teacher’s book 1 - languagecert€¦ · teacher’s book 1 basic international esol and spoken...

Teacher’s Book 1 Basic

International ESOL and Spoken ESOL

for Young Learners 2 Tóth Krisztina

CONTENTS Contents 2 Young learners examination 3 Required language proficiency 4 Topic areas and grammar categories 4 Topics for the written examination 4 ESOL sample paper 5 SESOL sample paper, interlocutor's instructions 22 SESOL sample paper 25 ESOL sample paper, instructions to invigilators 26 Useful tips for the young learners exam 31 Tapescript and key 33

Me and my family 33 Daily life 35 My home 37 My school 38 Quick test I-IV. 38 Free time 39 Sport and games 40 Country living 41 Holidays 43 Quick test V-VIII. 44 Food and shopping 45 Stories 46 Festivals and parties 48 Hobbies and interests 50 Quick test IX-XII. 51

Recommended activities and lesson plans 52 Useful tips 58 Assessment 61




Young Learners Examination

A qualification in English for learners aged 8 to 14, ESOL for Young Learners is tested using child-friendly topics such as parties, pen-pals and pets, for example. English language exams for Young Learners are part of a suite of International English Qualifications and serve as a starting point for further progression to City & Guilds General English exams at a later stage. Unique Features of City & Guilds Young Learners The examinations are on demand, with no set exam dates.* The exam deploys appealing pictures and pictorial elements to suit children's areas of interest. Conducted under stress-free conditions, often at the school and by carefully chosen staff. Written and spoken examinations can be taken independently of each other at the candidates' and/or the centre's convenience. The use of monolingual dictionaries is allowed during the tests Focus is primarily on communicative skills rather than vocabulary range or consciousness of grammar The exams are very user friendly in terms of examination length (the spoken exam is about 5 minutes, the written exam is about 2 hours long) Flexibility of the exam preparation process that can be easily and efficiently integrated into everyday classroom activities. The exams ensure a sense of achievement, and thus motivate young learners to achieve further progress. The exams add value to the learning process through achievable targets and objective external assessment. *Please note that in Greece City & Guilds ESOL paper-based exams are offered 6 times a year on set dates. For detailed information about City & Guilds ESOL exams in Greece please visit the following website www.cityandguilds.gr. In Russia there are set exam dates for our IESOL / ISESOL examinations. For further information please contact: [email protected]. Who are City & Guilds Young Learner exams intended for? Children between 8 and 14 years of age who desire recognition for their efforts in the English classroom

Teachers of English who want to set realistic and achievable targets for their English classroom as well as to reward their young learners with a feeling of success through an international exam

http://www.cityandguilds.gr/

mailto:[email protected]




Required language proficiency at basic or elementary levels: BASIC Uses a very narrow range of language, adequate for basic needs and simple situations. Does not really have sufficient language to cope with normal day-to-day, real life communication, but basic communication is possible with opportunities for assistance. Uses short, often inaccurately and inappropriately worded messages, with constant lapses in fluency. Topic areas and grammar categories required at a particular level: Basic: Present Simple and Present Continuous use of auxiliary verb DO in questions and negations the HAVE GOT structure the use of the auxiliary verb CAN for expressing ability and permission the plural of nouns pronouns adverbs of time and place definite and indefinite articles the use of AND, BUT, BECAUSE expressing quantity with SOME, ANY, MUCH and MANY Topics for the written examination (2 hours): Places: home, school, city, favourite places People: family, friends, teachers, classmates, pen-friends Special events: holidays, celebrations Everydays: school-life, sports, hobbies, free time, animals, meals Fantasy world: fairy tales, legends, robots, sci-fi Topics for the Spoken examination (5 min. preparation + 5 min. exam) Home, family, school, everyday activities, leisure time, travelling, holidays, shopping, animals, services,




Useful tips for the Young Learners exams

Things you need for the exam: pens

food and drink

an official document with your photo (student ID card/ ID card/ Passport)

Optionally you can bring an English-English Basic Dictionary

Exam rules:

Do not arrive late. Latecomers cannot enter the examination room.

Do not have anything else on the desk apart from things needed for the exam.

Switch off your mobile phone and do not take it into the examination room.

Do not look at anybody's test or talk to anybody during the exam.

Do not disturb others by any noise.

If you have a question, put up your hand and the invigilator will go to you.

Write your name in CAPITAL LETTERS on the test: e.g. ADAM KOVACS

General advice: ALL OF THE QUESTIONS SHOULD BE READ CAREFULLY.

If you don't understand something check it in your dictionary (please note that the use of dictionaries is not mandatory).

If you are not sure about the spelling of a word check it in your dictionary (please note that the use of dictionaries is not mandatory).

CHECK YOUR WORK CAREFULLY.

You have plenty of time to go through your answers time and time again.

Do not leave anything empty. Guess if you do not know the answer at all.

If you have time, read your composition more than once to spot mistakes.

Your corrections must be clear.

Write as many words as indicated, e.g. Use one to three words for each note.

Do not worry. If you do, drink something or take some deep breaths.

Trust yourself and your own knowledge.

Listening: Read the questions and study the examples carefully.

You can take notes and write your answers later if you are not sure about an answer.

When the Invigilator is silent, study the example, study the possible answers or check your answers.

English Usage: Remember that there are five extra words on the list, so put a tick next to the words you have used.

Fill in the easy gaps first, then try the more difficult ones.

Read the text many times to make sure that you used the right words to fill the gaps.

Trust your instinct. Be brave to change your answers.




Reading One: Look for clues in the meaning of the whole text, punctuation, grammar, vocabulary and layout.

Reading Two: Check every unknown word in your dictionary. Here it is good if you understand everything (please note that the

use of dictionaries is not mandatory).

Be careful. Do not let yourself be tricked. You will read the same word in more than one sentence. You can give the right answer if you understand the whole sentence not only words.

Reading Three: Here you do not have to understand everything.

Read the questions carefully and simply pick the answers to the questions.

Reading and Writing: Make sure you understand the Reading part perfectly.

There may be several parts to the answers, make sure that you answer all of them.

If you have to reply to a letter, you should use a letter format. (greeting, body, closing, signature)

Writing: You have a choice of two topics. Choose the one you can complete more easily.

Write as many words or sentences as are asked.

Think about what tense, format and structure you should use.

Read the whole test over once you have finished to spot mistakes.




BASIC UNIT 1 ME AND MY FAMILY TAPESCRIPT I./ 3. one six eleven sixteen twenty-one sixty two seven twelve seventeen twenty-two seventy three eight thirteen eighteen thirty eighty four nine fourteen nineteen forty ninety five ten fifteen twenty fifty a hundred I. / 4. a. 3 b. 7 c. 0 d. 11 e. 13

I./ 10. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z I. / 11. WELL DONE I. / 14. My name is Anna. I am ten years old. I live in the USA. I have a lot of friends. I have two sisters. I live in a lovely house.

KEY I. / 4. a. 3 b. 7 c. 0 d. 11 e. 13




I. / 5. a. four pencils b. seven balls c. two apples d. six eggs e. five cars f. three bananas I. / 7. b. MALE FEMALE father mother brother sister grandfather grandmother uncle aunt cousin cousin husband wife I. / 8. young – old new – old big – small good – bad lovely – horrible cheap – expensive fast – slow tall – short hot – cold I. / 9.

a. old b. big c. short d. good e. lovely I. / 11. WELL DONE I. / 12. good bad lovely horrible long short expensive cheap




UNIT 2 DAILY LIFE TAPESCRIPT II. / 5.

a. His name is Philip. b. My mother’s name is Jamie. c. Her sister lives in Paris. d. She has two brothers. e. His grandmother is very old.

II. / 6.

1. I have breakfast at 7.15 in the morning. 2. Sometimes we go swimming or watch TV. 3. After dinner I take a shower, brush my teeth and go to bed.

II. / 8. My father is a doctor. He is a very busy man. He gets up at 6 every day. He has breakfast and goes to work by car. He works in a hospital. He helps a lot of people. He only has a sandwich for lunch. He comes home late in the evening. Sometimes he works at night. He is always very tired. He goes to bed at 11. My father is very clever and I love him. I want to be a doctor, too. II. / 9. My mother is a music teacher. She is a busy lady. She gets up at 6 o’clock. She has breakfast and goes to work on foot. She works in a music school near our home. She teaches music to young children. She comes home in the afternoon. She helps me with my homework. She goes to bed at 10 o’clock. My mother is a very good teacher and I love her. I want to be a teacher,too. II. / 12.b.

a. A doctor helps sick people. b. An artist paints pictures. c. A music teacher teaches music. d. A teacher teaches children in a school. e. A pilot flies a plane. f. A baker bakes bread. g. A nurse helps doctors and sick people. h. A shop assistant sells goods. i. An actor plays in films. j. A singer sings in a band. k. A car mechanic mends cars. l. A cook prepares food.




II. / 14. Monday Tuesday Wednesday Thursday Friday Saturday Sunday II./ 17. We go to school from Monday to Friday. We get up at 7 o’clock. We go to school by bus. We do the homework in the afternoon. We don’t go to school at the weekend.

KEY II. / 1. a. his b. his c. he d. his e. his II. / 2. a. her b. her c. she d. her e. her II. / 5. a. his b. mother’s c. sister d. brothers e. grandmother II. / 6. 1. – 3. 2. – 1. 3. – 2. II. / 8.b. is / is / at / to / in / a / the / is




II. / 9.b. a / a / and / in / to /to / is II. /12. a.

a. does / helps b. does / paints c. does / teaches d. does / teaches e. does / flies f. does / bakes g. does / helps h. does / sells i. does / plays j. does / sings k. does / mends l. does / prepares

UNIT 3 MY HOME TAPESCRIPT III. / 3. I really like our kitchen. It’s always clean and tidy. There are pictures on the wall. The fridge is always full of delicious food. Next to the fridge there is a cooker. There are apples and bananas on the table. There are five chairs around the table. There are also flowers in the window. III. / 6. She is a very good student. She always does her homework in the afternoon. There are a lot of pencils on her desk. Her bag is under the table.

KEY III. / 3. kitchen / are / fridge / there / five / in




UNIT 4 MY SCHOOL TAPESCRIPT IV. / 4. The first lesson on Monday is maths. Then we have English, history and grammar. On Tuesday the first lesson is PE. The second lesson is geography. Then we have English and French. On Wednesday we have maths first, then computer studies, the third lesson is history, and the last on eis Spanish. On Thursday the first lesson is English, then we have PE, music and maths. On Friday we have PE first, then French, literature and Spanish. IV. / 9. There are three rows in the classroom. Mrs Jones has a desk of her own. She sits near the whiteboard. There are eighteen pupils in our class. Nick and Julie sit near the door. Mary and Susan sit behind Nick and Julie. Peter and Bradley sit in the last row, near the door. Cathy and George sit in the middle, in the front row. Mark and Robert sit behind them. Rachel and Liz sit in the last row, in the middle. Jason and Jacob sit in the front row, near the window. Linda and Ben sit in the middle row, near the window. Tom and Anna sit in the last row. IV. / 11. When I was three years old, I went to nursery school. I played all day. Now I’m a student. I learn a lot. My favourite subject is PE.

KEY IV. / 3. Monday Tuesday Wednesday Thursday Friday maths PE maths English PE English geography computer

studies PE French

history English history music literature grammar French Spanish maths Spanish

QUICK TEST I. – IV. 1. d 2. a 3. b 4. d 5. b 6. c 7. d 8. c 9. b 10. c




UNIT 5 FREE TIME TAPESCRIPT V. / 2. My favourite book is Harry Potter and the Chamber of Secrets. It was written by J. K. Rowling. Harry Potter is a boy who goes to a magicians’ school. His best friends are called Ron and Hermione. They are very good friends and always help each other. In The Chamber of Secrets a monster attacks the students of the school. In the end Harry solves the problems and the school is safe again. V. / 4. I love cartoons and funny films, but I love films about nature the most. My favourite channel is National Geographic. There are interesting films all day. I like animals very much. My favourite films are about the ocean. There are even sharks there. It’s very scary! V. / 6. - So, what shall we do at the weekend? - Well, what would you like to do? - I’d like to watch TV at home. - Oh, that’s boring! - Shall we go swimming then? - Oh, I’m too tired for that. - Shall we go to the cinema? - Oh, that’s a good idea! Let’s look at the programme! - Hm, let’s see.... Oh, Superman is on at the Odeon! I love it! - I don’t really like it. But I love Harry Potter! How about that? - I’m sorry, but I think it’s boring. I know! Let’s watch Charlie! - All right! And let’s eat a lot of chocolate! V. / 9. - Good afternoon. - Good afternoon. Can I help you? - We’d like to buy two tickets, please. - Which film would you like to see? - We’d like to see Charlie and the Chocolate Factory. - Would you like to see it in the morning or in the afternoon? - We’d like to see it at 3 o’clock in the afternoon. - How many tickets would you like to buy? - We’d like to buy two tickets, please. - Where would you like to sit? - We’d like to sit in the middle. How much is that? - It’s £6. - Here you are. - Thank you. Here are the tickets. - Thank you. Goodbye. - Goodbye.




V. / 11. In my free time I usually read a good book. I sit down in my room and enjoy the story. I have a big armchair in my room. It’s perfect for reading.

KEY V. / 4. … National Geographic … the ocean V. / 9. afternoon / tickets / see / three / many / please / like / is / you / thank

UNIT 6 SPORT AND GAMES TAPESCRIPT VI. / 3. G: I can’t swim very fast. Can you swim fast? C: Yes, I can. But I can’t run fast. G: I can run fast. I’m the fastest runner in our class. Can you ride a bike? C: Yes, I can. G: Me too. I really love riding a bike. C: I can’t play tennis very well. Can you play tennis? G: Yes, I can. I often play with my dad. C: I can’t play football, either. I know you can. G: Yes, of course. I play football with my brothers in the garden almost every day. Sometimes we play basketball, too. Can you play basketball? C: Yes, a bit. I’m not as sporty as you are, George. I prefer reading. VI. / 9. He is strong because he does sports. His favourite sport is football. He often plays football in the garden. Sport makes you fit.




KEY We have one: chest head neck stomach nose mouth face We have more than one: eyes hair ears teeth feet legs arms hands VI. / 3. George can do all the activities listed.

UNIT 7 COUNTRY LIVING TAPESCRIPT VII / 6. I have a cat. Her name is Mimi. She is soft and cute. She likes sleeping and stretching. She sleeps in her basket. We don’t have to walk her, but we often play with her. She eats a lot of meat. She purrs when she sees us. VII. / 9. My grandfather lives in a village. There aren’t too many people in a village. You can see tractors and a lot of animals. My grandfather works a lot.




KEY VII. / 1. town village tall buildings tractors trams small houses buses cars taxis parks factories cars a lot of people VII. / 2. b., c., a. VII. / 3. farm forest river rabbit fox fish horse birds mosquito chicken bee sheep cow bee VII. / 4. elephant, giraffe, kangaroo, lion, monkey, polar bear, tiger, zebra VII. / 5. The gorilla is eating bananas. The zebra is standing. The elephant is stealing a man’s hat. VII. / 6. a. F b. T c. T d. T




UNIT 8 HOLIDAYS TAPESCRIPT VIII. / 2. - Good afternoon. - Good afternoon. How can I help you? - I’d like to buy a ticket, please. - Single or return? - Single, please. How much is it? - It’s £ 1. - Here you are. - Thank you. Here’s your ticket. - Thank you. Goodbye. - Goodbye. VIII. / 7. Last year we travelled to Greece in summer. We stayed in a beautiful hotel. We walked on the beach every day. I swam a lot, and built sandcastles with my sister. Once we went sightseeing in Athens. I enjoyed the holiday very much. VIII. / 10. This summer we are going to travel to Italy. We are going to swim a lot and walk on the beach. We are going to stay there for two weeks.

KEY VIII. / 1. comfortable cheap fast slow taxi walking taxi walking car riding a bike car bus coach tram train riding a bike underground VIII. / 2. can / like / is / you / your




VIII. / 4. winter spring summer autumn skiing | walking | | | | swimming | mountain climbing

| |

windsurfing | VIII. / 7. They walked on the beach, built sandcastles and went sightseeing. VIII. / 8. I’m writing / I’m sitting / walk / sandcastles / is / hope QUICK TEST V. – VIII. 1. c 2. a 3. a 4. a 5. c 6. a 7. c 8. a 9. b 10. c




UNIT 9 FOOD AND SHOPPING TAPESCRIPT IX. / 6.a. The first shop in the street is a bakery. We can buy bread and rolls there. Next to the bakery there is a grocery shop, where we can buy a lot of things we need every day. At the other end of the street there is a fishmonger’s, where we can buy fish. Next to it there is a chemist’s. Grandpa buys medicine there. Between the chemist’s and the grocery shop there is a florist, where people can buy flowers. IX. / 10. My mother works in a supermarket. She’s a shop assistant. She goes to work by bus. She buys a ticket every morning. After work she usually walks home. She likes walking in parks, too.

KEY IX. / 1.

fruit vegetable apple cucumber grapes beans cherries carrot peach potato strawberries peas plum tomato raspberries

IX. / 6.

a. bakery, grocery shop, florist’s, chemist’s, fishmonger’s

b. bakery bread, rolls grocery shop everyday goods florist’s flowers chemist’s medicine fishmonger’s fish

IX. / 7. a. 1. write a shopping list 2. take a shopping bag 3. park the car 4. take a trolley 5. put the goods into the trolley 6. check the shopping list 7. stand in a queue 8. pay at the cashier’s




IX. / 8. b. apple, egg, grapes, lemon, pudding, rice, sugar

UNIT 10 STORIES TAPESCRIPT X./ 2.a. The Harry Potter books are fantasy books. There are seven volumes.Each book is about one year in Harry’s life. Children with wizard abilities are invited to a school named Hogwarts. In the first book Rubeus Hagrid, keeper of grounds and keys at Hogwarts tells Harry about his past. Voldemort, the dark wizard tried to kill Harry, who survived with a lightning scar on his forehead. Harry has two close friends, Ron and Hermione. There are a lot of scary and amazing events in the books. All the volumes are very interesting. Millions of children have read them. X. / 3. This is my wardrobe. I don’t have too many clothes. I have a white T-shirt, a red baseball cap, a pair of jeans, two pairs of black shoes, a green cardigan, a pair of grey socks, a blue skirt and a brown belt. X. / 8. Bunny was a little rabbit. He lived in a forest. His mother always told him not to stray away from her. But one day Bunny walked away from his mother and sat down under a tree. It was a warm sunny day, so he fell asleep. Soon he was woken up by barking dogs. He was very frightened and tried to go back to his family but he couldn’t find them. When he reached the path some children started to chase him. He managed to get away, but it started raining, so he had to hide into the hollow trunk of a tree. He was so tired that he fell asleep. The next morning the sun came out beautifully and the little rabbit ran out. Suddenly he saw his mother and the rest of his family eating dinner. How glad he was! His mother gave him plenty to eat and was very happy that Bunny returned. Bunny promised to his mother that he would never run away again from his mother. X. / 10. I love stories about animals. My favourite story is about the lion and the mouse. In this story the little mouse helps the lion. I think it’s a good story. Everybody needs help sometimes.




KEY X. / 1.b. catch caught beg begged laugh laughed trap trapped come came chew chewed free freed X. / 1. c. 1. The lion caught a mouse. 2. The mouse begged him to let him go. 3. The lion just laughed. 4. One day the lion was trapped in the forest. 5. Along came the little mouse. 6. The mouse chewed the net. 7. He freed the king of the forest. X. / 1. e. present past get up got up have breakfast had breakfast get dressed got dressed go to school went to school

study a lot studied a lot do my homework did my homework have dinner had dinner read a book read a book go to bed went to bed X. / 2. b. 1. T 2. T 3. F 4. T 5. F




X. / 5.

- Good afternoon.

- Good afternoon. Can I help you?

- I’d like to buy a pair of jeans.

- What size are you looking for?

- I’m size M.

- Here you are. Would you like to try them on?

- Yes, please. Oh, I’m afraid I need a smaller size.

- Here you are.

- Thank you. How much are they?

- £ 8.50.

- Here you are.

- Thank you. And here’s your change.

- Thank you. Goodbye.

- Goodbye. X. / 8. a. Bunny lived in a forest. b. Because some dogs barked. c. He hid in the hollow trunk of a tree. d. Yes, she did. She gave him plenty to eat. e. He promised he would never run away again.

UNIT 11 FESTIVALS AND PARTIES TAPESCRIPT XI. / 4. a. I got a lot of presents for my birthday. I love my new mobile the most. It has got a lot of useful functions. I collect napkins, and I got some new ones. I also got a lot of new books. I love reading, so I am really happy. I also got a new bag, which is pink and there are flowers on it. And of course I got a lot of chocolate! XI. / 8. Hello children. We are here today to talk about the school party. It’s going to be on 23 December. It starts at 4 pm. The school hall is quite big, so you can invite some family members if you wish. We are going to listen to music, talk about the school events and play games, so make sure you wear casual clothes.. We are going to eat sandwiches, but please bring some homemade biscuits for dessert. I will need your help with arranging the chairs and tables before and after the party. If you have any questions, just ask me. Thank you. XI. / 11. My sister was born on 25 July. She’s five years old. She had a birthday party. She got a lot of presents. She loves books, so she was very happy when she got some new ones.




KEY XI. / 3. sandwiches cakes orange juice ice cream fruits vegetables XI. / 5. party / my / played / to / mother / but / are XI. / 7.

1. press menu 2. select message icon 3. write message 4. select name 5. send message

XI. / 8. time 4 pm, 23 December place school hall parents can come clothes casual clothes bring homemade biscuits help arranging furniture XI. / 9. on the / is the / it with / celebrate together




UNIT 12 HOBBIES AND INTERESTS TAPESCRIPT XII. / 3. a. – Do you think we are late? - No, I don’t think so. The band is not playing yet. - Oh, good. I wouldn’t want to miss anything. b. - So, how did you like it? - Oh, it was wonderful. Vivaldi has always been my favourite composer. - Mine too. We should by the tickets for next week now. XII. / 4. Transformers is a world famous comic book and animation film about robots. These robots are able to form into everyday vehicles, weapons and various electronic items. The story was first based on the idea that robots landed on earth. The main hero is Optimus Prime. Optimus is very tall: it’s 32 feet, that’s almost 10 meters! It’s able to transform into a truck. It’s a noble robot which thinks that freedom is the right of all beings. Its biggest enemy is called Megatron. Afterburner is one of Optimus Prime’s friends. It can transform into a motorcycle. XII. / 9. I’m not afraid of monsters. I’m a big boy now. Sometimes I read stories about monsters. My little brother keeps asking me to draw monsters. I draw some scary ones and he colours them.

KEY XII. / 2. jazz classical pop rock rap XII. / 3. a. at a pop concert b. at a classical music concert XII. / 4. Name: Optimus Prime The film it appeared in: Transformers Things it can do: transform into a truck How tall it is: 10 metres Best friend's name: Afterburner




XII. / 5. a. The word 'loch' means lake. b. No, there aren't. c. It looks like a dinosaur or a seal. d. It has a very long neck and a small head. e. Because it should come up for air more often. QUICK TEST IX.- XII. 1. d 2. b 3. d 4. d 5. c 6. c 7. b 8. a 9. c 10. d




Level : basic Topic: Our book and our class Objectives: To create a safe learning environment by getting to know the book and each other. Students will learn how to greet others and introduce themselves. Materials / realia needed: a small ball, the coursebook, a whiteboard, photocopies or simple drawings of objects or figures from the book Activities: 1. Introduce yourself to the students. Write the introductory sentences on the board so that students can see them. Students sit or stand in a circle. Say your name and ask a student what his / her name is. Throw the ball to the student, who intoduces himself / herself and throws the ball to the next student. 2. Ask students to look at the coursebook. Show a copy or a simple drawing of objects or figures. Ask students to raise their hands if they have found it in the book. 3. Introduce the two main characters of the book. Point out how old they are. Ask students to circle the number on page six. Read out the list of numbers. Ask students to repeat. Count objects around you. Write these sentences on the board: How old are you? I'm ... years old. Students walk around and practise the dialogue.

Feedback: Walk up to some of the students. Greet them and react to their responses.




Level: basic

Topic: The English alphabet Objectives: To make students familiar with the letters of the alphabet. They will be able to spell simple words. Materials / realia needed: a whiteboard, cards with numbers, cards with letters Activities: 1. As feedback from last time, give each student a card with a number on it. The same number should be written on two cards. Students walk around asking others how old they are until they find the one who is the same age as they are. 2. Read out the letters of the alphabet. Give each student a card (or more) with a letter on it. When you read out the alphabet again, students raise the card if they can hear their letter. 3. Write the names of your students on the board. Spell the names together. 4. Spell a name. Ask students to signal if they can hear their name. Feedback: Give students cards with simple words on them. Spell a word and ask students to stand up if they recognise the word in the card. You might want to give them words of a sentence so that they can form the sentence when they have recognised all the words.




Level: basic Topic: Colours, shapes, adjectives Objectives: Students will be able to identify some colours and shapes in English. They will learn a few adjectives and their opposites. Materials / realia needed: the coursebook, colourful pens, cards with adjectives on them, colourful cards Activities: 1. Ask your students to stand up. Show them a colourful card. The student who recognises the colour and can name it in English takes one step. The winner is the student who steps the farthest from the group. 2. Draw shapes on the board (eg. oval, circle, triangle, rectangle, square, heart, star). Ask students to copy them. Instruct them to colour the shapes. When ready, ask volunteers to colour the shapes on the board. 3. Choose some colorful objects from the student book. Ask students to find the objects in the book and tell you the number of the page they have found them on. 4. Distribute cards with adjectives on them. Students walk around and find the opposite. Once they are ready, they sit down and write sentences using the adjectives.

Feedback: Students work in small groups. Ask them the following questions: 1. What colour are the clouds when it's raining? (grey) 2. What colour is the grass? (green) 3. What colour is the sky at night? (black) 4. What colour is the ocean? (blue) 5. What colour is chocolate? (brown) 6. Which colour is the opposite of black? (white) Students write down their answers. Ask them to circle the following letters in the words they have written down: 1. the fourth letter (y) 2. the third letter (e) 3. the second letter (l) 4. the second letter (l) 5. the third letter (o) 6. the first letter (w) Check the answers. Ask them to read out the word they have created from the letters. Elicit names of objects that are yellow.




Level: basic Topic: Sport and games Objectives: Students will learn the names of some sports and body parts. Materials / realia needed: whiteboard, cards with items of clothing on them, pictures of people (taken from magazines) Activities: 1. Write ' Simon says ' on the board. Explain your students that they should touch a part of their body only when they hear 'Simon says' at the beginning of the sentence. 2. Draw a simple form of a human body on the board. Brainstorm items of clothing that are worn on the upper and lower part of the body. 3. Students work in small groups. There are customers and shop assistants. Shop assistants are given cards with items of clothing on them. They act out dialogues about the items they have in the cards. Feedback: Ask students to sit next to each other in pairs. Give each student a picture of a person. Ask them to cover the picture so that the student sitting next to them cannot see it. Students describe the picture they see while the other student draws as instructed. When ready, they compare the drawings to the photos.




Level: basic Topic: Identity Objectives: Students practise introducing themselves. Materials / realia needed: empty identity cards, cards with jobs Activities: 1. Ask students to recite the English alphabet. Each student utters only one letter. They go one by one until they finish the alphabet. 2. Draw an identity card on the board. Elicit questions that are necessary to find out the information in the card. Give students the empty cards. Ask them to work in pairs to interview one another about personal particulars. When ready, students walk around in the classroom and tell others about the person they have interviewed. 3. Ask a volunteer to pick one of the job cards. (S)he acts out the job in the card. Students guess. Feedback: Ask volunteers to copy the names of jobs they saw in the cards. Make sentences about the jobs.




Level: basic Topic: Topic areas chosen from the coursebook Objectives: To revise some of the vocabulary items learnt during the course. To practise pronunciation, sentence formation and spelling. To strengthen problem-solving capabilities and promote co-operation within the class. Materials / realia needed: whiteboard, cards with shapes or colours Preparation ahead: Fill in the table as represented below with words taken randomly from the coursebook. (Table 1) Define column: define the word for the students. Spell column: write the word onto the board and students spell it Say it column: write the word onto the board and students read it out Make a sentence: write the word onto the board and students make a correct sentence using it Procedure: 1. Explain students that they will work in small groups. To form groups, you might want to distribute cards with different colours or shapes. Once the groups have been formed, show students the empty table on the board (Table 2). Explain that they will define, spell and pronounce words as well as form sentences with them. Choose an example to demonstrate the four tasks. Tell students that the numbers on the left indicate the number of points given if they get the word right, Write the name of the groups on the board. 2. A volunteer asks for the first word from the table, eg. define 2. 3. Give the definition for the second word in the 'define' column. If students get the word right, write the points on the board. If they don't, the other groups can try. 4. Continue until all the words are covered in the table. Make sure students use polite forms when asking for information. The winner team might get a prize. Feedback: Ask students which words they have found the easiest and the most difficult. Make new sentences together using the most difficult words. Table 1

define spell say it make a sentence

1 mother grandmother aunt family 2 sofa expensive shower horrible 3 phone address homework doctor 4 healthy chocolate exercise difficult 5 forest dishwasher restaurant prefer

Table 2

define spell say it make a sentence

1 2 3 4 5




USEFUL TIPS There is a picture-based task in every unit. The pictures of the pictionary at the back of the book might help students with the key words. UNIT 1 Page 11 Students might spell the words in exercise 8. UNIT 2 Before starting this unit, you might go to page 75 and ask students to name the objects in the picture. They can write some sentences about the picture onto the lines. Page 12 3. Make sure you ask students to tell the class or a classmate about their personal data. You might ask them to spell their names. UNIT 3 For some feedback, you might copy the pictures from the bottom of page 14 and ask students to talk about George's father. If Cathy's mother is copied from the next page, the exercise can be done in pairs by asking each other questions. Page 15 The pictures of jobs might be copied and cut into small cards so that students can talk about them or act them out. Page 17 Using the times in the clocks, students might form sentences about the activities they do on a daily basis. UNIT 4 As an ice breaker, the names of days of the week could be written on the board in a wrong order or their letters mixed up. Students might tell the class what they do on a particular day. If they work in pairs, they can tell the class what the other student does. UNIT 5 It is always effective to use realia in the classroom. When the topic of reading is introduced, students might be happy to bring their favourite books to class. Page 32 Make sure students practise the dialogues at the bottom of the page. It is recommended to write the key phrases of acceptance and refusal on the board. Page 34 9. A simple brainstorming activity might be helpful to find out more about films students like. They could write a programme guide and act out a dialogue based on it.




UNIT 6 A short sport quiz might introduce the subject. Questions might include the following: 1. How many players are there in a football team? 2. How many people play in a tennis match? 3. Where does sumo wrestling come from? 4. Who are the most famous Formula 1 racers? 5. Which is bigger: a football or a basketball? UNIT 7 Students might be encouraged to make comparative sentences about the animals in the unit. Imitating animal sounds is also very popular with children and it is fun. Students might describe animals and others try to guess which one they are talking about. UNIT 8 It is advisable to take a map to the classroom when starting this unit. The United Kingdom might be shown as well as students' home countries. UNIT 9 Page 52 1. Students circle the fruit and vegetables they like or don't like. They might write sentences,too, or walk around and find someone who has the same favourites. Once they have the class favourites, they could write a shopping list and calculate the money they would need if they wanted to buy these items. UNIT 10 Page 58 1. c. After this exercise students might close their books and retell the story by saying one sentence each. Page 60 5. When students act out the dialogue in a clothes shop, it is recommended to use realia.




UNIT 11 Page 64 2.c. For feedback, students might write the names of seasons / months on the board and write the names of all the students to the season / month they were born in. Students could talk about / draw a picture of the birthday presents they would like to get. Page 67 It is important that students get to know the holidays and festivals of their own country, so make sure you mention those and use photos, pictures or realia and a calendar to elicit vocabulary. UNIT 12 Page 69 If possible, music could be played in the classroom to introduce the topic. Students might try to recognise different types of music.




Assessment:

The examinations are assessed in London, by professional trained markers, who focus on the success of transferring a communicated message. Milestones of assessment include:

Range (tenses, modals, articles, adjectives, adverbs, pronouns, prepositions etc.)

Purpose Achieved (Reading & Writing) The candidate has read the text, understood it and responded appropriately, e.g. answered points required in a letter or message; responded to a prompt in an appropriate manner giving correct information, etc.

Impression Marks awarded for overall impression of tone, relevance, depth, fluency and appropriacy for each particular level clothes, sci-fi

teacher’s book 1 - languagecert€¦ · teacher’s book 1 basic international esol and spoken...

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