it yourself if necessary. Go on with the game until all the names of the colours have been written on the blackboard.
Writinglistening p.122 1ab. Tell the students to do the colour crossword on their own. Then, they listen to the
recording and check.
Tape-script
Across Number 1
grey Number 4
blue Number 6
white Number 7
black Number 9
orange
Down Number 1
green Number 2
yellow Number 3
purple Number 5
pink Number 7
brown Number 8
red
2. Sing a song. The song contains numbers 1-10 and names of colours. It also contains some
new vocabulary and structures which the students can understand and use globally, so it is not necessary to explain them in depth. The pictures will have the students understand the
meaning of the actions. Before playing the song, have the students repeat the text line by line, first in chorus then in
small groups. Then, play the song and let the students listen to it a couple of times before asking them to sing along. Don’t force the students to sing. They can join in as soon as they
feel they are ready. This part of the lesson should be a welcome and enjoyable break from the usual pattern.
Dialogue p.123
1. Tell the students that Susan, John, and Eddy are in the Media Room at the Hampstead
School of Music. They are preparing a poster for the Spring concert held every year at the end of the spring term. Give the class a moment to look at the pictures in their
books and ask them questions in English and Indonesian to elicit the content of the dialogue.
Point at Eddy in the first picture and ask: Teacher
Who’s he that? Students
He’s that’s Eddy.
Do the same with John and Susan. Then, point at Mrs Wilson and ask: Teacher
Who’s that? Students
That’s Mrs Wilson. Teacher
Is she the drums teacher? Students
No, she isn’t. She’s the piano teacher.
Then, go on asking questions in Indonesian. Quali apparecchiature nella classe?
Mata pelajaran apa yang diajarkan di Media Room?
Cosa sta facendo Eddy? Perche Susan ha in mano una foto?
Dove deve essere messa la foto che Susan ha in mano? Cosa vedi sui banchi o sotto i banchi?
A cosa servono le penne e I pennarelli
2. Tell the class that they will listen to the dialogue and will have to fill in the balloons with the words and sentences they hear. Then, play the CD. Move around the
classroom and, if necessary, help the students with their task. 3. Play the CD again. Use the recorded version with pauses. Help the students predict
what Eddy and Susan will say. Help them by asking questions like Who speaks first? What does she say?
Questions can be asked in Indonesian. 4. Play the first line of the dialogue. Ask Who speaks next? Then, ask students to guess
what that person says. Play the next line and do the same again with each line asking
the students to predict the whole dialogue. Encourage them to try and guess the meaning of new words from the situation.
5. Ask the class to repeat the dialogue line by line after the recording, with books still closed.
6. Divide the class into four groups and assign each group a role. Still keeping books closed, ask the groups to repeat the lines after the CD. Have the groups exchange
roles. 7. With student’s books open, now play one role yourself and practise the dialogue
several times with different groups of students. 8. Students practise the dialogue in groups of four. Ask the students in each group to
exchange roles. Move around the classroom and help them. 9. After the students have practised the dialogue enough to know it thoroughly, ask for
volunteers to do the role play.
Tape-script
John Where are the pens?
Susan They’re under the desk.
John Take the red pens, please.
Susan Here, you are.
Eddy Susan, put the photo here.
Susan OK.
John What is there in your pencil case?
Eddy Felt pens.
John Give me a felt pen. What colour is it?
Eddy It’s blue.
John OK.
Mrs Wilson Susan, John? Where are you?
Susan We’re here Mrs Wilson. We’re in the Media Room.
Mrs Wilson Hurry up. It’s late. We’re closing.
Susan OK.
Communication Practice p.124 Listening p.124
1ab. Students listen to the recording first. Then, they practise the pronunciation of colours
and school things.
Tape-script and key:
A red pencil A black pen
A grey rubber An orange pencil case
A purple ruler A yellow schoolbag
A brown book A pink exercise-book
Readingwriting p.124-125 2ab. The structure there are and the prepositions under, in, and on are introduced and
practised in this activity.
Speaking p.125 3ab. Pair work. The students work in pairs according to the model dialogue. Then, go on
with a game. Student A hides some of student B’s school things. Student B tries to guess where they are by asking YESNO questions according to the model dialogue.
Listeningspeaking p.125 4ab. The activity is in the form of the well known game “Simon says”. The students first
listen to a recording and learn how to play the game. Then, they go on playing the game themselves. This activity can be done in pairs or in small groups. The students can practise the
use of the imperative and the use of prepositions on, under, and in.
Tape-script
Simon says: “Take a book and put it in the school bag.” Simon says: “Put the school bag on the floor.”
“Take the school bag and put it on the desk.” Some of you obeyed the order. OK, now listen again:
Simon says: “Take the school bag and put it under the desk.” “Take a pen and put it in the school bag.”
Well, it is better this time. OK. Ready? Simon says: “Take an exercise-book from the school bag and put it on the desk.”
“Take a pen and put it under the book.” Simon says: “Take a pen and put it under the book.”
OK. Good. Now, you go on playing.
Listeningspeaking p.126 5ab. the students listen to a recording of sound effects and associate the people with the
places where they are. Then, the students ask and answer the questions in the book. Highlight the use of the preposition in with the words phone box and Underground Station.
Key: Mr and Mrs Wilson are in an Underground station.
Mr Carter is in a phone box. Miss Maple and Mr Smith are in the bus stop.
Eddy and Susan are at school. Sandra is at home.
John and Daria are at the cafeteria.
Tape-script
Where are Mr and Mrs Wilson? Listen and guess. FX: Underground Station.
Where’s Mr Carter? Listen and guess. FX: In a phone box.
Where are Miss Maple and Mr Smith? Listen and guess. FX: Bus stop.
Where are Eddy and Susan? Listen and guess. FX: In a classroom.
Where’s Sandra? Listen and guess. FX: At home.
Where are John and Daria? Listen and guess. FX:In a cafeteria
5c. Key:
2. A Is Mr Carter at the bus stop?
B No, he isn’t. He’s in a phone box.
3. A Are Miss Maple and Mr Smith in an Underground Station?
B No, they aren’t. They are at the bus stop.
4. A Are Eddy and Susan at the cafeteria?
B No, they aren’t. They’re at school.
5. A Is Sandra in a phone box?
B No, she isn’t. She’s at home.
6. A Are John and Daria at home?
B No, they aren’t. They’re at the cafeteria.
Grammar Practice p.127 Exercise 1 p.127
Key: To form a plural noun, simply add an –s at the end of the singular noun.
Exercise 2 p.127 Key:
English expressions there is and there are in Indonesian mean di sini ada.
Exercise 3 p.127 Key: There are two books under the desk.
There are four pens on the desk. There’s a guitar on a chair.
There are two books in the school bag.
Exercise 4 p.128 Key: 1. My pencils are in the pencil case.
2. Where’s the piano lesson? 3. Take the blue felt pens.
4. Put your books on the chair. 5. My pencil case in under the desk.
6. What is there in your school bag? 7. What colour is your rubber?
8. What’s your telephone number?
Exercise 5 p.129 Key:
1. A Where are the pens?
B They’re under the desk.
2. A What is there in your pencil case?
B There’s a brown pencil.
3. A What colour is your rubber?
B It’s red.
4. A Where are you and John?
B We’re here in Room 5.
A Hurry up, it’s late.
5. A Hi, John How are you?
B I’m fine, thanks.
6. A That’s Mr Carter.
B Is he a teacher?
7. A Is Mrs Wilson at the bus stop?
B No, she isn’t at the bus stop. She’s at the station.
8. A Are you English?
B I am not English. I am Italian.
Exercise 6 p.129 Key:
1. There are three students in Room 5. 2. Mr Carter and Mrs Wilson are two teachers at HMS.
3. Your pens are under the desk. 4. There are two pencils in my pencil case.
5. Put the books in your school bag. 6. What colour are your felt pens?
Exercise 7 p.129 Key:
1. Put the book in the school bag. 2. Give me your pencil.
3. Take the ruler under the desk. 4. Put the ruler on the exercise-book.
PRONUNCIATION p.129
Raising and Falling Intonation
The students listen to the recording and underline the sentences which are said with a raising intonation all the YESNO questions.
Key:
Give me a felt pen. Hurry up.
It’s late. Are the pens under the desk?
Are they in the school bag? The felt pen is on the chair.
Is Susan in Room 5?
Developing Oral Skills p.130 Writingspeaking p.130
1ab. First, the students fill in the words in the questions about the picture. Then, they take
turns asking and answering the same questions.
Key:
1. A What colour is the pencil case?
B The pencil case is green.
2. A Where is it?
B It’s on the desk.
3. A What is there in it?
B There are two felt pens.
4. A What colour are the felt pens?
B They are red.
5. A Is there a book on the desk?
B No, there isn’t.
6. A Where is the book?
B It’s under the desk.
7. A Are there three pencils on the desk? B No, there are three pencils on the chair.
8. A What colour are they?
B Brown, blue, and pink.
9. A What is there under the chair?
B There’s a photograph.
Listening p.130 2. The students listen to the recording and carry out the orders they hear.
Tape-script
Put a book under the desk. Take a pen and put it on a book.
Take a red pencil and put it on the floor. Put a book on the chair. Then, take a black pen and put it under the book.
Take three pencils. Put them under the chair. Then, take a book and put it on the chair.
Unit Self-Test p.131
Each student will fill in the blanks in the form with information about himself or herself and his or her school.
Culture File p.132
As students to read The Keswick House Theatre School on their own and complete the text.
Key:
Mr Richardson is American. Miss Burton is Scottish.
Mrs Lee is English.
Now, ask students questions like these: What nationality is Mr Richardson?
Where is he from?
Is he an English teacher? Who is Mr Burton?
Where is the Theatre School?
Build up your Portfolio p.133 1. How to prepare the activity
Ask students to bring their cameras to school and to take photos of the school building.
Some of them can also go around the classroom and take pictures of their teachers. Then, ask some students to write on the blackboard the subjects they have chosen from the
ones listed in Activity C. [Information and Communication Technology ICT is a subject which teaches skills, concepts, processes involved in communicating and handling,
controlling and monitoring information. The aim is to generate and develop an Information Communication technology capability that will enable children to use modern
technology and computers to their advantage in the technological world. It is a subject in its own right and a subject which enables a student to enhance other curriculum areas.]
Check that they have chosen the right subjects and ask students to repeat the names of the subjects after you. This way, students can learn the right pronunciation of the lexical
items. At this point, ask students to prepare their own posters.
In one of the next lessons, dedicate the whole time to checking what students have prepared. Make your own comments and listen to the comments of the class. Each student
will make a note of the suggestions and correct their posters accordingly. Finally, students can decide whether to put their work in their Portfolios.
2. Skills on which the activity is based
