Tài liệu Total english docx

Syllabus outline

Introduction

The eourse package

Teaehing approaehes

Total English and exams

Total English authors

6

B

10

77

Teaehing notes 72

Photocopiable Resources 96

Photocopiable worksheets

Teaching notes

DVD worksheets

Teaehing notes

Progress tests

Test 1

Test 2

Test 3

Test 4

Key and tapeseript

9B

759

772

185

792

792

19B

204

21,O

21,6

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rdadiag: read about

a celebrity chef's new

restaurant

speaking: talk about your

plans for the next two

years

icornparatives

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Can do: contribute

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Grammar: too,toomuch/ Grammar:usesoflike Can,do:explainyour

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Skitts: aJ:i1l

reading and speal<ing: someonE reading their tistening: listen to Doc

read and speak about friend's patm doctorjol<es

Renee Zellweger in reading and speaking: reading anci speaking:

Bridget Jones's Diary read about palm-reading read and speak about

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reading: read about speed-dating actions ,The srow Movement, ;:il'l#;il?$.n torour lil'fl!.'

about past

speal<ing: tatk about peopte speed-dating reading: read an extract

changes in your country speaking: find out from The curious incident

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and read someone's palm alternative medicine

Pronunciation: word writing: write a letter

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ab_out people who t.!. advantages ard TV programme for pets

influenced her; talk about disadvantages of keeping speaking: say what

who influenced you animals in zoos things sound like

Lifelong learning: Keep writing: start an 'oniine'

a record.(r) bultetin board discussion

Pronunciation: word stress

a'ts: Vocabutary, Grammar and Communication (Teacher's Resource Book page r44)

€an do: achieve your

ainr in a typical travel

conversation .:

p-tace, y0u've travelled to

Sl(ills!

listening: listen to an

ihtervlew with a travel

writer

diary advicelor UK business writing: v,rite aboul a

speakin-q and writine: ," speaking and writing: ,triavellers travellers place you olace vou have visiter i-rave visited

taLk:'end'wriia ;b,oui "

tiav€[ companions

Lifetong learning:

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Prcnunciationr,'dz: arid'j

Grammar: Second

Conditional

Vocabulary: money

l.an,do: say what you'd 'fu,,,in:a hypotheticaI

speaking: talk about

customs in your country

Fronunciaticn: hcd

ileatrlhfng ano [earning are unpredictabte experiences.

lefir,iers can he dynamic and engaged one lesson and then

oierrrr{oth,,,ated, tired or even absent the next. The aim of Total

.Inqril,rbrr ls fyro-fold: firstly to set new standards in terms of

nterest ieveL, teachability and range of support materiats; and

sermnciliy to address the reality of most people's unpredicatable

ieaching experience as it is, not as we hope it witt be.

fi.esearch for Total English suggested three classroom 'reatities'

trat need to be addressed in a coursebook: r.) learners often

,acrr direction and purpose -they are often not sure about

tr'e relevance of what they are learning and where they are

goirig vrith English; z) learners need to be genuinely engaged

lr coursebook content just as they are in the newspapers, ry

progn;rmmes and films that they see around them; 3) learners

often miss lessons and this creates extra work for the teacher to

make sure that no-one fatls behind.

Finding direction and pur?ose

X-earners need a clear sense of where they are going and,how

they are going to get there. They need to know what they are

|earning, why they are learning itand how it can be apptied

outside the classroom. Clear goals and objectives are crucial.

Total English contains a clear grammar syltabus and plenty

of practice. Each input lesson is organised on a double-page

spread and has a grammar and Can Do learning objective

clearly stated at the start. Ihe Can Do objectives give a

purpose and reason for learning and mean that students know

why they are studying that lesson and how they can use the

new [anguage.

The learning objectives in TotaI Engtish are derived from the

Can Do statements in the Common European Framework

which means teachers can feel confident hatTotal English

covers the language areas their students need. The levets of

Total English correlate to the Common European Framework in

the following way:

Elementary Covers Ar and goes towards Az

Fre-intermediate Covers Az and goes towards Br

intermediate Covers Br and goes towards Bt+

Upper lntermediate Covers Br+ and Bz

Advanced Covers Cr

Engaging learners' interest

Motivation through engagement is equatty important for

successful language learning. Total English lessons give a new

ii'{lsto famitiar topics - topics that reftect learners'needs

an.d interests. This ensures that learners wil[ always have

soinething to say about the content of the lesson. There are

frequent opportunities for learners to exchange ideas and

npinions and engage with the material on a personal level.

A,rtivities have been designed to be as realistic as possible so

ihat leamers can see how the language they're learning can be

apoUed outside the classroom.

,ln addftion to the wide range of topics, texts and,activities,

each lLevel of the lofal English Students' Books has a DVD

'*q'hiich adds an extra dimension to the course. Containing a

mnge of authentic material from fitm and TV the DVDs expose

iLearners to a variety of different English media and give them

a feel for how the language is used in real [ife. Each unit of

tihe Students'Books has a corresponding DVD extract and the

Filrn banks at the back of the Students' Books offer material

to use in ciass or at home while watching the DVD.

Helping learners catch up

One of the most common Droblems that teachers face is

irregular attendance. Learners often have busy lives with

work, study or famity commitments and attending English

classes on a regular basis is not always possible. Iotal

English recognises this problem and has been designed to

help learners catch up easity if they miss lessons. In addition

to the practice exercises in each lesson, there is a Reference

page and a Review and practice page at the end of each unit.

These provide an accessible summary of the main grammar

and vocabulary covered.

f he Total English Workbooks also have freestanding CD-ROMs

that inctude interactive self-study'catch-up' materiaI to

present and practise language from any lessons learners have

missed. With this extensive range of animated presentations,

interactive practice exercises and games, Total English ensures

your students don't get teft behind if they miss lessons.

Total English has five levets and takes learners from

Elementary toAdvanced. Each level consists of the foltowing:

o Students'Book

The Total English Students' Books are divided into ro-rz units

and contain approximately Bo-rzo hours of teaching material.

Each unit contains a balanced mix of grammar, vocabulary,

pronunciation and skitts work including writing.

. DVD

The 'with DVD' version of the Students' Books has a

freestanding DVD which provides additional listening practice

tinked to the topic areas in the Students' Books.

o Video

The DVD material is also available on video (PAL and NTSC).

. Class Cassettes/CDs

Total English Ctass Cassettes/CDs contain all the recorded

material from the Students' Books.

o Workbook

fhe Total English Workbooks contain further practice of

language areas covered in the corresponding units of the

Students'Books.

o Workbook'Catch-up' CD-ROM

fhe Total English Workbook CD-ROMs provide extra support

for students who miss lessons. In addition to the recorded

material from the Workbooks, the Workbook CD-ROMs feature

'catch-up'material related to the key grammar areas covered

in the Students' Books.

r Teacher's Resource Book

The Total English Teacher's Resource Books provide atl the

support eachers need to get the most out ofthe course.

The Teacher's Resource Bool<s contain teaching notes,

photocopiable worksheets, DVD worksheets and tests.

o Website

Total English has its own dedicated website. In addition to

background information about the course and authors, the

website features teaching tips, downloadable worksheets,

links to other usefutwebsites as well as soecial offers ano

competitions. Join us online at wwwtongman.com/totalenglish.

The Students'Book

Each unit of the Total English Students' Books fo[[ows the

same structure making the materialvery easy to use:

. Lead-in pag:e

- acts as a springboard into the topic of the unit and engages

students'interest. - introduces essentiaI vocabutary retated to the topic so that

students start with the same basic grounding.

r Input lessons

- three doubte-page input lessons, thematicatly inked, offer

interesting angles on the unit topic.

- each input lesson leads towards a Can Do learning

objective in line with the CounclI of Europe's Can Do

statements.

- each 9o-minute lesson focuses on a specific grammar area

and includes vocabulary, pronunciation and skills work.

- each unit contains at least two reading texts and a

substantiaI listening element.

- How to... boxes develop students'competence in using

language, in [ine with the Common European Framework.

- Lifelong learning boxes offer tips and strategies for

developing students' study skitls.

r Communication page

- revises language taught in the previous three lessons in a

freer, more communicative context.

- each communication task practises a range of skitls and has

a measurable goal or outcome.

. Reference page

- summarises the main grammar points covered in each unit

and provides a tist of key vocabutary.

- hetps learners to catch up if they miss lessons and is an

essential revision tool.

r Review and practice page

- provides a range of exercises to consotidate key grammar

and vocabulary covered in the unit.

- can be used to check progress, enabling teachers to

identify areas that need further practice.

. Film bank pages

- support the DVD which is attached to the back of the'with

DVD' version of the Students' Books.

- feature a range of exercises designed to stimulate interest

in each DVD extract and make the authentic material

contained on the DVD accessible to students.

The Totat Engtish Students' Books also feature the following:

o Do you know? - an optional page to be covered before learners tart the

course which teaches basic language areas such as the

alphabet, numbers and ctassroom [anguage.

. Writing bank

- provides models and tips on how to write emaits, letters

and postcards as well as guidance on different writing skitls

such as punctuation, spelling and paragraph construction.

o Pronunciation bank

- provides a list of Engtish phonemes, guidance on

sound-spe[[ing correspondences and weak forms.

{

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.

The Workbook

The Total English Workbooks contain ro-rz units which correspond

to the Students'Book materiat. Each Workbook contains:

o Additiona[ practice material

Extra grammar, vocabulary, skills and pronunciation

exercises practise language covered in the corresponding

units ofthe Students' Books.

. Review and consolidation sections

These occur after units 3, 6, 9 and r2 and contain

cumulative practice of the grammar and vocabutary covered

in the previous three units.

r Vocabulary bank

This provides further practice in the key vocabutary areas

covered in each unit ofthe Students'Books. Students can

refer to this after studying a particular topic and record the

new vocabulary they have learned. They can also add new

items as they come across them.

The Workbook CD-ROM

In addition to the recorded material from the Workbook, the 'catch-up'section of the CD-Rom contains the foltowing:

r Grammar presentations

Simpte, accessible grammar explanations summarise the

target language of each unit in a succinct and memorabte

way.

r Self-check practice exercises

A range of practice exercises (two for each grammar point)

enable students to practise the target [anguage.

o 'Can do'game

This provides communicative practice of the target language.

The Tbacher's Resource Book

The Teacher's Resource Books are divided into the followine

sections:

r Introduction

This explains the aims and rationale of the course and

provides a complete description of'the course package.

r Teaching notes

These provlde step by step instructions on how to exploit each

unit as wet[ as background notes and suggestions for warm￾up, lead-in and extension activities.

. Fhotocopiable resource banks

The photocopiable resource banks contain 6o photocopiabte

worksheets (5 worksheets for each unit ofthe Students'

Books). The worksheets are designed to practise the grammar

and vocabulary covered in the Students' Book units in a freer,

less structured and enjoyable context. Detaited instructions on

how to use each worksheet are also orovided in the Teacher's

Resource Book.

r DVD worksheets

In addition to the Film bank pages in the Students'Books,

the Teacher's Resource Books also have rz DVD worksheets.

Containing Before viewing, While viewing and Post viewing

activities, the DVD worksheets provide more detaileo

exploitation of the DVD material. lnstructions on how to use

each worksheet including warm-up and extension activities

are also orovided.

. Tests

Four photocopiabte progress tests are included in the

Teacher's Resource Books. Each test covers grammar,

vocabulary, reading, listening and writing skitls and is

designed to be used after every third unit.

The Test Master CD-ROM

The Teacher's Resource Book inctudes aTest Master CD-ROM

which provides an invaluable testing resource to accompany

the course.

Easy to use

o The tests are based strictly on the content ofTotat Engtish

Pre-lntermediate, providing a fair measure of students' progress.

o An interactive menu makes it easy to find the tests you are

looking for.

. Keys and audio scripts are provided to make marking the

tests as straightforward as possibte.

o Most tests come in A and B versions. This makes it easier for

you to invigilate the test by making it harder for students to

copy from each other.

r The audio files for the listing tests are conveniently

located on the same CD.

Types of test

The Test Master CD contans five types oftest.

r Ptacement Test/s

r Modute Tests

. Progress Tests

o Mid Course Test

o End of Course Test

Ftexible

You can print the tests out and use them as they are - or you

can adapthem. You can use Microsofto Word to edit them as

you wish to suit your teaching situation, your students or your

syllabus. Here are some of the things you may wish to do.

r Detete or add exercises to make the test shorter or longer.

r Delete exercises or items which relate to points which you

decided to skip.

. Add in exercises to cover extra content vou introduced into

the course.

r Edit exercises to make them harder or easier. or to introduce

key vocabulary.

r Edit the format of exercises so that they are consistent with

other exams that you use.

r Personalise the content of exercises to bring them to life.

For example, incorporate the name of students in the class,

other teachers in the school, famous people and places

from your country. . .

r Use the audio scripts to create extra listening exercises - for example, by removing words to create gap fitts, adding

options to create multiple choice exercises or introducing

deliberate mistakes for the students to correct.

o Add in the name and/or logo ofyour school at the head ofthe

test, and finatly, save yourversion on your hard drive.

Using this CD

The ideat way to use this CD-ROM isto treat it as a master.

Copy the tests to the hard drive of your computer and burn

the audio files to CD or copy them on to cassette.

r Test files -The installation wizard witl copy the files to your

hard drive.

r Audio files - lf you don't have a CD burner or if you prefer

to teach with cassettes, you can simpty put the Test Master

CD into the CD drive of an ordinary hi-fi and copy the audio

files onto a btank cassette.

Levels

Test Master CDs are available from Starter to Advanced levels

ofTotat Engtish

Grammar

Totat Engtish covers all the main language areas you would

expect at each leveI and gives learners athorough foundation

in grammar based on the foltowing principles:

o Clear presentation/analysis

Each double-page lesson has a clear grammar aim which

is stated at the top ofthe page. New language items are

presented in context via reading and/or listening texts and

grammar rutes are then analysed and explained via the Active

grammar boxes which are a kev feature of each lesson.

Totat Engtish takes a 'guided discovery'approach to

grammar and learners are actively invited to think about

grammar and work out the rules for themsetves.

o Varied, regular practice

0nce learners have grasped the important rules, all new

language is then practised in a variety of different ways so

that Learners are abte to use the grammar with confidence.

Practice activities inctude form-based exercises designed

to hetp learners maniputate the new structures as we[[ as

more meaningful, personatised practice. Additional grammar

practice exercises can be found in the Review and practice

sections at the end of each unit as we[[ as in the Workbooks

and on the Workbook CD-R0Ms. The Teacher's Resource

Books also contain an extensive bank of photocopiable

grammar activities which are designed to practise the

language in freer, more communicative contexts.

o Accessibte reference material

In addition to the exptanations contained in the Active

Grammar boxes, there is a Reference section at the end of

each unit which summarises the rules in greater detaiI and

provides extra information and examples.

Vocabulary

Total Engtish recognises the central role that vocabulary ptays

in successful communication. The emphasis is on providing

learners with high-frequency, usefulvocabulary which is

regularly practised and revised. New vocabutary ispresented and

practised in a variety of different ways - via the Lead-in pages

which provide a springboard into the topic of each unit enabling

teachers to elicit vocabutary that learners already know as we[[

as pre-teach essential vocabulary for the rest ofthe unit; via the

reading and listening texts and related exercises; via special

vocabulary sections in the main lessons. Additional vocabulary

practice is provided in the Review and practice sections of the

Students' Book, in the practice exercises in the Worl<book and

special vocabulary worksheets in the Teacher's Resource Book.

Speaking

The key aim for most learners is spoken fluency but low

levelearners cannot express themselves easily without

support. Total English developspoken ftuency in a number

of ways - by giving learners discussion topics they want to

talk about; by setting up situations where they are motivated

to communicate inorder to complete aspecific task; by

providing clear modets and examptes of how to structure

discourse and by encouraging them, wherever possible, to

express their own ideas and opinions. Atl tessons feature

some speaking practice and there are regular How to...

boxes throughout the course which focus on the words and

expressions learners need to carry out specific functions.

Communication pages at the end of each unit engage learners

in a variety of problem-solving tasks and involve learners

in a number of different skitts - including speal<ing. The

photocopiabte activities in the Teacher's Resource Book are

atso specificatty designed to promote speaking practice.

Listening

Listening isone of the most difficult skills to master ano

Total English pays particular emphasis to devetoping

learners'confidence in this area. Listening texts include short

dialogues as well as [onger texts (conversations, interviews,

stories and songs). There are Lots of simple 'Listen and check

your answer'exercises as welI as more chatlenging activities

where learners have to listen to longer extracts in order to

find specific information. The recorded materiaI features a

variety of accents including British, American, Australian

and some non-native speakers. There is additionat listening

practice in the Workbooks and the DVDs further enhance

learners' confidence in understanding the spol<en word.

Pronunciation

Total English pays particutar attention to pronunciation

which is integrated into atl the lessons which present new

language. The pronunciation syllabus inctudes word and

sentence stress, weak forms, intonation and difficutt sounds.

The Pronunciation banks at the back of the Students'

Books include alist of Engtish phonemes, guidance on

sound-spelting correspondences and weak forms. There is

additional pronunciation practice in the Worl<books and on

the Workbook CD-ROMs.

Reading

There is a wide variety of reading texts in Total English

ranging from simple forms and advertisements to short texts

from newspapers and magazines. Texts have been chosen

for their intrinsic interest as welI as for their usefulness in

providing a vehicle for the particular grammar and vocabulary

points in focus. Many alt of the texts have been adapted

I'm starting the course next manth ...

Geoff is working in the US agoin in March ...

r Which tense are the sentences?

order in a

Asl< questions

Asl< about prices

from authentic, reat-life sources (magazines, websites etc.)

and retated tasl<s have been carefu[[y selected to develop

learners'confidence in dealing with written texts. Activities

include comprehension and vocabulary work as wetl as

practice in dealing with different reading sub-skilts such as

reading for gist. There are a number of jigsaw readings where

learners work together and share information. The tength and

comptexity of the texts get more chaltenging as the course

progresses.

Writing

With the growth of email, writing is becoming an increasingly

important skitl. Iofal English acknowtedges this by inctuding

regular writing tasl<s in the Students' Books. These are carefully

structured with exercises and examples designed to ensure

that learners are actually able to carry out the tasks. Modets

of different types of writing - emails, postcards, formaI and

informal letters are provided in the Writing Bank at the back of

the Students'Books as well as additional advice and guidance

on different writing sub-skills such as punctuation, spelling and

paragraph construction.

Revision and testing

There are ptenty of opportunities for revision in Total EngLish

and language is constantly recycled throughout the course.

At the end of every unit, there are special Review and practice

pages which take the form of mini-progress checks enabling

learners to identity areas where they might need further

practice.

In addition to the Review and practice pages, there are four

Review and consolidation sections in the accompanying

Workbooks, and a whole range of additional practice material

on the 'Catch-up'CD-ROMs. The Teacher's Resource Bool<s

include four photocopiable progress tests which are designed

to be used after units 3,6,9 and n.

Learner training

Total English places a strong emphasis on learner training

and good study habits are encouraged and developed via

the Lifelong learning boxes which are a featured in many

lessons. The Lifelong learning boxes provide useful tips

and suggestions on how to continue learning outside

the classroom. Inaddition, the Vocabulary banks in the

Workbooks not only encourage students to record vocabutary

from particular lessons, but also to revisit and add further

vocabulary items as they arise.

The table below shows how the different levets of Total

English relate to the Common European Framework levels and

the University ofCambridge ESOL main suite examinations in

terms of the [anguage taught and the topics covered;

While lofal English is not an examination preparation

course, astudent who has, for example, completed the

Upper Intermediate level would have sufficient [anguage to

attempthe Cambridge ESOL FCE (First Certificate in Engtish)

examination. Many of the exercises in the lofal English

Students'Books, Workbooks and photocopiable tsts are

similar in formato those found in the Cambridge ESOL main

suite examinations but specific training is required for all EFL

examinations and we would strongly recommend this.

For further information on the University of Cambridge ESOL

examinations, contact:

Cambridge ESOL

r Hills Road

Cambridge

CBr zEU

Tel. +44 {o) tzz3 553355

Fax. +44 @) tzz3 46o278

Emait: [email protected]

www.CambridgeESOL.org

Total English Elementary

Mark Foley has worked in Engtish language teaching for over z3

years and has extensive experience in teaching (mostty in the UK

and Spain), teacher training, examining and materials writing. He is

the co-author of a number of publications, including the Longman

ELT advanced tittes, Distinction and Advanced Learner's Grammar.

He is co-author, with Diane Hatt, of Total English Elementary

Students' Book and Workbook.

Diane Ha[[ has worked in English language teaching for over z5

years and has extensive experience in teaching (mostty in the UK

and Germany), publishing and materials writing. She is co-author

of a number of publications, including the Longman ELT advanced

titles, Distinction and Advanced Learners'Grammar. She is co￾author, with Mark Fotey, of Total English Etementary Students' Book

and Workbook.

Tlotal English Pre-intermediate and Upper

Intermediate

Richard Acklam lives in North London and has been involved in

Engtish Language teaching since r98z. He has taught and trained

teachers in Egypt, France and the UK and has an M.A. (TEFL) from

the University ofReading. His pubtications include components of

the'Gotd 'series and he is co-author, with Araminta Crace, of Total

English Pre-intermediate and Upper Intermediate Students' Books.

Araminta Crace lives in North London with her two young

daughters, Petra and Lota. She has been involved in EngLish

Language teaching since r9B4 and has taught and trained teachers

in Brazi[, Egypt, Portugal, Spain and the UK. Her ELT publications

inctude Language toGo and Going for Gotd. She is co-author,

with Richard Acklam, of Totol English Pre-intermediate and Upper

Intermediate Students' Books.

Total English Intermediate and Advanced

Antonia Clare graduated from University Cotlege London in

Psycho[ogy, and has enjoyed teaching (both adutts and younger

learners), and teacher training in Europe Asia and South Africa. She

is now a fuil-time writer and freelance teacher trainer based in the

UK. Her publications include Language toGo Upper Intermediate

and she is co-author, with JJ Witson, of Total English upper

Intermediate and Advanced Students' Books and Workbooks.

fJ Wilson trained at International House London and has taught

in Egypt, Lesotho (where he ran a studentheatre), Cotombia,

the UK, ltaty and the U.S. His main interests in the fietd include

vocabulary acquisition and the devetopment ofinnovative methods

and materials for the classroom. His short fiction is pubtished by

Penguin and Pulp Faction. He is co-author, with Antonia Clare, of

Total English Upper Intermediate and Advanced Students' Books

and Workbool<s.

Overview

Summary

Lesson r: Ss do a quiz to find out if they are party animals and

read a text which distinguishes between party animal, cutture

vulture and couch potato.

Lesson z: Ss listen to a TV programme which talks about

the different steep habits of different species of animals and

human beings at various stages of their lives. Then they tatk

about their own sleep habits.

Lesson 3: Ss read a text about Harrods, the most famous

department store in the UK. Then they listen to a survey in

which customers say where they are from and what they are

doing in London and in Harrods.

€ommunication focus: Ss listen to a man talking about how

important different aspects of Engtish are to him and then Ss

consider how important these different aspects are to them.

Film bank London (4'5o")

A documentary film about London

This documentary shows us z4 hours in the life of

London. Beginning with the marketraders who are

up at dawn, we follow the day right through to the

nightlife in the evening. There are also introductions

to some of London's most famous tourist attractions

such as The London Eye, Tower Bridge and The Houses

of Parliament.

Possibte places to use this short film are:

) after Lesson 3 as a revision of Present Continuous

and Present Simple

) at the end ofthe unit to round up the topic and

language

fur ways to use this short film in class, see Students'

Book page r33 and Teacherb Book page r73.

) Do some general revision of numbers with Ss by

playing the game 'Bucks Fizz'.

) Explain the rules ofthe game to the Ss. They have to

count one by one around the class, but instead of saying

3 or a multiple of 3 they have to say Bucks, and instead

of saying 5 or a multiple of 5 they have to say Fizz.lf the

number is a multiple of both 3 and 5, they say Bucks Fizz.

E.g., !,2, Bucl<s, 4, Fizz, Bucks, 7, 8, Bucks, Fizz,' tt, Bucks,

r3, r4, Bucl<s Fizz. Ss who get it wrong are eliminated.

) Now revise the days ofthe week.

Q: What day is after Monday?

Q: What day is before Friday?

Q: When do you have English class?

Q: When do you go dancing?

) Write the fottowing times on the board: 8a.m.,

1o.3oa.m., 1p.m., 4.45p.m., 2.15p.m. Ask students to say

th,e times in pairs. Now check the times with the

whole class.

1 ) Ss discuss the two questions in pairs. Get feedback

from the whole group, discussing their reasons for

choosing certain times of the day or week.

2 ) Focus on the photos and tell Ss to look at the

expressions given in the box and match an expression to

each picture. Ss check answers in pairs.

) Ask different Ss to read out the rest of the activities,

checking pronunciation and that all Ss understand the

meaning of the verb phrases.

3a) Focus the Ss attention on the question and give

some examples about yourself e.g., Ichat on the phone

every day. Now tell them to work individually, writing an

appropriate letter next to each activity.

b > Cive the Ss a couple of minutes in pairs to

brainstorm other verbs that fit the two categories. When

they have finished, get feedback from the whole class.

Write the ideas on the blackboard. Telt he students to

write down any new expressions, with an appropriate

letter alongside (D, W, S or N).

c > Ss compare their lists with a partner (preferably

a different one than before) to see what they have in

common. Write an example on the board e.g,, Istay in

bed late at weekends. What obout you? Remind Ss that

always/never go before the main verb and every day/at

the weekend go at the end ofthe sentence.

EXTEND THE LEAD.IN

Ss divide the activities from Ex. z into two columns

according to whether they tike doing this activity or

not. Then they compare with a partner, giving their

reasons. Get feedback from the whole class.

I

*

Party animaI is quite a modern-day expression, which people

have been using recently in Britain to refer to somebody who

tikes going out and socialising a lot.

In this lesson Ss consider different activities that people do

in their free time and do a quiz to find out whether they are

party animals or not. Through this context they learn various

ways of expressing [ikes and dislikes.

OPTIONALWARMER

Brainstorm activities that people usually do in their

free time and write them on the board. 5s talk to a

partner about which of these activities they like and

which they don't lil<e. Get feedbacl< from the whole

class. lf some of the 5s appear to be party animals,

introduce the expression by saying: I think X, X and X

ore party animqls because they like... . lf none of the

Ss appear to be party animals, write the expression

on the board and elicit the meaning.

Speaking

1a) Ss discuss with a partner what they can see in each

picture. Encourage them to be as detailed as possible. Get

feedbacl< from a number of Ss.

b > Ss match the descriptions and the pictures. Pointo

the pictures one by one and choose a different student

each time to read the corresponding sentence aloud.

2a > Ss do the quiz in pairs, helping each other with

any difficult expressions and making a note of their

own answers. Alternatively, inorder to give the Ss extra

speaking and listening practice, student B closes his or her

bookwhite studentA asks the questions and reads out the

various options. Student B must listen and choose the

option which best fits their behaviour. Student A makes

a note of student B's answers. Then they swap roles with

student B asking the questions while student A has his or

her book ctosed.

) Ss then check their results. Elicithe meaning

of culture vulture and couch pototo.

Q: What do you think culture vulture and couch potato

mean? Culture vulture and couch potato are colloquial

expressions, the first meaning somebody who is very

interested in a1[ types of culturaI activities, and the second

referring to somebody who is a tittle lazy and likes to

spend most of the time lying on the couch/sofa watching

TV for exampte.

b > Ss tetltheir partner whether they agree with the

results or not and why. Get feedback from a number of Ss.

Reading

3 > Ss read through the text individually and decide

what type of people Marek and Lola are. When they

have finished, get feedback and asl< the Ss if there are

any expressions they don't understand. Elicit/teach the

meaning of these expressions. Avoid going into too much

detaiI about the various ways of expressing [ikes and

dislikes at this point as this is covered in detail in Ex. 5.

4 ) Ss comptete the sentences in pairs. Have different Ss

read out the completed sentences for the whole ctass.

Grammar

OPTIONAL GRAMMAR LEAD-IN

The Ss close their books and work in pairs to see if they

can remember any of the expressions that were used in

the text to express different degrees of tiking or not tiking.

Get feedback and write the expressions on the boaro.

5 ) Focus on the Active grammar box and estabtish

the fact that the faces represent different degrees of

tiking and not liking. Tett the Ss to worl< with a partner

to comptete the gaps by tooking back at the expressions

underlined in the text.

) Copy the chart onto the board and elicit the answers

from the ctass.

Active Grammar

r I absolutely love 4 I'm not very keen on

z I'm quite keen on 5 | can't stand

3 | don't mind

) Draw Ss attention to the note at the bottom ofthe

grammar box and write the following examples from the

text on the board.

Noun: modern art Gerund: getting up early

> Ask Ss to find more examptes of the gerund in the

texl (hoving, going, doing, meeting, lying, checking) and

discuss with a partner the rules we use to make this form.

6 ) Ss work in pairs, writing sentences using the

prompts. Get feedback from the whole ctass.

Person to person

7) The Ss change the sentences so that they are true

for them. Then they cover the complete sentences and use

the prompts from Ex. 6 in order to tel[ a partner their true

sentences. Get feedback from various Ss.

OPTIONAL EXTENSION

Write the following nouns and phrases on the board:

play football, cots, jazz, travel, chocolate, watch tv,

very hot weather, do homework, cook.

Tetthe Ss to talk in pairs about the words, saying

how much they tike or dislike each thing.

Speaking and writing

8 ) Put the Ss into small groups of three or four and

have them talk about he type of person they are or aren't,

giving reasons and using the expressions they have learnt.

Go around the class monitoring the conversations. Finally,

get feedback from various Ss.

9a ) Ss write a paragraph about heir typicat Saturday,

using the texts in Ex. 3 as a modet. Go around the class

monitoring the Ss'work and helping them to self-correct

where possible.

b > Ss swap papers/notebool<s and read each other's

paragraphs. Askvarious Ss what they have learnt about

their partner.

OPTIONAL VARIATION

Ss work in pairs to te[[ each other about their typicat

Saturday. The listener can make brief notes about

what their partner is saying. Finally, each student

writes about their partner's typica[ 5unday in class or

for homework.

Sleep research as developed greatly over the last twenty

years and we now know all kinds of facts about sleep patterns

and disorders.

In this lesson Ss listen to a TV programme about the sleeping

habits of different species of animals and human beings at

different ages. Through this context they revise the form and

use of the Present Simple and learn adverbs of frequency.

OPTIONALWARMER

lntroduce Ss to the topic of sleep. Point out the bed

on page 8 and elicit the other words from the Ss.

Tetl them to brainstorm words related to bed with

a partner. Give the Ss a couple of minutes and then

elicit words from the whote class, writing them on the

board e.g., sleep, pillow, get up, awake, dream, alarm

clock, pyjamas.

Now add the word goodnight. Ask:

Q: When do people say goodnighf? Just before going

to bed.

Contrast this expression with good evening. Ask:

Q: When do people say good evening? In the evening

and at night when we are not going to bed.

Speaking and listening

1a) Read the sentences aloud with the class and check

everybody understands. Then Ss rewrite the sentences so

that they are true for them. Get feedback from various Ss.

b > tett the 5s they are going to listen to a TV programme

about sleeo habits. Focus their attention on the list of

items that might be mentioned and read through them

with the whole class. Play recording r.r and Ss tick the

ones they hear.

2 > Tetl the Ss to read through the questions with a

partner and suggest answers for each one based on what

they can remember from the recording. Play recording r.r

again and Ss answer the questions. Tell them to checl<

their answers with a partner and then as a whole class.

3 ) Ss discuss the questions inpairs or sma[[ groups.

Get feedback from the whole class.

Vocabulary

4a) Ss work in pairs to match the questions and the

answers.

b > Rtay recording r.z and Ss check their answers.

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€ ) Ss discuss the difference inmeaning between the

different expressions with a partner. lfthey find the

concepts difficutt to explain, then they can mal<e example

sentences that demonstratehe difference inmeaning.

5 ) Ss complete the text and check with a partner. Read

the text aloud, eliciting the answers from the Ss.

6 ) Ss discuss the tips with a partner. Get feedbacl< from

various Ss and see if everybody agrees with the same tips.

Grammar

OPTIONAL GRAMMAR LEAD.IN

Say the following sentence: You have a nap after

Iunch. Asl< the Ss to say this sentence in the negative

and in the question form. Ss construct these

sentences with a partner. Get feedback from various

Ss. Repeat with the foltowing sentences: She goes to

bed eorly; They get up at eight o'clock; We really like

fish; He sleeps six hours a day.

Now write adverbs of frequency on the board. Ask the

Ss ifthey know what these are (they say how often we

do something) and elicit as many as you can from the

group, writing them on the board in a random order.

Ss then put them in order.

7 ) Ss complete the Active grammar box. Copy the

grammar box on the board and elicit the answers from

the class.

) Pay attention to the use ofthe's'in the 3rd person

singular, asking Ss how they would have to change the

first sentence if it began with he, she or it.

) Checl< carefutly that al[ Ss have used the infinitive in

the negative and interrogative sentences, pointing out

that for this reason the 3rd person singular only takes the 's' in affirmative sentences.

Active Grammar

+ | usually go to bed about to.3o.

- They don't have a nap during the day.

He doesn't have a lie-in during the weel<.

? Do you wal<e up early?

Does she often have a snack before bed?

> Read through the note at the bottom ofthe box. Eticit

examples from the Ss of things they do every day and

things they do often using the Present Simpte.

) Read through the adverbs of frequency with the whole

class, checl<ing pronunciation. Ask the Ss to took bacl< at

Ex. 4 to see what position adverbs of frequency tal<e in a

sentence. Eticit that normalty they go before the main verb

and teach the exception ofthe verb fo be, where they go

after the verb.

> Point out that we must use only affirmative sentences

with never and hardly ever as we never use oouble

negatives in Engtish.

) Ss lool< at the reference section on page 13.

OPTIONAL EXTENSION

Dictate the following sentences to the Ss, who write

them down including an adverb of frequency in the

correct position so that the sentences are true for

them. Get feedback from a number ofSs.

I eat meat; I have q nap; I fall osleep watching TV.

8 ) Ss choose the correct form. Check the answers with

the whole class.

9 ) Focus Ss back on the questions in Ex. 8 and tell them

to write true answers. Get feedback from several Ss.

Pronunciation

1Oa > Write the three phonetic symbols on the board

and elicithe corresponding sound for each. Give an

exam ple of a word for each sound.

) Ss match the symbols to the underlined words.

b > Rtay recording r.3 and have Ss checl< their answers.

Ss practise the dialogue with a partner.

Person to person

1 1 ) Focus Ss back on Ex. 4a and tett them to ask and

answer the questions in pairs.