English Download [A2]: Teacher's book

Contents Student’s Book Contents__________________________________ 4 Introduction to English Download__________________________ 6 Unit 1____________________________________________________ 8 Unit 2___________________________________________________17 Progress Review 1 27 Unit 3___________________________________________________30 Unit 4___________________________________________________39 Progress Review 2 48 Unit 5___________________________________________________51 Unit 6___________________________________________________61 Progress Review 3 70 Unit 7___________________________________________________72 Unit 8___________________________________________________81 Progress Review 4 90 Unit 9___________________________________________________92 Unit 10________________________________________________ 101 Progress Review 5 111 Student’s Book Recording Script________________________ 114 Extra Tasks For Early Finishers_________________________ 118 Extra Tasks For Early Finishers Key_____________________ 128 Workbook Key_________________________________________ 130 Workbook Recording Script____________________________ 136 Test Book Key_________________________________________ 139 Test Book Recording Script_____________________________ 142

1 This is me! Unit plan Reading: multiple choice (related texts), looking for words with similar meanings in the text and in the options Vocabulary: words related to people & the countries they come from, word formation, prepositions, collocations & expressions Grammar: present simple, present continuous, stative verbs Listening: multiple choice (pictures), understanding that all the pictures will be mentioned and listening carefully so you can answer correctly Speaking: discussion and decision making, talking about friendship and characteristics, agreeing and disagreeing Writing: email, writing about yourself, using the present tense, adverbs and time expressions to describe what you do, using adjectives to describe appearance and personality Unit Opener (SB page 5) TOP TIP • Ask students to look at the main picture and tell you what they can see (a man is taking a photo of Make the most of the material in the Opener himself with a mobile phone). Ask them if they know by using it to build on students’ vocabulary. the English word for this kind of photograph and where For example, here there are four activities that they think the word comes from (selfie; from the word the people are doing. This also links to the unit ‘self’ in ‘myself’). grammar (present continuous). Point out, too, • Ask students to read the title of the unit and say how that in a Speaking task when describing photos, it relates to the picture (The title is ‘This is me!’ and they should use the present continuous. the picture shows a man who is taking a selfie). • Ask them if they have ever taken a selfie. If they have, ask them what they did with it. 1 Let’s talk about it! • Ask students to read the instructions and check that they understand what they have to do. DVD 1 • Ask students to tell you what each person is doing The DVD activity is optional and can be done if time (the boy is playing the guitar, the little girl is drawing permits. The videos can be accessed by teachers from and the woman is eating / holding a bowl and the IWB software, and students can access them from chopsticks). their e-book. There is a DVD question in the Student’s • Students work individually to complete the task. Book at the bottom of the opening page in each • Give them a minute to find what three of the people unit. Don’t worry if your students don’t understand have in common. Remind them that they must consider everything they hear on the video. They will be able to all four pictures on the page. grasp the gist of the content. • If students need help, tell them to look at the Summary of DVD 1: The video is titled ‘Why It’s Hard people’s hands. Out There For A Lefty’. Explain that a ‘lefty’ is a left- • They then check their answers in pairs before handed person. The video points out that left-handers checking as a class. have some common problems in everyday life because many products aren’t suitable for use by them. These include ring binders, can openers, desks and scissors. The video also points out the advantages of being left- handed, such as becoming richer, seeing underwater better and being better athletes than right-handed people. There is also a special day for left-handed people to celebrate. DVD link: https://www.youtube.com/ watch?v=7xU7U9zZ5I08

Reading (SB pages 6-7) DOWNLOAD • Point out the Download box next to the1 comprehension questions to the students and tell them• Ask students to read the instructions and check that that these boxes appear throughout the book to givethey understand what they have to do. advice about how to approach the tasks.• Ask students to read the adjectives and tell you what • Ask students to read the information in Download.they mean. Explain any that they don’t understand. • Choose a student to explain the tip in his/her own words.• Check pronunciation by saying each of the adjectives • Explain to students that they need to look atin the orange box to the students and asking them to multiple-choice questions very carefully because therepeat after you. Correct where necessary. correct answers are often paraphrased in the text.• Students work in pairs to complete the task. • Refer students to the options in Question 1 and ask• Time permitting, individual students can tell the class them to look for the same words in the text and to findabout their partner. the correct answer (‘is joined’ in option A is the same as ‘connect them’ in the text). 3 • Ask students to read the instructions and check that they understand what they have to do. Elicit that the questions are about the article and the quiz. • Ask students to read the questions and explain anything they don’t understand. • Encourage students to use the tips from the Download box when doing the task and to look for words and ideas with similar meanings in the answer options and the texts. • Students work individually to choose the best answers. • They then check their answers in pairs before checking as a class.2 Ask students to use the adjectives in 1 to write a• Ask students to read the instructions and check that short description of a classmate, without writingthey understand what they have to do. Elicit that they the person’s name. Tell them to begin ‘He/She ismust think about their answers before they read the …’. Monitor and help with vocabulary and grammararticle. if necessary. Ask individual students to read out• Ask students to skim read the text and look for the their descriptions and the rest of the class mustanswers. Explain to students that they do not need guess who is being described.to read in detail at this stage as they will have theopportunity to do so later.• Students work individually to complete the task.• They then check their answers in pairs beforechecking as a class.• Once the answers have been checked, have studentsdo the quiz. Point out that at the end of the quiz, theycan find out what their results mean. Time permitting,discuss results as a class. 4 • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the words and the questions 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. UNIT 1 9

5 • Check pronunciation by saying each of the adjectives• Ask students to read the instructions and check that in the orange box to the students and asking them tothey understand what they have to do. repeat after you. Correct where necessary.• Students discuss the puzzle in pairs. • Tell students to read the whole text first to get a• Monitor and help with vocabulary and grammar if general understanding before writing their answers.necessary. • Students work individually to complete the task.• Make a note of any mistakes to go over with the class • They then check their answers in pairs beforeafterwards. checking as a class.• When students are ready, ask them for their answers.• Once the answer has been checked, ask students 3which part of the brain deals with such questions of • Ask students to read the instructions and check thatlogic (the left). they understand what they have to do. Elicit that there are two parts to the task. First, they must write thea-z Vocabulary 1 (SB page 8) nationality adjectives for the countries. Then they need to think of something that is associated with the countries.1 • Students work individually to complete the task.• Ask students to read the instructions and check that • They then check their answers in pairs beforethey understand what they have to do. Elicit that there checking as a class.are two parts to the task. First, they need to match the • Check pronunciation by saying each of the countriesopposite pairs and then they have to write sentences and the adjectives to the students and asking them tousing the adjectives in their notebooks. repeat after you. Correct where necessary.• Students work individually to match the adjectives.• They then check their answers in pairs beforechecking as a class.• Check pronunciation by saying each of the adjectivesto the students and asking them to repeat after you.Correct where necessary. Books closed. Divide the class into two teams and choose a ‘secretary’ for each one; this person will write down their team’s answers. Read out an adjective from 1; the teams must write down its opposite. Continue until all eight pairs have been covered. Then read out a country from 3; the teams must write down its adjective. Continue until all nine countries have been covered. The team with the most points wins. 2 Extra Task (for early finishers) • Ask students to read the instructions and check that See photocopiable material on page 118. they understand what they have to do. • Ask students to read the text and explain anything Grammar 1 (SB page 9) they don’t understand. Before you read the Grammar box10 • Revise the different forms of the present simple and the present continuous (affirmative, negative, question) and short answers for these two tenses with the class. Then elicit some adverbs of frequency and time expressions that are used with each tense.

1• Read through the grammar theory with the class.• Ask students to look back at the text in Reading andto identify the tense that is used throughout (presentsimple). Ask them why (because the text is about factsand general truths).• Ask individual students to give you sentences to showthe different uses of the tenses. 5 • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the text and explain anything they don’t understand. • Ask students to look at 1 and elicit what clues will help them to choose the correct tense (‘live in Italy’ describes something that is always true) and elicit that they will need the present simple here. • Ask students to read the rest of the text carefully and to underline any time expressions or other clues that will help them to choose the correct tense. • Students work individually to complete the task. • They then check their answers in pairs before checking as a class.2• Ask students to read the instructions and check thatthey understand what they have to do. Refer them tothe grammar theory to help them answer the question.• Check answer as a class.Read 1.1-1.2 of the Grammar Reference on pages 135- Ask students to write their own gapped sentences136 with your students. requiring either the present simple or the present continuous. Refer them to the grammar theory3 if they need help. When students are ready,• Ask students to read the instructions and check that they may swap with a partner to complete theirthey understand what they have to do. sentences.• Ask students to read the sentences and explainanything they don’t understand. Extra Task (for early finishers)• Remind students that adverbs of frequency come See photocopiable material on page 118.before the main verb, but after the verb to be.• Students work individually to complete the a-z Vocabulary 2 (SB page 10)sentences.• They then check their answers in pairs before 1checking as a class. • Ask students to read the instructions and check that they understand what they have to do. Point out that4 two of the nouns (boredom and interest) have two• Ask students to read the instructions and check that adjective forms each.they understand what they have to do. • Students work individually to write the adjectives.• Ask students to read the sentences and explain • They then check their answers in pairs beforeanything they don’t understand. checking as a class.• Students work individually to complete the • Check pronunciation by saying each of the words insentences. the table to the students and asking them to repeat• They then check their answers in pairs before after you. Correct where necessary.checking as a class. UNIT 1 11

2 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 texts and explain anything • Write the following sentences on the board and askthey don’t understand. students if they are grammatically correct or not (the• Tell students to read the whole sentence first and then sentences are all grammatically incorrect). Elicit/to look at the table in 1 before writing their answers. Explain that the verbs in the sentences are stative and• Students work individually to complete the texts. they cannot be used in continuous tenses here.• They then check their answers in pairs before I’m understanding the question.checking as a class. They aren’t knowing the answer. He’s loving to play the guitar.3 • Write the following sentences on the board and ask• Ask students to read the instructions and check that students if they are grammatically correct or not (thethey understand what they have to do. sentences are all grammatically correct). Elicit/Explain• Ask students to read the sentences and explain that the verbs in the sentences are stative, but thatanything they don’t understand. they are being used to describe an action, so they can• Tell them to look carefully at the words before and be used in continuous tenses here.after the preposition in order to make the correct I’m looking at my book.choice. Sometimes the preposition goes with the word They’re having breakfast now.before it and at other times it depends on the word(s) He’s thinking of buying a new bicycle.after it.• Students work individually to choose the prepositions. 1• They then check their answers in pairs before • Read through the grammar theory with the class.checking as a class. • Point out that many common verbs we use are stative. • Emphasise that some verbs are only stative, while others can be both stative and active, but with a change in meaning. 2 • Ask students to read the instructions and check that they understand what they have to do. Refer them to the grammar theory to help them answer the questions. • Check answers as a class. • Ask a strong student to explain the two different meanings of the verb see in the sentences (in sentence 1 it means ‘meet’, in sentence 2 it means ‘see with your eyes’).4 Read 1.3 of the Grammar Reference on page 136 with• Ask students to read the instructions and check that your students.they understand what they have to do.• Ask students to read the sentences and explain 3anything they don’t understand. • Ask students to read the instructions and check that• Explain to students that the expressions they will be they understand what they have to do.looking at are formed with two verbs that are often • Ask students to read the sentences and explainconfused. anything they don’t understand.• Students work individually to complete the task. • Ask students to look at the first sentence and elicit• They then check their answers in pairs before that seem is a stative verb and that they will need thechecking as a class. present simple here. • Ask students to read the rest of the sentences Divide the class into two teams. Write the carefully before they choose the correct tense. prepositions about, at, by, for, in, to on the board. • Encourage students to look back at verbs with two One by one, read out the phrases from 3. The meanings in the grammar theory in order to decide first team to correctly name the preposition for which tense should be used. each phrase wins a point. Continue until all the • Students work individually to complete the sentences. expressions have been used. The team with the • They then check their answers in pairs before most points wins. checking as a class. Extra Task (for early finishers) See photocopiable material on page 118.12

4 • Point out that in tasks like these, all of the options• Ask students to read the instructions and check will be mentioned to some extent, but only one isthat they understand what they have to do. Elicit that correct. Here, they have the benefit of seeing thethey have to use the same verb in the present simple dialogue, but in an exam situation, they will only(stative meaning) and present continuous (active hear it. Therefore, it is important that they listen verymeaning) to complete the pairs of sentences. carefully to what they hear.• Ask students to read the sentences and explain • Play the recording and ask students to choose theiranything they don’t understand. answer. Then ask students to discuss their answer with• Encourage students to look back at verbs with two a partner and to justify their answer if it is different.meanings in the grammar theory in order to decide • They then check their answer in pairs before checkingwhich tense should be used. as a class.• Students work individually to complete thesentences.• They then check their answers in pairs beforechecking as a class. See the recording script on page 114. Ask students to choose a stative verb with two DOWNLOAD meanings from the Grammar Reference and to write • Ask students to read the information in Download. two sentences that show the different meanings. • Choose a student to explain the tip in his/her own words.Extra Task (for early finishers) • Explain that in picture-based listening tasks, theySee photocopiable material on page 118. should read the question and look at the pictures before the recording starts so that they have an idea Listening (SB page 12) what it will be about. Remind them that they will probably hear all three options, but that only one is1 correct and that they must listen carefully to decide• Ask students to read the instructions and check that which is correct.they understand what they have to do.• Ask them to look at the pictures and to decide what 4appears in each photo. • 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 answer in pairs before checking • Ask students to look at the pictures and explainas a class. anything they don’t understand. • Encourage students to think about what the pictures in each question have in common, and to be careful when choosing their answers as all three options will probably be mentioned. • Play the recording and ask students to choose their answers. Then ask students to discuss their answers with a partner and to justify any answers that are different. • Play the recording again if necessary, and check answers as a class.2 See the recording script on page 114.• Ask students to read the instructions and check thatthey understand what they have to do. Speaking (SB page 13)• Ask students to read the conversation and explainanything they don’t understand. 1• Ask them to read the conversation again and to • Ask students to read the three questions and answerunderline the places shown in the pictures. any queries they may have about them.• Students work individually to complete the task. • Students work in pairs to ask and answer the• They then check their answers in pairs before questions.checking as a class. • Monitor and help with vocabulary, but do not interrupt fluency. Make a note of any mistakes to go3 over with the class afterwards.• Ask students to read the instructions and check thatthey understand what they have to do. UNIT 1 13

• Ask each pair to ask and answer one of the questions • Ask students to read the instructions and checkand continue around the class until each pair has had that they understand what they have to do. Spenda turn. some time explaining that they must discuss all• Deal with any language mistakes and pronunciation of the pictures within the context of the task (…problems that come up. how important it is for a teenager to have these characteristics) and that they are not being asked to TOP TIP describe the pictures. Elicit that there is a second part to the task which requires them to reach a decision Time permitting, these pair work tasks can be about the two characteristics they think are the most turned into a class discussion or students can be important. asked to report back to the class on what they • Point out that there are no right or wrong answers, talked about in pairs. Alternatively, students and that they only need to justify what they say. can be asked to report back to the class what • Students work in pairs to do the exercise. their partner said, in which case they should be • Monitor and help with vocabulary, but do not encouraged to take brief notes. 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.2 5• Ask students to read the instructions and check that • Ask students to read the questions and explainthey understand what they have to do. anything they don’t understand.• Ask students to read the conversations and explain • Students work in pairs to ask and answer theanything they don’t understand. questions.• Explain to students that they should carefully read • Monitor and help with vocabulary, but do notwhat B says to see if the speaker agrees or disagrees interrupt fluency. Make a note of any mistakes to gowith A. over with the class afterwards.• Students work individually to complete the task. • Time permitting, you may want to discuss the• They then check their answers in pairs before questions more extensively as a class.checking as a class.3 Writing (SB pages 14-15)• Ask students what sort of questions we can ask tosee if someone agrees or disagrees with what we are Email: Writing about yourselfsaying. Make a list on the board. • Ask students to read the information on emails and• Ask students to read the instructions and check that writing about themselves.they understand what they have to do. • Explain to students that when they write to• Tell students to underline the questions that A asks B someone for the first time, they should provide certainto find out if they agree or disagree. information about themselves so that their reader can• Students work individually to complete the task. get an idea of who they are. Explain that they should• Check answers as a class. write about their appearance, their friends and family, and what they do in their free time. • Remind students that we use the present simple tense with adverbs of frequency and time expressions to say what we do and how often we do it.DOWNLOAD 1• Ask students to read the information in Download. • Ask students to read the instructions and check that• Choose a student to explain the tip in his/her own words. they understand what they have to do.• Emphasise the importance of listening carefully to • Ask students to read the sentences and explaintheir partner before replying to make sure they answer anything they don’t understand.the question being asked. • Ask students to read the sentences and to tell you• Tell students there are various phrases they can use what the paragraph is about (what someone doesto agree or disagree with what someone is saying. at the weekend). Tell them/Elicit that the starting sentence should be the one that introduces the topic of4 the paragraph (I’m never at home on the weekends)• Go through the Language Bank with the students and that everything else should follow logically fromand make sure they understand the phrases and how this one.to use them. Ask them to look back at 2 to see which • Point out that for 5 and 6 there are two possiblephrases were used. answers. • Students work individually to complete the task.14

• Check answers as a class.2 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. they understand what they have to do. Elicit that there• Elicit that they must circle the adverbs of frequency are two parts to the task. First, they must find theand underline the time expressions. adjectives in the email and write them in the correct• Students work individually to complete the task. column. Then they must think about other adjectives• Check answers as a class. that describe appearance and personality. • Students work individually to complete the first part of the task. • They then check their answers in pairs before checking as a class. • Once answers have been checked, students do the second part of the task. • They then check their answers in pairs before checking as a class.3 6• 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 they they understand what they have to do.have to read the task and tick only the information • Ask them how we can begin and end an email (Hello,they could include in their email. Hi, Bye for now, etc).• Ask students to read the writing task and answer any • Draw students’ attention to the Language Bank. Goqueries they might have about it. through the words and phrases for beginnings and• Ask students to look at the task again and to endings.underline the information that must be included in • Students work individually to complete the task.the email. Then tell them to look for the pieces of • They then check their answers in pairs beforeinformation in the list that are relevant. checking as a class.• Students work individually to complete the task.• They then check their answers in pairs beforechecking as a class.4 LANGUAGE BANK• Ask students to read the instructions and check that • Quickly go through the other words and phrases inthey understand what they have to do. the Language Bank.• Elicit that the email in 4 has been written in answer • Explain that students can use words and phrasesto the writing task in 3. from the Language Bank as well as their own phrases• Explain that they need to circle the adverbs of in their emails.frequency and underline the time expressions. • Remind them to use words and phrases from all of• Ask students to read the email and explain anything the sections in the Language Bank.they don’t understand.• Students work individually to complete the task. 7• Encourage them to look back at 1 if they need • Read the task out to students and explain anythinghelp distinguishing adverbs of frequency from time they don’t understand. Elicit that they must write anexpressions. email.• They then check their answers in pairs before • Go over the Plan with the students. Remind them tochecking as a class. write three short paragraphs about the three topics in the task. • Remind students to use the present simple tense with adverbs of frequency and time expressions when they write about themselves and their hobbies. Remind them also to use adjectives when describing appearance and personality, and to begin and end their emails appropriately. • Assign the writing task for homework. UNIT 1 15

DOWNLOAD by, for, in, to. Then ask individual students to come to • Read out the information in the Download box. the board and match the words with the prepositions • Choose a student to explain the tips in his/her own they are used with. Ask students to give you example words. sentences using the phrases. • Tell students this box acts as a reminder for what • 4: Practise collocations and expressions. Write the they have to do when they write their email. verbs do and make on the board. Read out the words • Remind them to use the present simple tense that can go with these verbs one at a time. Each time, with adverbs of frequency and time expressions, a student comes to the board and writes the word adjectives to describe appearance and personality, and next to the correct verb. Practise all of the verb/word appropriate beginnings and endings. combinations. • Remind them to look back at 4 for an example of a model email that covers all of the important details in Grammar Revision the task. Grammar 1 Time permitting, students can make brief notes for Practise the present simple and the present continuous. the three paragraphs of their email. Monitor and • Ask students to tell you when we use the present help with vocabulary if necessary. simple and the present continuous. Read out, one by one, the uses of the present simple and the present Reload 1 (SB page 16) continuous, and ask students to give you examples for each of the uses of the tenses (present simple – Objectives habits and things that happen regularly, things that • To revise vocabulary and grammar from Unit 1. are always or usually true, permanent situations, facts and general truths, timetables and future programmed Revision events; present continuous – something that is • Explain to students that there will be a review at the happening now, at this moment, temporary situations, end of each unit in English Download. Tell them that future plans and arrangements). Reload 1 revises the material they saw in Unit 1. • Ask students to tell you which time expressions we • Explain to students that they can ask you for help use with each tense. Write them on the board in two with the questions or refer back to the relevant columns. Or, write the time expressions on the board sections of the unit if they’re not sure about an answer. (in mixed up order) and ask students to tell you which Stress that the Reload section is not a test. are used with each tense. • Decide how the review will be carried out. Students could do the vocabulary items first and then correct Grammar 2 them immediately, or they could do all the items Practise stative verbs. together and correct them at the end. • Remind students that stative verbs are used to talk • Give students about 20 minutes to complete the about states and not actions. review. Reduce this progressively as you work through • Remind students that some verbs have stative and the book. active meanings. • Tell students to answer every question. When • Ask students to name some stative verbs. Write them checking their answers, make a note of any problem on the board. areas in vocabulary and grammar they still have. • Ask students for example sentences using the verbs. Assign some time to deal with these areas. • Students are now ready to do Reload 1. Vocabulary Revision • Set a time limit and let students know every so often how much time they have left to complete the Vocabulary 1 questions. • 1: Revise the adjectives and their opposites by • Check answers as a class. writing them all on the board and asking students to come to the board and match them. • 2: Write the adjectives on the board and ask individual students to use them in sentences. • 3: Read out the countries, one by one, and ask individual students to come to the board and write the adjective forms. Vocabulary 2 • 1 and 2: Practise word formation. Write the nouns on the board and ask students to write the adjective forms. • 3: Practise prepositions. Write these words and prepositions on the board: responsible, interested, surprised, bad, different, excited, common, about, at,16