module 3 - cfmws...a. true or false. mark true or false. for the statements that are false can you...

Module 3

Module 3: ContentsFunctions and Exponents

Thematic Illustration

Lessons

Verification

Supplementary Activities

Grammar

Glossary

Thematic illustration

Listening

A. True or False. Mark true or false. For the statements that are false can you change a word or two to make them true?

1. Daniel’s parents live in Kingston. 2. Alice looks like her sister. 3. Daniel looks like his mother. 4. Alice helps her mother-in-law Saturday mornings. 5. Daniel likes grocery shopping. 6. Daniel usually goes out with his friends on Saturday evenings. 7. Daniel invites Alice to lunch on Saturday. 8. Alice wants to introduce Daniel to her friends on Saturday. 9. Daniel usually takes pictures on Saturday afternoons.

B. Check off ( ) the topics that are mentioned in this audio script:

1. the family 2. physical description 3. personality characteristics 4. the time 5. weekend activities 6. occupations

C. Now match the topics above to the sentence extracts below. (Not all of the above topics are discussed in the dialogue)

____ She looks older. She looks like your mother. ____ Around 8:00. ____ So, does she have a good sense of humour like you? ____ Oh, is this your family? ____ We get up early and clean our place from top to bottom.

Thematic illustration Thematic illustration

LESSONS FUNCTIONS EXPONENTS TOPICS

Asking & responding toquestions about maritalstatus

Are you married?Is she married? Yes, she is.

Marital Status

Describing and asking about the physical traits of others

She’s tall and average weight. Not too fat, not too thin. She has straight blond hair.

Physical Traits

Talking about ageHow old is he?He’s 35.

Age

Talking about the personality characteristics of others

She’s talkative. She’s quiet.Alice is very nice.

PersonalityCharacteristics

Asking about the identity or name of objects, animals or people

Who wears glasses?What has four legs?

Identification

Identifying or naming objects, animals and creatures

An elephant has a long trunk.A table has four legs.

Descriptions

Asking for details(physical & personalitytraits) & making comparisons

What does she look like? She looks like her father.What is she like? She’s very friendly.Is she like her sister?No, she’s serious.

Physical TraitsPersonality Features Comparisons

Asking & responding toquestions about family relationships.

Do you have any children?Yes I do. I have 2 teenagers.

Family Relationships

1

1

1

1

1

1

2

2

LESSONS FUNCTIONS EXPONENTS TOPICS

Asking about the physical & personality traits of others

What is she like? What does she look like? Is she like her sister?

Physical & Personality Descriptions Comparisons

Describing the physical traits and personality traits of others

She’s very friendly.She looks like her father.She’s tall and average weight-- not too fat, not too thin. She has straight blond hair.

Family Members

Talking about daily routines

Sandy has a busy day. She wakes up at 6:00 a.m.

Daily Routines

Talking about time What do you do between seven and eight o’clock in the evening?

Time

Talking about weekly routines

On Monday he works at a restaurant. On Tuesday, he takes classes.

Weekly Routines

Talking about household chores

How often do you vacuum the rug? Oh, once a week.

Household Chores

3

4

5

6

3

7

Lesson 1. Describing Yourself and Others

Lesson 2. Marital Status & Family Relationships

Lesson 3. Describing Family Members

Lesson 4. Daily Routine

Lesson 5. About Time

Lesson 6. A Week’s Work

Lesson 7. Household Chores

Lessons

Lesson 1

Vocabulary

1. Individual work. Read the words below and match them to the people in the picture.

A. Hair type curly hair wavy hair straight hair

B. Hair colour red hair blond hair black hair

C. Age

adult, child, baby, teenager

Describing Yourself and Others

g)h)

j)

i)

d) e) f)

a) b) c)

_________ _________ _________

_________ _________ _________

_________ _________ _________ _________

k) l) m) n) o) p)

D. Weight E. Height heavy/chubby, medium-weight, thin/slim medium-height, Tall, short,

_________ _________ _________ _________ _________ _________

ALICE PRAVIT ASHA KOHLI SANDY SKY

TallShortAverage-height

ThinAverage-weightOverweight

Sales managerCartoonistAccounting clerk

Comical InterestingTalkativeNiceOutgoing

Age 19 Age 32 Age 35

Single MarriedSeparatedDivorcedEngaged

Blond hairBrown hairBlack hairRed hair

Curly hairStraight hairWavy hair

No childrenSonDaughter



















2.A Individual work. Listen to Peter & Daniel describe three women in their class. Underline the words that describe each woman.

Listening

2.B Look at the pictures and write the names of each person under each.

Grammar

RemindeR

’s = is

3.

3.A Read the written excerpts of the audio script below. Then fill in the blanks with’s, are, am, has or have, do or does.

Peter: Well, Daniel, do you know all our classmates?

Daniel: Not all of them. How about you?

Peter: I don’t know all of them either.

Daniel: Alice____ very nice.

Peter: Alice – who ____ that?

Daniel: She’s around my age. She____ nineteen.

Peter: What does she look like? ____ she have blond hair?

Daniel: No she doesn’t. She ____ long black hair.

Peter: Oh, I know who you mean. She___ thin and average height, right? She works at the Bay.

Daniel: Yeah, that’s right. She___ an accounting clerk.

Peter: So I guess she____ single like you?

Daniel: Right.

Daniel: ____ you married, Peter?

Peter: No, but I’____ engaged.

Daniel: ____ you plan to have children when you get married?

Peter: We don’t have any plans for right away. Someday Asha and I want to have kids, though.

Daniel: Asha, Asha?? The name is familiar. ____ I know her?

Peter: Yeah, she__ my fiancée. She__ in our class.

Daniel: Oh, really! What __ she look like?

Peter: She__ not very tall – she’s short and maybe a little overweight. She __ curly black hair. She’s 32.

Daniel: Oh, I know her! She__really comical and interesting. What __she do?

Peter: She’s a cartoonist.

Daniel: I bet she__ good at her work.

Peter: Yeah, she __.

Daniel: Sandy Sky __ interesting, too.

Peter: Sandy Sky—who__ that? What’s she look like?

Daniel: Oh, you know her. She__ tall and average weight. Not too fat, not too thin.

Peter: Yeah, maybe … short black hair?

Daniel: No, she __ wavy blond hair and blue eyes. She__ about 35 years old.

Peter: Oh, yeah. Does she talk a lot?

Daniel: Yeah, she__ very talkative.

Peter: Okay, I know her. She__ separated, isn’t she?

Daniel: Yes, she’s separated and she __ two teenagers.

Peter: Yeah! She tells a lot of amusing stories about her son and daughter. She works as a sales manager

downtown, doesn’t she?

Daniel: That’s her.

Peter: She’s very outgoing. She and Tom, the divorced guy from the Maritimes, hang around together. Now that__

a serious guy.

Daniel: Yeah, he sure __ .

3.B Pair work. Look at the text again. Notice the sentences that contain the verbs be and have. Write them in the correct column in the box below.

BE HAVE

Alice is very nice.She’s around my age.

Does she have blond hair?

3.C When do we use be and have?

We use be when we want to talk about ______________________

We use have when we want to talk about ______________________

In English, what verb do we use to talk about a person’s age? ______________________

4.A Pair work. Refer back to the list in LISTENING 2A. Take turns describing Alice, Asha, and Sandy. Use the words in the list.

Example: Alice is medium height. She has black hair. She is an accountant clerk. She is nineteen (years old). She is nice. She is single. She has no children.

NOTE: She has no children = she doesn’t have children.

4.B Pair work. Now tell your partner about yourself. Talk about your age, personality, physical traits, occupation, and marital status.

Example:

I am… I have …

Speaking

5.

Look at the pictures of Asha, Alice, and Sandy again. In only ten minutes, how many who questions can you and your partner write using Who is? and Who has? Compare your list with the rest of the class.

For example:

1. Who has blond hair? 24. 2. Who is nineteen years old? 25. 3. 26. 4. 27. 5. 28. 6. 29. 7. 30. 8. 31. 9. 32. 10. 33. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.

Writing

identifying PeoPle: WHO?

Physical Traits Personality Traits Marital Status

Who has blond hair? Who is friendly? Who is divorced?

Who is tall? Who is talkative? Who is single?

Who is separated?

Who is married?

6. Group work. Write down six sentences about yourself, three true and three false. Read each sentence to the class. The class must correct your false statements.

Example: Student A: My eyes are blue. OR I have blue eyes.

Class: False. Your eyes are green. OR You have green eyes

7.

Pair work. BRAINTEASERS: Can you and your partner figure out these riddles?

What is the longest word in the dictionary? s_ _ l e

What is Santa’s right name? M_ _ y C_ _ _ _ _ _ _ s

What has hands and a face but no mouth? _ l _ _ k

Speaking

What

When you want to discover the name of an OBJECT, ANIMAL or CREATURE use:

WHAT

WHAT + VERB

What is black and white What has feathers What’s soft, moldy and flies?

and red all over? and webbed feet? A spoiled bat.

A newspaper. A turkey wearing scuba gear.

Grammar

Writing

8. Use what or who.

1. ______ has three eyes? A monster.

2. ______ has long black hair? Maria.

3. ______haswingsbutcannotfly? A penguin.

4. ______ wears glasses? Steve and Martin do.

5. ______ is married? She is.

6. ______ is a wise crack? Aneducatedholeinthefloor.

7. ______ is 45 years old? Peter is.

8. ______ is a rabbit’s favourite dessert? A hopsicle.

REMEMBER:

When you want to discover the name of a person or persons use who.When you want to discover the name of objects, animals or creatures use what.

Speaking

9. Pair work. You have the ages of some of the people in the language class on your list while your partner has the ages of the others. Do not look at your partner’s list. Complete your lists by asking and answering questions. Use the grammar rule below to help you.

hoW old...?

How old is she/he/it? She/He/It is 7 (years old).How old are we/you/they? We/You/They are 7 (years old).

STUDENT A

NAME AGE

Sammy WolfeAsha KohliAmy ReidLarry DevineMary and Martin Lawson

Fred GreenSally PerezConrad McMurphyHeather LearJeanette and Jonathon Walsh

3763449229

STUDENT B

NAME AGE

Sammy WolfeAsha KohliAmy ReidLarry DevineMary and Martin Lawson

Fred GreenSally PerezConrad McMurphyHeather LearJeanette and Jonathon Walsh

2320423275

Speaking

10. Group work. GAME.

I’m thinking of someone

Think of someone in your class; then say to your classmates: I’m thinking of someone. Allow your classmates to ask you a maximum of 9 questions.

Example:

S1: I’m thinking of someone. S6: What is she like? (Je suis en train de penser à quelqu’un.) (What is she like? = What is her personality like?) S2: Is it male or female? S1: She’s friendly S1: Female. S7: Is she married? S3: How old is she? S1: No, she isn’t. S1: 24. S8: Is she an ad consultant? S4: What does she look like? S1: Yes, she is. /No, she isn’t. S1: She has blond hair. S9: Is it Mary? S5: Is it Cindy? S1: No, it isn’t. /Yes, it is. (Is it Cindy? = Is the answer Cindy?) S1: No, it isn’t.

Lesson 2Marital Status & Family Relationships

Vocabulary

1.A Group work. Look at the pictures and read the text.

He’s single. She’s single. They’re living common law.

She’s widowed. He’s widowed. They’re engaged.

They’re married. They’re separated. They’re divorced.

This is my husband. This is my wife. This is my partner.

1.B Fill in the blanks with these words or expressions: married, single, separated, divorced, widowed, living common law.

1. Ms. Smith is not married, divorced, separated or widowed. She’s _______. 2. Mr. Martin’s wife is not alive. Mr. Martin is ________. 3. Their wedding was last night. Now they’re ________. 4. Mrs.Coppingisnolongermarried.Herdivorceisfinal.She’s_______. 5. Mr. Donaldson’s common-law partner, Mary, is living with Mr. Martin now. Mr. Donaldson is ______. 6. Mrs. Perez’s husband is not alive. She is _________. 7. Ms. Taylor and Mr. Peterson are not married, but they live together. They are _______.

Listening

2. Pair work. Listen to the audio script and complete the dialogue. Use the words in the activity above to help you. Then practise the dialogue below with your partner.

Audio script:

Jason: What do you do, Sharon?

Sharon: I’m an advertising consultant.

Jason: Oh that sounds interesting.

Sharon: Yes, it is, Jason, but it can be pretty hectic with a ______ (1).

Jason: Oh, are you ______ (2)?

Sharon:Yes, I am. My ______ (3)Henry is over there.

Jason: Oh, yes, I know him. He works in the shop next door. Do you have any ______ (4)?

Sharon:Yes. We have a _____ (5) and a ______ (6).

Jason: How old are your children?

Sharon: My ______ (7) is fourteen and my ______ (8) is ten.

Jason: They must be fun, Sharon.

Sharon:Yes they’re a lot of fun. But what about you, Jason? Do you have a _____ (9)?

Jason: Well, not a ______ (10). I’m single.

But my ______ (11) are still alive, and I have

a

_____ (12) and ______ (13).

Sharon: Really? Are they married?

Jason: My _____ (14) is, but my ______

(15) is separated.

Sharon: So are you an ______ (16)?

Jason: Yes. I have two ______ (17) and

two _____ (18).

Sharon: That’s nice.

Jason: Yeah. My ______ (19) Jeffery’s kids

are twins. But they don’t look alike. They’re

both pretty serious though. They’re nice kids,

but I really like my ______ (20) Sandy’s

children. They’re comical and unusual. They

even have unusual names. Her ______ (21)

is called Rocky and her ______ (22) is Kia.

Sharon: No kidding!

Vocabulary

3.A

1. 2.

4.3.

5.

3.A Look at the family portraits above.

1. CanyoufindSharonandherfamily?

2. CanyoufindJasonandhisfamily?

3. CanyoufindJason’ssisterandherfamily?

4. CanyoufindJason’sbrother?

5. CanyoufindJason’sparents?

3.B Pair work. Role-play. Imagine you are Jason and Sharon. Show your family photo(s) and talk about each family member. Change roles.

3.B Look at the diagram of the Todd family tree. Use the photos and the dialogue to help you complete it.

3.C Pair work. Complete the chart of family relationships. These words will help you: mother-in-law, father, husband, daughter, nephew, brother.

FEMALE MALE

1. girl __________

2. __________ son

3. sister __________

4. wife __________

5. sister-in-law __________

6. __________ parent

7. mother __________

8. __________ grandparent

9. __________ grandfather

10. __________ father-in-law

11. grandchild __________

12. grandchildren __________

13. niece __________

14. cousin __________

Grammar

4.

Possessive nouns

POSSESSIVE NOUNS show ownership.

Noun Possessive of Noun

How is Jason related to Steven? Jason is Steven’s son. (Jason is the son of Steven) son Steven’s

How are the books connected to Steven?They’re Steven’s books. (They’re the books of Steven) books Steven’s

She is Martin’s friend. (She is a friend of Martin) friend Martin’s

It is Sally’s dog. (It is a/the dog of Sally) dog Sally’s

He is Steven’s father. (He is the father of Steven) father Steven’s

Is that a

pen? Is t

his a pen?

Yes, it

is.

Yes

, it is.

No, it isn't.

No, it

isn't.

That's a(n

)...

This is a(n

)...

It's a(n

)...

It's

a(n)...

Martin’s

= Z

Mary’s = IZ

Jeff’s =

S

Pronunciation

4. Pair work. Look at the picture of the Todd Family Tree. Fill in the blanks with a possessive noun form. (Example: Mary’s).

Compare with your partner. There may be more than one correct answer, but give only one.

1. Jason is Steven’s son. 2. Mary is _______ wife. 3. Rocky and Kia are _______ children. 4. Marian is _______ grandmother. 5. Marian is _______mother. 6. Jason is _______uncle. 7. Mary’s husband is _______ brother. 8. Sandy is _______ aunt. 9. Jeffery is _______ uncle. 10. Jeffery is _______ brother. 11. Sandy is _______ sister. 12. Kia is _______ granddaughter. 13. Steven is _______ father. 14. Jeffery is _______ husband.

5. Group work. Look at the family tree. You are related to Mr. Smith, but you don’t know how.

1. Your teacher will place your name tag on your back (NO PEEKING!!).

2. Go around the room and show your name tag to the other students.

3. Ask each student ONE question about your relationship to Mr. Smith.

Example:

Am I Mr. Smith’s nephew?

When you think you know who you are, write your name on the family tree.

4. Then wait and see if you are right.

Speaking

Grandfather Grandmother

Aunt Jane Uncle

Cousin

Father Mother Aunt Ruth

Sister-in-law Brother SisterWifeMr. Smith

Nephew Niece SonSon-in-law Daughter

Granddaughter

Grammar

6.

Fill in the blanks with a possessive adjective: my, your, his, her, its, our, their.

1. Kia and Rocky live with ________________ mother.

2. Jeffery’s daughter is really tall for ________________ age.

3. This is the family pet. ________________ name is Kitty.

4. Arthur is very smart. ________________ parents are so proud of him.

5. Arthur and Annie usually go to ________________ grandparents on Saturdays.

6. Kia and Rocky like ________________ cousins.

7. Kia likes ________________ cousin Annie very much.

8. Kia, please write a letter to ________________ grandmother.

9. I have only one sister. ________________ name is Wanda.

10. Yes, I am married. Let me introduce you to________________ wife, Sharon.

11. So you’re married, too. What does _______________ husband do?

12. Jennifer and I have only one brother. ________________ brother is older than we are.

Possessive adjectives

I have a sister. My sister’s name is Margaret.

You have a sister. Your sister’s name is Margaret.

He has a sister. His sister’s name is Margaret.

She has a sister. Her sister’s name is Margaret.

It (the dog) has a sister. Its sister’s name is Fido.

We have a sister. Our sister’s name is Margaret.

Tom, and you have a sister. Your sister’s name is Margaret.

They have a sister. Their sister’s name is Margaret.

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Writing

7. Individual work. Write the names of some of your family members on this family tree. Add circles if you need to. Be sure to include one set of grandparents. Then fill in the blanks with: my, her, his, our, their, its.

MY FAMILY TREE

This is ________ family tree. ________ last name is ________ . ________ name is ________ . These are ________ grandparents. ________ grandmother’s name is ________. ________ grandfather’s name is ________ . These are ________ parents. ________ father’s name is________ . ________ mother’s name is ________ . This is ________ sister/brother. ________ name is ________ . (Or) These are ________ sisters and brother(s). ________ names are ________ , ________ , and ________ . I am married/living common-law. This is ________ partner. ________ name is ________ . I have a pet. ________ name is ________ .

Speaking

8. Pair work. This is an information gap activity.

Student A’s sister is marrying Student B’s brother. Your teacher will give you and your partner a wedding photo and a copy of your family tree.

1. First find yourself on your family tree. You are either Student A or Student B. Tell your partner three things about your relatives in the wedding photo.

Example:

Student A: (pointing at the wedding photo): Who’s that?

Student B: (1) That’s my aunt’s son. (2) He’s my cousin. (3) His name is …

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Writing

9. Pair work. Refer to your family tree. Choose five people on the family tree. Write three ways they are related to you or other people in the photo.

Example:

Arthur is my brother. He is Isabel’s uncle. He is Joanne’s brother-in-law.

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

4. ___________________________________________________________________

5. ___________________________________________________________________

Lesson 3Describing Family Members

Listening

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1.A Individual work. In this audio script, Jason and Sharon are discussing some of their family’s physical and personality traits. Read over the incomplete text, listen to the audio script and complete the text.

Jason: My sister, Sandra, talks and talks. She’s very ________ (1).

Sharon: Oh, yeah! My son is like that. But he’s serious, too. Is she ________ (2)?

Jason: No, not really. She’s very ________ (3). She likes to tell a lot of jokes.

Sharon: What’s your brother look like?

Jason: Well Jeffery is very ________ (4) and thin. I’d say that he’s handsome. Yeah, he’s very good-looking.

Sharon: Is he comical like your sister?

Jason: No, he’s not. BUT he is REALLY ________ (5). He’s nice to everyone and everyone likes him.

Sharon: What are your sister’s kids like?

Jason: Kia and Rocky? Oh, they’re like

their mother.

They’re very comical.

Sharon: Do they look like her?

Jason: No, they’re ________ height (6).

They take after their father*. What about

your children - what

do they look like? * take after =

look like

Sharon: Well, my son is ________

(7). He’s a little ________ (8), but he’s

muscular, and he’s really ________ (9).

Jason: What about your daughter – does

she look like you?

Sharon: Well, a bit. She’s ________

(10) for her age and ________ (11), but

not too thin. She’s very ________ (12).

Jason: Just like her mom!

1.B Pair work. Scan the dialogue to find adjectives that describe personality and appearance. Complete the chart.. Compare your answers.

2.A Pair work. Describing personalities. What is she like? Match the words on the left with their opposites. Compare your answers.

1. talkative (g) a) stubborn 2. hardworking b) unfriendly 3. friendly c) serious 4. neat d) outgoing 5. easygoing e) lazy 6. adventurous f) unimaginative 7. creative g) quiet 8. comical h) boring 9. interesting i) careless 10. careful j) messy 11. shy k) cautious

2.B Which words in both columns describe you? Which words describe your partner?

2.C Look through the dialogue again and find a definition for these words:

a) friendly c) talkative b) comical d) handsome

Listening

PERSONALITY APPEARANCE

Talkative Tall

Vocabulary

Grammar

3.

3.A Individual work. Refer to the grammar chart above. Fill in the blanks.

a) What is she like? She talks a lot.

b) What __ he look like? He is short and awfully skinny.

c) What do ___ ___ like? I’m a bit overweight and have red hair.

d) What __ he ___? He’s outgoing.

e) __ he ___ his father? Yes, he’s like his father.

asking foR PeRsonal details

Asking about physical traits. Asking about personality traits.

What does she look like? What is she like?What do they look like? What are they like?

making comPaRisons

Asking about physical traits. Asking about personality traits.

Who does she look like? Is she like her sister? – Yes, she is. She looks like her sister. She’s friendly like her sister.

Does he look like (his parents)? Yes, he looks like his mother.

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f) What ___ ___ like? They aren’t very friendly.

g) Are they ___ their parents? Yes, they’re like their parents.

h) What ___ you ____ ____? We both have blond hair and are overweight.

i) ____ ____ she look like? She’s very short for her age.

j) _____ she look ____ her mother? Yes, she does. She looks like her mother.

k) What ____ ____ look like? They are both quite tall.

l) ____ they ____ ____ their mother? Yes, they do. They look like their mother.

m) _____ is she ____? She’s very friendly.

n) ____ do ____ look like? She is short and he is tall.

o) What ____ ____ like? I’m a bit shy.

p) ____ your mother ____ you? Yes, she is. She’s shy like me.

Speaking

4. Group work (Giving descriptions of family members). Describe a family member to the group. Other students in the group should ask you questions. Talk for three minutes.

Example:

S1: My brother isn’t very talkative. He’s quiet. He’s ahhhh…. S2: What does he look like? S1: He’s tall and medium weight – not too fat, not too thin. S3: Does he look like your parents? S1: Yes, he does. He looks like my mother. S4: Is his personality like your mother’s? S1: No, it’s like my father’s. S5: Is he married? S1: Yes, he is. He has two children. Etc. etc.

5. Your teacher will give you the name of someone in the class (or if the class is too small) the name of a movie star or public figure. Write a short description of this person. (5 sentences) Use words to describe both their personality and their appearance.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Now read your description to your classmates. Can they guess who it is?

Writing

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Reading & Writing

6.A This is a letter that Natasha, a student at the language school, wrote to her pen pal in India. Fill in the blanks with the words below.

independent, tall, hardworking, gray, thin, brother,sisters,widow,healthy,averageheight,fit.

6.B Now imagine you are Natasha’s penpal. Write Natasha back and tell her about your family.

Dear Ashook,

Hi there! Let me tell you about my family.

My mother is 88 years old and is a ____. My

father died two years ago. Mom has ____hair

and is ____ ____, only 5’5”. She’s very ____and

never goes to the doctor’s.

She lives alone in an apartment in the suburbs,

and she cooks her own meals. She’s really very

____for her age. I talk to her everyday and take

her shopping on Saturdays.

I don’t have any ____, but I have a ____. He’s a

newspaper editor. Tim is very ____. He spends

about 12 hours a day at his office. He’s

married and has three children. My brother is

very ____– he’s over 6’2” tall. But he isn’t very

____.

He doesn’t exercise at all. He’s ____. He only

weighs 145 lbs.

Write and tell me about your family, why don’t

Speaking

7. Group work. Guess Who! Ask the class to guess who you are thinking of. Is it someone in the class? Is it a politician? Is it an actor/ actress?

The class can only ask you yes/no questions.

Example:

Does s/he have…? Is s/he…? Does s/he look like? Is s/he like her father/mother/ brother, etc?

Page 46

Lesson 4Daily Routines

Listening

1. In the morning

a) I take a shower. b) I take the bus to work at 8:00. c) My husband washes the dishes.

d) I get up at 6:30. e) I brush my teeth. f) We eat breakfast together.

g) I get dressed. h) My work starts at 8:30. i) My husband gets up at 7:15

j) My husband takes care of the baby. k) I leave home at 7:50.

1.A Listen to the audio script and put the images in order.

1. d 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

1.B Can you put the events in order?

___ a. I take a shower. ___ b. My work starts at 8:30. ___ c. My husband gets up at 7:15. ___ d. I get up at 6:30 a.m. ___ e. I get dressed. ___ f. My husband washes the dishes. ___ g. I take the bus to work at 8:00. ___ h. I brush my teeth. ___ i. My husband takes care of the baby. ___ j. I leave home at 7:50. ___ k. We eat breakfast together.

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1. In the evening

a) We go to bed at 10:00. b) I read the newspaper. c) I leave work at 5:30.

d) My husband watches TV. e) We eat dinner together. f) I go to the grocery store.

g) I play with the baby. h) My husband and I wash i) I put the baby to bed. the dishes together.

j) I get home at 6:15. k) My husband makes dinner.

1.C Listen to the audio script and put the images in order.

1. c 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

1.D. Can you put the events in order? __ a. I play with the baby. __ b. I leave work at 5:30. __ c. My husband watches TV. __ d. My husband and I wash the dishes together. __ e. I read the newspaper. __ f. We go to bed at 10:00. __ g. I get home at 6:15. __ h. I go to the grocery store. __ i. We eat dinner together. __ j. I put the baby to bed. __ k. My husband makes dinner.

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2.

3. Group and pair work. Talk about the daily routines of the wife and husband in 1 LISTENING.

Daily Routines

1. The wife gets up at 6:30 a.m. 2. She takes a shower. 3. She gets dressed. 4. Her husband gets up at 7:15. 5. …..

Spelling

the thiRd PeRson singulaR: -s. -es, -ies

S ES IES

eat - eats match - matches fly - fliesplay - plays relax - relaxes worry - worries

Grammar & Speaking

Writing

4.A Read the letter below.

Dear Mom,

I have such a busy schedule. I wake up at 5:00 a.m. and get out of bed at 5:05. Then I go jogging in the park. I get back around 6:15 a.m. Then I take a shower and get dressed.

Next I make lunches for everyone. Afterwards, I call the children and we all eat breakfast together.

At 7:45 I drive the children to school. I arrive at work at 8:30 a.m. I work in an office. At noon I eat lunch and watch TV in the cafeteria with some of the other staff.

At 4:30 I leave work. I buy some groceries on the way home. I pick up the children from school -- they are both on sports teams. The children help prepare supper.

After dinner, Kia and Rocky do their homework and I study for my Saturday morning English class. At 10:30 the kids go to bed and I relax for a few minutes over a cup of herbal tea. Then I go to bed. I try to read, but I always fall asleep before I finish the first page.

Bye now.Love,Sandy

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4.B Now imagine you are Sandy’s mother. Write to your sister Darlene and tell her about Sandy’s busy schedule.

Example:

Dear Darlene,

Sandy has such a busy schedule. She wakes up at ….

Bye now.LoveAva

Grammar

5.

Make the sentences negative.

1. Kia and Rocky sleep in every morning. Kia and Rocky don’t sleep in every morning.

2. Kia washes her hair every morning. Kia doesn’t wash her hair every morning.

3. Rocky takes a shower every morning. 4. They take the bus to school. 5. Kia works in the library at school. 6. Rocky plays on the football team. 7. Kia and Rocky eat lunch together. 8. Kia studies in the library after school. 9. Kia and Rocky walk home from school. 10. Rocky watches TV after school. 11. They do their homework before supper. 12. Rocky and Kia make supper for their mother. 13. Rocky and Kia wash the dishes for their mother. 14. They go to bed early every evening.

affiRmative/negative

Affirmative Negative

She gets up at six-thirty. She doesn’t get up at six-thirty. I get up at six-thirty. I don’t get up at six-thirty.They get up at six-thirty. They don’t get up at six-thirty.

Speaking

6. Pair work. Talk to your partner about your daily routine. What DO you do AND what DON’T you do during a typical day?

Example:

I don’t have a busy schedule. OR I have a busy schedule. I don’t get up at 6:30. I get up at 8:00. I don’t eat breakfast in the morning. I just drink coffee or juice in the morning. I don’t leave for work at 8:00. I leave at 9:00. OR I don’t go to work. I go to school. Etc.

Lesson 5About Time

Listening

1.A Individual work. Read the script silently. Ask your teacher for help with any unknown words.

Sammy: When does the next bus go by?

Alice: At 9:00.

Sammy: At nine. Does it go downtown?

Alice: No it doesn’t. It goes north towards the suburbs.

Sammy: When’s the next bus for downtown?

Alice: It’s at 9:15.

Sammy: At 9:15. What time is it now?

Alice: It’s 8: 55.

Sammy: Hmm. If it’s 8:55, the next downtown bus isn’t for twenty minutes then?

Alice: Yes, that’s right.

Sammy: And when’s the next bus to the university?

Alice: Oh, that’s in ten minutes - at 9:05.

Sammy: Hmm... at 9:05. Maybe I’ll take that one and walk the rest of the way. Thank you.

Alice: You’re welcome.

1.B According to the dialogue, what’s another way to say the time?

Example: 7:25 (seven twenty-five) OR twenty-five past seven (past = after e.g. 7:25 = twenty-five after seven)

a) 9:15(nine-fifteen)OR ____________________________________ b) 8:55(eightfifty-five) OR ____________________________________ c) 9:05(nineohfive) OR ____________________________________

Vocabulary

2.A Group work. Look at the images and read the captions.

1. It’s eight o’clock. 2. It’s eight-fifteen or 3. It’s noon or It’s quarter past/after eight. It’s twelve o’clock.

4. It’s three twenty-five or 5. It’s three-forty or 6. It’s three fifty-five or twenty-five past/after three. It’s twenty minutes to four. five minutes to four.

7. It’s nine o’clock. 8. It’s midnight/It’s noon. It’s twelve o’clock (at night/noon).

2.B Write the correct time on the clocks below.

Example:

two o’clock

1. seven minutes past eight 2. ten minutes to four 3. sixteen minutes past eleven

4. noon 5. twenty minutes to nine 6. twenty minutes past nine

7. midnight 8. quarter to eleven 9. quarter past eleven

Writing

3.A Individual work. Write about Fred’s morning routine.

1. Fred gets up at 5:30. 2. Fred...

3. Fred... 4. Fred...

5. Fred... 6. Fred...

3.B Individual work. Fred’s daughter Lisa has a different morning routine. Look at the pictures in 3A and write the sentences in the negative.

1. Lisa doesn’t get up at 6:15.

2.

3.

4.

5.

6.

4.A Pair work. Write sentences using the information provided.

Example : 1. My friend leaves for works in the morning.

4.B Pair work. Check off the activities your partner does. Write down when s/he usually carries out these activities.

PRePositions and time of day

a.m. = morning p.m. = afternoon, eveningin the morning at noon in the afternoon in the evening at night at midnight

1. my friend

leave for work morning

2.my friend

(not) talk on the phone morning

3.my friend go

to the gym noon

4.my friend (not)

go to class afternoon

5.my friend visit me evening

6.my friend

(not) leave for home midnight

7.I work night

8.I take the bus

midnight

9. I (not) get up

morning

10. I have my

breakfast noon

Do you ever.......

1. Talk to your friends2. Leave for work3. Do grocery shopping4. Read newspapers/books5. Prepare meals6. Watch the sun set7. Do housework8. Watch videos9. Look at the moon10. Do the laundry11. Catch a midnight bus12. Eat chocolate

morningeveningnoonnightafternoonmidnight

Writing & Speaking

Reading

5.INFORMAL TIME REQUESTS

Asking the time What’s the time?Do you know what time it is?What time is it?Have you got the time?Hey, there! Do you have the time?

Responding

Two o’clock.It’s two o’clock. It’s ten past three.Sure, thing! It’s nine o’clock.

(Giving the exact time)It’s five o’clock on the dot.It’s exactly four-fifteen. It’s five o’clock sharp.

Asking for clarification

Did you say 5:15?

Responding to a clarificationrequest

Yes, that’s right.No. I said 5: 50.

FORMAL TIME REQUESTS

Asking the time Excuse me, (sir/ ma’am). Do you have the time?Pardon me. Have you got the time?Can you tell me the time, please?Excuse me. Would you have the time?

Respondingsaying what time it is

Certainly. It’s two o’clock. Sure. It’s ten past three.

(Giving the exact time)Yes. It’s exactly four-fifteen. Certainly. It’s five o’clock on the dot.No problem. It’s five o’clock sharp.

Asking for clarification

Excuse me. Did you say 5:15?

Responding to clarificationrequest

Yes, that’s right.No. I said 5: 50.

Are the following situations formal, informal or both? Write formal, informal or both beside each of the conversations below.

a) Excuse me, ma’am. Could you tell me the time, please? Formal b) Oh, shucks! I forgot my watch. Do you know what time it is? ___________________ c) Did you say a quarter past four? ___________________ d) Excuse me. My watch has stopped. Could you tell me the time? ___________________ e) What’s the time, Margaret? ___________________ f) Pardon me. Have you got the time? ___________________ g) Would you have the time, sir? ___________________ h) I’m starving. Is it ten o’clock yet? ___________________ i) My watch has stopped. What time is it, please? ___________________

LESSON 5: About Time

Teacher’s note1 LISTENINGThis activity introduces ways of expressing time in English.

Before beginning this lesson, prepare the students by having them count (in English) by fives to sixty. Tell them they are going to listen to a cassette in which one character asks about a particular bus schedule. They will hear two different ways of giving the same time. They should listen and note down the differences.

Before playing the audio script, have the students read over the audio script (silently) to identify any unknown words.Have students identify and repeat orally the two ways certain times are stated in the dialogue. Student book1 LISTENINGA. Individual work. Read the script silently. Ask your teacher for help with any unknown words.(insert image (two right of dialogue) of two people waiting for bus (at bus stop for downtown). Alice is described in first activity, and Sammy is an Inuit)

Sammy: When does the next bus go by?Alice: At 9:00.Sammy: At nine. Does it go downtown?Alice: No it doesn’t. It goes north towards the suburbs.Sammy: When’s the next bus for downtown?Alice: It’s at 9:15.Sammy: At 9:15. What time is it now?Alice: It’s 8: 55.Sammy: Hmm. If it’s 8:55, the next downtown bus isn’t for twenty minutes then?Alice: Yes, that’s right.

6. Pair work. Role-play the following situations with your partner. Ask your partner the correct time and draw the correct time on your clock. Use the appropriate form of address (formal or informal).

Worksheet 1 for STUDENT A:

Speaking

Now listen to your partner and respond to your partner’s requests with these times. Worksheet 2 for STUDENT A:






Respond to your partner’s time requests with these times. Worksheet 1 for STUDENT B:











Now ask your partner the correct time and draw the correct time on your clock. Use the appropriate form of address (formal or informal).

Worksheet 2 for STUDENT B:

7.A Individual work. Below is a summary of Mary’s daily routine. Read the summary.

Reading & Speaking

In the morning, I get up at 6:30 a.m. I take a shower and I get dressed. My husband gets up at

7:15. We eat breakfast together. I brush my teeth while my husband washes the dishes. Then I leave

home at 7:50. I catch the bus to work at 8:00. My work starts at 8:30. During the day my

husband takes care of the baby. Work ends for me at 5:00. I leave work

at 5:10 and I go directly to the grocery store. Then I take the bus home. I get home at 6:25.

My husband and baby greet me. I play with the baby between 6:30 and 7:30 while my husband

makes dinner. At 7:30 I give the baby a bath and put her to bed. At 8:00 my husband and I eat

dinner together. After dinner, at about 8:45, my husband and I wash the dishes together. Then I read

the newspaper while my husband watches TV. We go to bed at 11:00 on the dot.

7.B Tell your partner how your life is the same or different from Mary’s.

Example:

I don’t get up at 6:30. I get up between 7:00 and 7:30 in the morning. I don’t take a shower in the morning. I take a bath at night...

7.C Interview two classmates about their daily routines.

7.D Report your findings back to the class:

Example:

Mario gets up between 8:00 and 8:15 in the morning. Mario doesn’t take a bath in the morning. He takes one at night.




Before playing the audio script, have the students read over the audio script (silently) to identify any unknown words.Have students identify and repeat orally the two ways certain times are stated in the dialogue. Student book1 LISTENINGA. Individual work. Read the script silently. Ask your teacher for help with any unknown words.(insert image (two right of dialogue) of two people waiting for bus (at bus stop for downtown). Alice is

BetWeen

S1 Do you eat breakfast in the morning?

S2 Yes I do.

S1 Between what times in the morning (do you eat breakfast)?

S2 I eat breakfast between 8:30 and 9:00 in the morning.

Lesson 6A Week’s Work

Reading

1.

Fridays child is loving and giving.

Saturday’s child works hard for a living.

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Listening

2.A Individual work. Listen to the dialogue and circle the underlined words that you hear.

A week in the life of Sammy

A: What do you do, Sammy? Do you have a job?

B: Well, I don’t have one job; I have six jobs!

A: Really! Why????

B: I have my reasons.

A: Well, what’s your schedule like? It must be crazy!

B: Oh, I don’t know about that. On Monday, I work in a restaurant. I clear/clean (1) tables and dry /wash (2)

dishes.

A: And on Tuesday?

B: On Tuesday, I work in a hotel. I clean/clear (3) rooms and clean/make (4) beds.

A: What do you do on Wednesday?

B: On Wednesday, I work in a clothing store. I serve/wait (5) on customers and use/operate (6) a cash register.

A: Do you work on Thursday, too?

B: Yes, on Thursday, I work in a small newspaper office. I read/edit (7) articles and read/write (8) headlines.

A: And on Friday?

B: On Friday, I work in a movie theatre. I sell/buy (9) tickets and make/eat (10) popcorn.

A: Do you work on Saturday or is that your day off?

B: That’s my day off. On Saturday, I just relax. I wake up/sleep in (11) until 10 o’clock, and I eat/make (12) a big

breakfast. Then I go out and cash/write (13) my cheques and buy/pick up (14) a few things. The rest of the

day I spend/share (15) with my family and friends. Sometimes we watch/listen to (16) Hockey Night in

Canada or buy/rent (17) videos. Sometimes we do/play (19) cards or go dancing.

A: And do you have a job on Sunday?

B: Yes, I do. I work for a grocery store. I drive/rent (20) a truck and sell/deliver (21) groceries.

A: What a life!

B: Yeah.

2.B Listen to the audio script again. Where does Sammy work each day of the week?

Day of the Week Place of Work

1. OnMONDAY a) newspaperoffice

2. On TUESDAY b) clothing store

3. On WEDNESDAY c) grocery store

4. On THURSDAY d) hotel

5. On FRIDAY e) no job - stays at home

6. On SATURDAY f) restaurant

7. On SUNDAY g) movie theatre

2.C Associate Sammy’s job task with his place of work.

1. cleartablesandwashdishes a) anewspaperoffice

2. cleans room and make beds b) clothing store

3. wait on customers and use a cash register c) grocery store

4. edit articles and write headlines d) hotel

5. sell tickets and make popcorn e) restaurant

6. drive a truck and deliver groceries f) movie theatre

PRePosition on

The preposition ON is used in time expressions before the days of the week. (Weekdays are Mon-Fri)

On Monday On Tuesday On Wednesday

Pronunciation

List 1

s = [iz]

List 2

s = [s]

List 3

s = [z]

matchesrevisestaxes

takeshitslaughsstops

goeslearnsdeliversrings

3.

3.A Group work. Listen and practice.

She matches; he takes; it goes:

The verb endings [s] and [es] are pronounced as /s /, /z / or an extra syllable /iz/.

the thiRd PeRson singulaR

3.B Individual work. Listen to how these words are pronounced. Which list does each word belong under? Number the words according to the correct list.

For example, if you think cleans belongs in List 3 then put 3 beside cleans. When the recording is over, write each word in the correct column.

cleans (3) clears sells waits delivers washes buys spends makes works writes edits relaxes watches uses sleeps eats cashes stops drives

LIST 1 LIST 2 LIST 3 s = /iz/ s = /s/ s = /z/

_______ _______ cleans

_______ _______ _______ _______ _______ _______ _______ _______ _______

_______ _______ _______

_______ _______ _______

_______ _______ _______

_______ _______ _______

Writing

4. Individual work. Use the words below to complete the story of Sammy’s week. Where necessary use the words more than once.

On Monday Sammy works in a restaurant. He _____ tables and _____ dishes. On Tuesday, he works in a hotel. He _____ rooms and _____ beds. On Wednesday, he works in a clothing store. He _____ on customers and _____ a cash register. OnThursday,heworksinasmallnewspaperoffice.He_____articlesand_____headlines. On Friday, he works in a movie theatre. He _____ tickets and _____ popcorn.

On Saturday, he does not work. He _____ . He _____ in until 10 o’clock, and he _____ a big breakfast. Then he _____ out and _____ his cheques and _____ a few things. The rest of the day he_____ with his family and friends. Sometimes he_____ Hockey Night in Canada or _____ videos. Sometimes he ____ cards or_____ dancing. On Sunday, he works for a grocery store. He ___ a truck and ___ groceries. What a life!

makes

delivers

washes

cleans

uses

rents

cashes

waits

writes

edits

spends

buys

goes

watches

clears

plays

sells

sleeps

eats

relaxes

drives

5. Pair work. Ask your partner yes/no questions about Sammy’s work schedule. Your partner must listen carefully to know if your question contains the correct weekday. If it does not, your partner must correct you.

Example:

Student1: Does Sammy work for a grocery store on Sunday? Student 2: Yes, he does.

Student 1: Does Sammy work in a hotel on Sunday? Student 2: No, he doesn’t. He works in a hotel on Tuesday.

Student 1: Does Sammy watch Hockey Night in Canada on Thursday? Student 2: No he doesn’t. He watches Hockey Night in Canada on Saturday.

Student A. Ask your partner these questions:

Does Sammy play cards on Sunday? Does Sammy work in a restaurant on Monday? Does Sammy cash his cheques on Tuesday? Does Sammy relax on Wednesday? Does Sammy clean rooms and make beds on Thursday? DoesSammyworkinanewspaperofficeonFriday? Does Sammy drive a truck on Saturday?

Student B. Ask your partner these questions:

Does Sammy relax on Sunday? Does Sammy go out with his friends on Monday? Does Sammy clear tables and wash dishes on Tuesday? DoesSammyworkinanewspaperofficeonWednesday? Does Sammy watch videos on Thursday? Does Sammy work in a restaurant on Friday? Does Sammy sell tickets and make popcorn on Saturday?

Speaking

Writing

6. Optional: Pair work. Now with a partner write an imaginary story about one day in the life of Sammy. Begin when he gets up.

Lesson 7Household Chores

1.

Speaking

Change the bed sheets. Empty the wastebasket. Put out the garbage.

Mow the lawn. Rake the grass. Water the flowers.

Straighten the room. Wash the dishes. Dry the dishes.

Sweep the floor. Mop the floor. Vacuum the rugs.

Clean the bathroom. Do the laundry. Relax.

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Pair work. Where do you do these household chores? Read the table of household chores below and check off where YOU DO each chore. Then ask your partner…

Where do you wash the dishes? Where do you clean the bathtub?

Page 80

HOUSEHOLD CHORES

INSIDE THE HOUSE

OUTSIDE THE HOUSE

WHERE Do YOU… Kitchen Living Room

Bedroom Laundry Room

Bathroom The Front Lawn

TheBackyard

1. wash the dishes?

2. clean the bathtub?

3. vacuum the rug?

4. put out (take out) the garbage?

5. do the laundry?

6. dry the dishes?

7. water the flowers?

8. mop the floors?

9. empty the wastebaskets?

10. rake the grass?

11. change the sheets?

12. mow the grass?

13. straighten up?

14. dust the furniture?

15. relax?

x

Writing

2. Fill in the blanks with the correct verbs:

change make straighten up sweep clean mop take out do mow vacuum dry put out water dust rake wash empty relax

Pay attention to the spelling. Where necessary, add [s], [ies], or [es].

Weekend Chores

On Saturday morning the Sky family ____ their house. Kia and Rocky ____ their bed sheets and then

they ____ their beds. Afterwards, they ____ their bedrooms. Sandy ____ the bathroom and ____

the rug in the living room. She ____ the furniture. Then she ____ the laundry. Kia ____ and ____ the

dishes.Thenshe____thekitchenfloor.Afterthatshe____thefloor.Rocky____thewastebaskets.

Thenhe____thegarbage.Nexthe____thelawn,____thegrassand____theflowers.Whentheyare

finished,Sandymakesthefamilyabiglunch.Thenthey___therestoftheweekend.

3.A Individual work. HOUSEHOLD CHORES How often do you put out the garbage? I rarely put out the garbage. I never put out the garbage. I take out the garbage every day. I put out the garbage every week. I take out the garbage every month.

Speaking

HOW OFTEN do you … Every Day

Every Week

Every Month

Rarely Never

1. wash the dishes?

2. clean the bathtub?

3. vacuum the rug?

4. put out /take out the garbage?

5. do the laundry?

6. dry the dishes?

7. water the flowers?

8. mop the floors?

9. empty the wastebaskets?

10. rake the grass?

11. change the sheets?

12. mow the grass?

13. straighten up?

14. dust the furniture?

3.B Group work. Can you find someone in the group who has these habits?

FIND SOMEONE WHO….

NAME

… cleans the bathtub once a month

… vacuums the rug once a day.

… puts out the garbage once a week.

… does the laundry once a day.

… carries out the garbage once a week.

… walks the dog every day.

… dries the dishes once a month.

… empties the wastebaskets once a week.

… rarely washes the kitchen floor.

… rakes the grass once a year.

… changes the sheets once a month.

… never mows the grass.

… washes the windows once a year.

… straightens up the house once a month.

… never dusts the furniture

… washes the dog once a week

… never cleans the toilet

… waters the house plants once a week

… stacks firewood once a year

Verification

PART ONE : READING AND WRITING TASKS

1. Fill in the blank with a, b, or c.

1. Nastasha goes there ________ Monday nights. a. to b. on c. in

2. Do Asha and Peter want to come with us? ________________________ a. No, we don’t. b. No, he doesn’t. c. No, they don’t.

3. How tall ________ he? a. is b. are c. have

4. Peter and Asha ________ have any children yet, but they want to have children some day. a. don’t b. doesn’t c. didn’t

5. This is my friend. ________ apartment is nearby. a. its b. her c. their

6. Where’s the telephone? ________ near the door. a. It’s b. It c. Its

7. My ________ are happy. a. girl b. girl’s c. girls

8. We take the bus ________ work. a. to b. on c. in

Grammar

Page 86

Verification 9. What colour hair ________? a. have she? b. are they? c. does he have?

10. What ________? She is a lot like her mother. a. does she like b. is she like c. do she like

2. Write a word of opposite meaning.

1. go ________________

2. man ________________

3. start __________________

4. under ___________________

5. big ____________________

6. short ____________________

7. hello ____________________

8. play ____________________

9. wake up ____________________

10. child ____________________

11. divorced ____________________

12. boring ____________________

13. straight (hair) ____________________

14. talkative ____________________

15. son ____________________

16. niece ____________________

17. heavy ____________________

18. handsome ____________________

19. hers ____________________

20. stubborn ____________________

21. messy ____________________

22. supper ____________________

23. tomorrow ____________________

24. empty ____________________

25. dry ____________________

Vocabulary

Page 87

Verification

3. Write a short paragraph about your daily or weekly routine. (Name at least 6 activities and write at least fifty words)

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Writing

Page 88

Verification

4. A FAMILIES

1. According to this family tree, Joe is _____________. a) May’s son-in-law b) Will’s cousin c) Sally’s son

2. According to this family tree, Emma is _____________. a) May’s sister b) Basil’s daughter c) Fred’s grandmother

3. According to this family tree, Ann is _____________. a) Beth’s sister-in-law b) Pete’s niece c) Martin’s cousin

4. According to this family tree, Fred is _____________. a) Basil’s cousin b) Will’s nephew c) May’s grandson

5. According to this family tree, Will is _____________. a) Peggy’s grandson b) Joe’s son c) Ann’s cousin

Reading

BasilSally

Emma Sue Martin Harry May Peggy

Pete Will AnnJoeBeth

Fred

Page 89

Verification4. B TIME

Look at the clocks and complete the sentences. Use more than one word if necessary.






Page 90

Verification

Oral Interaction

PART TWO : ORAL INTERACTION TASKS

5. For Module Three, there are two role-plays. In the first role-play, you will describe your weekly or daily routines to your partner and respond to his/her questions. In the second role-play you will describe a friend to your partner and give information about time and place.

The teacher will give each person a role card with information about the situation and the tasks you will perform.

Evaluation: There are 25 points for each role-play. The total number of points for oral interaction is 50.

Page 91

Verification

Page 92

Verification

Page 93

Supplementary ExercisesLesson One (Physical Descriptions)

1. Group Activity.

1. You and another person should sit looking at each other carefully for one minute.

2. Then turn back-to-back so you can’t see each other. Students in the class will ask you questions about the other person.

Example:

Does she have straight hair? No, she has curly hair. Is her hair blue? No, it’s brown.

2. Write questions with who or what and then complete the sentences.

1. ______________________? _______ Peter and Asha.

2. ______________________? _______ Sammy Wolfe.

3. ______________________? _______ an old chair.

4. ______________________? _______ Sandy Sky. She’s in our class.

5. ______________________? _______ our new desks.

6. ______________________? _______ Mark. Peters. I’m in your class.

Page 96

Speaking

Writing

Supplementary Exercises

Page 97

Listening

3.A Individual work. WHO IS THE THIEF?

1. Listen to the tape about the description of the thief and circle the details mentioned.

Sex: male female

Physical Appearance: tall short medium well-built thin heavy

Height: 72 cm 92 cm 192 cm

Weight: 95 kg 105 kg 108 kg Eye Colour: black blue green brown grey

Hair Colour: black brown grey blond

white red dark light

Hair Style: short long straight curly Visible Marks scars face/arm/hand tattoos arm/face/hand/shoulder

Distinguishing Features: beard glasses (sunglasses, normal)

Clothing: jacket suit slacks jeans

Age: 18-20 24-26 30-32 36-38 40+


Page 98

3.B Individual/Pair work. Using your notes, decide who the thief is. Place a check (√) under the correct picture below.

1 2 3 4 5


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Vocabulary

4. Pair Work. Read the list of parts of the body and label the illustration.

hair ear thumb knee head eye finger foot neck nose hand toe shoulder mouth stomach ankle back chest leg elbow arm heel hip chin thigh


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Lesson Two (Marital Status and Family Relationships)

1. Follow teacher instructions.

Speaking


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2. A Pair work. Ask each other about your families. You can use the questions below as a guide.

1. Are you married or single? 2. Do you have children? 3. Is your family big or small? 4. How many people are in your family? 5. How many brothers and sisters do you have? 6. Are they older or younger than you? 7. Do you live close to your grandparents? Aunts and uncles? Cousins? 8. Do you have any pets? 9. Who is your favorite relative?

2. B Group Activity. After interviewing your partner, report your findings to the class.

2. C Group Activity. Bring a photo of your family to class and explain who everyone is.

Speaking

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3.A Use the image to help you complete the sentences. Complete each sentence with a, b, or c.

1. Jean is (a) married (b) widowed (c) separated. 2. Churchill and Jean are (a) Anne’s parents (b) Anne’s grandchildren (c) Anne’s grandparents. 3. Anne is (a) Lea’s daughter (b) Lea’s sister-in-law (c) Lea’s granddaughter. 4. John is (a) Jean’s grandson (b) Jean’s son (c) Jean’s son-in-law. 5. Lea is (a) Jean’s daughter-in-law (b) Jean’s granddaughter (c) Jean’s daughter. 6. George is (a) Fred’s grandson (b) Fred’s nephew (c) Fred’s son. 7. Churchill was (a) John’s son (b) John’s brother (c) John’s father-in-law. 8. Jean is (a) Lea’s daughter-in-law (b) Lea’s sister-in-law (c) Lea’s mother-in-law. 9. Anne is (a) Fred’s sister (b) Fred’s daughter (c) Fred’s niece.

Grammar

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3.B Possessive adjectives.

His, her, their

1. Who is Jean to John? She is _____ mother-in-law. 2. Who was Churchill to John? He was _____ father-in-law. 3. Who is Fred to Lea? He is _____ brother-in-law. 4. Who is George to Archie? He is _____ son. 5. Who is Emilie to Archie? She is _____ niece. 6. Who is Lea to Archie? She’s _____ wife. 7. Who was Churchill to Emilie? He was _____ grandfather. 8. Who are John and Fred to Lea? They are _____ brothers-in-law. 9. Who are Anne and Emilie to Fred? They are _____ nieces. 10. Who are Churchill and Jean to Anne? They are _____ grandparents. 11. Who is Anne to Churchill and Jean? She is _____ granddaughter. 12. Who is Anne and Emilie to Churchill and Jean? They are _____ granddaughters. 13. Who is Archie to Lea? He is _____ husband. 14. Who is George to Anne? He is _____ brother. 15. Who is Lorna to Archie and Fred? She is _____ sister.

3.C Possessive Nouns

1. Fred is ____uncle. (George) 2. Fred is ____uncle. (Anne) 3. Jean is ____grandmother. (Emilie) 4. Jean is ____grandmother, isn’t she? (George) 5. Isn’t John ____uncle? (George) 6. Isn’t John ____uncle, too? (Anne) 7. Wasn’t Churchill ____husband? (Jean) 8. Isn’t Jean ____mother? (Fred) 9. Isn’t Jean ____mother, too? (Lorna) 10. Isn’t Archie ____father? (Anne) 11. Isn’t Archie ____father? (George) 12. Lea is ____wife. (Archie) 13. George is ____son. (Lea) 14. Emilie is ____daughter. (Lorna and John) 15. George and Ann are ____children. (Archie and Lea)

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4.A Individual work. Interview three people and complete the chart below.

Speaking & Writing

Interview #1 Interview #2 Interview #3

Surname

Initials

Occupation

Address

Phone number(Work)

Place of Birth

Marital Status

Dependants

Height

Colour of Eyes

Interests

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4.B Pair work. After the interviews, work with a partner in class. Exchange information on one of these three people.

4.C Pair work. Write a brief description of someone your partner describes. (3-4 sentences)

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


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Lesson Four (Daily Routines)

1. Pair work. Match the statements to the pictures.

1. I generally sleep in late on Saturday morning. 2. I usually take a 40-minute jog in the morning before breakfast. 3. Then I generally take a shower. 4. I often have a huge breakfast of pancakes, bacon, juice and coffee. 5. I sometimes go grocery shopping. 6. In the summer, I often go hiking. 7. In the winter, I sometimes go cross-country skiing. 8. I rarely just watch TV or listen to music in the afternoons. 9. I never stay at home on Saturday nights. I always go out with my friends.

What do you usually do on Saturdays? Tell your partner.

Reading

a) b) c)

d) e) f)

g) h) i)


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Writing

Lesson Five (About Time)

1. Pair work. Complete the sentences. Compare your sentences with your partner.

1. (clean) I clean the bathtub at 7:00 a.m. I don’t clean the bathtub at 8:00 p.m.

2. (wake) Natasha ____________ up at 4:00 a.m. She ____________ up at 7:00 a.m.

3. (take) We ____________ a shower at 5:30 a.m. We ____________ a shower at 10:30 p.m.

4. (catch) Sammy ____________ the 8:15 bus. He ____________ the 8:45 bus.

5. (drive) They ____________ the children to school at 8:25 a.m. They ____________ them to school at 9:12 a.m.

6. (study) Amy ____________ English between 8:00 a.m. and 9:00 a.m. She ____________ it between 7:00 p.m. and 10:00 p.m.

7. (pick) Sandy ____________ up her children at 4:30 p.m. She ____________ them up at 5:45 p.m.

8. (wash) Daniel ____________ his dishes at 8:15 a.m. He ____________ them at 10:00 p.m.

9. (put) Fred ____________ out his garbage at 6:15 a.m. He ____________ it out at 9:00 p.m.

10. (jog) Peter and his brother ____________ at 5:15 a.m. They ____________ at 11:30 p.m.

Grammar Summary

Adjectives

adventurous attractive average-height average-weight beautiful black blond careful careless cautious cleancomical common-law crowded curly divorced easygoing empty engaged full hardworking lazy lovely married messy neat nice outgoing overweight pleasant red

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Grammar Summary Grammar Summary

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separated sensible serious short shy singlestraight stubborn talkative tall thin vacant

Possessives

Possessive Nouns Possessive Adjectives

Anne’s brother My brother Our brotherYour brother His brother Their brotherHer brother

VERBS : Simple Present

We use the simple present to talk about the habitual present and routines.

Questionformation Affirmative Negative

Do I work?Do you work?Does he work?Does she work?Does it work?

Do we work?Do you work?

Do they work?

I work.You work.He works.She works.It works.

We work.You work.They work.

I don’t work.You don’t work.He doesn’t work.She doesn’t work.It doesn’t work.

We don’t work.You don’t work.They don’t work.

Spelling

s -es -ies

eat ± eatsplay ± plays

match ± matchesrelax ± relaxes

worry ± worriesfly ± flies

PronunciationThe third person singular of verbs: /s/z/iz/

/s/ /z/ /iz/

takessleeps

goeslearns

worriestaxes

Grammar Summary

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Grammar Summary

VERB: BE

Uses of VERB: To Be + Adjectives

Personality Traits Age Marital Status Weight Height Colour Hair Eyes

He is friendly.He is nineteen.He is married.He is medium weight/ chunky. He is 2-metres tall. He is five-foot five.It is blue.Her hair is blond. It is long and curly.Her eyes are blue. They are big.

VERB: HAVE

Uses of VERB: Have + Adjectives

Hair (colour) Hair (length)Hair (type) Eyes (colour)

She has black hair.She has long hair.She has curly hair.She has blue eyes.

Apostrophe S

Singular Mr. Wilson Mr. Wilson’s address Tom Ross Tom Ross’s address

Plural the Wilsons the Wilsons’ address the Rosses the Rosses’ address

Grammar Summary

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Grammar Summary

Object Pronouns

ME YOU HIM HER IT US THEM

I like me.You like you.She likes her.He likes him.

It likes it.We like us.

You like you.They like them.

WH - Subject Pronouns

What is big and black?

Who is tall and has red hair?

Prepositions

Prepositions And Time Of Day

in the morning at noon at + “… o’clock” = at ten o’clock at night at midnight

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Prepositions

Prepositions And The Day of The Week

When do you go? I go on Sunday. Monday. Tuesday. Wednesday. Thursday. Friday. Saturday.

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Grammar Summary

Vocabulary: Idioms & Two-Word Verbs

come through do the laundry get ready go out to dinner go swimming look after of course out of sight out of the way sleep in so far take a break take a shower take care of take in to be a date to be pretty tired to get rid of worry about look like (resemble) put out (remove) take out (remove/ empty) carry out (remove) straighten up wait on (serve) wake up hang around together day off take a shower

parvenir, réussirfaire la lessivese préparersortir dîneraller se baigner, aller nagers’occuper debien sûrhors de vueemporter qch, loin de qchfaire la grasse matinéejusqu’iciprendre une pauseprendre une douches’occuper devoir, être présentfixer un rendez-vouspassablement fatiqué, assez fatiguése débarrasser des’inquieter deressembler/ avoir l’air demettre dehorsmettre dehors/ sortir qch/ à emportermetre dehorsmettre de l’ordre dans (une salle, etc.)servir (à la table)se réveillertrainer avec quelqu’unCongéprendre une douche

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Ordinal Numbers

First 1st Third 3rd Fifth 5th Seventh 7th Ninth 9th

Second 2nd Fourth 4th Sixth 6th Eighth 8th Tenth 10th

Time

10:00 ten o’clock

10:05 ten oh five five past ten five after ten

10:15 ten fifteen quarter past ten quarter after ten

10:30 ten thirty half past ten

10:35 ten thirty-five twenty-five (minutes) to eleven twenty-five (minutes) before eleven

10: 45 ten forty-five quarter to eleven fifteen (minutes) to/before eleven

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Glossary

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A

B

accounting clerk (n) ad consultant (n)adult (n)age (n)appearance (n) arm (n)aunt (n)average-height (adj)average-weight(adj)

commis-comptableagent de publicitéadulteâgeapparencebras tantede taille moyenne de poids moyen

baby (n)backyard (n) bathroom (n) bathtub (n) black (adj) blond (adj) body (n)boy (n)breakfast (n)brother (n)brother-in-law (n)brown (adj)brush (n)

bebé cour (en arrière) salle de bainbaignoirenoir (e) blond(e) corpsgarçonpetit déjeunerfrèrebeau-frère brun(e) brosse

Glossary

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Ccall (n) cash register (n)change (the bed) (v) child(ren) (n) chubby (adj)classmate (n) clean (adj) clean (v) common-law spouse(n) cousin (n)crack (n)curly (adj)

appelcaissechanger les drapsenfant(s)grassouillet(te)camarade de classe net(te), propre nettoyerconjoint(e) de faitcousin(e)une fentebouclé(e), frisé(e)

Ddaughter (n)dictionary (n)divorced (adj) drive (v)

fille dictionnairedivorcé(e)conduire

Glossary

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Eeat (v)edit (v) engaged (adj) ever eye(s) (n)

mangercorrigerfiancé(e)jamaisoeil, yeux

Fface (n) fall asleep (v) fat (adj) father (n)father-in-law (n) feed (v) fiancée (n) flower (n) folder (n)foot (n)front yard (n)furnace (n)

visages’endormirgros (se)père beau-père nourrir fiancé(e)fleur dossierpiedcour (de devant)fournaise, fourneau

Glossary

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G

H

garbage (n) garbage can(n) get dressed (v) get up (v) girl (n) glass (n) glove (n) go (v)goodbye (n) grandfather (n)grandmother (n)grandparent (n)grass (n)grey (adj)

ordures poubelle s’habillerse leverfille verre gantallerau revoirgrand-pèregrand-mèregrands-parents gazongris

hand (n) hardworking (adj)

head (n) heavy (adj) her (adj)hishit (v) hurt (v)husband (n)

main assidu(e), travailleur (-euse)têtelourd (e)sa, son, ses sa, son, sesfrapperfaire (du) mal, blessermari

Glossary

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Kkey (n) clefkid (n) enfantkiss (n) baiserkitchen (n) cuisine

Llaundry (n) lessive, baunderielawn (n) pelouse, gazonlearn (v) apprendreleave (v) partir, quitterleg (n) jambelength (n) longueurlibrary (n) bibliothèqueliving room (n) salonlock (v) serrure

Glossary

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Mmake a bed (v) faire un litmarital status (n) état civilmarried (adj) marié(e)mash (v) broyermeat (n) viandemedium height (adj) de taille moyennemember (n) membre, adhérent(e)messy (adj) en désordremidnight (n) minuitmix (n) mélange, préparation monster (n) monstremonth (n) moismop (n) vadrouillemop (v) éponger, essuyermorning (n) matinmother (n) mèremother-in-law (n) belle-mèremouth (n) bouchemow (v) tondremuscular (adj) musclé(e)

Nneck (n) counephew (n) neveunext (adj) prochain(e)niece (n) nièceninth (adj) neuvièmenoon (n) midi

Glossary

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Ooccupation (n) métier, la professionoutgoing (adj) sociableoverweight (adj) gros(se), obèse, embonpoint

Ppancake (n) crêpeparent (n) mère ou le pèrepaste (v) collerpenguin (n) pingouinpersonality (n) personnalitépet (n) animal de compagniephysical (adj) physiquepick (v) choisirpopcorn (n) mais soufflépretty (adj) joli(e)push (v) pousserput (v) mettreput out (v) mettre dehors

Glossary

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Q

R

quarter (n) quart

rake (v) ratisserred (adj) rougeredhead (n) roux, rousserent (v) louerring (n) anneauroom (n) sallerug (n) tapis

Glossary

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Ssalesman (n) vendeursandy (adj) de sable, sableux school (n) écoleself-cleaning (adj) autonettoyantsell (v) vendreseparated (adj) séparé(e)serious (adj) sérieuxshort (adj) court(e)shower (n) doucheshy (adj) timidesingle (adj) célibatairesister (n) sœursister-in-law (n) belle-soeurskinny (adj) maigreslim (adj) mince, sveltesmile (v) sourireson (n) filsstairs (n) escalier start (v) commencer straight (adj) (tout) droitstraighten (v) ranger, mettre en ordrestubborn (adj) obstiné(e), têtu(e)sweep (v) balayer

Ttable (n) tabletake (v) prendretake care of (v) s’occuper de

talkative (adj) bavard(e),tall (adj) grand(e)tasty (adj) savoureux, succulenttax (n) impôttease (v) taquinerteenager (n) adolescent(e)teeth (n) dentstheir (adj) leur(s) thin (adj) mince, maigrethough (conj) bien que, quoiqueticket (n) billettime (n) heure

Glossary

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U

Vvacuum (v) passer l’aspirateur

uncle oncle unfriendly peu sympathique, peu amicale

Glossary

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Wwaffle (n) gaufrewait (v) attendrewake up (v) se réveillerwash (v) laver, se laverwastebasket (n) corbeille à papier, la poubellewater (n) eauwavy (adj) ondulé(e)wax (v) cirerweed (v) désherberweek (n) semainewhat (pron) que; ce que/quiwho (pron) quiwholesome (adj) sainwidowed (adj) veuf, veuvewife (n) femme, épouse wing (n) ailewise (adj) sagewith (prep) avecwork (v) travaillerworry (v) (s’)inquiéterwrite (v) écrire

module 3 - cfmws...a. true or false. mark true or false. for the statements that are false can you...

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