3. Play the CD for the dialogue. Then, you may follow the same steps as in the previous units.
4. Group work. Students work in groups of four practicing the dialogue. Move around the
classroom and help them. 5. Have groups of volunteers act out the dialogue for the class. Encourage them to do it
without their books.
Communication Practice p.1132 Listeningspeaking p.1132
1a. Preview. Quickly review the following times by drawing clocks on the board and having
students ask and answer questions: 10:45, 11:30, 12:15, 1:30, 2:45, 3:30, etc. Now, draw a clock on the board showing 4:05. Have a student ask you What’s the time? Answer It’s five
past four. Draw clocks showing the following times: 4:10, 4:20, 4:25. Say the times, students repeating, T-C. Have students ask and answer the questions S-S.
introduce the following times in the same way, practicing to: 5:35, 5:40, 5:50, 5:55. Then, students listen to the recording and repeat.
1b. Pair work. Students ask and answer questions about the time. Move around the classroom
and help them.
Speaking p.1132 2. Pair work. First, students draw hands in the clocks, then they ask and ask questions about
the clocks. Help them as needed.
Supplementary activity School Activity Timetable. Enrichment. Have students wok in small groups and write up a
schedule of their own school activities. Before beginning the group work, help students think of the names of different activities at their school and write these on the board. An alternative
activity is to have students write out their class timetable. Supply English names for the subjects.
The timetables can be used for oral practice, and then posted on a notice board.
Listening p.1133 3. Students listen and write the captions under appropriate pictures.
Key:
1. The key is next to the newspaper. 2. The ball is in the box.
3. The letter is on the table. 4. The chair is behind the table.
5. The box is under the table. 6. The pen is between the newspaper and the book.
Then, have volunteers correct what has been written by asking and answering questions about the pictures.
For example:
A Picture number 1. Where’s the key?
B It’s next to the newspaper.
Help students with the pronunciation of the items.
Speaking p.1133 4. Pair work. Students ask and answer questions in order to locate the various kinds of food
and drink in the picture. Move around the classroom and help them.
Grammar Practice p.1134 Exercise 1 p.1134
Key: twenty, thirty, forty, fifty, eighty.
Exercise 2 p.1134 Key: 23;
86; 75;
42; 39;
97; 61;
58; 33.
Exercise 3 p.1134 Key:
1. fifty-four 2. eighty-eight
3. eighty-nine 4. eighty-five
5. thirty-two 6. eighty-seven
7. aone hundred 8. aone hundred
Exercise 4 p.1135 Key:
1. It’s twenty to five. 2. It’s half past three.
3. It’s five past ten. 4. It’s ten past eleven.
5. It’s nine o’clock. 6. It’s ten to seven.
7. It’s a quarter to six. 8. It’s twenty past two.
9. It’s twenty-five to five. 10. It’s five to eight.
11. It’s five past twelve. 12. It’s ten past one.
Exercise 6 p.1136 Key:
1. is hungry 2. is thirsty
3. It’s cold 4. am thirsty
5. am hot 6. is hot
7. are hungry 8. are cold
9. are hungry 10. is thirsty
Exercise 7 p.1137 Key:
1. box
2. piano 3. books
4. key 5. teddy bear
6. telephone 7. book
8. CDs 9. pencil
10. trumpet
PRONUNCIATION p.1137 Intonation in questions
Preview. Before playing the CD, explain that there are two main types of intonation – falling
and raising. Intonation is usually falling in statements and can be rising or falling in questions. We generally have rising intonation when a question can be answered simple with a yes or a
no; we generally have falling intonation when the questions begin with a wh- word like what, who, where, when, etc.
You can also use your voice to model rising and falling intonation. Try to say a question with a rising or falling intonation very slowly; so that the students can hear the sound patterns more
clearly. 1. Students listen to the CD and imitate the two types of intonation. Play the CD several
times, if necessary. 2. Students listen and mark with a rising or falling arrow the intonation of a few sentences.
3. Then, the students repeat the sentences after the recording.
Key:
Are you here on holiday? Why don’t you come with us?
Is it a quarter to five? How are you?
What time is the match? Is he Jamaican?
What’s colour your pen?
What’s your telephone number? Where’s Room 5?
Developing Oral Skills p.1138 Listeningwriting p.1138
1. Key:
