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EN LI H UR E
or emen
E HER B K 4
erry e , eter now an e en e
Retyped and designed by
li alsalafi
Checked by Jassem Alkalby
All Copyrights Reserved by Ministry of Education.
-
Republic of Yemen
n stry o ucat on
Curricula and Supervision Sector
Genral Directorate of curricula
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ng s anguage eac ng or t e ra or
x or n vers ty ress , ox , e rut
nglish Language Teaching for the Arab World
x or n vers ty ress
irst published 1993
opyr g ts eserve y n stry o ucat on. -
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Contents Crecent Teachers Book 4
Introduction Page
Crescent English Course - the background ........................................... 4
rescent mater a s or t e pup ..........................................................
rescent mater a s or t e teac er .......................................................
rgan zat on o rescent ....................................................................Overview of main grammatical areas (Crescent1-4)............................. 7
Advice to Teachers The classroom
a r an group wor ..............................................................................
xe a t es .......................................................................................
s ng ra c ..........................................................................................
esson planning ..................................................................................... 12
Classroom language ............................................................................... 13
ssessment .............................................................................................
eac ng tec n ques an proce ures
General approach to the skills.......................................................................... 14
Listening Objectives.............................................................................. 14General procedure (TP L1) ................................................... 14
pea ng: ect ves .............................................................................
roce ure or present ng exc anges .......................
Procedure for speaking activities in the Workbook (TP S2)... 16
Information gap exercises (TP S3)........................................ 17
oca u ary: ect ves an approac .......................................................
enera proce ure ....................................................
or ng out mean ng rom context .........................
Aids to learning vocabulary ............................................... 19
Reading: ect ves .............................................................................
enera proce ure ...................................................
roce ure or scann ng , ...........................................
Pronoun reference ................................................................. 22
riting: Objectives and activities ....................................................... 22
General procedure for writing continuous text (TP W1)....... 23
enera proce ure or or oo wr t ng exerc ses ..
ctat on ..................................................................
Spelling ................................................................................. 24
Punctuation ........................................................................... 25
anguage wor ..............................................................................................
n t ummar esn t ...............................................................................................
nit 2 ............................................................................................... 50
nit 3 ............................................................................................... 80
n t ...............................................................................................
n t ...............................................................................................
nit 6 ............................................................................................... 177
nit 7 ............................................................................................... 209
n t ...............................................................................................
ppen x
Crescent 4Word list ......................................................................... 53Glossary of key words used in the Teaching Procedures ............................... 259
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Introductionrescent ng s ourse t e ac groun
he Crescent nglishCourse, specially developed for the teaching of English
n Arab schools, was first published in 1977 after research, conference and
sem nar scuss ons over a num er o years. t p oneere t e commun cat ve
pproac to anguage earn ng an teac ng. nce , t e ourse as een
men e rom t me to t me an ta ore to meet c ang ng s tuat ons n erentountries using it. This policy of regular updating has ensured the continued
success of the Course throughout the Arab world.
s new e t on o t e Crescent English Course is rm y asea on t e same
eoret ca an pe agog ca pr nc p es as t e or g na . e c anges re ect ot
he wide experience gained by the authors over the years since first publication
nd the need to provide teachers with something new.
A larger format has been chosen for the books to allow a large print size
n c ear ustrat ons at t e ower eve s o t e ourse an su c ent y arge
r nt s zes or t e onger texts nee e at t e g er eve s. e new mater a s
ontinue to provide those features most likely to appeal to learners such as
aried text types with attractive illustrations for language presentation and skill
eve opment, an games an songs at t e ear y eve s.
e ourse as a com ne unct ona structura sy a us an t e
ecommen e met o o ogy s rawn rom a var ety o o an new sources.
he Workbooks provide carefully graded and systematic practice and
onsolidation exercises as well as communicative language learning tasks.
t oug t e new ourse nc u es group act v t es, t ere s a greater use o
a rwor . system o s gnpost ng n t e new e t on ma es t e oo s eas y
ccessible to pupils and teachers.
Materials for the pupil
upils Book 4 s oo presents t e anguage t roug a var ety o textypes. o our p ctures prov e mean ng an context support an a so st mu ate
scuss on. ere are anguage ta es an s ort exc anges or contro e
ractice of the main structures and anguage reviewpages for revision of key
anguage at the end of the Units. These can be used both in class and at home.
uc o t e new ey voca u ary s ustrate . ter presentat on, t e anguage
s recyc e n rea ng texts.
There are instructions to the pupil on most Pupils Book pages. For
xample, the instruction on page 6 is 1.14Read and answer the questions.
he reference 1.14 means Unit 1 Step 14 and refers to the lesson when
s page s use . e nstruct on means t at t e pup s s ou rea t e
onversat ons an answer quest ons on t e page. e ate act v t es are n
xercise 1.14 in the Workbook.
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Workbook 4 This book contains speaking, listening, reading and writing
tasks and simple language explanations and practice exercises. The Workbook
nstruct ons exp a n c ear y ow to carry out eac tas . ere s a st o t e
new testa e voca u ary at t e en o t e oo .
The Workbook activities are closely linked to the Pupils Book. Therefore
the two books must be used when specified in the teaching notes. The simple
system o s gnpost ng t e n t an tep, or examp e . , s use n ot
oo s an a so n t e eac er s oo .
Materials for the teacher
Class Cassette 4 This contains conversations which serve as pronunciation
mo e s an texts to eve op t e sten ng s . any o t e rea ng texts avelso been recorded for use after the pupils have done the reading task. This isn a to pronunc at on an a so conso at on o t e rea ng.
eachers Book 4 The contents are listed at the beginning of the book. TheUnit teaching notes include the following: n t content summar es n t sts o t e new voca u ary The script of the cassette sections where these are not in the pupils
mater a se ppen x conta ns t e oo or st an a g ossary o teac ng
instructions.
Abbreviations usedPB5 Pupils Book page 5WB7 Workbook page 7
assette ect on
eac er s ooTP L1 Teaching Procedure Listening 1
eac erup
C Classroup
Using the teaching notesEach Step begins with a table at the top of the page containing the followingn ormat on:
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Unit and Step number Materials
Learning objectives
anguage ocus rac ets are use aroun examp es.
ocabulary Only new vocabulary is listed.
n aster s n cates non-testa evoca u ary.
s ta e s o owe y t e recommen e teac ng p an v e ntoum ere stages. e act v ty ta ng p ace at eac tage s state on t eeft-hand side of the page and the materials to be used, if any, are listed. The
suggested method of teaching this Stage is on the right.
OrganizationCrescent 4 is organized into eight Units. The Units are divided into Steps,ac o w c s nten e to e taug t n one esson. e ast teac ng tep
n n ts - uses t e anguage rev ewpage n t e up s oo to rev se t eain language points in the Unit.
n t contentUnit Steps Topic area
ev s on15 Air travel15 Living abroad
ewspapers
15 Other countries, ther customs
16 Staying healthy
erv ng t e peop e
ev s on
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Crescent 4 - Overview of main grammatical areasum ers n rac ets re er to t e n t n w c t e tem rst occurs. ese are new n rescent .
All others were introduced in Crescent 1, 2 and 3.
Adjectives
- e ore nouns a re oo- a terbe Its red.
- possessive my, your, his, her, our, their
- or er o a ect ves
ect ve c auses
- defining (6) Jill teaches people who are blind.
ver s
- ntens y ng ery hank you very much.
- of frequency (3) always, sometimes, often, never, ever, usually
- of manner (7) Regular,egslowly, angrily, carefully; Irreg: hard, fast, wellver a p rases
- o ocat on n / on / under the car; to school
at home, at the beach; next to / behind / in front of / opposite the
a ery; etween; over t ere; to t e eac to sc oo ; across t e
street; nto a s op
- o t me at eight; on Friday; every day
n the evening; last week / Thursday; the day before yesterday
- o means y us cyc e car
- o rect on n the left / right; straight on; turn left / right; cross over
- Causative make (5) moking makes your teeth (go) yellow.Clauses
- o t me
hen + past + past hen we were in the water, a goat ate Daves shirt.
hen + past + past perfect hen I got here, the race had started.
- o resu t
so+ a + t at e was r v ng so ast t at e a an acc ent.
oo+ a + to n n t ve e was too ill to come to school.
- of purpose (3) e went to the airport to catch a plane.
omparat ves an super at ves
- o a ect ves +er est egu ar,eg igger, t e iggest; rreg: worse, t e worst, more- of adjectives + ore / most (5) .g. more / most interesting
- of adverbs (8) Regular,eg higher, the highest; rreg: better, the best
on t ona sentences
ype : uture open f we get lost, well use a compass.
Implied conditions ont swallow that. Youll poison yourself
I + present + imperative/ f there is a fire, try to put it out.
mo a f fat catches fire, you mustnt
Type 2: unreal/unlikely f I had some matches, I would make a fire.
Conjunctions and link words
an n compoun p rases a re an ue a
sentences can swim and I can run fast.
but signalling a contrast can swim, but I cant ride a bike.
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or ter a negat ve ver ont e c c en or meat.
sosignalling a reason hen they were hungry, so they went to a restaurant.
Sequence words First, Then, Next, After that
because He cant play football because he has to wash the dishes.
eterm ners
Indefinite articles a / an buslan apple
Definite article the- or spec c re erence ave you got the rubber? t e one we a now a out
on t e ta e t e on y one n t e room
- or secon ment on ere s an app e n t e p cture. e app e s on t e oo .
- in certain place phrases at the beach
Zero article
- w t p ura nouns e app es.
- w t uncounta e nouns e tea.
- in certain place phrases go to bed, come to school; at home, at school
some for indefinite quantity
- w t uncounta e nouns o you want some c eese
- w t p ura counta e nouns ere are some oo s on t e s e .
any in negative statements here isnt any bread. There arent any eggs.
erun s - ng orm
- a ter go want to go sw mm ng s ng.
- after ike /enjoy I like playing football.
- after ow about How about going to the take-away?
- a ter ver s o percept on If you see somebody drowning
- a ter ould you mind ould you mind closing the blind?
mperat ves
- affirmative commands tand up, please.
- negative commands ont run.
- rect ons Go straight on. Turn left / right.
- a v ce warn ng ont touc t at.
- conditionals If you are a poor swimmer, dont go in the water.
Indirect object
-a terbuy, make, give Ameena bought Noura a bracelet.
meena oug t a race et or oura.
Infinitives
- after ant I want to play football.
- a ter ould like Id like to play football.
- a ter too hey were too late to put out the fire.
- a ter earn ow ey earn ow to rea .
Modals / Auxiliaries / Verb Be
e, do (All forms)
be - present per ect Ive been / havent been to Spain.
ave got or possess on ave got one rot er an two s sters.
have got to for oblig / necessity Ive got to write a letter.
have to for oblig / necessity have to do my homework.
can or a ty I can swim. Girls cant catch fish.
n requests an ave t, p ease
or poss ty ere can uy orange u ce
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for suggestions hat can I buy for my sister?ets n suggest ons ets go to t e par .
could n po te request ay I have some tea, please?mayin polite requests (2) Could you carry this for me, please?must or necess ty ou must wa t an pray.need+ noun e eed some bread.
shall to ask for suggestions What shall we do next?ill n offers Ill bring some Pepsis.
to express warn ngs ou po son yourse .ould like+noun Id like a cheese sandwich.
+ infinitive Id like to play football.
ounssingular countable a book, a car, etcregu ar p ura counta e two cars, etcrregu ar p ura men, women
non-countable tea, coffee, etc
ass ve vo ceAlltenses (6) he letters arelwerelhave been / had been / will be delivered.
A lot of patients / are being treated at the moment.s ou must can e treate mme ate y.
Possessivesapostrop e s atmas s stera ect ves my, your, his, her, our, their
repos t ons- o ocat on in, on, under, at, behind, next to, in front of, opposite, between- of direction to, across, towards
ronouns- personal (subject) I, you, it, he, she, they, we
o ect me, you, m, er, t, us, t em- emonstrat ve this, that, these, those- possessive mine, yours, his, hers, ours, theirs- reflexive myself, yourself, himself etc.- something / somebody ser es something, somebody, somewhere- replaciveone / ones Id like a green one and some red ones.
unctuat onpostrop e
- in contracted forms Im 10.- or possess on atmas rot er
ap ta etters- proper nouns Fatma, Ahmed, Monday, etc- eg nn ng o sentence
omma Ali needs some water, some tea and some sugar.om cant play football well, so he isnt in the team. hen I saw Mary, she was very unhappy.
xc amat on mar , u a ome nFull stop- at end of sentence- a ter a rev at ons at.
uest on marSpeech marks I had a white falcon, said Abdullah.
uant ers too muc , too many, ess, ewer
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uest ons
Yes / No type Have you got a pencil? Yes, I have. No, I havent.
(+ short responses) Can you swim? Yes, I can. No, I cant.
Do you like oranges? Yes, I do. No, I dont.
s t s w te es, t s. o, t snt.
Did you visit your friend yesterday? Yes, I did. No, I didnt.
Wh-type
Who, What, When, Where, How many / much, How old
How far, How long, How well, Why, How
Superlatives
- of adjectives egu ar,eg the biggest/smallest; rreg: he best /worst/most
- o a ver s egu ar, eg t e astest / ig est; rreg: e est /worst
eporte speec e sa t at t was not true.
enses
Present simple
- or a tua act ons om goes to school every day.- or states genera trut s n a s a g country.
- programme or timetable IY154 leaves on Wednesday.
- to describe a process hey sort the letters.
resent cont nuous
- or act ons n progress e s watc ng
- for future arrangements hat are you doing on Saturday? Im playing football.
Past simple of regular/ talked, phoned, etc, had, ran, drove, etc
rregu ar ver s
ast cont nuous
- or act ons n progress was on t e p er. was s ng.- for interrupted actions hen the car came round the corner, the old man was
crossing the road.
uture cont nuous hat will you be doing between 7 and 8 oclock tonight?
- for neutral future I will call her at half-past six.
I wont be in this evening.
- in Type 1 conditionals If the boat sinks, well swim.
go ng to
- or e n te ntent ons at s s a go ng to r ng
- for present certaintyIts going to rain.
Present perfect
- or n e n te past t me ave you ever een to pa n
Past perfect
- for contrasting past/ After they had checked in, they waited in the departure lounge.
ear er past events
- g v ng reasons or past cou not get any vegeta es ecause a c ose s s op.
events
There is / are- n escr pt ons here is a clock on the wall.
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Advice to teachers
e c assroom
goo c assroom atmosp ere s very mportant. e o ow ng po nts s ou
be borne in mind:
The room itself should promote communication. Seating should allow for
regu ar pa rwor an occas ona groupwor . e wa s o t e room s ou sp ay appropr ate anguage prompts; t e pup s
t emse ves can e p to prov e t ese.
If real oral communication is taking place, the classroom cannot be silent.
This does not mean that it must be noisy; provided the pupils understand the
purpose o pa r an group nteract on, an prov e t e teac er exerc ses t e
r g t egree o contro , a w o e room o pup s ta ng s mu taneous y s ou
not be unreasonably noisy.
The following materials will be needed in the language class:
w te car s s nee e to ma e wor as car s an pup name car s. t
may a so e nee e to ma e wa sp ay mater a .pictures A supply of pictures is invaluable for activities relating to
ocabulary, speaking and writing. Excellent pictures can be found in magazines
n t e pup s can e as e to e p supp y t ese. ey w e more eas y use
n t e c ass an w ast onger t ey are mounte on car .
ot ers c ssors, co oure c a , co oure pens, e otape an u- ac .
Pair and groupwork
a r an group act v t es ave t ese a vantages:
ey promote commun cat on n t e c assroom.
ey a ow or ora pract ce y a rat er t an a ew pup s. They place responsibility for learning on the pupil.
It is important that pupils understand these benefits. They are more likely to
use t e opportun t es we t ey o. av ng permanent pa rs s most e c ent,
ut t may e necessary to c ange t ese rom t me to t me.
The teaching notes suggest pair or group practice when appropriate.
In general, all the language exchanges, whether new or revised, need to be
pract se n s mu taneous pa rs a ter c ass presentat on an emonstrat on. e
pup s s ou a so e tra ne to scuss t e r answers w t t e r partners. ot
o t ese s tuat ons a ow rea commun cat on an s ou e exp o te u y.
Group activities must be well-organized to be effective and they need
ery careful advance planning. The pupils must be willing to participate fullyn t ey must un erstan exact y w at s requ re o t em. e act v ty tse
must e su ta e n t at t eman s severa part c pants. n ess t s s so, some
pup s w rema n s ent. emonstrat on w t one group s nee e e ore
the whole class carry out group activities. Pupils need not sit as a group. For
example, three rows of three pupils, sitting one behind the other, would be
equate or most group act v t es. e two ma n requ rements are t at t e
pup s s ou now w o ma es up eac group, an t at t ey s ou e c ose
enough to communicate with each other.
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Mixed abilities
Apart from promoting pupil-centred learning, groupwork has the additional
a vantage o re eas ng t e teac er to evote t me to pup s w o nee spec a
attent on. en more a e pup s are carry ng on w t an act v ty y t emse ves, t e
teacher can work intensively with an individual or a small group. Provided the pupils
are working effectively, it is possible to carry out this remedial teaching tactfully and
quietly so that the pupils are not embarrassed.
s ng ra c
t s o v ous y mportant t at ng s s use as muc as poss e ur ng t e ng s
lessons. However, there are occasions when it is necessary and natural for both
teacher and pupils to use Arabic.
xp anat ons o new act v ty types may ave to e g ven n ra c, as may
exp anat ons o grammat ca an cu tura po nts. requent y repeate c assroom
nstruct ons s ou e n ng s . omet mes t e teac er may ave to use ra c to
explain a word or phrase. However, where possible, it is preferable for the teacher
to use English and then ask the pupils for the Arabic. If they can translate, they have
un erstoo .
Lesson planningGood lesson planning results in efficient use of classroom time. Students respond to
a well-organized lesson where no time is wasted, and the teachers job is thus made
ess cu t.
ann ng a ea
At the beginning of the year, read the whole of this Introduction to the Teachers
Book so as to understand the nature of the material and the learning and teaching
pr nc p es nten e . am ar ze yourse w t t e anguage content n t e verv ew.
e ore eg nn ng to teac a n t, rea a t e stu ent mater a or t at n t as we
as t e teac ng notes. se t e n t summary to see ow many essons ea w t t esame language area. This will give you an overview of the whole and enable you to
avoid over-teaching.
ann ng eac esson
ea t e esson notes an t e esson mater a s an sten to t e assette
Section where relevant.
Think about the stated learning objectives and consider whether the
ecommen e proce ure w ac eve t s a m. necessary, amen t e
roce ure to su t t e part cu ar nee s o your pup s.
Think about any difficulties your pupils may have and decide how you can best
resent t e mater a s so as to ea w t t ese.
t e proce ure a v ses as ng quest ons an prov es one or two examp es,
repare other suitable questions and write them in your plan.
st mate t e t me nee e or eac stage o your esson. you want to set
omewor , prepare t now.
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Make sure that your plan allows adequate time for pupil to pupil interaction.
Make sure also that there is a variety of activities in the lesson. The general
pattern o a esson s ou e:
A short teacher-led introduction
pupil activities
s ort teac er- e conc us on
tage ta es most o t e esson t me. ere may e severa act v t es w t n t s
stage an you w ave to start an stop t ese an ta e contro rom t me to t me.
Nevertheless, the teacher should talk much less than the pupils in any lesson.
repare your teac ng a s.
Remember! Lessons need to be enjoyable as well as efficient. Think about how to
interest your class right from the start of the lesson. All texts should be introduced
nd usually it is left to the teacher to decide how to do this. Try to relate the topic to
your pup s own exper ence an nterests.
uring the lesson
Be prepared to be flexible and change your plan if necessary. Make notes of
common anguage pro ems so t at you can prepare a contro e act v ty to
reme y t e pro em n anot er esson. a e a note o anyt ng you ave not
een a e to cover n t e esson so t at you can o t ater.
Classroom language
our pup s can earn a great ea o anguage w t out you actua y teac ng t.
you use ng s natura y n t e c assroom, t e pup s w acqu re t . ome
essential classroom instructions are included in the teaching notes. However,there is a large body of language which can be used. Dont be afraid to use
ocabulary and structures which have not been formally presented. Being in a
natura anguage env ronment w c requ res t e pup s to sten an t n w
e p t em earn. ncourage t em rom t e eg nn ng to say t ey o not
understand and ask for clarification.
Assessment
ost o t e act v t es n rescent are es gne or earn ng purposes, not
test ng. owever, on-go ng assessment o pup s progress can e carr e out
through their performance in these activities. When oral pair practice is takingplace, you can concentrate on a few pairs each day and give them a mark or
ra e or spea ng, w t out t e pup s now ng t at t ey are e ng assesse .
ea ng an sten ng can e assesse y c ec ng pup s per ormance n t e
Workbook tasks. You can also assess reading ability by asking individual pupils
bout the text they are reading while you are circulating and observing. When
the Workbooks are collected from time to time, marks can be allocated for
wr t ng.
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Teaching techniques and procedures
General approach to the skills
Since real communication generally involves more than one language skill,
rescent opts an ntegrate s s approac . e mater a s an met o o ogy are
essent a y pup -centre , a m ng to promote earn ng t roug mean ng u n v ua
and interactive tasks. The early levels of Crescent,however, recognize that younglearners need controlled input and systematic practice of language before they
can use t. ower eve s o rescent t ere ore prov e suc act v t es as c ora
repet t on an p cture to wor , p rase or sentence matc ng an copy ng exerc ses n
preparat on or us ng t e anguage n ora games an s mp e sten ng, rea ng an
writing tasks.
As the Course develops and pupils become more familiar with the mechanics
o t e anguage, t ey are expecte to o more or t emse ves, or examp e y
memor z ng voca u ary an spe ng at ome. e ourse gra ua y puts more an
more emp as s on s eve opment an act v t es ecome more var e an more
task-based.
LISTENINGect ves
Activities at this level aim to develop the following types of listening:
for pronunciation / intonation, ie imitating a model eg Unit 1, Step 1.or g st, e or genera mean ng o t e w o e. s can e pract se y ett ng
t e pup s sten to any o t e recor e texts e ore any spec c tas s set.
or spec c n ormat on, e on y t e n ormat on spec e y t e tas eg n t ,
Step 2. 9
for detail.t ona y, some rea ng texts are recor e so t at t e pup s can ear t em
a ter t ey ave rea t em. e sten ng at t s stage can e regar e as a
rewar or conso at on. ee ea ng.
TP L1 - General procedure for listening activities
ntro uce t e text
Always prepare the pupils in some way for the listening so they know what to
expect. Tell the class what kind of text they are going to hear, eg a conversation
between two or more people. The names and location of participants should be
ven to t e pup s n t s ntro uct on, un ess t s part o t e tas to p c out
t s n ormat on.
Introduce the task
ea new nstruct ons a ou . s a pup to rea am ar nstruct ons. a e
sure t at a t e pup s un erstan t e tas . o o t s you may nee to c ec
un erstan ng or go t roug an examp e. e amount o preparat on w vary
from class to class and from task to task. Remember, however, that this is
preparation only; the pupils must still have a reason for listening and the task
must not e one at t s stage.
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ay t e cassette / pup s o t e tas
If the task is listening for gist, check the answers after playing the cassette
only once. If very few pupils can answer, do not say whether they are right or
wrong, ut rep ay t e sect on an t en c ec t e answers more u y.
t ot er tas s you s ou ec e ow many t mes to p ay t e
section. As a general rule, play it as many times as necessary for the majority of
the class to be able to do the task. At the same time, do not give the impression
t at pup s w e a owe to ear t e recor ng as many t mes as t ey want
as t s w re uce t e r concentrat on an t e e ect veness o t e r sten ng.
Use of the pause button at strategic points in more complex passages will often
reduce the number of replays needed. After a brief pause repeat the section for
pupils to check their answers.
ec answers
See teaching notes for this stage. Sometimes the class may be asked to check
their answers in pairs before you carry out a class check. Sometimes the pupilsave to rea t e text to c ec t e r own answers. so, a c ass c ec must ta e
p ace ater.
Consolidate and transfer
Whether or not a listening task is followed by or leads on to another task,
a ways a ow some scuss on o w at as ust een one, try ng to a ow
pup s to comment on w at t ey ave ear .
SPEAKING
bjectives Crescent 4 aims:o prov e opportun t es or a t e pup s to use t e anguage n s tuat ons t at
are as realistic as the classroom and the limits of the language allow.
To develop in the pupils the confidence to use the language outside thec assroom.
o prov e pract ce n essent a anguage patterns an voca u ary.
o recyc e structures prev ous y ntro uce an to eve op exponents o
functions as required in the syllabus.
c t v t e s or contro e an gu e pract ce: anguage ta es, quest onna res,
su st tut on conversat ons, n ormat on gap exerc ses an ea an taexercises. The focus here is n accuracy.
For less controlled practice: talking about pictures, comparing answers,
scuss ng texts an ro e-p ay ng s tuat ons presente n t e up s oo . e
ocus ere s n uency.
For pronunciation: repeating after the cassette model and reading texts
a ou a ter t ey ave een rea s ent y.
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P S1 - General procedure for presentation and controlled practice of exchanges
resent
o t roug eac tem n t e exc ange, e t er present ng or c ec ng ts
meaning. Get the class to repeat in chorus and focus on correct pronunciation.
Practise with whole class
v e t e c ass nto two groups so t at eac a says one part o t e exc ange
n c orus, prompte y wor or p cture cues.
Pairs demonstrate
rompt pa rs o pup s as n tage a ove. s s ca e pen pair practice .
Pairs practise simultaneously
The whole class practise simultaneously in pairs. Circulate and observe. Make
sure the pupils change roles where relevant.
- enera proce ure or spea ng act v t es n t e or oo
1 Introduce the task
s a pup to rea t e nstruct ons a ou . ec c ass un erstan ng.
emonstrate t e act v ty
Where the activity is practising a conversation or an exchange, use yourself
and another pupil or two pupils to demonstrate. Go through an example in the
or oo necessary, ut o not comp ete t e w o e exerc se.
3 Carry out the activity
The whole class work in pairs. Go round listening and encouraging. Make
a note of particular mistakes that you would like to work on at a later date.
ass c ec
Carry out an appropriate class check. The teaching notes usually recommend
a method of checking.
ote: ese our as c stages are app ca e to or oo exerc ses or a
s s.
ese act v t es are nten e to e one n pa rs. ac pup n t e pa r oo sat a different page of the Workbook. This contains information that his
partner does not have. At the beginning of the activity, therefore, there is an
n ormat on gap. e a m s to c ose t s gap, usua y y as ng an answer ng
quest ons, so t at na y ot partners s are t e same n ormat on. ecause
ne t er pup nows n a vance w at n ormat on s partner as, t e act v ty
fulfils one of the main criteria of genuine communication. As in real life, pupils
have to listen to each other carefully, be ready to respond to the unexpected and
as or repet t on or c ar cat on necessary. t s essent a t at t e pup s o
not s ow eac ot er t e r oo s or oo or t e r partner s n ormat on on t e
other page of their own book. This would destroy the point of the activity.
During the activity pupils have to do something in their Workbooks,suc as wr t ng s ort answers or mar ng a map. s prov es a means o
c ec ng t at n ormat on as een exc ange correct y.
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- enera proce ure or n ormat on gap exerc ses
1 Revise / present language
evise the vocabulary and structures needed to do the activity and present any
ew voca u ary.
2 Introduce the task
ivide the pupils into pairs, A and B, and tell them which pages of theorkbook to look at. Have a pupil read the instructions aloud. Check
n erstan ng. ere t e nstruct ons are erent, ave an pup , t en a
up rea t em out.
emonstrate t e act v ty
se yourse an anot er pup to emonstrate. o not comp ete t e w o e
xercise.
4 Carry out the activity
Circulate, listening and observing. Do not interrupt or correct unless absolutely
ecessary. ou can ma e a note o part cu ar m sta es to wor on w en t ect v ty as een comp ete .
ass c ec
en pa rs ave n s e , te t em to c ec t e r answers y compar ng t e r
age with their partners page. Carry out a final class check as well.
VOCABULARYObjectives
t t s eve t ere are many ways o ea ng w t voca u ary an you can c oose
from a variety of techniques to suit the situation. However, the following two
important points need to be remembered: Pupils should have acquired an active vocabulary of approximately 1,500 items.
ey s ou e a e to use t ese pro uct ve y, e un erstan an use t em ora y
n n wr t ng. not, reme a voca u ary act v t es w e nee e .
Pupils need to learn how to deal with unfamiliar vocabulary. They shouldknow that the meaning of a whole text can be discovered without necessarily
un erstan ng every wor ; t at t e mean ng o wor s can somet mes e wor e
ut rom t e text see e ow ; ow to use a wor st an ct onary. nce t ese
t ree ways o ea ng w t un am ar voca u ary ave to e eve ope , new
ocabulary should not always be pre-taught. The teaching notes will indicate
hether new vocabulary can be worked out from the context or has to be
pre-taug t.
Testable vocabulary
All of the new vocabulary is included in the Unit Word lists printed in Teachers
Book 4 and in the vocabulary boxes at the top of each Step. Non-testable items are
mar e w t an aster s .
en ea ng w t new voca u ary n a esson, get t e pup s to wr te t e
items in their own vocabulary notebooks. We suggest that you tell them to write a
page reference beside each item. Then when they are learning the words at home,
t ey can oo at t em n context. ese re erences w a so ena e you to te t em
w c wor s you want t em to rev se or a spe ng test or voca u ary qu z.
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e p your pup s towar s an awareness o wor - u ng n ng s . on t
restrict your own language or the language you present to that in the Year 4 materials.
If you introduce vocabulary which is not printed in the materials, write it on the
oar so t at t e pup s can copy t nto t e r voca u ary note oo s. en present ng
new voca u ary, nc u e assoc ate parts o speec w ere re evant. or examp e,
a ver rst occurs n ts past tense orm, present t e n n t ve an past part c p e
lso. If a noun can be derived from it, present that too.
- proce ure or rev s on an eve opment o voca u ary
This technique allows the teacher to find out what the pupils already know and what
will have to be introduced. The stimulus may be a page title or a picture.
1 Elicit
en ntro uc ng a esson or an act v ty, name t e top c. s t e c ass to ca out any
wor s t ey assoc ate w t t e top c an wr te t ese qu c y on t e oar .
2 Check
Point to individual words and elicit orally. Ask questions which check -nderstanding.eac er presents
resent new wor s necessary to an un erstan ng o t e text un ess t ese ave to e
wor e out rom context. se t e most e c ent met o ava a e.
Note:At the end of the lesson, ask the pupils to write any words they did not know in
their vocabulary notebooks.
or ng out t e mean ng o wor s rom context
You will have to give pupils a lot of help and guidance, especially at the beginning.
There are many ways a word can be from context understood and it will help pupils
if they know what to look for. Train them to look for any of the following in the text:
ynonyms or s t at ave a most t e same mean ng as t e target wor .
Antonyms Opposites.
xp anat ons / parap rases
ener c terms omet mes a gener c term can e un erstoo ecause spec c
examples of the class are given.
t er contextua c ues omet mes t s poss e to wor out t e mean ng o a wor
rom t e context as a w o e.
Word formation nderstanding how words are formed will help pupils to work out
the meaning of many new words. It is important that pupils know the names of the
ma n wor c asses, oun, verban adjective, n are e pe to recogn ze w at c ass
wor e ongs to.
General knowledge Pupils own knowledge of the world can often be activated to
e p t em wor out t e mean ng o new wor s.
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P V2 - A procedure for working out the meaning of words from context
Some Steps include specific suggestions for dealing with new vocabulary. Where no
spec c suggest ons are nc u e , t e o ow ng proce ure may e use .
1 Identify target words
List the words you want the pupils to work out the meaning of, or tell them to
underline the words they dont know.
oo at wor orm
Ask the pupils what can be guessed from the word itself. Is it a noun, verb or
adjective? Is it formed from any other word or words they know?
oo at t e context
s t e pup s to oo at t e context. e t em to n out t e wor s repeate
anyw ere e se n t e text. e t em to oo or wor s t at mean t e same or t e
opposite, for explanations in the text, and so on. (See above.) The teacher will have
to help and guide the pupils at first by asking questions that show them what to look
or. a e a guess
Ask the pupils to make a guess, however vague. They can indicate the meaning in
any way they can, for example, explanation, mime, drawing, translation, and so on.
ote: When pupils are more familiar with the skill of working out meaning from
context, et t em wor n pa rs e ore c ec ng un erstan ng as a c ass.
Aids to learning vocabulary
Unless pupils read English for enjoyment and have the opportunity to use English
outs e t e c assroom, t ey w n t cu t to remem er t e ncreas ng num er
o wor s t ey nee . part rom t e voca u ary exerc ses n t e oo s, try to t ve-
to-ten-m nute act v t es nto t e esson at east tw ce a wee . t ese are n t e ormof a quiz, the pupils are more likely to prepare for them.
A quiz can be oral or written. Tell the pupils which words, or at least which
category o wor s, t e qu z w e ase on so t at t ey can prepare or t. e
c ass can ta e part n teams or groups an you can awar po nts.
Some suggestions for a vocabulary quizSynonymsTeacher says a word; pupil has to say one which means the same.
ppos tes ntonyms eac er says a wor ; pup as to say t e oppos te.
qu va ents eac er says an ra c wor ; pup as to say t e ng s equ va ent.
Anagrams Teacher writes a word with the letters in jumbled order; pupil has towrite the word correctly.
Definitions eac er e nes somet ng or someone; pup as to say w at or w o s
e ng e ne .
en wor s eac er wr tes a ong wor suc as angerouson t e oar ; pup s
have to make as many words as possible, of any length, from these
letters in a given time.
or sets eac er as s pup s to st as many wor s as poss e w c are, or
examp e, names o o s, orms o transport, n s o sports.
or u ng eac er g ves t e root n n t ve o a ver ; pup as to g ve
the past tense or past participle. Teacher gives a noun or verb; pupil has
to give an adjective derived from it.pe ng qu ra .
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READINGect ves
rescent a ms to eve op t e o ow ng rea ng s s an tec n ques:
Predicting the content of a text Reading for gist (skimming)
ea ng a text or spec c n ormat on scann ng
ea ng or eta e un erstan ng ntens ve rea ngea ng or en oyment extens ve rea ng
Using the context to work out the meaning of unknown words (See TP V2.)
re ct ng t e content o a text en we rea , we usua y r ng some n o
ac groun now e ge to t e text, toget er w t an expectat on o w at we are go ng
to find in it. This is because we normally read what we want to read. In the classroom
situation it is difficult to let pupils choose what they want to read. It is very important
t ere ore to try an mot vate t em an arouse t e r nterest n t e texts prov e .
ways get pup s to t n a out t e top c an ma e guesses a out t e content o t e
text e ore t ey start rea ng. s w act vate t e r own now e ge o t e su ect
and give them a reason for reading. For ways of doing this see TP R1 below.
Skimming s t e tec n que we use w en we want to get a genera ea o w at
t e text s a out w t out rea ng a t e eta s. t s a way o ea ng w t t e arge
amount o pr nte mater a we meet every ay ut on t ave t me to rea n eta . t
is very important for the pupils to realise that they can grasp the gist of a text without
reading and understanding every word. Otherwise they will never have time to read
extens ve y.
cann ng s t e tec n que we use w en we want to ocate a part cu ar p ece o
information in a text, or when looking up a word in a dictionary. It is important to
show the pupils how to do this. They should learn to look for clues in the text. First
t ey must t n o t e n o n ormat on t ey nee . or examp e, t cou e t e
name o a person or a p ace, n w c case t e c ue s a cap ta etter; or t cou e
someone s age, n w c case t ey must oo or a num er. ere t e n ormat on
needed is not likely to have this kind of simple clue, they should learn to think of
which part of the text is most likely to contain the information. For ways of doing
t s see .
ea ng text types n rescentReading text types include conversations, short descriptive and narrative texts,
factual texts, newspaper extracts, letters, charts, notices, and a serial story.
e texts o ten present a new structure. t e texts, are nten e or s entrea ng, ut t e conversat ons may e use or ro e-p ay a ter t e rea ng tas as
been done. Similarly, the serial stories may be exploited for role-play and for practice
in reading aloud after all the tasks are completed.
The language tables on the review pages and elsewhere are intended both for
rea ng a ou an as a re erence or t e pup s.
Performance objectivesBy the end of the year, the pupils should be able to read texts of the length and
cu ty o t ose n n t w t re at ve ease. ey s ou a so e a e to ma e a
oo attempt to rea texts n ng s outs e t e c assroom. ey s ou a so e a e
to nterpret some o t e n ormat on t ey rea , rat er t an e ng m te to a teraunderstanding.
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P R1 - General procedure for reading
Introduce the text
s can e one n var ous ways. ee or ways o ea ng w t
oca u ary. t er ways o prepar ng pup s or t e rea ng nc u e:
Discussing the topic before pupils open their books, in order to establish whatthey already know and arouse their interest.
v ng pup s ey wor s rom t e text.
e ng pup s w at t e su ect o t e text s an encourag ng t em to ormu ate
t e r own quest ons a out t.
Focusing on the title, picture, headings, and so on, so that pupils can begin tomake guesses about the content.
ntro uce t e tas
Crescent 4provides various reading tasks to practise the different reading skills
and techniques. Prepare for the task as for listening tasks, ie the pupils read the
instruction and study the task itself. Check that they understand what they have to do.
necessary, o an examp e w t t e c ass.
Pupils read silently and do the task
Usually the lesson notes recommend that they should check their answers with their
partners.
ass c ec
You carry out a class check of the answers.
scuss t e text
s stage, w ere t e pup s comment on w at t ey ave rea , s very mportant.
Although another activity such as a writing task may precede this stage, it should notbe omitted. It is the transfer stage where you prompt the discussion.
- proce ure or scann ng
Preparation -what kind of answer
Prepare the pupils to scan the text by getting them to decide what kind of answer
t ey w e oo ng or. or examp e, t e quest on as s or t e name o a person or
p ace, t ey w nee to oo or n t a cap ta etters. t as s or a ate, t ey w
nee to oo or gures. t as s or a t me, t ey w e t er oo or gures or
words, depending on the type of text. Tell them to circle key words or phrases in thequestion which they can look for when scanning.
reparat on - w ere n t e text
Ask the pupils where in the text they are likely to find the answer. For example,
if they have to scan a page of newspaper articles for a particular fact, get them to
identify the most likely article by means of headlines, captions and pictures.
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up s scan t e text
Now that they know what they are looking for and where, tell the pupils to run their
eyes very quickly over the text, looking for the key words or phrases. They should
not stop to rea any unre ate parts o t e text. t s not necessary or t em to ave
any ea w at t e rest o t e text s a out.
Find the answer
Once they have located the key words or phrases, pupils should slow down and read
more care u y to n t e answer.
ote: cann ng s a ast act v ty. o encourage pup s to ncrease t e r spee , t e
teacher may make it into a competition to be the first to answer.
Language work - pronoun reference
n erstan ng stretc es o wr tten anguage o ten requ res un erstan ng o t e
re at ons p etween sentences s gna e y pronouns. t s a goo ea to raw t e
pupils attention regularly to the use and function of these reference pronouns. Any
suitable text in the Pupils Book or Workbook may be used. The teaching notes offer
suggest ons an gu ance. ey s ou not ta e more t an a ew m nutes o c asst me.
WRITINGObjectives
r t ng act v t es n rescent a m:
o re n orce pup s un erstan ng o sentence syntax.
To reinforce work on structures and vocabulary. To develop pupils ability to write continuous text.
c t v t e s
var ety o act v t es cater or t e rst two a ms. ese nc u e voca u aryexercises, completing grammatical tables, spelling and punctuation exercises, writing
answers to questions and completing gapped exercises.
ont nuous text wr t ng nc u es rewr t ng a ser es o sentences n paragrap
orm, wr t ng paragrap s or summar es ase on notes or answers to compre ens on
questions.
For the longer writing projects pupils should write a draft before writing a final,
fair copy. The pupils must learn to assess their own work and try to improve it.
sta s a system o correct on sym o s. or examp e:
- unctuat on error
G - GrammarSp - Spelling
- e mean ng or t e wr t ng s not c ear ue to
grammar, spe ng, a an wr t ng, an so on.
o encourage goo wr t ng, te t e pup s you w sp ay t e r wor on t e
walls of the classroom. They can then read each others work and choose the
best. If this is not possible, you could read out some of the best pieces of work
to t e w o e c ass. r you cou a ow t me or t e pup s to exc ange t e r
wor w t severa ot er pup s.
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TP W1 - General procedure for writing continuous text
ra preparat on
ntro uce an scuss t e top c.
2 Notes
Either ask the pupils to think of ideas and write notes OR elicit ideas from a pupil
n wr te notes on t e oar . e t e pup s w c pages n t e text oo s to use or
re erence.
3 Plan
Referring to the notes already made, the pupils suggest the number of paragraphs
to e wr tten an t e top c o eac one. s out ne can e wr tten on t e oar . n
examp e o an open ng sentence can e constructe y t e c ass as a w o e. ew
examp es o top c sentences m g t a so e constructe toget er.
4 First draft
up s wr te w e t e teac er c rcu ates an g ves gu ance. ose attent on s oue pa to connectors an re erence pronouns, as we as grammat ca accuracy. e
teacher should indicate what needs amending without necessarily telling a pupil
exactly how to amend it. Consultation between partners can be encouraged here.
Pupils can also refer to dictionaries. This work might sometimes be done in pairs.
na ra t
There should be few if any mistakes remaining when pupils write a fair copy. The
teacher circulates as before if this is done in class, although sometimes this stage may
e one as omewor . t ere are st too many m sta es, t may e necessary or
some pup s to wr te a urt er a r copy.
TP W2 - General procedure for Workbook writing exercises
ntro uce / prepare or t e tas
a e sure t e pup s un erstan w at t ey ave to o. t ey ave to use
information from a previous exercise, point this out. If there is a model
sentence, check that they can read it. The amount of preparation needed will vary
depending on the task and the ability of the pupils. You can:
go t roug t e exerc ses ora y.
e c t t e answers, wr te t em on t e oar , t en ru t em o .
practise sentence building to focus on syntax (best done before the task is introduced). wr te ey wor s on t e oar n ran om or er.
emem er t at t s s preparat on on y. ou st want t e pup s to comp ete t e
exerc se on t e r own. t s ou not e cop e rom t e oar .
2 Pupils write
e t e pup s are wr t ng, go roun t e c ass e p ng an encourag ng. a pup
as spe e a wor wrong y, po nt t s out. necessary, te t e pup to n t e wor
n s or er oo . a pup as orgotten to use a cap ta etter or a u stop, po nt
nd ask hats wrong? or Whats missing?
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ote: t some o t e trans er wr t ng exerc ses, you can get t e pup s to o a
draft in their copybooks first. You can check this before they write a fair copy in their
Workbooks.
ec answers
ou can o a c ass c ec n t e o ow ng ways:
s n v ua pup s to rea out a sentence eac . e rest o t e c ass
onfirm or correct.
Write gapped sentences or paragraphs on the board and get the pupils to helpou t e gaps.
ote: e or oo s s ou e co ecte regu ar y or mar ng. e construct ve y
writing encouraging comments on the pupils work.
Dictation
Dictation is useful for improving listening, spelling and punctuation. There are no
ctat on exerc ses n rescent , ut teac ers can use sentences an s ort paragrap s
rom t e an texts or regu ar ctat on pract ce.
TP D1 - A procedure for dictation
ea w o e text
ea t e w o e text once stra g t t roug w e t e pup s sten. scuss t e context
if necessary.
ea or ctat on
ea t e text s ow y, paus ng etween sense groups. e pup s s ou wr te as you
speak. Read the text again in the same way.
3 Read whole text
ea t e w o e text at norma spee w e t e pup s o ow w at t ey ave wr tten.
4 Pupils correct
Refer the pupils to the text of the dictation in the Pupils Book or Workbook. Tell
t em to c ec t e r wor an correct t.
ote: orrect ons s ou never e e aye .
Language awareness / spelling
Pupils need a lot of help and encouragement to spell correctly.They will not develop
oo spe ng ust t roug rea ng an wr t ng act v t es. e earner nee s to
eve op an awareness o common etter com nat ons n ng s an an awareness
o etters t at never com ne. ct v t es w c encourage pup s to oo at wor s
carefully and focus on word structure should be carried out regularly. Some examples
re as follows:
ym ng wor s r te a wor on t e oar an e c t ot er wor s t at soun t e
same, for example, balll / wall / fall / tall, brother / mother, walk / talk. Ask the pupils
which parts of the words are the same.
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Words within wordsWrite a word on the board and ask pupils to find other words
within it. For example, find pen in pencil,yes and day in yesterday, right nd en in
rightened, police, man n an in policeman, n so on.
ote: any ng s wor s ave no regu ar spe ng pattern. ese ust ave to e
memorized.
Punctuation
e est way to encourage correct punctuat on at t s eve s to ocus t e pup s
attent on on t at every su ta e opportun ty. or examp e:
Use any suitable Pupils Book text that the pupils have read. Ask the pupilsHowmany sentences are there? How many questions are there?Ask them how they
now. et t em to c rc e t e n t a cap ta etters, t e u stops, quest on mar s
an commas.
s t e pup s to scan or names o peop e or p aces. o nt out t at t e cap ta
letter will help them find the words quickly. Focus on speech marks by asking
them to read aloud what different characters say in stories. This could be done as
a pre- rea ng tas .en prepar ng or or c ec ng a wr t ng act v ty on t e oar , g g t t e
capitals, full stops or question marks in different coloured chalk. Elicit their
purpose, ie to mark the beginning and end of a sentence or question.
While pupils are doing a writing exercise, go round checking punctuation. If theyave orgotten to use a punctuat on mar , po nt to t an as hats missing?
Language work
The Language review pages at the end of Units 2 to 7 in the Pupils Book summarize
t e ma n structura an unct ona areas ntro uce n eac n t. anguage ta es or
mo e s are prov e or use n c ass an a so as a re erence or t e pup s at ome.
ac mo e s s gna e y t e wor oo xerc ses or ora an wr tten pract cefollow the model.
Crescent Workbook 4 ocuses attent on on certa n anguage po nts n act v t es
ea e anguage stu y.
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Unit 1 Summary at o you remem er
This Unit aims to revise and consolidate basic structures and tenses, but some new activity types
re ntro uce . e ocus s on ora act v t es w t wr t ng at sentence an paragrap eve to
conso ate structure.
Step Materials Skills Language focus1 A street scene Talk about a picture. here is / are
res s mp e cont nuous
e n ng a p rases
2 Vocab exercises Classifying.
3 Two games Ask and answer questions. Wh questions
PB4 What is it? Read short descriptions and Pattern: ts made of /
at s my o ent y o ect ound in ... / used for ... ing
4 Recorded Listen to identify objects. -
escr pt ons r te escr pt ons.
- o ects
Vocabulary Do exercise to revise -
exerc ses o s.
6 Whats my job? Read short utterances to -
PB4 identify jobs.
re ct answers to quest ons es o quest ons
sten to c ec .
Play the game.
A street scene Do a true / false exercise. Past continuous
orrect a se sentences.
street scene r te sentences. ast cont nuous
tu y punctuat on mar s.
/ one sten or spec c res cont nuous
conversat ons n ormat on; rea ave o or o gat on
WB7 / 8 to check. Write messages. ype 1 conditional
CS3 Perform conversations.
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tep ater a s s anguage ocus
11 2 story lines Write a story; improve it Connectives: and, but, so,
y n ng sentences. then
12 Conversation Make conversations. -
stran s omp ete a wr tten a ogue.
13 - se ey wor s to wr te a story.
14 Possibilities Read and perform a dialogue Type 2 conditions.a out poss t es.
rans er.
xerc ses ev s on -
WB11
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1.1earn ng o ect ves escr e a street scene.
Language focus There is / are+ adverbial of place / adjectival phrase
ent y ng a ect ve p rases: he (woman) (in the yellow dress
resent s mp e an cont nuous
ocabulary scene, cafe, litter bin
Vocabulary revision / presentation
ea t e t t e on a ou an present scene. s t e pup s to te you w at t ey
can see n t e p cture. rompt t em w t quest ons, or examp e:
How many shops/ cars/ lorries are there?
Where is the (bakery)?
at can you see n t e ac o t e ue orry
near t e grass
o can you see outs e t e ost ce
What is (he) wearing?doing?
c t t e spe ng o ey voca u ary an wr te t on t e oar . or examp e, gn,
roo , tra c g ts, tter n, pavement,etc.
Language presentation identifying adjective phrases PB2/3
A nv te two pup s to rea t e mo e sentences on a ou . s t e pup s tote you a out t e ot er peop e n t e p cture n t e same way.
B resent t e new structure as o ows. c t w at eac o t e peop e s o ng.Say:
Look at the woman in the yellow dress. Whats she doing?oo at t e two g r s outs e t e an .
at are t ey o ng etc
C Make True / False statements and get the class to respond Yes or No. Forexample:
: e oy on t e cyc e s putt ng somet ng n t e n.
: es.
: e men outs e t e ca e are r n ng tea.
C: No. The men outside the cafe are reading newspapers.
D Invite two pupils to read out the model sentences on PB3.Point out the changerom There is a woman to t ewoman . xp a n t atthe s use w en someone s
ment one a secon t me. c t w c part o eac sentence te s us exact y w o s
doing the action. To demonstrate, write on the board he woman is getting into her
car.Ask: hich woman? o elicit he woman in the yellow dress. Then show them
ow to com ne e t s:
e woman n t e ye ow ress s gett ng nto er car.
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3 Write sentences to consolidate structure PB2/3
A Tell the pupils to write three or four more sentences on a piece of papero ow ng t e mo e s on . e t em t at at east one o t e sentences s ou e
a se. xp a n t at w en t ey are rea y t ey s ou exc ange t e r sentences w t a
partner. Their partner should tick the true sentences and put a cross next to the false
ones, then return his/her answers for checking. Circulate while the pupils are writing,e p ng an o serv ng.
B Ask some pupils to read out their sentences and get the class to respond esoro. et t em to correct t e a se statements. e t e pup s to wr te t ree or our
more sentences on a p ece o paper o ow ng t e mo e s n . e t em t at at
east one o t e sentences s ou e a se. xp a n t at w en t ey are rea y t ey
should exchange their sentences with a partner. Their partner should tick the true
sentences and put a cross next to the false ones, then return the answers for checking.
rcu ate w e t e pup s are wr t ng.
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1.2earn ng o ect ves ev se voca u ary.
Language focus -
oca u ary -
ay a wor assoc at on game
A Choose a word the pupils know, such as chool,and write it on the board. Askthe class to call out any words they associate with it and write them up quickly. They
may e nouns, a ect ves, ver s, etc. or examp e:
teac er, omewor , ng s esson, earn, wr te, nterest ng,
difficult, late, on time
Where the association is not immediately obvious, encourage the pupil who called
out to exp a n t. epeat t e proce ure w t two or t ree ot er wor s, or examp e
zoo, house, sport, safety, shopping.
ote: e wor s you c oose w epen on t e ex ca areas you w s to rev se an
the interests of your class.
B ou can cont nue y ma ng t e act v ty nto a group compet t on. t er supp ya ey wor or et eac group c oose ts own. e t e groups to c oose a secretary
to write the words. Set a fixed time limit, say five minutes. Then ask the group
secretaries to read out their words. Write these on the board. Allow other groups
to c a enge an as or t e connect on to e exp a ne . e w nn ng group s t e
one w t t e ongest st a groups ave c osen t e same wor . eac group as
c osen ts own, t e secretary rea s out t e group s st s ow y an t e ot er groups
try to identify the key word.
2 Label pictures and categorize vocabulary .
A ntro uce ot or oo exerc ses. e t e pup s to o t em n pa rs.Note that the aim of WB1.2B is to encourage discussion; there is not always a
right answer.) Circulate, listening and checking spelling.
B ass c ec an scuss on.
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1.3
Learning objectives Understand and give descriptions of everyday objects.
Recognize correct sentence structure.
anguage ocus quest ons
resent pass ve: ts ma e o ... ts use or ver + ng ... ts oun n ...
oca u ary t c , t n, rectangu ar, cy n r ca , square, meta , c ot , s ape,
c a , puzz e, rom t me to t me
Introduction to topic
c t t e t t e an as t e pup s to n t e names o t e two games. e t em to
rea t e nstruct on at t e top o t e page, t en exp a n ow to p ay t e game. n
hat is it? the team has to guess what object is being described; in hat do you do?
they have to guess someones job.)
reparat on - voca u ary an structures
A Elicit the names of the objects in the nine pictures. Then elicit the questionsorally. Check understanding of all the words to the right of the questions.
B s t e pup s to use some o t s anguage to escr e t ngs n t e room. vethem an example, such asIts rectangular. Its made of wood. Its used for writing
on. What is it?(The board.)
ea escr pt ons to ent y o ects -A Introduce the exercise and presentpuzzle . Explain that when they have workedout what object is being described, the pupils should draw it in the box on the right
an a e t e p cture. et t em wor n pa rs to encourage scuss on. rcu ate,
sten ng an encourag ng.
B Elicit the answers and check comprehension of the new words in the texts.Answers:
c a a cyc e
a watc c oc a a oot a
Re-order jumbled words and write sentences WBl.3B/C
ntro uce ot exerc ses. o t e rst sentence n . as a c ass. c t t at eat
must e t e rst wor ecause t as a cap ta etter. e t e pup s to comp ete t e
exercises on their own, then compare their answers with a partner. Finally carry out a
class check. (C is a pen.)
omewor
e t e c ass to earn t e new wor s on n preparat on or a spe ng test.
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1.4Learning objectives Understand and write descriptions of objects.
ent y o ects y p ay ng a game: at s t
anguage ocus s or .
Yes / Noquestions
oca u ary -
Language / vocabulary revision
s quest ons to e c t escr pt ons, or examp e:
Whats your desk made of?
Whats a pen used for?
ere are e ep ants oun
ncourage t e pup s to g ve u sentence answers, ut on t spen too muc t me on
correction. Just give a good model yourself and move on to the next question. Keep
t e pace ast to encourage max mum part c pat on.
Spelling test
ctate some o t e wor s t at t e pup s ave earne or omewor . or t e
proce ure, see t e ntro uct on.
Listen to descriptions to identify objects .
Elicit the names of the objects. Introduce the listening task. Play the introduction on
an e c t ow many escr pt ons t e pup s are go ng to ear. our on y. ay
um er . c t w at pup s t n t s. on y a ew pup s can answer, rep ay t e
cassette. When the class have reached agreement, tell them to write the number in the
box. Depending on the level of your class, you can proceed in the same way or play
t e w o e cassette t roug e ore c ec ng answers. n case o sagreement, rep ayt e re evant sect on.
nswers:a n e pear s
a w n ow a te
Write descriptions of objects and play hat is it?
A Write these words and phrases vertically on the board:s ape, s ze, ma e o , use or, oun n
s t e pup s w at a ect ves t ey now t at escr e s ape an s ze. c t g,
small, long, thin, round, etc. Write them alongside the words on the board. Thenelicit and write up the names of materials, eg ood, cloth, paper,purposes, eg
cleaning things, playing a game, and places, eg shops, classrooms, living rooms.
t ey ave orgotten t e wor s, et t em oo at .
B e t e c ass t ey are go ng to p ay t e game hat is it? e t em to c oose ano ect rom or t n o one t emse ves an wr te t e r own escr pt on o t n
their copybooks, without mentioning its name. Tell them to describe its appearance
and shape, say what it is made of, what it is used for and where it is usually found,
poss e. ey can use t e wor s on t e oar an t ey can as or your e p,
necessary. t ey o t s, ma e sure t ey use ng s : ats ... n ng s , p ease
ow o you spe ..., p ease
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C s a pup to rea s er escr pt on a ou . e ot ers sten an t ry to ent yt e o ect. e pup w o oes so correct y t en rea s s er escr pt on, an
so on. If no-one can guess the object, ask the pupil to add more information to the
description.
assette ect on
Presenter:m going to describe four things. Look at the pictures in your Workbook.
um er t e p ctures n t e or er n w c you ear t em.
um er
ts long and thin. Its made of metal and wood or metal and plastic. Its usually
ound in the kitchen. Its very useful, but it can be dangerous. Its used for
utt ng t ngs.
um er
hey are found in the sea, but you cant eat them. They are worn round the
eck, in the ears or on the fingers. Usually they are round and white. They areso n a ewe er s s op.
Number 3
ts got an inside part and an outside part. You can open and close it. When its
ose , t ets one t ng n an eeps everyt ng e se out. ou can see t an
ou can see t roug t. t s ma e o woo an g ass, or meta an g ass.
Number 4
t can fly, but its not a bird. You can fly it, but you cant fly in it. Its made of
erent t ngs: woo , meta , p ast c or paper. t s so n a toys op an t s
se or un. you on t eep t on a str ng, t w y away.
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1.5 WB3 / 4Learning objectives ev se voca u ary re ate to o s.
anguage ocus resent s mp e or a tua act ons
ocabulary -
Preparation
r te t e top c, o s, on t e oar . s t e c ass to ca out t e names o any o s
they know. Ask pupils to spell the jobs before writing them on the board. Elicit brief
descriptions of each job. Ask:
at oes a octor o
ere oes e or s e wor
ote: e exerc ses n t s esson are preparat on or t e act v ty n tep . .
Complete sentences WB1.5A
ntro uce t e exerc se an te t e pup s to rea t s ent y an o t n v ua y.c t u sentences rom n v ua s to c ec t e answers. et t e c ass con rm or
correct the answers. Elicit the occupations to complete the other eight options in the
exercise like this:
a er a es rea .
s erman catc es s .
e ot ers are: armer, ressma er, nurse soc a wor er, us- r ver, u er,
zoo keeper.
Classify jobs .
c t t e nstruct on. xp a n t at ns e ere means un er cover an can nc u e
inside a vehicle. Then tell the pupils to do the exercise in pairs. When carrying out a
class check, ask the pupils to explain their answers. Note that the number can
ary, ut t e e y answer s .
Do a linking exercise WB1.5C
Tell the pupils to do the exercise individually, then compare answers in pairs. To
c ec , e c t u sentence answers. or examp e:
ousew e wor s at ome.
Focus on the use of prepositionsin, at, on. Elicit or explain that we use in when
we mean inside something; we use on when we mean on top of a surface; at is
not as prec se. e can say someone s at school, at the hospital, at work, etcetera
mean ng t at t s s w at t ey are o ng now, ut t ey may not e ns e t e u ng
at the moment. Point out that we can only say at home, but we can sayina / the
house. Ask who could be inthe sea. (A fish, or a swimmer.)
onso at on
or assoc at on: as t e c ass to ca out t e wor t ey t n o w en you ca out a
word. For example.
: nurse
: c n c, osp ta , an age, am u ance, etc
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1.6Learning objectives Identify jobs by reading descriptions.
re ct answers to quest ons; sten to c ec .
ent y peop e s o s y p ay ng a game: hats my job?
anguage ocus resent s mp e es o quest ons
oca u ary park (a car), start on
ea or n erence .
A ntro uce t e exerc se an te t e pup s to o t n pa rs. ey s ou e a e towork out the new vocabulary from context.
B ur ng t e c ass c ec , e c t answers e t s:t n num er s a u er .
Answers:
builder 2 air-hostess 3 dentist
4 policeman 5 life-guard 6 zoo-keeper
teac er octor reman
soc a wor er
or safety officer
Introduction
ntro uce t e game hats my job? xp a n t at t s p aye on ra o an te ev s on.
team ave to guess a person s o y as ng quest ons. e person w on y
answer esor o. Elicit the questions on page 4 orally.
ea an pre ct -
A Introduce the text and task. Explain that they are going to hear the gameplayed. The person is a doctor, but the team dont know that. Tell the pupils to
read the questions and write the answers they think the doctor will give.
B e t e pup s to sten an c ec t e r answers. ay . n out owmany got all the answers right. You can use the cassette for pronunciation
practice.
ay t e game
Tell the class that they are going to play the game themselves. Ask a pupil to
come to the front. He/She chooses one of the jobs illustrated on PB4 but only
tells you which one it is.
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Cassette Section 2u zmaster:
g t, a es an gent emen. t s t me to p ay ats my o n t e ru es
re very s mp e. ou want to n a person s o . ou can as any quest on
you like, but ... the answer must be esorNo. Ready, contestant number 1?
octor: es.
oman: o you wor outs e
octor: o.
Man: Do you work at home?
octor: o.
Woman: Do you work with other people?
octor: es.
oman: o you wor n an o ce
octor: o.
an: Do you make things?
octor: o.
oman: o you wear spec a c ot esoctor: es.
Woman: So you work inside, you work with other people, you wear special clothes.
Are these clothes white?
octor: es.
an: o you ave anyt ng to o w t e p ng peop e
octor: Yes.
Woman: Are you a nurse?
octor: o.
oman: o re you a octor
octor: es.
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1.7
Learning objectives Revise past continuous.
anguage ocus ast cont nuous
-quest ons
ocabulary -
o rue a seexerc se rom memory .
A e t e c ass to oo aga n at an qu c y e c t w at t ey can see.Explain that you are now going to find out how good their memories are. Tell them
to close their Pupils Books. Introduce WB1.7A. Tell them to do it individually, then
c ec t e r answers w t a partner.
B Elicit pupils answers. Ask the class to confirm or correct rather than doing it
yourself. If necessary, tell the pupils to look back at the picture to check. (Tell themto c ose t e r oo s aga n mme ate y, owever, so t at t e past cont nuous s use
appropr ate y.
C Pupils correct the false sentences in writing; WB1.7B.
Write questions using past continuous
A oo s c ose . r te t ese quest ons on t e oar :at was t e us- r ver o ng
What were the men outside the cafe doing?
Who was crossing the road?
ere was t e man w t t e st cc t t e answers.
B Books open. Tell the pupils to write more questions about the picture in theircopy oo s, o ow ng t e mo e s on t e oar . rcu ate, c ec ng grammar an
spe ng. ey w use t ese n t e next tage.
Ask questions and answer them from memory PB2 / 3
A Ask the pupils to test your memory. Invite different pupils to ask you onequest on eac . o ensure t at t e w o e c ass s sten ng, say you w not answer
t e same quest on tw ce. oo s s ou e c ose , except or one pup c osen tocheck your answers.
B e t e pup s to wr te s ort answers to t e quest ons t ey wrote n t e rcopy oo s.
C Tell the pupils to work in pairs. One asks his partner all the questions he haswr tten an scores a po nt or a wrong answer. e pup answer ng scores a po nt or
a correct answer. e t em to eep a note o t e r scores. en t ey ave n s e ,
find out who got the best score.
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1.8
Learning objectives Describe an accident in the past and speculate about the causes.
Give reasons orally and in writing.
unctuat on: cap ta s, u stops, quest on mar s.
Language focus Past simple / continuousMaybe for possibility; because for reasons
oca u ary statement
a a out an acc ent n ts causes
Ask the pupils how they think the accident happened. Give the class one possible
reason. For example:
ay e t e tra c g ts turne re su en y.
en e c t more. or examp e:
Maybe the yellow car had to stop quickly.
Maybe the blue car didnt / couldnt stop.
ay e t e r ver o t e ue car was go ng too ast.
ay e e wasn t oo ng w ere e was go ng.
Maybe the brakes didnt work. etc
2 Give reasons why people did not see the accident .
A c t w o saw t e acc ent. e oys outs e t e an , t e g r s near t e tra cg ts, t e man n t e re car, t e man on t e a cony.
B Introduce WB1.8A. Prepare it orally. Elicit sentences with because, for example:
e tax - r ver n t see t e acc ent ecause e was c ean ng s
ax .
he girls outside the bank didnt see it because they were talking. etc
Tell the pupils to choose and write about four of the people. Circulate, checking
progress. ncourage t e pup s to correct t e r own m sta es.
unctuat on .
A Tell the pupils to look at the three pairs of sentences in WB1.8B. Elicit thedifference between the first and second sentence in each pair. (The first has no
punctuat on. e t e pup s to rea t e exp anat on un erneat to n t e names o
t e punctuat on mar s. c t t e erence etween a quest on an a statement.
B Tell the pupils to look at the text at the bottom of the page. Invite someone torea t e wor s a ou . ry to use t s to emonstrate t e act t at rea ng a str ng o
wor s w t out any punctuat on s cu t. xp a n t at punctuat on mar s are very
useful signposts. They give us a lot of information which helps us to understand
what we are reading. Try to convey to your pupils how punctuation is a key to
un erstan ng.
or examp e, cap ta etters an u stops s gnpost a sense group o wor s. ap ta
etters a so s gna names o peop e or p aces.
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C Set the task for WB1.8C. While the pupils are working, write the unpunctuatedtext on the board. When they have finished, invite different pupils to come out and
correct it using different coloured chalk. Tell the pupils to correct their own work as
necessary.
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1.9 anearn ng o ect ves a e notes o n ormat on n a te ep one conversat on.
Use notes to write telephone messages.
anguage ocus resent cont nuous
have to for obligation
First conditional:If I finish before seven, Ill ring him.
oca u ary at t e moment, ta e ow ong w t at ta e
Listen for specific information and scan a text to check answers PB5 WB1.9A CS3, Band 1
A Pupils Books closed. Tell the class they are going to hear a telephoneconversat on etween two oys, re an z z. ctate or wr te t ese quest ons on
t e oar :
Why is Aref phoning Aziz?
Can Aziz meet Tariq?
ay , an , an e c t t e answers. ar q as e m to. e s not sure.scuss poss e reasons w y ar q as e re to p one z z. ay e e a to go
out.)
B Introduce WB1.9A. Tell the pupils to read the questions. Then tell them to listenan wr te s ort answers. ay an .
C n out ow many pup s ave een a e to to wr te t e answers. necessary,replay Band 1. Elicit answers from different pupils, but dont say whether or not they
are correct. Tell the pupils to check their answers by reading the conversation on
PB5. To ensure that they do this by scanning, direct this stage as follows:
e t em to put t e r or oo s open on top o cover ng t e ye ow p ece
text, ut so t at t ey can rea t e conversat on a ove t. s w o t e quest onsn the exercise are about and therefore which speaker they need to read - Aref
r Aziz. Establish that they need only read what Aziz says. Then ask each of the
pup s quest ons an e c t t e answers.
: at s- z z o ng now
: or ng n t e gar en.
T: (How do you know?
P1: He says, Im working in the garden.
: at oes e ave to o a ter t at
: a nt t e ront oor.
: ow o you now
etc
Tell the pupils to correct their answers in WB1.9A.
r te a message an rea or eta to c ec t .
A Introduce Exercise B. Explain that writing the persons name at the top withoutany greeting is the usual way to start a message. Elicit the message orally, getting the
pup s to use t e n ormat on n xerc se . e t e pup s to wr te t e message n
t e r or oo s.
B When the pupils have finished, tell them to check their own work by comparingit with the message on PB5.
assette ect on an s t e text o t e rst conversat on on .
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1.10 an
Learning objectives Take notes of information in a telephone conversation.
Use notes to write telephone messages.
anguage ocus resent ont nuous
ave to or o gat onFirst conditional: If Ifinish before three, Ill come round.
oca u ary come roun
ea or spec c n ormat on an wr te a message . , an
A Introduce the second conversation on PB5. Ask questions about the twor s an a out t e rst two nes. or examp e:
o s t e g r on t e e t on t e r g t
at s una o ng
Introduce WB1.10A. Elicit the task, making sure that the pupils understandthat they must look for the same kind of information as in Exercise WB1.9A in
or er to o t . e t e pup s to ma e notes o w at una says an t en wr te a
message or aree a. rcu ate an c ec progress.
B Elicit some of the messages orally. Focus on any common errors andquest ons t at ar se. en ea w t t e new wor s an p rases.
ewr te a um e message .
Introduce Exercise B. Explain that the message follows the same pattern as the
one on PB5. Elicit which part of the message must be the beginning. (The partw t ssa wr tten on t. e t e pup s to wr te out t e message on a p ece o
paper, t en compare t e r wor w t a partner. ter t e c ass c ec et t em
wr te t n t e r or oo s. o ect t e or oo s or assessment.
3 Perform conversations
s se ecte pa rs o pup s to per orm t e conversat ons on an page .
Cassette Section 3 Band 2 is the text of the second conversation on PB5.
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l.ll
earn ng o ect ves ecogn ze t e og ca sequence o a text.
Copy and improve a story.
anguage ocus ast s mp e
onnect ves an n -wor s:an , ut, so, en
Vocabulary decide (to)
onstruct two stor es rom a ser es o sentences an wr te .
A c t t e nstruct on an c ec t at t e pup s un erstan t e tas . resentdecide to.Demonstrate the task if necessary by eliciting one of the stories. Tell the
pupils to do the exercise one story individually. Tell them to tick one sentence in
eac pa r.
B Elicit both stories orally. Ask different pupils to read out a sentence each.
C up s wr te t e story t ey ave c osen. rcu ate w e t ey are wr t ng. ecan wr t ng, spe ng an punctuat on. ncourage pup s to correct t e r own
m sta es.
2 Preparation for writing an improved version .
A ntro uce . . repare one o t e stor es ora y, e c t ng ow t can emprove us ng t e n -wor s g ven.
Revise the rules for the use of commas when combining sentences: comma before
but and optionally before so;comma between items in a list; no comma before and.
or examp e:
tory : ous was ungry, so e went nto t e tc en. s mot er to
him to wait until dinner was ready, but he decided to go to the
take-away. He got a burger and ate it before he went home.
Story 2: Yousif was hungry, so he went into the kitchen and made himself
a san w c . en e went nto t e gar en. e got a c a r, sat un er
a tree an ate s san w c .
B If you have a good class, you can encourage the pupils to expand on the basicstory. Ask questions to elicit further details, for example:
at t me was tere was t e ta e-away
id he meet any friends there? etc
Elicit or demonstrate how the details can be included in the story.
r te t e mprove story .
e t e pup s to wr te t e mprove story. ou can ave t em wr te a rst ra t n
their copybooks. Circulate, checking and giving guidance. There should be very few
mistakes when they write the final draft in their Workbooks.
o ect t ese or assessment.
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1.12
earn ng o ect ves ecogn ze t e og ca sequence o a conversat on.
Complete one speakers part of a conversation.
anguage ocus -
Vocabulary come along (= ome too), come over, suppose, sure (= of course),
missing (parts), *on my own, *youd better make time
s exerc se type, a an sten a ogue, g ves pup s pract ce n carry ng on
s ort, contro e conversat ons us ng natura , omat c ng s . e a m s to get t e
pupils to listen to each other carefully.
1 Preparation
r te t e o ow ng on t e oar :
en s a we meet even o c oc .How about six oclock?
x s ne. Seven is too early.
ow a out e g t, t enOK. See you at six.
emonstrate ow two erent conversat ons can e ma e, us ng t e c o ces g ven.raw arrows to s ow t e sequence o eac conversat on.
2 Make conversations .
A v e t e pup s nto pa rs, an . e t e s to oo at or oo pagean t e s to oo at page . xp a n t at t ey can on y see t e r a o t e
conversations. Tell them to read these and underline anything they dont understand.
Elicit and explain the new language.
B se open pa rs to emonstrate onversat on .
Note:The aim is to get the pupils to speak rather than read aloud. Explain this andtell the pupils to try to read each line silently, then look at their partners as they say
it. If they forget the words, they can read the line again silently but should look up
ga n w en spea ng.
C Tell the pupils to continue in simultaneous pairs. Circulate and listen. Dont letthe activity go on too long.
D e t e pup s t ey can now sten to t e conversat ons on t e cassette. ou canuse the recordings for pronunciation and intonation practice. Note that you can use
these conversations again.
E ave some pa rs per orm t e conversat ons.
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3 Complete a conversation in writing WB1.12B
AIntroduce the exercise and prepare it orally. Elicit as many different versions asposs e.
B Tell the pupils to complete the conversation in their Workbooks. Circulate,helping and checking.Sample answers:
- o t e osp ta .
- o, m not.
- I went to see my friend, Issa.
- Hes broken his leg.
- ot or a w e.
rans er
Ask the pupils:Have you