English Download [A1]: Teacher's book

Contents Student’s Book Contents__________________________________ 4 Introduction to English Download__________________________ 6 Unit 1____________________________________________________ 8 Unit 2___________________________________________________17 Progress Review 1 26 Unit 3___________________________________________________29 Unit 4___________________________________________________38 Progress Review 2 47 Unit 5___________________________________________________50 Unit 6___________________________________________________59 Progress Review 3 68 Unit 7___________________________________________________71 Unit 8___________________________________________________79 Progress Review 4 87 Unit 9___________________________________________________90 Unit 10__________________________________________________99 Progress Review 5 108 Student’s Book Recording Script_________________________110 Extra Tasks For Early Finishers_________________________ 114 Extra Tasks For Early Finishers Key_____________________ 124 Workbook Key_________________________________________ 126 Workbook Recording Script____________________________ 132 Test Book Key_________________________________________ 135 Test Book Recording Script_____________________________ 139

1 Teen Life Unit plan Reading: multiple choice, choosing the option that is closest to the answer in the text Vocabulary: words related to family members and other people, word formation, prepositions, collocations & expressions Grammar: present simple & adverbs of frequency, present continuous & stative verbs Listening: multiple choice, listening to complete sentences before choosing the answer Speaking: speaking cards, talking about brothers and sisters and free-time activities, asking questions Writing: information sheet, filling out forms, using the present simple and adverbs of frequency to talk about your habits Unit Opener (SB page 5) the IWB software, and students can access them from • Ask students to look at the picture and tell you what their e-book. There is a DVD question in the Student’s they can see (two teenage girls who are riding bicycles, Book at the bottom of the opening page in each perhaps in the countryside). unit. Don’t worry if your students don’t understand • Ask students to read the title of the unit and say how everything they hear on the video. They will be able to it relates to the picture (The title is ‘Teen Life’ and the grasp the gist of the content. picture shows two teenage girls.). Summary of DVD 1: The video is titled ‘Leisure • Ask them if they can ride a bike, and if they can, ask activities in Britain’. Many different activities are them where they usually ride their bikes and with who. shown including surfing, rally driving, white water rafting, snowboarding, paragliding and rock climbing. 1 Teenagers are asked what they do in their free time • Ask students to read the instructions and check that and all of them mention sports that they play. they understand what they have to do. Elicit that they need to think about two things – who they spend time DVD link: https://www.youtube.com/ with and what they do when they are together. watch?v=94kCN1CX1H8 • Ask students to read the activities and tell you what they mean. Explain any that they do not know. Reading (SB pages 6-7) • Students discuss in pairs before discussing as a class. • Monitor and help with vocabulary and grammar if 1 necessary. • Ask students to read the instructions and check that • Make a note of any mistakes to go over with the class they understand what they have to do. Elicit that the afterwards. ‘simple things’ in life are the things that are more important than money or possessions. TOP TIP • Ask students to read the items in the list and tell you what they are. Explain any that they do not know. Make the most of the material in the Opener • Students work individually to complete the task. by using it to build on students’ vocabulary. For • They then check their answers in pairs before example, here, ask students to expand on their checking as a class. answers by saying what they talk about, which cafés they go to, which video games they play, what they watch on TV, which sports they play and what they go shopping for. Let’s talk about it! 2 • Ask students to read the instructions and check that DVD 1 they understand what they have to do. The DVD activity is optional and can be done if time • Students work individually to complete the task. permits. The videos can be accessed by teachers from • They then discuss their answers in pairs before discussing as a class. • Take a class survey to see what’s most important to the students.8

3 6• Ask students to read the instructions and check that they • Ask students to read the instructions and check thatunderstand what they have to do. Elicit that they must they understand what they have to do. Elicit that theythink about their answer before they read the article. must solve a puzzle.• Ask students to skim read the text and look for the • Ask students to read the dialogue and explainanswer. Explain to students that they do not need anything they don’t understand.to read in detail at this stage as they will have the • Students discuss the puzzle in pairs.opportunity to do so later. • Monitor and help with vocabulary and grammar if• Students work individually to complete the task. necessary.• They then check their answer in pairs before checking • Make a note of any mistakes to go over with the classas a class. afterwards. • If students need help, refer them to pages 13 and 14 of their Student’s Book. • When students are ready, ask them for their answer.DOWNLOAD Ask students if they know of any puzzles or brain• Point out the Download box next to the teasers like the one in 6. Or ask students to solvecomprehension questions to the students and tell them the following puzzle: Rearrange the followingthat these boxes appear throughout the book to give letters so as to form one word: NEW DOOR.advice about how to approach the tasks. [Answer ONE WORD]• Ask students to read the information in Download.• Choose a student to explain the tip in his/her own words. a-z Vocabulary 1 (SB page 8)• Explain to students that when dealing with multiple-choice questions, it’s a good idea to read the question 1and look for the answer in the text before reading the • Ask students to read the instructions and check thatanswer options. Explain that the answer options can they understand what they have to do. Elicit that adistract them and cause confusion. Once they think family tree is a drawing or a diagram that containsthey have the answer, they can then compare it to the the names of everyone in a family and shows theoptions and choose the best one. relationship between them. Explain that the sentences in the letter are about Sam’s family members, and that4 in order to complete the sentences with the words in• Ask students to read the instructions and check that the orange box, they need to look at the family tree.they understand what they have to do. • Ask students to read the words in the orange box• Ask students to read the questions and explain and the sentences, and explain anything they don’tanything they don’t understand. understand.• Remind students to read the question and look for • Tell students to read the whole text first to get athe answer in the text before reading the answer general understanding before writing their answers.options, and then to compare it to the options and • Students work individually to complete the task.choose the best one. • They then check their answers in pairs before• Students work individually to answer the questions. checking as a class.• They then check their answers in pairs before • Check pronunciation by saying each of the words inchecking as a class. the orange box to the students and asking them to repeat after you. Correct where necessary.5• Ask students to read the instructions and check that 2they understand what they have to do. Explain that the • Ask students to read the instructions and check thatwords in bold on the left are verbs and that they go with they understand what they have to do. Elicit that theythe nouns on the right. Elicit that the phrases are in the need to look at the letter and the family tree in 1 inarticle and that they should find them because seeing order to circle the correct words.them in context will help them to complete the task. • Ask students to read the sentences and explain• Ask students to read the sentences and explain anything they don’t understand.anything they don’t understand.• Students work individually to complete the task. UNIT 1 9• They then check their answers in pairs beforechecking as a class.

• Students work individually to complete the task. 2• 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. Refer them to the grammar theory to help them answer the question. • Check answer as a class.3 Read 1.1-1.2 of the Grammar Reference on page 135• Ask students to read the instructions and check that with your students.they understand what they have to do.• Ask students to read the words in the orange box 3and the dialogues, and explain anything they don’t • Ask students to read the instructions and check thatunderstand. they understand what they have to do.• Students work individually to complete the task. • Ask students to read the sentences and explain• They then check their answers in pairs before anything they don’t understand.checking as a class. • Elicit that they will use all forms of the present simple• Check pronunciation by saying each of the words in (affirmative, negative, question).the orange box to the students and asking them to • Students work individually to complete therepeat after you. Correct where necessary. sentences. • They then check their answers in pairs before checking as a class. Ask students to draw their own family tree and 4 write the names of their family members. Tell • Ask students to read the instructions and check that them also to label each member with the word they understand what they have to do. Elicit that they that shows their relationship to the student. must use the present simple tense, as they did in 3, but they must also put the adverbs of frequency inExtra Task (for early finishers) the correct place. Remind students that adverbs ofSee photocopiable material on page 114. frequency come before the main verb, but after the verb to be. Grammar 1 (SB page 9) • Ask students to read the prompts and explain anything they don’t understand.Before you read the Grammar box • Students work individually to write the sentences.• Revise/Introduce the different forms of the present • They then check their answers in pairs beforesimple (affirmative, negative, question) and short answers checking as a class.with the class. Then elicit some adverbs of frequency andtime expressions that are used with the tense.1 Ask students to write their own sentences about• Read through the grammar theory with the class. things they always, usually, often, sometimes,• Ask students to look back at the text in Reading and hardly ever and never do. Refer them to theto identify the tense that is mainly used throughout grammar theory if they need help. When students(present simple). Ask them why (because the text is are ready, they may swap with a partner to readabout facts and general truths). each other’s sentences.• Ask individual students to give you sentences to showthe different uses of the tense. Elicit that adverbs offrequency come before the main verb, but after theverb to be. Extra Task (for early finishers) See photocopiable material on page 114.10

a-z Vocabulary 2 (SB page 10) two or three words that are used together, like ‘do your homework’. Elicit that they must cross out the word1 that cannot be used with the verb to form collocations.• Ask students to read the instructions and check that • Ask students to read the words and explain anythingthey understand what they have to do. Ask students they don’t understand.to give you examples of verbs, nouns and adjectives. • Students work individually to complete the task.Elicit that they must write nouns or adjectives to • They then check their answers in pairs beforecomplete the task. checking as a class.• Ask students to read the words in the table andexplain anything they don’t understand. 5• Explain that in item 3 there are two adjective forms • Ask students to read the instructions and check– one to explain how we feel about something else and that they understand what they have to do. Elicitthe other to explain how we feel personally. Explain that they must complete the sentences with some ofthat in item 6 there are two noun forms – one for the the collocations from 4 and that they must be in theperson and one for the thing. correct form.• Students work individually to complete the table. • Ask students to read the sentences and explain• They then check their answers in pairs before anything they don’t understand.checking as a class. • Students work individually to complete the task.• Check pronunciation by saying each of the words in • They then check their answers in pairs beforethe table to the students and asking them to repeat checking as a class.after you. Correct where necessary.2 Ask students to write a sentence with a word• Ask students to read the instructions and check that from the table in 1, a prepositional phrase fromthey understand what they have to do. Elicit that they 3 and a collocation from 4. For example: Mymust complete the dialogues with some of the words neighbour is friendly with everyone and shefrom the table in 1. always makes me smile.• Ask students to read the dialogues and explainanything they don’t understand.• Tell them to look for clues in the sentences that willshow them what kind of word they need in the gap (verb,noun or adjective) before they choose their answer.• Students work individually to complete the task.• They then check their answers in pairs beforechecking as a class. Extra Task (for early finishers) See photocopiable material on page 114.3 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• Ask students to read the sentences and explain • Revise/Introduce the different forms of the presentanything they don’t understand. continuous (affirmative, negative, question) and• Tell them to look carefully at the words before the short answers with the class. Then elicit some timepreposition in order to make the correct choice. expressions that are used with the tense.• Students work individually to complete the task. • Revise/Introduce stative verbs. Write the following• They then check their answers in pairs before sentences on the board and ask students if they arechecking as a class. grammatically correct (no). Then explain that the verbs in the sentences are stative and cannot usually be used4 in continuous tenses.• Ask students to read the instructions and check that I’m knowing the answer.they understand what they have to do. Explain/Elicit She’s having two sisters.that ‘sb’ means ‘somebody’. Explain that a collocation is 1 • Read through the grammar theory with the class. • Ask students to look back at the text in Reading and to find an example of the present continuous (Are you eating something bad for you now?). • Ask individual students to give you sentences to show the different uses of the present continuous. UNIT 1 11

• Point out that many common verbs we use are 4stative. • Ask students to read the instructions and check• Ask students to look back at the text in Reading and that they understand what they have to do. Elicit thatto find an example of a stative verb (… they don’t have they have to use the present simple or the presenttime for other activities … / Children who have their continuous to complete the sentences.own bedroom are happier. / Boys don’t usually have • Ask students to read the sentences and explainthis pressure.). anything they don’t understand.• Ask individual students to give you sentences with • Remind them to look for clues in the sentences, suchstative verbs. as time expressions. • Encourage students to look back at the grammar theory in order to decide which tense to use. • Students work individually to complete the sentences. • They then check their answers in pairs before checking as a class.2 Ask students to choose a stative verb and an• Ask students to read the instructions and check that active verb, and to use them in two gappedthey understand what they have to do. Elicit that there sentences. They then swap with a partner andare three parts to the task. First, they must decide if complete each other’s sentences.both sentences are about something that is happeningnow. Then they must say which tense is used in each Extra Task (for early finishers)sentence and also explain why. See photocopiable material on page 114.• Refer them to the grammar theory to help themanswer the questions.• Students work individually to complete the task.• They then check their answers in pairs beforechecking as a class.Read 1.3-1.4 of the Grammar Reference on pages 135- Listening (SB page 12)136 with your students. 13 • Ask students to read the instructions and check that• Ask students to read the instructions and check that they understand what they have to do.they understand what they have to do. • Ask students to read the words and the descriptions,• Ask students to read the sentences and explain and explain anything they don’t understand.anything they don’t understand. • Explain to them that the descriptions are ways of• Ask students to look at the first sentence and elicit expressing the four words without actually using them.that Look! and are playing show that the action is • Students work individually to complete the task.happening now. • They then check their answers in pairs before• Ask students to read the rest of the sentences checking as a class.carefully before they choose the answers.• Encourage students to look back at the grammar 2theory in order to help them. • Ask students to read the instructions and check that• Students work individually to complete the task. they understand what they have to do.• They then check their answers in pairs before • Play the recording and ask students to write theirchecking as a class. answer. Then ask students to discuss their answer with a partner and to justify their answer if it is different. • They then check their answer as a class. See the recording script on page 110.12

3 TOP TIP• Ask students to read the instructions and checkthat they understand what they have to do. Elicit that Exploit material that you have already seen in thethey will now listen to a longer extract from the same unit. In this lesson, for example, after studentsrecording as in 2. Point out that they need to answer have discussed the questions in 1, ask them toquestion 1 in 4. describe themselves using the adjectives they• Play the recording and ask students to choose their have learnt so far.answer. Then ask students to discuss their answer witha partner and to justify their answer if it is different.• They then check their answer as a class.• Ask students as a class if they changed their mindafter listening to the longer extract.See the recording script on page 110. 2 • Ask students to read the instructions and check thatDOWNLOAD they understand what they have to do. Elicit that there• Ask students to read the information in Download. are two parts to the task. First, they need to decide• Choose a student to explain the tip in his/her own which questions can be answered with Yes or No. Thenwords. they need to match the questions to the answers.• Explain the importance of listening to whole • Ask students to read the questions and answers, andsentences and paragraphs before choosing an answer. explain anything they don’t understand.Remind them how the answer in 2 changed once they • Students work individually to complete the task.heard the longer extract in 3. • They then check their answers in pairs before checking as a class.4• Ask students to read the instructions and check that DOWNLOADthey understand what they have to do. • Ask students to read the information in Download.• Ask students to read the answer choices and explain • Choose a student to explain the tip in his/her ownanything they don’t understand. words.• Encourage students to listen to the whole sentence or • Explain to students that they need to be able toparagraph before choosing their answer. form questions correctly, and that they should practise• Play the recording and ask students to choose their asking and answering questions.answers. Then ask students to discuss their answers with • Tell them also that they need to be able to form Wh-a partner and to justify any answers that are different. questions and Yes / No questions with the present• Play the recording again if necessary, and check simple.answers as a class.See the recording script on page 110. 3 • As this will probably be the first time students have Speaking (SB page 13) attempted this particular exam task, allow plenty of time to explain the mechanics of it.1 • Ask students to read the instructions and check that• Ask students to read the three questions and answer they understand what they have to do.any queries they may have about them. • Explain that the task involves asking and answering• Students work in pairs to ask and answer the questions. Tell them that Student A will have a cardquestions. with information about something (free-time activities• Monitor and help with vocabulary, but do not and clubs) and that Student B will have a different cardinterrupt fluency. Make a note of any mistakes to go with questions to ask about it. Remind students thatover with the class afterwards. the questions may just be a few words and that they• Ask each pair to ask and answer one of the questions will need to use them to form complete questions, asand continue around the class until each pair has had in 2.a turn. • Go through the Language Bank with the students• Deal with any language mistakes and pronunciation and make sure they understand the question forms.problems that come up. Ask them to look back at 2 to see how questions were formed there. • Explain to students that the person answering the questions should give complete answers, and not just repeat the words on their card. • 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. • Ask one pair to demonstrate the task in front of the class. • Time permitting, repeat until all pairs have had a turn. UNIT 1 13

1 • Ask students to read the instructions and check that they understand what they have to do. Elicit that there are categories and information for them to match. • Ask students to read items 1-10 and a-j, and explain anything they don’t understand. • Students work individually to complete the task. • They then check their answers in pairs before checking as a class.4 2• Ask students to read the instructions and check • Ask students to read the instructions and check thatthat they understand what they have to do. Elicit that they understand what they have to do. Elicit what athey will now swap roles and that Student A will ask capital letter is. Ask them what words have capitalquestions about cooking classes while Student B will letters in their own language and why.give answers. • Students discuss in pairs before checking answers as• Remind students that the questions may just be a a class.few words and that they will need to use them to formcomplete questions, as in 2. Remind them also to give 3complete answers. • Ask students to read the instructions and check that• Remind them to use the Language Bank to help them they understand what they have to do. Elicit that theyform their questions. have to answer the questions with the information in• Students work in pairs to ask and answer the questions. a-j in 1.• Monitor and help with vocabulary, but do not • Ask students to read the questions and explaininterrupt fluency. Make a note of any mistakes to go anything they don’t understand.over with the class afterwards. • Students work individually to complete the task.• Ask one pair to demonstrate the task in front of the • They then check their answers in pairs beforeclass. checking as a class.• Time permitting, repeat until all pairs have had a turn.5 4• Ask students to read the questions and explain • Ask students to read the instructions and check thatanything they don’t understand. they understand what they have to do. Elicit that they• Students work in pairs to ask and answer the questions. have to read the task and answer the questions about it.• Monitor and help with vocabulary, but do not • Ask students to read the writing task and answer anyinterrupt fluency. Make a note of any mistakes to go queries they might have about it.over with the class afterwards. • Point out that the questions they need to answer will• Time permitting, you may want to discuss the help them to analyse the task.questions more extensively as a class. • Students work individually to complete the task. • They then check their answers in pairs before checking as a class. Writing (SB pages 14-15) 5 • Ask students to read the instructions and check that Information sheet: Filling out forms they understand what they have to do. Elicit that they • Ask students to read the information on information need to compare their answers in 4 with those in 5. sheets and filling out forms. • Elicit that the form in 5 was filled out in answer to the • Explain to students that when they fill out a form question in 4. they need to give personal information and that they need to understand what kind of information they need and how to write it.14

• Ask students to read the information and explain information they need to give, and also to use capitalanything they don’t understand. letters where necessary. Tell them to use the present• They then compare their answers with the writer’s simple tense with adverbs of frequency to talk aboutbefore checking as a class. their free-time activities and how often they do them. • Remind them to look back at 5 for an example of a completed form.6 Time permitting, students can make brief notes• Ask students to read the instructions and check that for Part 2 of their form. Monitor and help withthey understand what they have to do. Elicit that they vocabulary if necessary. Make a note of anymust find the five examples of the present simple in mistakes to go over with the class afterwards.the model form.• 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 1.7• Ask students to read the instructions and check that Revisionthey understand what they have to do. Elicit that they • Explain to students that there will be a review at themust find two adverbs of frequency in the form in 5. end of each unit in English Download. Tell them that• Students work individually to complete the task. Reload 1 revises the material they saw in Unit 1.• They then check their answers in pairs before • Explain to students that they can ask you for helpchecking as a class. with the questions or refer back to the relevant sections of the unit if they’re not sure about an answer.LANGUAGE BANK Stress that the Reload section is not a test.• Quickly go through the words and phrases in the • Decide how the review will be carried out. StudentsLanguage Bank. could do the vocabulary items first and then correct• Explain that students can use words and phrases them immediately, or they could do all the itemsfrom the Language Bank as well as their own phrases together and correct them at the end.in their forms. • Give students about 20 minutes to complete the• Remind them to use words and phrases from all of review. Reduce this progressively as you work throughthe sections in the Language Bank. the book. • Tell students to answer every question. When8 checking their answers, make a note of any problem• Read the task out to students and explain anything areas in vocabulary and grammar they still have.they don’t understand. Elicit that they must fill out a Assign some time to deal with these areas.form.• Go over the Plan with the students. Remind them to Vocabulary Revisionprovide all the information they need to give on theform. Remind them also to use the present simple Vocabulary 1tense with adverbs of frequency when they answer the • 1 and 2: Revise the words for family relationshipsquestions in Part 2. and family members by writing each word on the board• Assign the writing task for homework. and asking individual students to tell you what the word means.DOWNLOAD • 3: Read out the words, one by one. Ask individual• Read out the information in the Download box. students to come to the board, write the word and tell• Choose a student to explain the tips in his/her own you what it means.words.• Tell students this box acts as a reminder for what Vocabulary 2they have to do when they complete their forms. • 1 and 2: Practise word formation. Write the nouns• Remind them to check that they understand what on the board and ask students to write the verb and adjective forms, where they exist. • 3: Practise prepositions. Write these words and prepositions on the board: afraid, friendly, good, interested, ready, worried, about, for, for, in, of, with. Then ask individual students to come to the board and match the words with the prepositions they are used with. Ask students to give you example sentences using the phrases. (afraid of, friendly with, good for, interested in, ready for, worried about) • 4 and 5: Practise collocations and expressions. Write make somebody and make on the board. Then read out the following words, one by one, and ask students which one they go with or if they go with neither: a friend, a laugh, a joke, angry, cry, fun of, happy, laugh, joke, sad, smile, surprised. (make somebody UNIT 1 15

angry, cry, happy, laugh, sad, smile; make a friend, a joke, fun of) Write have on the board. Then read out the following words, one by one, and ask students if they go with have to form a collocation: a chat, a fun, a fight, a laugh, coffee, fun, party, time. (have a chat, a fight, a laugh, coffee, fun, time) Grammar Revision Grammar 1 Practise the present simple and adverbs of frequency. • Read out, one by one, the uses of the present simple (present simple – habits and things that happen regularly; things and situations that are always or usually true; facts and general truths) and ask students to give you example sentences for each. • Write the adverbs of frequency on the board (in mixed up order). Ask students to tell you the correct order for frequency, starting with always (always, usually, often, sometimes, hardly ever, never). • Ask students to tell you some time expressions we use with the present simple. Write them on the board. Then ask students to give you sentences using the present simple, adverbs of frequency and time expressions. Grammar 2 Practise the present continuous. • Read out, one by one, the uses of the present continuous (something that is happening now, at this moment; temporary situations) and ask students to give you example sentences for each. • Ask students to tell you some time expressions we use with the present continuous. Write them on the board. Then ask students to give you sentences using the present continuous and time expressions. Practise stative verbs. • Remind students that stative verbs are used to talk about states and not actions, and that we do not usually use them in continuous tenses. • Ask students to name some stative verbs. Write them on the board. • Ask students for example sentences using the verbs. • Students are now ready to do Reload 1. • Set a time limit and let students know every so often how much time they have left to complete the questions. • Check answers as a class.16