Starter Unit - Macmillan · PDF filethe following link and then on New Inspiration Level 1 – Welcome unit – Meeting new friends: ... 1 • Discuss the meaning of the words

2Starter Unit

Teacher’s Notes

Macmillan Education4 Crinan StreetLondon N1 9XWA division of Macmillan Publishers Limited

Companies and representatives throughout the world

ISBN 978-0-230-46681-4

Text © Macmillan Publishers Limited 2013 Design and illustration © Macmillan Publishers Limited 2013

First published 2013

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

The publishers would like to thank Judy Garton-Sprenger and Philip Prowse for their expertise, time and contribution to Inspiration.

These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them.

Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible. If contacted we will be pleased to rectify any errors or omissions at the earliest opportunity.

2017 2016 2015 2014 201310 9 8 7 6 5 4 3 2 1

CONTENTS

Welcome! page 4

SECTION A

Talking about your family page 5Telling the time page 5Describing people page 6Describing places page 7Talking about possessions page 9Section A Review page 11

SECTION B

Talking about ability page 12Giving instructions page 12Talking about likes and dislikes page 13Talking about regular activities page 15Saying how often you do things page 15Describing what’s happening now page 16Section B Review page 19

SECTION C

Talking about past events page 20Making comparisons page 21Talking about future plans and intentions page 23Asking for and giving reasons page 23Making and accepting/declining offers page 24Talking about money and prices page 25Asking for agreement page 26Section C Review page 27

Final Review pages 28–29

01

Grammar Present simple: be and personal pronouns Questions: What …? Where …? Who …?Vocabulary Countries and nationalities, Numbers 1–30,

Alphabet

WARMERIntroduce yourself to the class. Say Hello, I’m …/ My name is … I’m from … Walk around the room introducing yourself to individual students and telling them where you are from.Use a soft ball to encourage students to introduce themselves. Throw the ball to a student who then introduces him/herself and says where he/she is from. He/She then throws the ball to another student who does the same. Continue until all the students have introduced themselves.

1• Ask students to look at the picture of the girl on page 3. Ask students where they think the girl is from and how old they think she is.• Go through the sentences under the listening script together, and decide what kind of information is missing.• Play the recording. Students listen and complete the missing information in the sentences.

RecordingCharlotte Hi, everyone. It’s nice to meet you. I’m Charlotte, and I’m from England.James Hi, Charlotte, I’m James.Charlotte Are you from the USA?James No, I’m not. I’m from Canada.ella Hi, I’m Ella.James Are you from Germany?ella No, I’m not. I’m from Switzerland.teresa Hi, I’m Teresa. I’m from Spain.Charlotte It’s nice to meet you.Pedro And I’m from Spain too. I’m Pedro.

ANSWERS[1 is] 2 are 3 the USA, Canada 4 Is 5 from

2• Students complete the exercise individually, then check with a partner.

ANSWERS1 is 2 Are 3 I’m not 4 is 5 is 6 Are

3• Students complete the chart individually and then check with a partner.

• Look together at the examples in the second part of the exercise. Remind students of the contractions that we use in negative sentences (aren’t, isn’t). Check that they understand how word order changes for questions.• With the same partner, ask students to write two more negative sentences and two more questions.

ANSWERSam [are] is is are areStudent’s own answers

4• Go through the numbers in the Word Bank box, making sure students can pronounce each one. Drill any numbers that they find challenging.• Students write the numbers as words individually and then check in small groups.

ANSWERS[1 twelve] 2 nineteen 3 thirteen 4 fifteen 5 sixteen 6 fourteen

5• Ask students to match question 1 with the correct answer and to explain why, e.g. Why isn’t option a the correct answer?• Students work in small groups to check their answers. Encourage them to justify their answers to each other.

ANSWERS1d 2a 3e 4c 5f 6b

FURTHER STUDYFor more communicative practice introducing yourself, click the following link and then on New Inspiration Level 1 – Welcome unit – Meeting new friends: http://www.macmillaninspiration.com/new/resources/ skills-practice-2For more practice of present simple be, click the following link and then on New Inspiration Level 1 – Unit 1 – Present simple: be:http://www.macmillaninspiration.com/new/resources/grammar

MY PROFILEAn alternative use for this section is for students to make a large wall poster from the information that they gather. The My profile posters can be displayed on the classroom wall, as a way for students to get to know their new class. The posters will become more colourful and detailed as they progress through New Inspiration 2 Starter.For this section, students can add a photo/drawing of themselves to the poster, along with the information.

Students could use the information in this section as inspiration for a large poster that they make about themselves over the course of the term. Throughout the three sections, the poster will grow as information is added.

WELCOME!

4

http://www.macmillaninspiration.com/new/resources/skills-practice-2

http://www.macmillaninspiration.com/new/resources/grammar

02

03

Talking about your family, Telling the time page 4

Grammar Possessive adjectives, What’s the time? What time is …? When (is) …? Vocabulary Family members, Ordinal numbers, Months, Telling the time

WARMERUse photos of famous families, or even your own family, to introduce the topic. You could also ask students to bring in some pictures of their own families to show the class. Point to each family member saying, e.g. This is my mother. Her name is [Claudia]. She is [62]. She has got [two] children. [Oliver] is her son and [I am] her daughter.

1• Discuss the meaning of the words ‘personal’ and ‘possessive’ with the class, linking your explanation to the photos you discussed in the warmer.• Students complete the chart individually and then check with a partner.

ANSWERSPossessive adjectives: [my] your his her its our their

2• Students complete the exercise in pairs. Check their answers in open class.• While checking answers, you could draw a family tree diagram on the board to show how family members relate to one another.

ANSWERS[1 brother/sister] 2 wife/husband 3 father/mother 4 grandmother/grandfather 5 son/daughter

3• Go through the names of the family members in the box. • Play the recording. Ask students to listen and look at the family tree and tick the names as they hear them, but not write anything in the boxes. • Play the recording again and ask students to write the names of the people in the boxes.

Recording My name is Tina and my husband is Paul. Our two children are called Adam and Leila. My mother’s name is Nadia and my father is called Marek. My brother Andy is thirty-five and Emily is his wife. Joe is the name of their son, and Carla is their daughter. My other brother, Rob, is twenty-five, and his girlfriend is called Lucy.

ANSWERSTop line ( l–r): Nadia, MarekMiddle line ( l–r): Emily, Andy, Paul, [Tina], Rob, LucyBottom line ( l–r): Joe, Carla, Adam, Leila

4• Draw students’ attention to the use of the and of in the example question 1.• Point out that they can check the spelling of the months in the Word Bank.• Students write the birthdays in words then compare answers in pairs.

ANSWERS[1 the twenty-first of May] 2 the ninth of July 3 the sixteenth of June 4 the second of November 5 the fourth of March 6 the thirtieth of August

5• Play the recording. Suggest that students write down the dates in number form, as in exercise 4, which is quicker. • Remind students they can check the spelling of the months in the Word Bank. • If students complete the exercise easily, they can write the dates out in full words.• Repeat the recording as often as is necessary.

Recording tina My name’s Tina. My birthday is on the eleventh of November. Paul My name’s Paul. My birthday is on the twenty-second of October. luCy My name’s Lucy. My birthday is on the thirty-first of January. Joe My name’s Joe. My birthday is on the thirtieth of May. rob My name’s Rob. My birthday is on the first of July. Carla My name’s Carla. My birthday is on the thirteenth of April.

ANSWERS1 11/11, the eleventh of November 2 22/10, the twenty-second of October 3 31/01, the thirty-first of January 4 30/05, the thirtieth of May 5 01/07, the first of July 6 13/04, the thirteenth of April

6• Check that students know we use past and to for times in British English. Draw their attention to question 5, where this is written out.• Check that students understand the meaning of half and quarter – use a clock to demonstrate.• Explain to students that we don’t use articles with times: quarter past not a quarter past etc.• Students complete the exercise individually then check their answers with a partner.

SECTION A

5

ANSWERS[1 It’s twelve o’clock.] 2 It’s quarter past ten. 3 It’s at half past six. 4 (They are open at) quarter to ten. 5 No, it’s ten past nine. 6 It’s quarter to eight.

7• Go back over anything that students found challenging in exercise 6.• Play the recording. Students draw in the times on the clock faces in the Starter Unit. • Give students time to check their answers with a partner then repeat the recording.

Recording 1 When is dinner? At half past seven.2 When is the last train? At twenty to ten.3 When is the lesson? At quarter past eleven.4 When is the film? At five past nine.5 When is the next bus? At two o’clock.6 When is the tour of the city? At twenty-five to three.

ANSWERS

FURTHER STUDYFor more practice of numbers, family members, months and telling the time vocabulary, click the following link and then on New Inspiration Level 1 – Units 1–2 Revision: http://www.macmillaninspiration.com/new/resources/ vocabulary-extraFor more practice of possessives, click the following link and then on New Inspiration Level 1 – Unit 5 – Possessives: http://www.macmillaninspiration.com/new/resources/grammar

MY PROFILEStudents can stick photos or drawings of their own family members on their individual wall posters and write details about them under each one. If they prefer, they can invent families using photos from magazines or the internet.

Describing people page 5

Grammar Affirmative have, Which one …Vocabulary Colours, Clothes

WARMERBring some pictures into class of people wearing some of the clothes in this section, e.g. from a catalogue or magazine. Display the pictures on the board and describe each person’s clothes. Ask students to call out the person you are describing. If any students feel confident enough, let them describe the clothes while the others guess the person.

1• Go through the colours on page 5 with the class and check that they understand the task. Use the ‘paint tins’ image to check the concept – when you mix two colours together, you make a third colour.• Students write the names of the colours in pairs. If students have coloured pens, they can mix the colours to check their answers.• Establish that colours are adjectives here, and come before nouns or after the verb be, e.g. She has (got) a pink scarf. Her scarf is pink.

ANSWERS1 grey 2 yellow 3 purple 4 orange 5 red 6 white

2• Divide the class into small groups and ask students to choose the odd one out in each line. Encourage them to give reasons for their choices, e.g. for question 1, you put shoes and sandals on your feet but you don’t put a shirt on your feet.

ANSWERS[1 shirt] 2 bag 3 pullover 4 scarf 5 socks 6 shorts 7 shoes

3• Ask the students to look at the chart, then find the example, purple sari, in the dialogue.• Read through the dialogue together. You could ask two confident students to act the parts of Vishali and Joe.• Give students time to write their answers and check with a partner.

ANSWERS[Vishali: purple sari] Joe: jeans Vishali’s mum: pink scarf Jessie: blue top Joe’s mum: red jacket Joe’s dad: blue shirt, black trousers Sally: orange top

04

dinner the last train the lesson

the film the next bus the tour of the city

A

6

http://www.macmillaninspiration.com/new/resources/vocabulary-extra


4• Ask students to look at the photo on page 5 and describe who the people are (teacher and students in a classroom). How do they expect the teacher’s name to be different to the students’? (Likely to be Miss or Mrs Surname.)• Then ask students to describe what each person in the photo is wearing. What words do they expect to hear in the recording?• Play the recording. Students listen and complete with the names of the people.

Recording A Which one is Ella?B She has long, blonde hair. Ella and Miss Smith have blue tops.A Which one is Joe?B Joe is the boy in the grey shirt. The other boy is Jack.A Which one is Sally?B She has a black top and a pink jacket.

ANSWERS1 Jack 2 Miss Smith 3 Sally 4 Joe 5 Ella

5• Model the first line of the exercise, making sure students understand the structure of the sentence. Explain that they will need to complete the other lines with have/has and colours/clothes.• Check that students understand when to use have and when to use has.• Students complete the sentences and then check their answers with a partner.

ANSWERS[1 has, grey] 2 has, jacket/sweatshirt 3 has, sweatshirt/hoodie* 4 have, long 5 has, hair 6 have, tops* Hoodie is not level vocab, but you may want to teach it as extra vocabulary.

FURTHER STUDYFor more practice on colours and clothes vocabulary, click the following link and then on New Inspiration Level 1 – Units 1–2 Revision: http://www.macmillaninspiration.com/new/resources/ vocabulary-extraFor more communicative practice on possessions and clothes vocabulary, click the following link and then on New Inspiration Level 1 – Units 1–2 – Can I borrow your phone?: http://www.macmillaninspiration.com/new/resources/ skills-practice-2

MY PROFILEFind a photo of yourself to add to your poster. Write sentences describing the clothes you are wearing and the colour of your hair and your clothes.

Describing places page 6

Grammar Plural nouns, this/that,these/those, Question: How old …?, prepositions of place, there is/areVocabulary Locations and facilities, Large numbers

WARMERIn open class, talk about famous buildings, landmarks and famous cities that students have been to or heard about. You could encourage students to bring in pictures of their favourite places to help with the discussion. Elicit prepositions of place (Paris is in France, You are on a mountain, She is standing next to the Eiffel Tower, etc.)

1• Go through the nouns in the box with the class, checking sense, pronunciation and unusual spellings (bicycle).• Review regular plural noun endings: unvoiced (no vibration in the throat) sounds usually take -es, voiced (vibration on the throat) sounds usually take -s and nouns ending in -y usually take -ies in the plural.• Ask students to fill in the chart and compare their answers in pairs. Encourage them to give reasons for their choices.

ANSWERS+ s: maps, visitors+ es: addresses, bicycles– y + ies: cities, partiesirregular: beaches, people

2• Elicit the plurals of this and that (these and those). Discuss when we use this and when we use that, using classroom equipment as props.• Look at the example sentence together, and elicit what else has changed to become plural (the verb). • Encourage students to identify the questions and negative sentences in the exercise before they begin, and if necessary remind them that they will have to use negatives and question word order in their answers to those.• Ask students to work with a partner to rewrite the sentences in the plural.

ANSWERS[1 Those are your keys.] 2 These are my friends. 3 These are your maps. 4 Those are your chairs. 5 Are those his/their books? 6 These aren’t her/their cats. 7 Are these your pens? 8 These aren’t my wallets.

05

A

7



3• Go back over anything that students found challenging in exercise 2.• Students complete the chart using this, that, these and those. Check answers with the whole class.

ANSWERS

Singular Plural

This is the address. [These are the addresses.]

This is the programme. Those are the programmes.

How old is that building? How old are these buildings?

That’s the shop. These are the shops.

Is that your bicycle? Are those your bicycles?

Is this your book? Are those your books?

This is my map. Is that your map?

4• Ask students to look at the four pictures and identify the objects (a box and a ball). • Elicit the preposition of place for the first picture (in). Students complete the exercise and compare answers in pairs.

ANSWERS1 in 2 on 3 next to 4 near

5• Invite students to read the sentences and predict which preposition of place they are going to hear. Encourage them to explain their choices.• Play the recording and check answers with the class.

Recording1 London is in England.2 The hotel is very near the beach, you can see the sea.3 The school isn’t in the city centre – it’s near the centre, about one kilometre away.4 Mexico is next to the USA.5 This is a photo of me standing on a mountain. The view from the top is amazing.6 Brussels is in the centre of Belgium.7 This exercise is on page 6.8 Page 9 is next to page 8.

ANSWERS1 in 2 near 3 near 4 next to/near 5 on 6 in 7 next to 8 next to

MY PROFILEStudents can draw a diagram of their bedroom on their classroom poster, and write some sentences explaining where certain items are (My bed is near the window, I have a small table next to my bed, etc.). They could also add pictures of those items.After this exercise, get students to look at each other’s My Profile posters. What are the similarities/differences? Encourage them to ask each other questions about their work.

6• Ask students to look at the picture on page 7 and to describe what they can see. Ask them to talk about where the people, animals and buildings are.• Students complete the exercise individually then check their answers with a partner. • With the same partner, students then write three more negative sentences and three more questions.

ANSWERS1 is 2 are 3 are 4 is 5 is 6 areStudent’s own answers

7• Go through the Word Bank in open class, drilling pronunciation. You could check sense by writing some large numbers on the board (e.g. 67, 41, 99, 350) and getting students to call out what they are.• Ask students to look at the first answer, sixty-six, and at the Word Bank box. Point out that the numbers twenty-one to ninety-nine are always separated by a hyphen (excluding multiples of 10). On longer numbers (e.g. 9,352) there is only one and, which comes before the last number (nine thousand three hundred and fifty-two).• Students do the exercise individually and then compare their answers in pairs.• For less confident classes, suggest that they write their answers in figures first, and then translate those answers into words.

ANSWERS[1 sixty-six] 2 seventy-three 3 eighty-nine 4 one hundred and eleven 5 three hundred and twenty 6 eight hundred and seventy-six 7 nine thousand, three hundred and fifty 8 ten thousand

8• Students work in small groups. Allow time for each group to discuss how to make the question and how to answer it.• If useful encourage members of each group to ask and answer the questions aloud.• Monitor, making sure they are making the questions correctly. Note down any errors for a correction exercise at a later stage.

ANSWERS[1 Q: How many minutes are there in an hour? A: There are sixty minutes in an hour.] 2 Q: How many hands are there on a clock? A: There are 2 hands on a clock. 3 Q: How many days are there in a year? A: There are 365 days in a year. 4 Q: How many years are there in a century? A: There are 100 years in a century. 5 Q: How many numbers are there on a mobile phone? A: There are ten numbers on a mobile phone. 6 Q: How many players are there on a football team? A: There are 11 players on a football team.

06

A

8

FURTHER STUDYFor communicative practice of prepositions of place, click the following link and then on New Inspiration Level 1 – Units 3– 4– My room: http://www.macmillaninspiration.com/new/resources/ skills-practice-2For more practice of locations and facilities vocabulary, click the following link and then on New Inspiration Level 1 – Units 5– 6 Revision:http://www.macmillaninspiration.com/new/resources/ vocabulary-extra

Talking about possessions page 8

Grammar Indefinite article, Possessive pronouns, Possessive ’s, Question: Whose …?, Have / Haven’t got Vocabulary Possessions, Clothes, Family members

WARMERCollect one possession from each student and put them in a bag. Add some extra items and then ask students to guess who each item belongs to (Whose pen is this? ). Remind students that they have already seen the possessive adjective on page 4. Model the possessive adjective (This is my pen) and the possessive pronoun (It’s mine ) for each item, making sure that you elicit a variety of possessives from the students. When the item’s owner has been found, return it. Continue until all items have been returned to their owners.

1• Ask students to look at the pictures on page 8 and identify the objects. Are there any other everyday objects that they use missing from the page?• Once all the class has agreed on the name of each object, elicit the general rules of use of the indefinite article (a is used with consonants, an is used with vowels). You could point out that nouns starting with h can be used with a (a hero, a horse) or with an (an hour, an honour) when the h is silent.• Students write the names of each possession along with the correct indefinite article.• Check answers in open class.

ANSWERS1 a wallet 2 a pen 3 an ID card 4 a camera 5 a key 6 a map 7 a clock 8 a ticket 9 an umbrella 10 a comb 11 a passport 12 A phone

2• Ask students to work in pairs to complete the chart. Check answers in open class.

ANSWERS[my/mine] your/yours him/her his/hers our/ours their/theirs

MY PROFILEEITHER ask students to draw/find pictures of items they use every day (e.g. a comb) OR encourage them to show the class some everyday items that are special to them (e.g. a watch that was a birthday present). They can then stick the pictures onto their classroom poster and label them. They can add a sentence explaining where they keep the possessions.

3• Remind students of the usage for adjectives and pronouns.• Students circle the correct words individually and then compare their answers in pairs.

ANSWERS1 yours 2 mine 3 my 4 hers 5 our 6 theirs

4• Ask students to read the first part of the dialogue and find a possessive form. The first one is the word your. • Ask students to read the rest of the dialogue and underline other examples. If useful, you could ask some confident students to act out the dialogue.• Ask the class how many possessive forms they have found, then explain that there are 15 in total – give them an extra minute or two to find any outstanding answers.• Divide the class into small groups and ask the students to compare their answers.

ANSWERSPossessive forms: your, whose, mine, yours, mine, Jack’s, mine, mine, your, Whose, Teresa’s, yours, my, yours, yourTotal = 15

5• Keep the students in their groups. Ask them to write questions for prompts 2–6 and then answer them. • Check answers with the class.

ANSWERS[1 Q: Whose magazine is this? / A: It’s Teresa’s.] 2 Q: Whose sunglasses are these? / A: They’re Jack’s. 3 Q: Whose cap is this? / A: It’s Charlotte’s. 4 Q: Whose white bag is this? / A: It’s Pedro’s. 5 Q: Whose watch is this? / A: It’s Mr Brown’s. 6 Q: Whose black bag is this? / A: It’s Steve’s.

6• Look at the words in the box and elicit that there are two possible meanings of ’s in Joe’s (as a contraction or a possessive). • Elicit the difference between whose and who’s.• Students complete the sentences with the words from the box.

A

9



ANSWERS1 Whose 2 Joe’s 3 Who’s 4 Joe

7• Ask students to look at the chart and complete it with the correct form of have got. • Check their answers and make sure that they are confident using the contracted forms of have in this context.• Then ask them to look at the example sentences, and write three more negative sentences and three more questions to complete the exercise.

ANSWERS[have got (’ve got)] have got (’ve got) has got (’s got) have got (’ve got) have got (’ve got)Student’s own answers

8• Go through the example sentence with the class and make sure that they understand the significance of ✓(= positive, = use have got) and ✗(=use negative, = use haven’t got)• Then ask students to work in pairs to write the remaining sentences. • Play the recording. Students listen and check their answers.

Recording 1 Vishali has got a sister, but she hasn’t got any brothers.2 James and Pedro haven’t got any brothers. 3 Emily has got two children.4 Teresa and Jack haven’t got any brothers or sisters.5 Adam has got a sister, but he hasn’t got any brothers.6 Rob hasn’t got any children.

ANSWERS[1 Vishali has got a sister, but she hasn’t got any brothers.] 2 James and Pedro haven’t got any brothers. 3 Emily has two children. 4 Teresa and Jack haven’t got any brothers or sisters. 5 Adam has a sister, but he hasn’t got any brothers. 6 Rob hasn’t got any children.

FURTHER STUDYFor more practice of family members and telling the time vocabulary, click the following link and then on New Inspiration Level 1 – Units 1–2 Revision: http://www.macmillaninspiration.com/new/resources/ vocabulary-extraFor more practice of possessives and have got, click the following link and then on New Inspiration Level 1 – Unit 5 – Possessives and Unit 8 – have got: http://www.macmillaninspiration.com/new/resources/grammar

07

A

10



page 10

Reading1• Remind the students that they have done an exercise similar to this one on page 5.• Encourage them to scan the text and underline the names in each paragraph.• Then give the students two minutes to read the text and name the people in the photo on page 10.

ANSWERS1 Marcus Jackson 2 Mike Jackson/Dad 3 Clare Jackson/Mum 4 Anna Jackson 5 Evie Jackson

2• Students read the text again, more slowly and write T for true sentences and F for false sentences.• When they correct the false statements, encourage them to use full sentences with proper punctuation.

ANSWERS1 T 2 F: Her birthday is in March. 3 F: She’s got one brother (and one sister). 4 F: Evie’s dog Molly is 13. / Evie’s sister Anna is nine. 5 F: Margate is in the south of England, near London. 6 T

Writing1• Explain to the students that they do not need to write full sentences to answer the questions, because they are making notes.• However, remind them that they should use capital letters for the names of people and places.• For question 4, which can be answered in a list, encourage students to separate the entries with commas.

ANSWERSStudent’s own answers

2• Students write a paragraph describing themselves, their family and something about their city or town. • Encourage students to re-use the notes they made in exercise 1.• Get them to look at the reading text about Evie for an example of how to use paragraphs.• If you wish, you could set an exam-style word limit for this task, and encourage students to keep their writing within 10 words of that limit.


3• Give students time to check their writing for spelling, grammar and punctuation, and make their own corrections. • Ask students to swap their writing with another student. Allow enough time for them to check each other’s work.• Have a feedback session about the elements that students find especially difficult.


Speaking: Your Choice!Let students vote on the Speaking task that they would prefer to do, and split the class into pairs and groups accordingly. Make a note of which style of activity they prefer and why – e.g. Is it the topic? Do they think that they will have to speak less in a group than in a pair?For both tasks, monitor and check that students are using full sentences as much as possible. Make a note of any additional vocabulary that arises from the exercise.

What’s in my bag?• Students work in pairs guessing the contents of each other’s bags. The winner is the student who guesses most possessions correctly.


Who am I?• Students work in small groups creating and guessing descriptions of other members of the class. The winner is the student who guesses the most descriptions correctly.


EXTENSION ACTIVITYAsk students to bring in the photos they used in Section A Review: Writing exercise 2. Divide the class into small groups. Students describe their pictures to each other. Encourage students to give as much detail as possible. After each person has spoken, the students vote on the most interesting description in the group, and explain why they liked it.

SECTION A REVIEW

11

Talking about ability, Giving instructions page 11

Grammar can and can’t, Linking words: and, but, or, Imperatives Vocabulary Possessions, Skills, Phone calls and video calls, Verbs for instructions

WARMERModel the target structure I can … with three sentences (I can play the guitar, I can speak French, I can read music) and write them on the board. Go around the class with each student taking it in turns to make one I can … sentence. Then model the question Can you (play the piano)? making sure students recognise the change in word order. Elicit the short answers Yes, I can, and No, I can’t. Go around the class with students taking it in turns asking and answering a question. Encourage students to be imaginative, rather than necessarily telling the truth e.g. A: Can you speak Chinese? Can you drive a car? etc.

1• Students match the verbs in list A with the words in list B to make some commonly used life skills. • Encourage students to make a guess even if they think they don’t know some answers.• After checking answers, ask students which of these things they can do, and which they think is the most fun/useful.

ANSWERS1e 2b 3d 4f 5c 6a

2• Students work in pairs to complete the dialogue with can or can’t.• Draw their attention to the clues they can find in the context – no goes with can’t, etc.• Play the recording while students check their answers. If useful, you could ask some confident students to act out the dialogue.

Recording Pedro Hi James! What’s that?James This is my guitar.Pedro Oh, can you play the guitar?James Yes, I can.Pedro Cool!James Can you play a musical instrument?Pedro No, I can’t, but I can sing in French.James Wow! I can’t sing in French or English.Pedro Can you play the piano?James No, I can’t. I can only play the guitar.

ANSWERS1 can 2 can 3 Can 4 can’t 5 can 6 can’t 7 Can 8 can’t 9 can

3• Ask students to read through the sentences and make initial guesses about which words to use.• Elicit the rule that and joins the same ideas in an affirmative sentence, or joins the same ideas in a negative sentence while but contrasts two ideas within the same sentence. • Students complete the sentences individually, then compare their answers with a partner.

ANSWERS1 and 2 or 3 but 4 or 5 or 6 but 7 or 8 but

4• Check the meaning of ‘imperative’ with the students, and elicit some examples from them.• Go through the words in the box and check students know what they mean and can pronounce them correctly. • Get students to say whether each word in the box is a noun or a verb. Point out how this can help them to choose their answers when filling the gaps.• Ask students to complete the dialogue with the words in the box. • Then, in pairs, ask students to compare their answers and to decide where the four imperatives are in the dialogue.

ANSWERS1 see/use 2 camera 3 course 4 take 5 keep 6 smile 7 seeFour imperatives: take a picture, come here, keep still, smile

5• Ask students to look at the pictures on page 11, and think about what is happening in each one.• Divide the class into pairs and ask students to write the instructions on the correct pictures.• Encourage them to negotiate and give reasons for their choices before they write their answers down.• Once you have checked answers, discuss what tone of voice each instruction should be said in, modelling and encouraging students to try different ways of saying each one.

ANSWERS[1 Smile.] 2 Don’t move. 3 Come here. 4 Don’t forget your jacket. 5 Don’t run. 6 Press OK.

FURTHER STUDYFor more practice of can and can’t, click the following link and then on New Inspiration Level 1 – Unit 2 – can and can’t: http://www.macmillaninspiration.com/new/resources/grammar

MY PROFILEGet students to think of four things they can and/or can’t do. Add these things to their posters, either as pictures with an accompanying sentence, or using attractive/eye-catching lettering.

08

SECTION B

12


Talking about likes and dislikes page 12

Grammar Present simple: affirmative and negative, Verb + gerund Vocabulary Food, Colours, Leisure activities

WARMERDraw a smiley face and a sulky face on the board and write a food item under each face, one which you like and one which you don’t like. Then invite students to add their own ideas under the faces until you have a few items under each. Get students to shout out/put their hands up to show their own likes and dislikes, and whether they agree. To consolidate ask students to make one I like … and one I don’t like … sentence.

1• Ask students to look at the pictures on page 12. Identify and discuss the more unusual items (octopus, garlic). Drill the pronunciation of the food items, but don’t write them on the board.• Students then work in pairs and unscramble the words under the pictures.• Check answers in open class.

ANSWERS1 cheese 2 eggs 3 ice cream 4 chocolate 5 carrots 6 fish 7 chips 8 pizza 9 mushrooms 10 octopus 11 cucumber 12 garlic 13 tomatoes 14 bananas

2• Remind students that they have already done exercises about colours on page 5. Check that students know their meaning and pronunciation (grey, orange).• Students choose the correct word. Check answers with the class.

ANSWERS1 Fish 2 Cucumber 3 Eggs 4 Chips 5 Pizza 6 Carrots

3• Ask students to think about their morning routines. Ask them how their day starts, what they do next and then run through the day as briefly as possible. • Divide the class into pairs and ask students to complete the two texts with the words in the box.• Ask students to compare their answers with a different partner. Check answers with the class.• In open class, concept-check the exercise by asking questions about the differences between the two morning routines.

ANSWERSMy morning: 1 get up 2 go 3 eat 4 like 5 don’t likeAndy’s morning: 6 gets up 7 goes 8 eats 9 likes 10 doesn’t like

4• Play the recording. Ask students to listen to the dialogue between Lucy and Joe and decide what they are talking about, but not write anything yet.• Give students time to discuss their answers in small groups.• Play the recording again. Students write the answers. • Check answers in open class.

Recording Joe Lucy, do you like pizza?luCy No, I don’t.Joe Oh, I like pizza. I eat a lot of pizza.luCy I don’t like pizza because I hate tomatoes. I like cheese, but I hate tomatoes … Do you like eggs?Joe No, I don’t like eggs, or fish. Ugh, I really hate fish.luCy Do you like ice cream?Joe Yes, I love ice cream!luCy Me too! Let’s have some ice cream!

ANSWERSLucy: loves ice cream, likes cheese, doesn’t like pizza, hates tomatoesJoe: loves ice cream, likes pizza, doesn’t like eggs, hates fish

5• Remind students that they have already done an exercise similar to this on page 9 – that ✓=use a positive and ✗=use a negative. • Students write sentences individually then compare answers in pairs.

ANSWERS[1 Andy likes eggs, but he doesn’t like octopus.] 2 Carla eats chocolate, but she doesn’t eat bananas. 3 Emily can speak Italian, but she can’t speak German. 4 Andy plays tennis, but he doesn’t play football. 5 Teresa and Ella hate Robbie Williams but they don’t hate / like / love Madonna. 6 I love fish, but I don’t love/don’t like/hate garlic.

MY PROFILEStudents find or draw pictures of the foods they like/don’t like to add to their personal wall posters. Encourage them to write simple sentences accompanying each picture, e.g. I like bananas, but I don’t like mushrooms. Then ask them to compare their work to their classmates’ – what do they have in common? If you have time, get them to include this information on their poster (Stefan, Paul and Elisa like pizza, etc.).

09

B

13

6• Ask students to look at the pictures of leisure activities on page 13. Are there any they are unsure about?• Students work together in small groups to label the pictures with the names of the activity, in the box.

ANSWERS1 dancing 2 playing tennis 3 playing football 4 going running 5 playing basketball 6 shopping 7 swimming 8 going to the cinema

7• Students match the words in list A with the words in list B to make five common leisure activities.• When checking answers, make sure that students are happy with the definitions of the activities covered in exercises 6 and 7. Where do people do them? Are they indoor or outdoor activities?

ANSWERS1c 2e 3d 4b 5a

8• Explain to students that ‘gerund’ is another name for the -ing form, which they have already been producing in exercises 8 and 9.• Remind students that if a verb ends in consonant-vowel-consonant (e.g. knit), the -ing form of the verb usually takes consonant-vowel-consonant-consonant (e.g knitting).• Students work in pairs and complete the chart. Check answers.• Ask students to look at the example sentence, and notice the word order, before writing four more negative sentences.

ANSWERSsurfing painting knitting cookingStudent’s own answers

MY PROFILEGet students to add activities that they like and don’t like to their individual wall posters. Ask them to write sentences to accompany the pictures, e.g. I love skateboarding. I don’t mind swimming. / I don’t like playing chess. / I hate drawing pictures. Encourage them to use a scale, like the stars in exercise 10, as a visual display for how they feel about each activity.

9• Ask students to skim through the dialogue individually and find the leisure activities.• Students discuss their ideas with a partner and then write down answers to complete the dialogue. If useful, you could ask some confident students to act out the dialogue.• Play the recording. Students check their answers.

Recording Charlotte Hi, you two! steve Hi, Charlotte – come and play basketball with us!Charlotte No, thanks. I don’t like playing basketball.JaCk Oh, I love basketball, it’s great!steve Tell us what you like doing?Charlotte Well, I enjoy riding.JaCk Yeah! That can be fun.Charlotte I like swimming, and I love dancing.steve Oh, I hate dancing. I can’t dance.Charlotte That’s not true. Everyone can dance.steve Not me!Charlotte So I know you like playing basketball, what else? Steve I like fishing.Jack That’s boring!

ANSWERS1 don’t like playing 2 like doing 3 enjoy riding 4 like swimming 5 love dancing. 6 hate dancing 7 like playing 8 like fishing

10• Ask them to look at the box, and check that they are confident with the ‘star system’ explaining likes and dislikes.• Students write sentences individually and then compare their answers with a partner.

ANSWERS[1 James loves playing chess.] 2 Andy hates losing tennis games. 3 Emily loves listening to Beyoncé. 4 Andy doesn’t like ironing shirts. 5 Jack doesn’t mind cooking. 6 Teresa enjoys going to the cinema.

FURTHER STUDYFor more practice of food and leisure activities vocabulary, click the following link and then on New Inspiration Level 1 – Units 3–4 Revision: http://www.macmillaninspiration.com/new/resources/ vocabulary-extraFor more practice of present simple and verb + gerund (like + verb (-ing), click the following link and then on New Inspiration Level 1 – Unit 3 – Present simple and adverbs of frequency and Unit 7 – Verb + gerund: http://www.macmillaninspiration.com/new/resources/grammar

10

B

14



Talking about regular activities, Saying how often you do things page 14

Grammar Present simple: questions and short answers, Prepositions of time, Adverbs of frequency: be + adverb Vocabulary Routines, School subjects, Sport and the gym, Leisure activities

WARMERShow students some pictures or objects that will elicit times of the day (breakfast, an alarm clock), the week (the weekend, Sunday) and the year (Christmas). Ask questions about when you usually do the things in the pictures and elicit the times at breakfast, in the morning, at the weekend, on Sunday, at Christmas, etc. Give students two minutes to think up an entire sentence (either true or false) containing a preposition of time, e.g. I play football on Sunday, and go around the class. The other students have to guess if each student is telling the truth or not.

1• Model the first part of the dialogue, drawing attention to the comma in the answer, and the corresponding pause when you read the sentence aloud. Also point out that although the answer is very short, it is still a full sentence.• Elicit the answers to the next question and answer (Do you have a garden? No, I don’t.)• Students complete the dialogue in pairs. Early finishers can practice reading it aloud with their partner.• Check answers with the class.

ANSWERS[1 Do you live] [2 I do] 3 Do you have a garden? 4 I don’t 5 Do you eat 6 I do 7 Do you want 8 I don’t 9 Do you love 10 I do 11 Do you like 12 I don’t

2• Ask students to look at the school subjects in the box and identify any that they do not know. Go through the meanings, and drill the pronunciation.• Students work in pairs and complete the sentences.• Check answers with the class, and get students to tell you on which days they study each subject themselves.

ANSWERS1 art 2 maths 3 PE (Physical Education) 4 science 5 geography 6 history

3• Ask students to read through the sentences individually and think about how to make questions and answer them. Encourage them to use exercise 1 as a model.• Remind them of the function of the ✓(positive answer) and ✗ (negative answer) symbols.• Students discuss their ideas in pairs and then together write down answers. • Check answers with the class.

ANSWERS[1 Q: Does Vishali walk to school every day? / A: Yes she does.] 2 Q: Does she play basketball at break? / A: No she doesn’t. 3 Q: Does she have a short break in the morning? / A: Yes she does. 4 Q: Do they have lots of activities after school? / A: No they don’t. 5 Q: Does Vishali hate history? / A: No she doesn’t. 6 Q: Does she like sport? / A: Yes she does.

4• Review when we use at (a time: ten o’clock, night), in (a part of the day: the afternoon, a season: summer), and on (a day: Sunday) in English.• Then ask students to look at exercise 4 and say which category each question falls into, e.g. q1 and q5 are both days.• Students write in the prepositions of time and then check their answers in pairs.

ANSWERS1 on Friday 2 at twelve o’clock 3 in the evening 4 at night 5 on Sunday 6 at 2.10 7 in the morning 8 at five past ten

5• Look at the questions and sentences in open class and elicit what the options have in common (they are the 1st, 2nd and 3rd person forms of the verbs).• Ask students to work in small groups and complete the questions and sentences by choosing the correct option.

ANSWERS1 Do 2 do 3 get 4 gets 5 doesn’t 6 play 7 does 8 goes

6• Ask students to look quickly at the paragraph and identify the topic (Joe’s school day routine).• Point out to students that they will often need to read to the end of the sentence before they can be sure of the preposition of time needed to fill the gap.• Students complete the text in pairs.• Check answers with the class.

ANSWERS1 at 2 in 3 from 4 to 5 from 6 to 7 at 8 at 9 after 10 after 11 from 12 to 13 Before 14 in 15 On 16 after 17 at

B

15

7• Students make questions based on the prompts and then answer them using the information in exercise 6.• If they prefer, you could suggest that they complete all of the questions first, and then go on to complete the answers.• Students compare answers in small groups. If there is a difference of opinion, encourage students to give reasons for their answers.

ANSWERS[1 Q: When does school start in the morning? / A: It starts at 9.00.] 2 Q: When do the students have lunch? / A: They have lunch at 1.10. 3 Q: When do lessons start after lunch? / A: They start at 2.10. 4 Q: When does Joe have PE? / A: He has PE on Wednesday (after lunch). 5 Q: When does school end? / A: It ends at 3.15.

8• Decide how much you would like the students to write for this exercise – there are nine write-on lines in the Starter Unit exercise, but you may choose for them to write fewer sentences than this.• Ask students to look at the chart and think of sentences about how often Teresa and Joe do things at the gym.• Make sure that they understand this exercise is quite free, and there are no set ‘correct’ answers, as long as they are based on the information in the chart.• Students work in pairs. Monitor, making sure that the adverb of frequency is positioned between the person’s name and the verb.• If necessary, remind students about putting s at the end of a verb when talking about a third person and point it out in the sample answer Teresa never lifts weights. Check answers.


9• Make sure students know that while the adverb of frequency usually comes between the subject and the main verb, phrases like every day usually come at the end of the sentence.• Students put the sentences in the correct order in pairs.

ANSWERS1 She often eats eggs for breakfast. 2 Do you go swimming every day? 3 I usually get up at six o’clock in the morning. 4 I never go to the gym on Sunday. 5 Do you always start school at nine o’clock? 6 They sometimes go dancing at the weekends.

10• Before listening, go through the list of jobs. Elicit ideas about what each job entails, e.g. an interpreter speaks at least one other language and travels a lot.• Look at the names and remind students that they have met these characters before, in the family tree on page 4.• Play the recording. Students listen and match the people with their jobs. Check answers.

Recording 1 I’m Nadia. I write for a magazine called Big Ideas.2 My name’s Marek. I speak four languages. I travel a lot in my job. 3 Tina really likes her students at Kingston Secondary School. 4 Paul isn’t a doctor but he looks after people in hospital. 5 Hi, my name’s Rob. Here’s the menu. We have some great pizzas today. 6 Andy’s band is called Electric City. I always go to their gigs. 7 Emily flies planes from Europe to Australia. 8 There’s a photo of Lucy in this magazine. She’s wearing a fantastic long dress.

ANSWERS1b 2a 3g 4e 5h 6d 7f 8c

FURTHER STUDYFor more practice of leisure activities vocabulary, click the following link and then on New Inspiration Level 1 – Units 3–4 Revision: http://www.macmillaninspiration.com/new/resources/ vocabulary-extraFor more practice of present simple, click the following link and then on New Inspiration Level 1 – Unit 3 – Present simple and adverbs of frequency: http://www.macmillaninspiration.com/new/resources/grammar

MY PROFILEAsk students to add information about the things they do/don’t do to their wall posters. Ask them to find or draw some pictures showing the activities to accompany the sentences.

Describe what’s happening now page 16

Grammar Present continuous, Present simple and present continuous Vocabulary Jobs, Activities, Parts of the body

WARMERMake a card for each student in the class that can be mimed (You are eating a sandwich, You are holding a piece of cake, You are watching TV, etc.). Students take it in turns to mime the action on their card. The student who calls out the correct sentence gets one point. After all the students have mimed their action, the winner is the student with the most points.

11

B

16



1• Ask students to look at the picture on page 16 and guess the people’s jobs. Give them a little help with the trickier pictures, e.g. 5 (model) is surrounded by flashes from photographs being taken.• Students work in pairs and write the names of the jobs in the crossword. The number on the picture should correspond with the number in the crossword, e.g. Picture 1 is a firefighter, so students should write FIREFIGHTER in the boxes marked 1. • The first letters of each job are provided as extra help, so if students are very stuck encourage them to think of jobs that begin with those letters.

ANSWERS1 FIREFIGHTER 2 CLEANER 3 PILOT 4 DOCTOR 5 MODEL 6 ELECTRICIAN 7 WAITER 8 MUSICIAN 9 NURSE 10 TEACHER 11 JOURNALIST

2• First, ask students to quickly read 1–8 and try to guess from the context what the missing job could be.• Get students to work in small groups to unscramble the words in the box. Some of them are the same jobs as in exercise 1, but not all of them. Check answers.• Students complete the sentences with the jobs.

ANSWERS1 hairdresser 2 doctor 3 shop assistant 4 cleaner 5 taxi driver 6 firefighters 7 electrician 8 police officer

3• Students complete the chart with the correct form of be.• Point out that the second and fifth sentences in the chart are shorter than the others – students do not need to write in the shaded boxes.• Divide the class into pairs. Students compare their answers for the first part of the exercise, and then work together to write three negative sentences and three questions.• Ask some students to read out their sentences and questions.

ANSWERS[am] are is is is are areStudent’s own answers

4• Students write sentences in the present continuous.• Check answers with the class.

ANSWERS1 Charlotte is not standing outside the museum. 2 Is James running down the street? 3 They’re waiting for James at the cinema. 4 Vishali and Joe are having lunch together. 5 Jessie isn’t eating lunch with them. 6 What’s Pedro doing? 7 He’s sending a text on his mobile phone. 8 What are you holding? 9 I’m holding my ticket.

5• Elicit the rules of use for the present simple (habits, states) and the present continuous (something happening now or around now). Encourage students to think of some specific examples, e.g. sitting in class, studying a language, doing a job.• Get students to look quickly at the A and B options and decide which are in the present simple, and which are in the present continuous.• Students work in small groups to choose a correct answer. Encourage students to give their reasons when choosing an answer.

ANSWERS1A 2B 3A 4B 5A 6B

6• Students complete the exercise individually then check their answers with a partner.• If useful, you could ask some confident students to act out the dialogue.

ANSWERS1 are you doing b 2 reading 3 doing 4 sailing 5 do 6 works 7 enjoy 8 enjoying

7• Go through the body parts in the box, and encourage students to point to their own ear, eye, etc. Drill the pronunciation for each part.• Students label the picture with the words for parts of the body, in the box.

ANSWERS[hair] 1 eye 2 nose 3 ear 4 teeth 5 mouth 6 hand 7 arm 8 finger 9 knee 10 leg 11 foot

8• Model the first answer. You use your arms to … carry things. Ask students: What do you do with your finger? Elicit the answer Point.• Point out that students are looking for the best answers, i.e. carry could work for hand as well as arm, but hold is a better match for that body part.• Students match the rest of the verbs with the parts of the body and then compare their answers in pairs.

B

17

ANSWERS1 a 2 f 3 d 4 c 5 g 6 e 7 h 8 b

FURTHER STUDYFor more practice of leisure activities and parts of the body vocabulary, click the following link and then on New Inspiration Level 1 – Units 3–4 Revision: http://www.macmillaninspiration.com/new/resources/ vocabulary-extraFor more practice of present simple, click the following link and then on New Inspiration Level 1 – Unit 4 – Present continuous and Unit 5 – Present continuous or present simple? http://www.macmillaninspiration.com/new/resources/grammar

MY PROFILENear to the pictures of their family members on their individual wall posters, students can add some sentences about what they are doing now and what they do as a job. Encourage them to think of creative ways to illustrate those jobs and activities.

B

18



page 18

Reading1• Encourage students to scan the text and underline the different meals.• Give the students two minutes to read the postcard and find out how many meals Christian mentioned.• Elicit the meals that aren’t mentioned in Christian’s postcard (lunch, snacks).

ANSWERSTwo meals: breakfast and dinner

2• Students read the text again, more slowly, and answer the questions. Encourage them to write in full sentences and to use the appropriate tense for each situation.

ANSWERS1 He’s in the mountains at summer camp. 2 He has breakfast outside. 3 He wants to try sailing, horse riding and go to dance classes. 4 There isn’t time. 5 They’re playing football. 6 There’s fish for dinner.

Writing1• Explain to the students that they do not need to write full sentences to answer the questions, because they are making notes.• However, remind them that they should use capital letters for the names of people and places.• For questions that can be answered in a list, encourage students to separate the entries with commas.


2• Students write a postcard to a friend, using Christian’s postcard as a model and the notes they made in exercise 1.• Encourage them to use the appropriate tense for each situation, and to use but and and to join ideas. Explain that this will make their writing more interesting.• If you wish, you could set an exam-style word limit for this task, and encourage students to keep their writing within 10 words of that limit.




Speaking: Your Choice!Let students vote on the Speaking task that they would prefer to do, and split the class into pairs and groups accordingly. Make a note of which style of task they prefer and why, e.g. Is it the topic? Do they think that they will have to speak less in a group than in a pair?For both tasks, monitor and check that students are using full sentences as much as possible. Make a note of any additional vocabulary that arises from the exercise.


Ten questions• Students play Ten questions in pairs, focusing on the topic of jobs.


What am I doing?• Students play a game of charades in small groups. They take it in turns to mime actions while the others guess what he/she is doing. They can use jobs, daily routines and leisure activities as inspiration for their mimes.


EXTENSION ACTIVITYAsk students to find a picture of their favourite actor/singer and write a short biography of them. It should include: • where he/she is from• two things he/she can do (and one he/she can’t do)• one thing he/she likes and one he/she dislikes• some regular activity and how often he/she does it• what he/she is doing at the moment.

SECTION B REVIEW

19

Talking about past events page 19

Grammar Past simple: be Vocabulary Places in a town, Feelings, Continents and countries, Activities

WARMERWrite Last Sunday I was … on the board. Elicit the names of places in town (at the shops, in a café, etc.) and then draw a clock face to indicate time. Model a sentence (Last weekend I was at home at ten o’clock). Ask students to create more sentences in pairs. Choose some students to read out one of their sentences.

1• Make sure that students know we use the past simple tense to talk about past events, and that be is an irregular verb.• Students complete the chart individually. Check answers.• Divide the class into pairs. Each pair looks carefully at the example, and writes four more negative sentences. Encourage students to use contractions (wasn’t, weren’t).

ANSWERS[was] were was was were wereStudent’s own answers

2• Ask students to look at the picture and chart on page 19. Elicit from the students what Emily Radcliffe does as a job (She’s a pilot.). Remind them that this job was mentioned on pages 15 and 16, and establish that pilots travel a lot.• Ask students to look at the first prompt and go through the example question together, noticing the word order.• Students work in pairs and write the other questions (but not the answers).• Then get students to swap partners and answer the questions using the information in the chart. • Check all work in open class.

ANSWERS[1 Q: Was Emily in Tokyo on Monday? A: No, she wasn’t. She was in London.] 2 Q: Was Emily in London on Tuesday? A: No, she wasn’t. She was in Tokyo. 3 Q: Was Emily in Tokyo on Wednesday? A: Yes, she was. 4 Q: Was Emily in Beijing on Thursday? A: No, she wasn’t. She was in London. 5 Q: Was Emily in London on Friday? A: No, she wasn’t. She was in Beijing.

3• Review the verbs in list A and check students understand their meanings.• Get students to recognise the -ed form of the past participles.• Students match the two halves of the sentences and then compare their answers in pairs.

ANSWERS1g 2e 3a 4h 5f 6d 7b 8c

MY PROFILEAsk students to write sentences about what they did last weekend on their individual wall posters. Suggest they find pictures that show the kind of activity and stick them next to their sentences. Encourage them to use a variety of verbs, not just be (was).

4• Skim the postcard quickly with the class and let them decide what Charlotte is describing (a school trip to Brighton).• Students complete the postcard in the past simple individually then compare answers in small groups.• Make sure that they are happy with the negative form of the tense (questions 4, 9 and 10).

ANSWERS1 went 2 took 3 drove 4 didn’t eat 5 walked 6 had 7 lost 8 found 9 didn’t have 10 didn’t want

5• Review the feelings with pictures or mimes to refresh students’ memories. • Students choose the correct words to complete the exercise in pairs.• To extend the exercise, encourage students to share examples of times when they have experienced these feelings.

ANSWERS1 angry 2 happy 3 worried 4 surprised 5 scared 6 sad

6• Write Switzerland is a … and Europe is a … on the board, and ask the class which sentence ends with country and which with continent.• Divide students into small groups. • Ask students to discuss which words in the box are continents and which are countries. Explain that they must agree before they write anything down.• Check answers with the class. You could ask students to point out the countries/continents using a world map or globe.

ANSWERSContinents: Africa, Asia, Europe, North America, South AmericaCountries: Denmark, France, Greenland, Iceland, Ireland, Italy, Norway, Russia, Spain, Sweden

SECTION C

20

7• Read through the people (President Kennedy, Salvador Dalí, … the Romans) and make sure that students know who they were. If necessary, you could also run through nationalities, and remind them that they were discussed on page 3.• Model the first question and answer, so that students are happy with the structures.

ANSWERS[1 Q: Was president Kennedy British? A: No, he wasn’t. He was American.] 2 Q: Was Salvador Dali Italian? A: No, he wasn’t. He was Spanish. 3 Q: Was Marie Curie Belgian? A: No, she wasn’t. She was Polish. 4 Q: Were Fred Astaire and Ginger Rogers British? A: No, they weren’t. They were American. 5 Q: Were the Incas Mexican? A: No, they weren’t. They were Peruvian. 6 Q: Were the Romans Spanish? A: No, they weren’t. They were Italian.

8• Run through the words a– i and ask students to think of ways of describing each, e.g. hair can be long, dark, curly, etc.• Play the recording. Pause after the first sentence, so that students can look at the example (orange juice) and how it relates to the words in the script.• Play the remainder of the recording.• Play the recording again. Students write their answers.

Recording 1 Mmm. It’s nice and cold.2 Don’t ever cut it. It’s lovely – long and fair.3 It was very expensive. It’s gold, you know.4 Green ones are very good for you.5 I’m making a sandwich for you. Which do you prefer: brown or white?6 They were very tall and strong and they lived in northern Europe.7 I’m red and you’re blue. You can start.8 Christopher Columbus had one called the Santa Maria. He sailed to America in it.9 They attacked ships and stole gold and silver.

ANSWERS1i 2a 3b 4d 5h 6e 7f 8c 9g

FURTHER STUDYFor more practice of places in town, feelings, continents and countries vocabulary, click the following link and then on New Inspiration Level 1 – Units 5–6 Revision: http://www.macmillaninspiration.com/new/resources/ vocabulary-extraFor more practice of past simple, click the following link and then on New Inspiration Level 1 – Unit 6 – Past simple: be and Unit 6 – Past simple: regular and irregular verbs: http://www.macmillaninspiration.com/new/resources/grammar

Making comparisons page 21

Grammar Comparative adjectives (-er, more), Superlative adjectives (-est, most) Vocabulary Weather, Seasons, Animals

WARMERUse images that represent the adjectives in exercise 2. Stick them on the board in a random fashion and ask students to find the opposites. Take a picture that represents an adjective (hot) and then write the names of, for example, two places (Madrid and London) that can be compared. Model the sentence Madrid is hotter than London. Divide the class into two teams. Each team takes it in turn to send a representative to the front, take a picture and make a comparative sentence. At this stage it is not necessary for the students to produce accurate sentences, rather to get accustomed to comparing two items.

1• Ask students to look at the pictures of the different types of weather on page 21. • Students rearrange the letters to make words.• Encourage them to think of adjectives that describe each type of weather (wet, dry, cold, etc.)

ANSWERS1 windy 2 rainy 3 sunny 4 cloudy 5 snowy 6 foggy

2• Students write as many opposites as they can individually.• Ask students to work with a partner. Each student compares answers with their partner and adds more opposites to their list. • Fast finishers can think of examples for each of the pairs of adjectives.

ANSWERS[1 cold] 2 late 3 long 4 old 5 wet 6 hard 7 small 8 ugly 9 safe 10 interesting 11 short 12 slow

3• Review the comparative form. Draw students’ attention to the use of more + adjective, which is usually used for longer adjectives, but can be used with shorter ones, too.• Students work with a partner. Check answers with the class.

ANSWERS1 hotter 2 worse 3 more beautiful 4 more dry 5 shorter 6 wetter

12

C

21



4• Give students time to do the exercise individually, before checking their answers with a partner.• Ask the class if they think the sentences are fact or opinion (fact).

ANSWERS1 hotter 2 foggier / more foggy 3 more popular 4 worse 5 sunnier, wetter 6 higher 7 shorter

5• Divide the class into small groups. • Students discuss the odd words out before writing anything. • Encourage them to give reasons for their choices.

ANSWERS[1 difficult] 2 bad 3 new 4 sunny 5 easy 6 high 7 big

6• In pairs, students discuss how they are going to make each sentence. It’s not necessary for them both to agree – make sure they understand that they’re writing their own opinions.• Check answers by having some students read out their sentences.• The rest of the class can show if they agree with each opinion by putting their hands up.

ANSWERS[1 Spring is nicer than autumn. or Autumn is nicer than spring.] 2 Orlando Bloom is more famous than Robert Pattinson. or Robert Pattinson is more famous than Orlando Bloom. 3 Winter is better than summer. or Summer is better than winter. 4 Science is more difficult than geography. or Geography is more difficult than science. 5 Football is more popular than volleyball. or Volleyball is more popular than football. 6 Sandwiches are more expensive than chips. or Chips are more expensive than sandwiches.

MY PROFILEStudents write four sentences about the weather in their favourite season and the weather in their lest favourite season and stick them up on their individual wall posters. They can illustrate their sentences with photos or weather map-style graphics.

7• Review the superlative form, and how its purpose differs from the comparative form. Draw students’ attention to the use of the most + adjective, which is usually used for longer adjectives, while the + adjective + -est tends to be used with shorter ones.• Ask students to skim the text and say what Ella, Jack and Pedro are talking about (animals).• Play the recording. Students write comparative and superlative forms of the adjectives.

• Check answers, paying special attention to the spelling: for adjectives ending in consonant-vowel-consonant (big) the final consonant doubles in the comparative/superlative form (bigger, the biggest).

Recording ella Jack and Pedro, can you help me with my homework?Pedro Sure.JaCk OK. What’s it about?ella Animals. What’s the biggest animal?JaCk That’s easy. It’s the elephant.Pedro I’m not sure. The elephant is the biggest land animal, but I think the whale is even bigger.ella What about the fastest land animal?JaCk The cheetah?Pedro Yes, definitely. It’s the cheetah. But the falcon is faster, so that’s the fastest bird.ella What’s the fastest fish?Pedro I have no idea. Jack?JaCk I think it’s the sailfish.ella The next one’s easy. The tallest animal is the giraffe and the most dangerous fish is the shark. But what’s the most dangerous animal?JaCk Mum, when she’s angry with us!ella Don’t be silly, Jack.JaCk OK then. I think it’s the lion or the tiger … or what about the bear?Pedro I think it’s something much smaller, like the mosquito because it can give you malaria.JaCk That’s right. But a mosquito is an insect.Pedro Yes, but it’s still an animal.

ANSWERS1 biggest 2 biggest 3 bigger 4 fastest 5 faster 6 fastest 7 tallest 8 most dangeroust 9 most dangerous 10 smaller

8• Divide the class into pairs. Ask students to discuss and agree on the sentences before writing them. Point out the sentences should be in the superlative only. • Encourage students to use the dialogue in exercise 7 as a model for their answers.• To increase the challenge, ask students to include some negatives (e.g. The elephant is not the fastest…).


9• Encourage students to skim through the options and ask about any animals they don’t know.• Students complete the quiz individually then check their answers with a partner.

ANSWERS1A 2B 3A 4B 5C 6A

13

C

22

10• Students write sentences using the prompts. Check answers by asking some students to read out their sentences.• Fast finishers can decide which sentences are fact and which are opinion.

ANSWERS[1 The tortoise is the slowest.] 2 The blue whale is the biggest. 3 The cheetah is the fastest. 4 The mosquito is the most dangerous. 5 The giraffe is the tallest. 6 The hippo is the ugliest. 7 The dolphin is the most intelligent. 8 The parrot is the most colourful.

MY PROFILEStudents write sentences about why they like their favourite animal better than other animals. Encourage them to use both comparatives and superlatives in their answers. Ask them to add some pictures of the animal, along with their sentences, to their posters.

FURTHER STUDY• For more practice of leisure activities and parts of the body vocabulary, click the following link and then on New Inspiration Level 1 – Units 3–4 Revision: http://www.macmillaninspiration.com/new/resources/ vocabulary-extra• For more practice of comparative and superlative adjectives, click the following link and then on New Inspiration Level 1 – Unit 5 – Comparatives, and Unit 7 – Superlative adjectives: http://www.macmillaninspiration.com/new/resources/grammar

Talking about future plans and intentions, Asking for and giving reasons page 23

Grammar going to, Why? because … Vocabulary Accident and emergency

WARMERWrite on the board I’m going to be a … and make sure students understand this refers to future time. Elicit the names of some jobs (journalist, doctor, police officer, etc.) and write them in a box. If necessary, students can look back to the jobs on pages 15 and 16 for inspiration.Quickly go around the class, with each student making a sentence about their future lives.

1• Students complete the chart with the correct form of be individually. • Divide the class into pairs. Encourage students to check their charts together and build some positive sentences using be and going to.• Then get students to look at the examples and write three more negative sentences and three more questions.

ANSWERS[am] are is is is are areStudent’s own answers

2• Students match the verbs in list A with the phrases in list B and then compare answers in pairs.• Get fast finishers to tick the questions where the vocabulary relates to Accident and emergency (questions 1, 3 and 6).

ANSWERS1e 2c 3a 4f 5d 6b

3• In the same pairs, students complete the text with health words.• Play the recording. Students listen and check their answers.• Review the spelling and pronunciation of the health words as you check – drill any words that students are unsure of.

Recording Last night I had an accident. I hurt my knee playing football. An ambulance came to my house and we drove to hospital. The doctor X-rayed my leg and told me I was OK. He didn’t even give me any medicine.

14

C

23



ANSWERS[1 accident] 2 hurt 3 ambulance 4 hospital 5 X-rayed 6 medicine

4• Students reorder the sentences individually then read out their answers to each other in small groups.• Remind them that their answers should begin with capital letters – and that words like DVD and T-shirt always have capitals, i.e. they won’t necessarily be at the start of a sentence.• Check answers with the class.

ANSWERS1 Are you going to tell him? 2 No, I’m not going to tell him. 3 What are you going to do later? 4 I’m going to watch a DVD. 5 Is Adam going to be at the party? 6 What are you going to wear? 7 I’m going to wear jeans and a T-shirt. 8 We are going to be late.

5• Divide the class into pairs and ask students to write questions 2–6 following the style of the example, 1.• When students have written the questions, ask them to write the answers using going to and the prompts in the box. Encourage them to act out the questions and answers in their pairs.• Check answers with the whole class.

ANSWERS[1 Q: Why is Sally holding a cinema ticket? A: Because she’s going to see a film.]2 Q: Why are Steve and Jack wearing tennis clothes? A: Because they are going to play tennis.3 Q: Why is Teresa holding a bag? A: Because she is going to go shopping.4 Q: Why is James carrying a skateboard? A: Because he is going to go skateboarding. 5 Q: Why is Ella carrying a guitar? A: Because she is going to have a guitar lesson.6 Q: Why is Jessie holding some books? A: Because she is going to do her homework

FURTHER STUDY• For more practice of going to, click the following link and then on New Inspiration Level 1 – Unit 7 – going to: http://www.macmillaninspiration.com/new/resources/grammar

MY PROFILEStudents write sentences about their plans for this weekend, using going to. Get them to illustrate these photos and add them to their posters. Ask students to look at their classmates’ photos. Who has similar plans for the weekend? Who is doing something special?

Making and accepting/declining offers page 24

Grammar I’d like ..., Would you like …? some and any Vocabulary Kitchen utensils and equipment, Food and drink

WARMERWrite Kitchen utensils, Kitchen equipment, Drinks, Meat, Breakfast food on one card and Fruit, Vegetables, Things you find in a newsagent’s, Snacks on another. Check that students understand the difference between utensil and equipment.Divide the class into two teams and give each team one card. Ask them to write five words under each category. Team A reads out the title of the first category on their list. Team B has one minute to call out as many possible words for the category. If they call out a word on Team A’s list, they get one point. Taking turns, the activity continues until all categories have been guessed. The winner is the team with most points.

1• Ask students to look at the words in the box, and at the example. Drill the pronunciation of the kitchen utensils and equipment. • Students work in pairs and fill the gaps in the questions with the words in the box. • Check answers in open class.

ANSWERS[1 cup] 2 dishwasher 3 washing machine 4 fridge 5 glass 6 fork

2• Ask students what sort of things they would expect to find in someone’s fridge. Write a list on the board. • Play the recording. Ask students to listen out for any words on the board. • Ask students to read the sentences and then listen again for the missing words.• Play the recording again. Students complete the sentences. Check answers.

C

24


RecordingJoe Hi, Mum. I’m really hungry!emily Would you like a hamburger?Joe No, thanks. I’d like a sandwich. Are there any sausages?emily No, there aren’t. But there’s some cheese in the fridge and there are some tomatoes.Joe OK, cheese is fine.emily There’s some bread on the table over there. And there’s some butter in the fridge.Joe Is there any orange juice?emily Sorry – no, there isn’t. There’s some apple juice in the fridge and there’s some milk.Joe No, thanks.emily Would you like some ice cream?Joe Yes, please!

ANSWERS[1 sausages] 2 tomatoes 3 some, butter 4 any, some, some 5 some

3• Students match the adjectives in list A with the definitions in list B.• Check answers with the whole class.

ANSWERS1c 2d 3b 4e 5f 6a

MY PROFILEStudents write sentences about their next meal, using would like, some and any. Encourage them to use a variety of vocabulary. They can stick the sentences on their individual wall posters and add some pictures too.

4• Elicit the definition of an adjective from the class.• Students complete the chart with the words in the box.• You could explain that some uncountable nouns, like coffee, are more frequently used as countable nouns (one coffee, two coffees), because this is an abbreviation of one cup of coffee, two cups of coffee.

ANSWERS

Countable nouns Uncountable

Singular Plural nouns

[apple] [apples] [food]

carrot carrots milk

coffee coffees pasta

hamburger hamburgers porridge

kebab kebabs rice

orange oranges soup

potato potatoes tea

5• Students work in pairs and write questions and sentences to complete the exercise. • Encourage each pair to work independently from the others, as this exercise is quite open, and so there is a wide range of potential correct answers.• Make sure that students include some negative and question forms in their answers.


FURTHER STUDY• For more practice of kitchen utensils and equipment, food and drink vocabulary, click the following link and then on New Inspiration Level 1 – Units 5–6 Revision: http://www.macmillaninspiration.com/new/resources/ vocabulary-extra• For more practice of Would you like …? and some and any, click the following link and then on New Inspiration Level 1 – Unit 8 – Countable/Uncountable nouns: http://www.macmillaninspiration.com/new/resources/grammar

Talking about money and prices page 25

Grammar Question: How much …? Vocabulary Possessions and prices

WARMERShow students some items ranging in value from cheap (e.g. pen, cup of coffee, book) to expensive (e.g. mobile phone, laptop, car) and invite students to guess the prices. In each case, the student who guesses the price correctly, or is the nearest, gets one point. The winner is the student with most points at the end of the activity.

1• Review British money. There are 100 pence in a pound, pounds and pence are separated by a full point (.). If necessary, students can practice drawing the £ sign.• Check students know that pence are referred to as ‘p’ (pee) but when they are mentioned along with pounds, both the pound(s) and p are often omitted (£12.20 = twelve twenty.)• Check answers in open class.

Recording 1 20p 4 99p2 £10.99 5 £35.003 £2.25 6 £12.50

15

16

C

25



ANSWERS1 20p 2 £10.99 3 £2.25 4 99p 5 £35.00 6 £12.50

2• Ask the class to look at the pictures on page 25, and at the example question and answer 1. Make sure they notice that the prices are in euros, not pounds. • Students write a question for each picture.• In pairs, students check each other’s questions and then together write the answers.

ANSWERS[1 Q: How much is the laptop? A: It’s seven hundred and fifty euros.] 2 Q: How much is the mobile phone? A: It’s one hundred and fifty euros. 3 Q: How much is the dictionary? A: It’s thirty euros. 4 Q: How much are the pens? A: They’re two euros (each). 5 Q: How much is the camera? A: It’s two hundred euros. 6 Q: How much is the/are the sandwich(es)? A: It’s /They’re eight euros (each).

Asking for agreement page 25

Grammar Question tags with beVocabulary Revision

1• Ask students to skim the text and say what’s happening (a barbecue).• Give students two minutes to read the text and look at the questions. Encourage them to notice the form of the question tags.• Ask students to work in pairs to answer the questions.• Check answers with the class.

ANSWERS[1 Yes they are.] [2 No, he isn’t. He’s giving plates to Pedro and Ella.] 3 No, he isn’t. He is talking to Andy. 4 No, it isn’t. It’s a beautiful sunny day. 5 Yes, she is. 6 No, they aren’t. They are sitting at a table.

2• Students work in pairs to complete the question tags. • Remind them that they can use exercise1 as a model, if necessary.

ANSWERS[1 isn’t it?] 2 aren’t they? 3 isn’t it? 4 isn’t he? 5 isn’t it? 6 aren’t they? 7 isn’t it? 8 isn’t she?

MY PROFILEStudents write a list of the last five items they bought, and how much each one was. They can arrange the items on their poster in order, from most to least expensive.

C

26

page 26

Reading1• Encourage students to skim the text quickly to get a general sense of what’s happening – what’s work experience? What is Ben interested in? etc.• Give the students two minutes to read the blog and find out what Ben decided at the end of the week.

ANSWERSBen decided to get a job in TV when he leaves school.

2• Students read the text again, more slowly and write T for true sentences and F for false sentences.• When they correct the false statements, encourage them to use full sentences with proper punctuation.

ANSWERS1 T2 F: He’s going to spend the whole week at a TV studio.3 F: He was a bit scared on his first day. 4 T5 F: They visited a new museum. 6 F: He really enjoyed it.

Writing1• Explain to the students that they do not need to write full sentences to answer the questions, because they are making notes.• However, remind them that they should use capital letters for the names of people and places.• For questions which can be answered in a list, encourage students to separate the entries with commas.


2• Students write a blog about their week, using Ben’s blog as a model.• Encourage students to re-use the notes they made in exercise 1, and to use the tips about and, but and because to add detail to their writing.• Get them to look at Ben’s blog to help with structure and the amount of detail to provide.• Suggest that they also include details of what they are going to do at the weekend, so that they can use the future as well as past and present tenses.• If you wish, you could set an exam-style word limit for this task, and encourage students to keep their writing within 10 words of that limit.




Speaking: Your Choice!Let students vote on the Speaking task that they would prefer to do, and split the class into pairs and groups accordingly. Make a note of which style of task they prefer and why, e.g. Is it the topic? Do they think that they will have to speak less in a group than in a pair?For both tasks, monitor and check that students are using full sentences as much as possible. Make a note of any additional vocabulary that arises from the exercise.


In my fridge• Each student draws ten things that are in their fridge at home. Provide a time limit and make sure that the drawings are quick and simple, so that speaking remains the focus of the task.• Students sit facing each other and take it in turns to ask each other questions.


Where was I?• Ask students to think about where they went last weekend.• Student A answers Yes or No to the other students’ questions for three minutes. At the end of their questioning, students guess where Student A went.• The task continues until all the students in the group have had a chance to answer questions.• Monitor closely to make sure that students use a variety of vocabulary, and that all students contribute equally.


EXTENSION ACTIVITYAsk students to prepare a short talk (with pictures) about their last holiday and their next holiday. Make it clear that they should talk about two different places. Ask students to compare the two places and to talk about the price of everyday items in the two places. Explain that they can ask their parents about prices, or simply make them up.

SECTION C REVIEW

27

You could choose to set this Final Review in ‘exam conditions’ as an end-of-unit test for students, now that they have completed the New Inspiration 2 Starter booklet.

Vocabulary page 27

The Vocabulary review could be used as a class writing task (as it appears on the page) or cut up into individual lines as a class team game. The game could involve students running to the board to collect a question, then drawing or miming words to their team.Remind students that they have met all of this vocabulary before, throughout the New Inspiration 2 Starter booklet.

1• Students choose the correct words to complete the sentences.• Students work in pairs to compare their answers.

ANSWERS1c 2c 3b 4c 5a 6b 7c 8a 9b 10a 11a 12b 13c 14a 15c

2• In pairs, students take it in turns to read the definitions to each other and decide on the words. The first letter of each answer has been given to help them.• When they have finished discussing, ask them to write their answers down.

ANSWERS1 hand 2 gym 3 thirty 4 July 5 blue 6 ambulance 7 teeth 8 hat 9 journalist 10 cinema 11 study 12 vegetarian 13 fridge 14 hippo 15 cucumber

3• Ask students to read the words in the box. Drill the pronunciation of the words and make sure students know what they all mean.• Students read through the sentences and decide on the most appropriate words to complete them. Make sure students are aware that there is one extra distractor in the box.

ANSWERS1 drawing 2 beach 3 worried 4 rainy 5 angry 6 early 7 boring 8 thirsty 9 foggy 10 skydiving

Grammar page 28

The Grammar review could be used as a class writing task (as it appears on the page) or cut up into individual lines as a class team game. The game could involve two teams looking at the 40 questions, with each one on a separate card. Students decide on an answer as a team. The teacher awards one point for each correct answer. The team with the most points is the winner.Remind students that they have met all of this grammar before, throughout the New Inspiration 2 Starter booklet.

4• Students choose the correct words to complete the sentences.• Students work in pairs to compare their answers.

ANSWERS1a 2c 3b 4b 5c 6a 7b 8b 9c 10a 11b 12b 13c 14a 15a 16b 17c 18a 19a 20c

5• Students read the sentences and underline the mistakes. Reassure them that there will not be more than one mistake per sentence.• When they have found all of the mistakes, ask them to rewrite the sentences with no mistakes, taking care to use the correct punctuation (including quotation marks in questions 8, 12 and 15).

ANSWERS 1 Marcel likes swimming. He’s always at the pool. 2 We always have maths on Friday morning. 3 I always watch this programme. I never miss it. / I sometimes watch this programme. I sometimes miss it. 4 Let’s watch something else – I’m not enjoying this film. 5 What are you cooking? It smells wonderful. 6 The first man on the moon was Neil Armstrong, in 1969. 7 We visited my grandmother last week. She was pleased to see us. 8 ‘Were the Beatles Spanish?’ ‘No, they weren’t.’ 9 Phew! The weather’s hotter today than yesterday. It’s 28 degrees …10 Warm places are more popular for holidays than cold places.11 Yesterday wasn’t great – I lost my phone at school.12 ‘Would you like a cup of tea?’ ‘Yes, please!’13 To make chocolate cake, the book says we need some eggs and milk. / we don’t need any eggs or milk.14 I want to make pancakes, but there aren’t any eggs.15 ‘How much is the laptop?’ ‘Three hundred pounds. / £300.’16 You aren’t British, are you? / You’re British, aren’t you?17 Montreal is in Canada, isn’t it?18 Kelly and Alex are going to be at the party tonight.19 The cheetah is the fastest land animal.20 Where are you going to spend the summer?

Reading page 29

6• Give students two minutes to read through the text and find out how much a tour guide earns (nothing).• Ask students to read the text again and then look at sentences 1–10. Ask them to decide which sentences are true (T) and which are false (F).• Students then correct the false sentences. As in the Section Reviews, encourage them to use full sentences and correct punctuation.

FINAL REVIEW

28

ANSWERS 1 T 2 F: You can work as a tour guide in Australia, the USA, South America and Europe. 3 T 4 F: A tour guide has to learn about the places. 5 T 6 T/F: You can learn the language in the winter. 7 F: They get food and clothes for free. 8 F: They don’t get any money. 9 T10 F: There are six training sessions.

Listening page 30

7• Before you play the recording, encourage students to look at the rubric and questions closely, and guess as many details as possible. (They will hear three stories, are all about ghosts, etc.)• Play the recording, pausing after each story. Ask students which story is about a woman (story 2), which story is about a man (story 3) and which story is about two men (story 1). • Ask students to look at the sentences and write (story) 1, 2 or 3 next to each one.• Play the recording for a third time. Students listen and check their answers.

RecordingYou’re listening to ‘Famous Ghosts’, and I’m Brian Watson, here to tell you more scary stories.

Story 1 is about SS Watertown, a ship that sailed down the Panama Canal in 1924. Two men had the job of cleaning the ship but they unfortunately died from breathing dangerous gas. After their death, other people on the ship said that they saw the faces of the sailors in the water. A few people even took photographs of the ghosts’ faces. You can see these photographs on the Internet – write to us and tell us what you think.

Story 2 is about a famous ghost who lived nearly 500 years ago, in Aston Hall, Birmingham. Sir Thomas Holt was a friend of King Charles the first. Sir Thomas’s daughter fell in love with a man who Sir Thomas didn’t like. The daughter met the man in secret but in the end, Sir Thomas found out. He locked his daughter in her room at Aston Hall for 16 years. She ate and drank very little and wore only grey clothes. She finally went mad and died. Now visitors to the Hall often see a lady wearing grey.

Story 3 is about a ghost who died in Cambridgeshire. In October 1948, Colonel Mellows travelled home with his friend. They drove across the railway line but as they crossed, a train travelling very fast, crashed into their car. Colonel Mellows and his dog were killed straight away. People still see the ghost of the Colonel driving up to the railway line, hoping for a safe journey across.

That’s it for tonight – I hope you sleep well.

ANSWERSa Story 3 f Story 3 b Story 3 g Story 2 c Story 2 h Story 1 d Story 1 i Story 2 e Story 2 j Story 1

Writing page 30If this writing is done in class, it could either be timed under ‘exam conditions’, or it could be done collaboratively as a piece of process writing. With both methods, draw students’ attention to the word limit, and encourage them to stick to it, writing no fewer than 120 and no more than 140 words.

8• Remind students of the conventions for writing an email: start with Dear [name] or Hi [name]; end with love/love from/lots of love [your name].• Ask students to organize their email as a rough draft on a separate piece of paper before writing their final draft. They should decide how much they are going to write about for each part and make sure they don’t write too little or too much.• For process writing: Students work in pairs or small groups to produce a first draft. Then each pair/group edits and corrects the spelling, punctuation and grammar of another. The teacher at this stage monitors closely to answer any questions. Finally the pairs/groups prepare their final draft, incorporating the corrections.


Speaking page 30

9• Ask students to look at the topic areas and prepare very brief notes for each of them.• Students work in pairs, and each choose a topic they would like to speak about together.• Students take it in turns to ask and answer questions about their chosen topic. • Monitor their work, and note down any sentences that could be used for a correction stage later, or that could be singled out for praise.


17

29

Documents

Starter Unit - Macmillan · PDF filethe following link and then on New Inspiration Level 1 – Welcome unit – Meeting new friends: ... 1 • Discuss the meaning of the words