Teacher Who are those boys?
Students They’re Eddy and John.
Teacher Where are they?
Students They are at the bus stop.
Teacher Is there a bus in the picture?
Students Yes, there is.
Teacher What colour is it?
Students It’s red.
Go on asking questions in Indonesian. Apakah kamu pergi ke sekolah dengan menggunakan bus?
Apakah bus yang ada dalam gambar sama dengan bus yang ada di kotamu?
Apa perbedaannya?
2. Tell students to shut their books and listen to the recording of the dialogue. Play the normal version of the dialogue. Then, ask the students a few questions in English to check
comprehension. Of course, this is only possible with false beginners. Ask the same questions in Indonesian with real beginners.
Do John and Eddy live in London? Where does John live?
Where does Susan live?
What’s the time? Is the bus late?
What time does John have dinner? Continue exploiting the dialogue. Use the techniques you have already used for the dialogues
in the previous units see step 3-9, Unit 1A page 23 of this Guide.
Communication Practice p.140 Listening p.140
1. Before starting the listening activity, explain the meaning of first name and surname. Then,
tell the students they will listen to the recording and will have to write the missing first names or surnames under the pictures. Also explain the meaning and the use of spelling. Tell the
students they will hear the spellings of the names and surnames of the people in the pictures.
This should help them write the names correctly.
Key:
1. Susan King 2. Quentin Roach
3. Dustin King 4. Sandra Bradford
5. John Morrow 6. Vicky Wilson
7. Eddy Adams 8. Max Carter
Tape-script
Voice 1 What’s the name of the girl in Picture 1?
Voice 2 Susan King.
Voice 1 Susan King. OK. What’s the first name of the man in Picture 2?
Voice 2 Quentin.
Voice 1 How do you spell it?
Voice 2 Q-U-E-N-T-I-N.
Voice 1 Quentin Roach. OK. What’s the first name of the man in Picture 3?
Voice 2 Dustin.
Voice 1 How do you spell it?
Voice 2 D-U-S-T-I-N.
Voice 1 So, Dustin King. OK. What’s the surname of the girl in Picture 4?
Voice 2 Bradford. B-R-A-D-F-O-R-D.
Voice 1 Sandra Bradford. And the surname of the boy in Picture 5?
Voice 2 Morrow. M-O-R-R-O-W.
Voice 1 John Morrow. Thank you. What’s the first name of the woman in Picture 6?
Voice 2 Vicky. V-I-C-K-Y.
Voice 1 Vicky Wilson. OK. What’s the surname of the boy in Picture 7?
Voice 2 Adams. A-D-A-M-S.
Voice 1 Eddy Adams. Right. Now, the last one.
Voice 2 The first name of the man in Picture 8? That’s Max. M-A-X.
Voice 1 Max Carter, thanks a lot.
Speaking p.140 2ab. The students in pairs check the matching they have done in the previous activity by
asking and answering according to the model language. Then, student A and student B ask each other the spelling of their names.
Listening p.141 3. Before starting the activity, explain that the pictures show the families of four of the main
characters of the story. Point out that we can use the plural of surname to refer to all the members of a family, e.g. the Kings, the Morrows, the Adamses. Also ask the students to
repeat after you the names of the places where the families live and explain the different meanings of road usually leads to another town or to another part of a town, street it is in a
town and has a buildings or shops on one or both sides, square an area surrounded by buildings in a town, usually in the form of a square, lane a narrow road between houses or
fields. The students listen to the recording and associate the families with the places where they live.
Key: The Adamses Worcester Street
The Kings Gayton Square The Morrows Laughlin Road
The Bradfords Park Lane
Tape-script
Dialogue 1 John
Where do the Adamses live? Susan
They live in Worcester Street. John
Worcester. How do you spell that? Susan
W-O-R-C-E-S-T-E-R.
Dialogue 2 Boy
Eddy, what’s the name of that girl over there? Eddy
Who? The blonde one? Boy
Yes. Eddy
That’s Susan King. Boy
Susan King. Does she live in Hampstead? Eddy
Yes. She lives in Gayton Square.
Boy Gayton? How do you spell that?
Eddy G-A-Y-T-O-N.
Dialogue 3 Mrs King
John’s a very nice boy, isn’t he? Mr King
Who? Susan’s friend? Mrs King
Yes. Where does he live? Mr King
I think the Morrows live in Highgate. In Laughlin Road. Mrs King
Laughlin? How do you spell that? Mr King
L-A-U-G-H-L-I-N. Mrs King
Oh, I see. Laughlin.
Dialogue 4 Mrs Wilson
Where does Sandra Bradford live, Mr Carter? Mr Carter
Sandra Bradford? Let me see. Ah, yes. She lives in 45 Park Lane. Mrs Wilson
P-A-R-K L-A-N-E. Thanks Mr Carter. I’m updating the students’ files.
Speaking p.141 4ab. The students check the matching they have done in the previous activity according to
the model dialogue. Then, in pairs students ask each other questions about where they live and the spelling of the name of their streets.
Reading p.142 5. Let the students read the balloons in the picture. Then, draw a clock on the blackboard with
the hour hand on 5. Say it’s a quarter to five and ask a volunteer to come to the blackboard and draw the minute hand.
Correct himher if necessary. Then, ask other volunteers to come and draw the minute hands for a quarter past five and half past five. Highlight the use of the prepositions to and past.
Then, ask other students to come and draw the hands for various times and ask them what time it is until you are sure that everybody has understood how telling the time works with
fractions of the hours.
Listening p.1I42 6. The students listen and repeat the times as indicated by the clocks. Before doing the
activity, make sure that everybody can convert the minutes into fractions 15 and 45 = a quarter; 30 = half and can use the prepositions to and past correctly.
Tape-script
Half past two. A quarter to four.
A quarter past six. Half past five.
A quarter to eleven. A quarter past eight.
Drawingspeaking p.142 7. The students work in pairs. Student A draws hands in the clocks and ask student B the time
for each of the six clocks. Then, the students in the pairs exchange roles. Move around the classroom and check.
Reading p.142-143 8. Tell the students to read the text on their own. Alternatively, you can read the text aloud and
the students can follow on their books, so that they can get a model for the pronunciation of the new lexical items. If necessary, give the meanings of the verbs wash, dress, have
breakfast, end, do, listen, watch, and surf. Then, tell the students to number the pictures on the next page in the same order as the actions in the text. Move around the classroom and help if
necessary.
Key: Pictures are numbered in the order: 8, 1, 7, 4, 2, 9, 6, 10, 3, 5.
Speaking p.143 9. Students work in pairs. Student A and student B take turns in asking and answering the
questions in the book. Move around the classroom and check that the students use the ending of the 3
rd
person of the present simple correctly.
Key:
2. She washes and dresses. 3. She has breakfast at a quarter to eight.
4. She takes a bus to school at half past eight. 5. School starts at 9 o’clock.
6. She takes a bus home at 4 o’clock. 7. She does her homework at half past four.
8. She has dinner at 7 o’clock. 9. She watches TV, listens to music or surfs the Internet.
10. She goes to bed at 10 o’clock.
Grammar Practice p.144 Exercise 2 p.144
Key: CAPTAIN QUENTIN ROACH LIVES NEXT DOOR TO SUSAN KING.
Exercise 3 p.144 Key:
In English, to ask or tell the time the personal pronoun it is used.
Exercise 4 p.145 Key:
2. It’s a quarter to one. 3. It’s a quarter past one.
4. It’s half past four. 5. It’s six o’clock.
6. It’s a quarter to eight. 7. It’s half past two.
8. It’s a quarter past eight. 9. It’s ten o’clock.
10. It’s a quarter to four. 11. It’s five o’clock.
12. It’s a quarter past eleven.
Exercise 5 p.145 Key:
In present simple, the verb is added with the ending –s for the subject third person
singular. If the verb is ended with –s, -ss-, -ch, and –o, simply add an –es.
Exercise 6 p.146 Key:
1. Eddy plays the drums.
2. Susan and John live in London. 3. Eddy and Susan go to the same music school.
4. They take a bus to school. 5. She does her homework after dinner.
6. We take a bus to school. 7. She gets up at seven o’clock, then she washes and dresses.
8. Lessons end at 4 o’clock.
Exercise 7 p.146 Key:
In present simple, the use of dodoes depends on the subjects. The negative form of dodoes is don’tdoesn’t. We use don’tdo in negative and interrogative form if the subject is
plural. If the subject is third person singular, we use doesn’tdoes.
Exercise 8 p.147 Key:
1. Does he watch TV in the evening? Yes, he does. No, he doesn’t.
2. Do they live in Laughlin Road? Yes, they do. No, they don’t.
3. Do you listen to music in the afternoon? Yes, I do. No, I don’t.
4. Does he come from Scotland? Yes, he does. No, he doesn’t.
5. Do they do their homework after school? Yes, they do. No, they don’t.
6. Does she take a bus to school? Yes, she does. No, she doesn’t.
Exercise 9 p.147 Key:
1. What time do you get up? 2. What do you do then?
3. What time does school start? 4. When do you do your homework?
5. What does Susan do after dinner? 6. What time does she go to bed?
PRONUNCIATION p.147 Pronouncing the alphabet
1. Tell the students that each letter of the alphabet has a vowel sound. The letters in this
