the information they need to write their email they don’t understand.and, for this reason, they should read it very carefully • Ask students to tick their answers.and make sure they understand it. • After the answers have been checked, ask students• Remind students that the most important points are the to explain why the other two options are not suitablesituation, the reason for writing, the topic to be written (I look forward to your reply is not suitable becauseabout and the type of language that should be used. Tina is not expecting Billy to reply to her email; Have a good time is not suitable because there is nothing in either email about Billy going out or enjoying himself.).1 4• 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.• Elicit that they have to read the task and complete • Ask students to read paragraphs 2 and 3 of the emailthe information about the details of the task. in 3 again.• Ask students to read the writing task and answer any • Remind students that a paragraph should begin withqueries they might have about it. a topic sentence that lets the reader know what the• Students work individually to answer the questions. paragraph will be about.• Check answers as a class. • Explain that set phrases can be used to introduce a topic. • Students work individually to complete the task. • Check answers as a class. UNIT 1 15

5 What relationship do you have with the person you are• Ask students to read the instructions and check that writing to? (my penfriend)they understand what they have to do. Is a formal or informal writing style best? (informal)• Make sure students understand what linking words • Go over the Plan with the students. Stress theare and how they function by asking a strong student importance of introducing the paragraph topic andto name some or by providing some yourself. using linking words to make the email flow.• Students work individually to find the linking words in • Ask students to write short notes for each paragraphparagraphs 2 and 3. and go round checking as they write.• They then check their answers in pairs before • Assign the writing task for homework.checking as a class.6 DOWNLOAD• Ask students to read the instructions and check that • Read out the information in the Download box.they understand what they have to do. Elicit that they • Tell students this box acts as a reminder for whatmust decide if the linking words are formal or informal. they have to do.• Explain to students that they should not use formal • Remind them to look back at 3 for an example of alanguage in informal writing and vice versa. good email that covers all of the important details in• Remind students that linking words are necessary to the task.make a piece of writing flow.• Students work individually to complete the task. Reload 1 (SB page 16)• They then check their answers in pairs beforechecking as a class. Objectives • To revise vocabulary and grammar from Unit 1. Students work individually to write pairs of sentences joined by linking words from 6. They Revision must pay attention to the register and use formal • Explain to students that there will be a review at the linkers in formal sentences and informal linkers end of each unit in English Download. Tell them that in informal sentences. Monitor as they write and Reload 1 revises the material they saw in Unit 1. help if necessary. Once students have finished • Explain to students that they can ask you for help their sentences, ask them to come to the board with the questions or refer back to the relevant and write them as gapped sentences without the sections of the unit if they’re not sure about an answer. linking words. The rest of the class must find the Stress that the Reload section is not a test. correct linking words. • Decide how the review will be carried out. Students could do the vocabulary items first and then correct them immediately, or they could do all the items together and correct them at the end. • Give students about 20 minutes to complete the review. Reduce this progressively as you work through the book. • Tell students to answer every question. When checking their answers, make a note of any problem areas in vocabulary and grammar they still have. Assign some time to deal with these areas.LANGUAGE BANK Vocabulary Revision• Draw students’ attention to the Language Bank.Go through the words and phrases and explain any Vocabulary 1unknown words. • 1: Revise the words for people in our lives by writing• Explain that students can use words and phrases them all on the board and asking students to come tofrom the Language Bank as well as their own phrases the board and write brief definitions next to them.in their emails. • 2: Write the verb pairs on the board and ask• Remind them to use informal phrases in their email individual students to give you sentences using them.as they are writing to a friend. • 3: Write an adjective for feelings on the board (eg cheerful) and ask a student to make a face or mime7 the feeling. Continue until all words from 3 have been• Read the task out to students and explain anything practised.they don’t understand. Elicit that they must write anemail. Vocabulary 2• Ask students the following questions in order to • 1: Practise collocations and expressions. Write theanalyse the task: verbs do and make on the board. Read out the wordsWho has sent you the email? (my penfriend Tim) that can go with these verbs one at a time. Each time,What does he have to do? (a project for college) a student comes to the board and writes the wordWhy are you replying? (to give him information) next to the correct verb. Practise all of the verb/wordWhat is the main thing you have to write about? (my combinations.normal family routine at home) • 2 and 3: Practise phrasal verbs. Write these phrasalWhat points do you have to include? (meals, housework, verbs on the board: get along, get by, get back at, gethow we spend leisure time together as a family) together with, go away, go out, fall out, fall apart, pile16

on, pile up. Then ask individual students to come to Grammar 2the board and write sentences using the phrasal verbs. Practise relative clauses.• 4 and 5: Practise word formation. Write these nouns • Write these sentences on the board and ask studentson the board and ask students to write the adjective to complete them with the correct relative pronoun.forms: apology, biology, dust, fantasy, filth, option, Explain that sometimes the pronoun can be omitted.person, reality, smell. 1 Is this the house ____ you grew up? (where) 2 The party, ____ was for Grandad, was really fun.Grammar Revision (which) 3 She can’t stand her cousins; that’s ____ she neverGrammar 1 visits them. (why)Practise the present simple and the present continuous. 4 This is the information ____ I found about my• Ask students to tell you when we use the present ancestors. (that, which, -)simple and the present continuous. Elicit that the 5 The people to ____ we sold our house are frompresent simple is used to talk about facts and Germany. (whom)permanent situations, general truths and natural laws, 6 Jack is the coach ____ team won thehabits and routines, timetables and programmes in championship. (whose)the future, reviews, stories and sports commentaries; 7 Aunty Barbara is the one ____ is researching ourthe present continuous is used to talk about actions family tree. (who/that)happening at the time of speaking, temporary or 8 I’ll never forget the day ____ I got married. (when)changing situations, annoying habits often withadverbs like always, plans and arrangements for the • Students are now ready to do Reload 1.future. • Set a time limit and let students know every so• Ask students to tell you which time expressions we often how much time they have left to complete theuse with each tense. Write them on the board in two questions.columns. Or, write the time expressions on the board • Check answers as a class.(in mixed up order) and ask students to tell you whichare used with each tense.• Ask students to give you examples for each of theuses of the tenses.Practise stative verbs.• Remind students that stative verbs are used to talkabout states and not actions. Also, remind them thatsome verbs can be both stative and action verbs, butwith a change in meaning.• Ask students to name some stative verbs. Write themon the board.• Ask students for example sentences using the verbs. UNIT 1 17