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
The skills on which the activity is based are mainly reading and writing. But other skills are also involved. For example, taking photographs, designing a layout, and if desired,
drawing.
3. Time required to complete the activity
Part of the activity can be done during the students’ free time taking pictures of the school and teacher.
About an hour is required to prepare the posters. Alternatively, students can prepare their own posters as homework and bring them to school for discussion.
4. Level required
Students can do this activity after they have completed the Introductory Sub-module.
Learning Strategies p.134
This activity should be carried out in the classroom in pairs or groups with the help of the teacher.
Students write down the words they already knew before they started the Sub-module and those they have learned in the Sub-module. Then, they write a few sentences containing some
of these words. At this point, the teacher can ask students to read out loud the sentences they have written and comment on them.
Self Evaluation Test p.135-136 Exercise 1 p.135
Key:
1. 3 2. twelve
3. nine 4. two
5. 5 6. ten
7. one 8. 11
9. 6 10. four
11. eight 12. 7
Exercise B p.135 Key:
1. John is from London. He is English. 2. Cindy is from Toronto. She is Canadian.
3. Joe is from San Francisco. He is American. 4. Kathy is from Sydney. She is Australian.
5. Mick is from Edinburgh. He is Scottish. 6. Eddy is from Jamaica. He is Jamaican.
7. Daria is from Italy. She is Italian. 8. You are Italian.
Exercise C p.135 Key:
1. A What’s your name?
B Eddy.
2. A Who is she?
B She’s Mrs. Wilson.
3. A What colour is your school bag?
B It’s yellow.
4. A Where are you?
B We’re in the Media Room.
Exercise D p.135 Key:
1. Where’s Eddy? He’s in a phone box. 2. Where’s Miss Maple? She’s at the bus stop.
3. Where’s the pencil case? It’s under the desk. 4. Where are the pens? They’re on the book.
Exercise E p.135-136 Key:
1. Are Mrs Wilson and Mr Carter here? No, they aren’t.
Mrs Wilson and Mr Carter aren’t here. 2. Are you and John American?
No, we aren’t. John and I aren’t American.
3. Is Daria English? No, she isn’t.
Daria isn’t English. 4. Is your school bag red?
No, it isn’t. My school bag isn’t red.
5. Is your pen on the desk? No, it isn’t.
My pen isn’t on the desk.
Exercise F p.136 Key:
1. Sandra is at the counter. 2. Mr Carter is a teacher.
3. That’s Mrs Wilson. 4. John and Eddy are at the bus stop.
5. Mr Brown is an astronaut. 6. Miss Maple is there.
7. That’s an exercise-book.
Exercise G p.136 Key:
1. Take the blue pencil 2. Give me your exercise-book.
3. Put that red pen on the desk. 4. What colour is that felt pen?
5. What is there in your pencil case?
COMPETENCE Exercise H p.136
Key: Example dialogue:
You What’s your name?
Joe Joe. What’s your name?
You Mario. Are you from London?
Joe No, I’m not. I’m from San Francisco.
You Oh, you’re American, then.
Joe Yes, I am. Where are from?
You I’m from Rome.
Joe Oh, you’re Italian, then. What’s the time?
You It’s five o’clock.
Joe Well, it’s time for my music lesson. Bye.
You Bye.
Exercise I p.136
Key: Example dialogue:
You Hello, Joe
Joe Hi, Mario Susan, John, this is Mario. He’s Italian.
Eddy Hello, Joe Hello, Susan
You Who’s that?
Susan That’s Eddy. He’s a student. He’s Jamaican, from Kingston. Look, that’s Mr
Carter. He’s the drums teacher. You
Where is he? Joe
He’s at the counter. Mr Carter
Hello You
Good morning, Mr Carter.
Workbook 1 Plus Unit 1C
Activity 1 p.W111 Key:
One exercise-book Two felt pens
Three pencil cases Five pencils
One book Four rubbers
Three school bags Ten pens
Activity 2 p.W111 Tape-script and key:
1. The felt pens are on the desk. 2. The school bags are under the chair.
3. The rubbers are in the pencil case. 4. The pencils are in the school bag.
5. The pencils cases are under the desk. 6. The pens are on the floor.
7. The book is on the chair. 8. The exercise-book is under the book.
Activity 4 p.W113 Key:
1. There are two guitars on the chair. 2. There are three books in the school bag.
3. There are three school bags on the floor. 4. There are five rubbers under the chair.
5. There are two pianos in the room. 6. There are seven pencils in the pencil case.
Activity 5 p.W114 Key:
1. There’s an exercise-book on the desk. 2. There’s a book on the counter.
3. There are three books on the chair. 4. There’s an orange ruler in my school bag.
5. There are two blue felt pens in your pencil case. 6. There’s a chair in the room.
7. There are five English books under your desk. 8. There are three pencils on the book.
Activity 6 p.W114 Key:
1. Where is the yellow ruler? 2. My English book is on the desk.
3. Richard is a Canadian student. 4. Is that your purple pencil under the desk?
5. There are three pink school bags under the table. 6. Mr Carter is a good teacher.
7. Where’s your Italian book? 8. Miss Maple is an excellent actress.
Activity 7 p.W114 Key:
1. Yes, there are. No, there aren’t. 2. No, he isn’t.
3. No, I’m not. 4. Yes, she is.
5. Yes, there is. No, there isn’t. 6. Yes, it is. No, it isn’t.
7. Yes, there are. No, there aren’t. 8. Yes, there is.
Activity 8 p.W115 Key:
Felt pens on the desk Four rules and two pens under the chair
Italian book under the school bag English book in the desk
Exercise-books in the school bag Three pencils and a rubber in the pencil case
School bag on the chair
Tape-script
Man Put the felt pens on the desk, please.
Boy OK, they’re on the desk now.
Woman What is there on the floor under the chair?
Girl Hum, . . . let see. There are four rulers and two pens.
Man Look There’s an Italian book. Under the school bag
Boy Put your English book in the desk, please.
Man OK, it’s in the desk now.
Girl Give me my exercise-book, please. They’re in my school bag.
Woman There are three pencils and a rubber in the pencil case.
Boy Where’s my school bag?
Man It’s on the chair, John.
Activity 9 p.W115 Key:
1. They’re under the chair. 2. No, it isn’t. It’s on the chair.
3. No, there isn’t. 4. It’s under the school bag.
5. Yes, there are. 6. They’re on the desk.
7. Yes, there is. 8. There are three exercise-books.
Activity 10a p.W116 Key:
1. Are the books on the desk? 2. It’s in the pencil case now.
3. Yes, they are. 4. Where are you, John and Susan?
5. Where is the pen now? 6. They’re blue and white.
7. We’re here in the Media Room. 8. What colour are the books?
Activity 10b p.W116 Key:
1. A Where is the pen now?
B It’s in the pencil case.
2. A Are the books on the desk?
B Yes, they are.
3. A What colour are the books?
4. A Where are you, John and Susan?
B We’re here in the Media Room.
UNIT 2 WHERE DO YOU LIVE?
SKILLS
Listening comprehension Picking out missing letters of the alphabet
Listening and understanding times Understanding a dialogue
Completing personal information Matching aural and visual information
Listening and understanding routine actions Listening to the spelling of city names
Song: “Mickey mouse March”
Reading comprehension Intensive reading of a dialogue
Matching written and visual information daily routines Intensive reading of a text
Numbering visual cues
Oral production Dramatizing a dialogue
Pairgroup work: Telling the time
What’s the time please? It’s seven o’clock.
It’s a quarter past seven. Asking for and giving information
Who’s that? about people
that’s Quentin Roach. Where do the Adamses live?
They live in Worcester Street. Where do you live?
I live at Gayton Square. Asking and saying how a word is spelt
How do you spell itthat? G-A-Y-T-O-N
How do you spell your first name? Q-U-E-N-T-I-N
How do you spell your surname? R-O-A-C-H
Asking and talking about daily routines What times does Susan get up?
She gets up at half past seven. When does she take a bus to school?
At half past eight. Dan and Tom get up at half past seven,
then they take a bus to school at eight o’clock Record your voice
Song: “Mickey Mouse March”
Written production Paragraph writing: your daily routine
Questions for interviewing a classmate Completing speech balloons
Writing down times Spelling of city names
LANGUAGE BREAKDOWN
Structures What’s the time?
It’s seven o’clock a quarter to seven A quarter past seven half past seven.
Present simple affirmative, interrogative Short answers with the present simple
Pronunciation Recognizing vowel sounds in the letters of the alphabet
Saying the alphabet
Topics and cultural items The alphabet
Names Spelling
Parts of a town: boroughs, streets, roads, squares, lanes Daily routine actions
Active vocabulary
Nouns
bed breakfast
bus dinner
family first name
half homework
lane music
quarter road
square street
surname TV
Verbs
do does
dress end
get up go
have breakfast have dinner
listen live
spell start
surf the Internet wash
watch
Prepositions
after past
to with
Adverbs
how then
when
Interjections
thank you what?
Expressions
I see o’clock
What time? What’s the time?
Competences p.137
Before starting Sub-module 1, ask students to read the series of objectives in terms of competence that they should reach at the end of the Sub-module. When students finish Unit 4,
they can go back to the list of objectives and check what they can do and how well they can do it.
Activities for Portfolio p.137
Here, the students find suggestions for activities they can do to develop materials for their Portfolios.
THE ENGLISH ALPHABET Listeningdrawing p.138
1ab. Tell the students that they have to listen to a recording and complete the English
alphabet on their books. They can write the missing letters with a pencil in the blank spaces. Play the CD and move around the classroom to help the students, if necessary. Tell the
students that they can make the missing letters fancy by drawing and colouring them on their own way. Then, the students are to repeat the alphabet all together and in small groups. Lastly,
ask individual students to repeat the alphabet in front of the class. Let the other students correct them if they make mistakes.
Tape-script and key:
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
THE TIME Listening P.138
2a. The students listen, repeat the times after the CD player and number the clocks in their
books accordingly. Play the CD several times, if necessary, and check that the times have been written in the correct sequence.
Tape-script and key:
1. 12 o’clock. 2. 4 o’clock.
3. 7 o’clock. 4. 5 o’clock.
5. 9 o’clock. 6. 11 o’clock.
7. 3 o’clock. 8. 10 o’clock.
9. 1 o’clock. 10. 2 o’clock.
11. 8 o’clock. 12. 6 o’clock.
2b. Tell the students they will listen to people telling times and will have to draw the hour
hands in the clocks in their books. Make sure that all the students can read the time on an analogical clock. Then, play the CD. If you think that the pauses between the times are too
short for the students to draw the clock hands, stop the CD player. Then, the students write the times in the blank spaces in their book.
Move around the classroom and check or have single students read the times out loud.
Tape-script and key:
1. 7 o’clock. 2. 5 o’clock.
3. 9 o’clock. 4. 11 o’clock.
5. 3 o’clock. 6. 10 o’clock.
Speaking p.138 3. The students work in pairs asking and telling the time according to the model dialogue.
Dialogue p.139
1. Tell the students to cover the text of the dialogue and look at the picture. Then, ask them a few questions in English.
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,
