DAVID NORMAN

I1EWBOLO WHITNey

CONTENTS OF TEACHER STeaching notesAbout the course Using the Student's Book Using the Workbook Using the Teacher's Book Classroom management Coping with mixed ability classes Classroom language Lesson planning Using pair work Using group work Setting homework Correcting mistakes Dictation Testing and evaluation Testing your students Teacher self-evaluation Teaching, learning, and motivation 6 7 11 12 12 13 13 15 15 15 16 16 17 17 18

Notes on the unitsLet's remember! 1 Jeff's a DJ now! 2 Ricky's question REVISION Units 1 and 2 3 Tina tells Karen the truth 4 The worst day of my life REVISION Units 3 and 4 5 We'll need a name! 6 The London Eye REVISION Units 5 and 6 Bonus unit 21 29 39 48 49 59 67 68 77 87 88

Notes on the projects1 2 3 4 5 6 Our favourite pop stars Amazing buildings Food and drink Friends looking for friends Hope Street- a soap opera www.thefuture@shop.com 93 94 95 96 97 98

Notes on the storiesThe Green Angels Planet Z62 99100

Workbook Answer Key

102

Let's rem em b er! Gram m ar Present continuous forms, spelling, meanings Present simple and present continuous Adverbs of frequency

Gram m ar going to: future plans and intentions, predictions be: past simple Regular verbs: past simple

Presentation

C o m m u n ic a tio n

Grammarj@ r ; '

.1|P12

Pronunciation

:

Study skills

Jeff's a Di now!

Requests: Could you . ?

CouldSuggestions: Shaft w e ...?

Let's.../$/ and M

Irregular verbs: past simple {affirmative, negative) Irregular verbs: past simple (interrogative and short answers) Past simple with ago Past continuous (affirmative, negative, interrogative and short answers) Prepositions of place

Learning English in the modern world

2

P20

Ricky's question

:. :

Buildings Directions: How do we

Improving your reading comprehens

get t o ...?

: .- p28

" "-

is/ and /z/ at the end of words

Revision: Units 1 and 2

3I^

p3

Tina tells Karen the truth

Opinions: Do you th in k...?

1th in k ... Advice: You sh ou ld.. > You sh o u ldn 't...iui and iu J '

Comparative adjectives Comparisons (affirmative with than , negative with

Using your dictionary (1

alphabetical order11

not as ...a s)Gerunds Superlative adjectives Expressions of quantity: a few, a tittle, a lot, a lot o f Using your dictionary (2

p38

The worst day o f m\/1ife

Quantity: How m any ...?/

How m uch...? Prices: How m uch...?/tj7 and M3/and / j/ p46 Revision: Units 3 and 4

abbreviations fo r the parts o f speech-i| B

5 6p 5 6

We'll need a name!

Offers of help: I'll... Permission: le i Sound and spelling

Future with will forms; Making predictions Making instant decisions Future with going to and will

................................;:;n . Doing your homework

J IB1

The London Eye

Wishes and likes

I'd like t o ... / So would 1! I'd like a ... f t wouldn'ttAgreeing and disagreeing 1agree / don't agree Stress and rhythm

Checking your work Verbs: past participles Present perfect (affirmative, negative) Present perfect (negative with never, interrogative with ever and short answers) -........... ....... ~ c

r ' ....

^

-........ -

-....... -......................................... ....... -

Revision: Units 5 and

p66

Bo n u s u n it 1 A t school in the UK! Present perfect with for and since Present perfect with just, already, yet The relative pronoun who and relative clauses must, mustn't and need, needn't Projects 1 Our favourite pop stars Sto rie s

A t school in the USA! Past simple and present perfect Conditional sentences: type 1 Indefinite pronouns

3 School exchange UK and USA schools quiz Revision

p72p78 p84 p90 p91

2 Amazing buildings

3 Food and drink

4 Friends looking for friends

The Green A ngels (p78)

Planet Z62 (p81)

Grammar help Principle parts of regular and irregular verbs Word list

Vocabulary Clothes The weather

Skills workHouses and homes Musical instruments Passport to English!

Song S o fo u n g

Methods of transport

Cultural studies: Introducing the glob3' teenager

Our favourite superstars! ^ q q ^ ^ '

fr o m T u ls a Progress review,

Towns and buildings

English across the curriculum History: Roman towns

London, old and new!

S u m m e r l a th e c ity Progress review 2

In the restaurant

Cultural studies: Families

Top Teen's problem page

H ig h e r a n d h ig h e r Progress review 3

Describing people: physical characteristics, personality, interests and abilities

English across the curriculum Social studies: Friendship

My best friend

Sim ply* th e te s t! Progress review 4

Music, music, music!

Cultural studies: The worldwide popularity of TV 'soaps'

My favourite TV programme

iU h e th e r e fo r y o u Progress review 5

Personal computers and technology

English across the curriculum Science and technology: The space race

Is there life on other planets?

Sfcsltsi. t u s s P rogress review 6

5 Hope Street-a soap opera

6 www.thefuture@shop.com

IntroductionDescriptionDream Team has been extensively researched in order to ensure that it addresses the needs of secondary teachers and students. Dream Team recognizes that students will be familiar with some basic vocabulary and functions, but will need a clear and systematic introduction to English grammar. Dream Team is a communicative course that teaches secondary students how to use language in real situations; it also pays careful attention to English grammar, vocabulary, and pronunciation. With this dual approach, Dream Team aims to develop vital language skills that will enable students to communicate both fluently and accurately. Dream Team encourages students to see English as a language for talking about the real world by asking them to discuss other subjects in the school curriculum, to compare themselves with people in other cultures, and to talk about their own lives outside the classroom. Each level of Dream Team provides enough material for 70-90 hours' teaching.

The four skills: reading, writing, listening, and speakingDream Team aims to train students to communicate fluently and effectively in English by giving them plenty of practice in reading, writing, listening, and speaking. In Dream Team 2, they learn to: read and understand a variety of text types, such as letters, postcards, narrative text. write different types of texts, such as letters, descriptions of people, places, and favourite TV programmes. listen to and understand a variety of speakers in different situations, such as informal conversations, interviews, songs. speak with confidence in different situations, such as playing games, giving opinions, and giving advice.

Learning to learn: study skills and self-assessm entDream Team aims to train secondary students to develop learning strategies that will make them better and more effective learners of English. In Dream Team 2, they learn to: apply the most useful study skills for their purposes, such as using a dictionary, improving reading comprehension, doing homework and checking work.

develop the ability to assess their own progress.

The importance of revision

Aim sThe basic elements of language: grammar, vocabulary and pronunciationDream Team aims to train secondary students to communicate accurately in English by giving them a solid grounding in the basic elements of language. In Dream Team 2, they learn to: recognize and produce language functions, such as making requests and suggestions, giving opinions and advice, making offers of help. understand and use rules of English grammar, such as the formation of past simple and continuous, comparative and superlative adjectives, and expressions of quantity. recognize and produce vocabulary related to appropriate topics for the age group, such as methods of transport, describing people's appearance and personality, personal computers and technology. recognize and use correctly features of English pronunciation such as vowel and consonant sounds, sentence stress, and intonation.

Dream Team aims to train students in the skills they need in order to: revise what they have learned regularly and systematically. prepare for tests and examinations.

English and the real worldDream Team encourages students to see English not merely as an academic subject, but as a language for giving and receiving information about the real world. In Dream Team 2, students learn to: draw on their knowledge of other subjects in the school curriculum in order to read and talk about topics such as Roman towns, friendship and the space race. compare their lives with those of people in other cultures by following the everyday activities of a group of teenagers (in the presentation stories) and by learning about such things as families and the worldwide popularity of TV 'soaps' (in the Cultural studies section).

use English to talk and write about their own lives, focusing on areas such as best friends and favourite TV programmes.

The contents pages Components of the courseStudent's BookThe Student's Book contains: contents pages an optional introductory unit: Let's remember! an optional Bonus unit six teaching units, each divided into four parts: .1, .2, .3, .4 three revision units six optional proj ects two optional stories reference material: - Grammar help - Word list The contents pages provide you and your students with a comprehensive account of the syllabus for the course. They can be used to give students an overview of the course at the beginning of the year, and to help students reflect on what they are learning throughout the course. They can also be a useful reminder of the syllabus to help students prepare for tests and examinations.

The optional Let's remember! unitThis introductory unit can be used as revision at the start of a new academic year.

The six teaching unitsEach of the six Student's Book units is divided into four parts:.1.2

CassettesThe Cassettes contain: presentation stories communication exercises pronunciation exercises vocabulary exercises listening activities songs stories

WorkbookThe Workbook contains: extra practice material based on Let's remember! and the six teaching units of the Student's Book

Presentation story Comprehension Communication Pronunciation .3 Vocabulary English across the Curriculum/Cultural studies

Grammar Study skills

.4 Skills work Song Progress review

Each part is two pages long, and provides enough material for two 40-50-minute lessons.

Teaching part .1 of each unitThe aim of part .1 is to introduce the main language of the unit and give students an immediate grasp of the language functions. The new functions, grammar, and vocabulary are presented in the context of a Presentation story. The Presentation story is episodic, each episode focusing on the lives of teenagers with whom students can identify. The Presentation story is always followed by Comprehension, in which there are two exercises. The first exercise ensures that students have understood the events and dialogue in the story. The second exercise focuses on three or four simple idiomatic expressions from the story. This type of exercise will help you explain and deal with common and useful 'fixed phrases' which are often difficult to explain, but which are also very useful such as What's wrong? and That's fine by me. These exercises are followed by two or three Communication exercises, in which students listen to and repeat, and then practise the main language function of the unit.

Teacher's BookThe Teacher's Book contains: introduction to the course components, principles and organization teaching notes for the six teaching units, including optional extra activities and answer keys answer keys to the three revision units teaching notes for the optional units, projects, and stories answer key to the Workbook exercises

TestsThe Test booklet contains: six photocopiable end-of-unit tests answers to all the tests

Finally, a Pronunciation exercise examines a particular pronunciation point.

speaking, and equal emphasis is placed on all four skills from the start. There is a song based on the grammar and vocabulary that has been covered in the unit. Finally the Progress review gives students a checklist of the new language they have learned in the unit so that they can assess how difficult they found it and which parts they need to revise.Skills work: Reading and Listening

Teaching part .2 of each unitPart .2 aims to consolidate students' grammatical knowledge with explanations and thorough practice of the new structures introduced in the unit. Students are often asked to complete grammar tables and rules as well as to apply the rules in practice exercises. The Study skills section shows students how to develop language learning techniques that they can use in class and at home in order to become more independent in their learning.

Teaching part .3 of each unitPart .3 contains two sections: Vocabulary and English across the curriculum or Cultural studies. In the Vocabulary section, vocabulary is organized by topic area and practised through a range of activities. In the English across the curriculum section, students use English to read and talk about familiar topics and themes that arise directly from other subjects in the curriculum, for example History and Social studies. The Cultural studies section encourages students to compare life in the UK, USA, and other countries around the world with their own lives.

When we read or listen to something in our native language, we normally concentrate on only the most important information. Learners will often find that they cannot understand every word when they read or listen to something in English, so it is important to train them not to worry too much about this, but to read or listen just for the main ideas. You may find it useful to think of your Reading and Listening lessons as having three phases: phase one: before reading/listening; phase two: while reading/listening-, phase three: after reading/ listening. Phase one: before reading/listening The key to the successful teaching of listening and reading is your own and your students' preparation. Make sure that you know the text well - and, in the case of listening, make sure that you know what is on the cassette, what students have to do, what difficulties they might have, and how long you think it will take both you and them to complete the task. Help your students to predict the content of the text by discussing the title and topic before they read or listen. Pre-teach the meaning of those words you consider will be most difficult for your students. This will help to lessen students' anxiety about new words, and help them to concentrate on the task. Explain the task clearly to the class. Then check that they have understood by asking them to explain it to you in their own words. Phase two: while reading/listening While students are reading the text, go round the class and check that they have understood the instructions and are doing the activity. Offer help where necessary. While students are listening to the recording, go round the class quickly, making sure that the students - especially those at the back of the class - can hear the cassette. Ensure that students are attempting to answer the questions. Phase three: after reading/listening Go through the exercises, checking answers. Answer any questions about vocabulary that the students still do not understand.

Introducing new vocabulary setsPart .3 of every unit focuses on a new vocabulary set. The new words are recorded on the cassette, and students may need to listen and repeat several times in order to learn the meaning of and how to say the words.

Vocabulary notebooksIt is important for students to organize their vocabulary learning by keeping a record of all the new words they want to remember. In Dream Team we recommend that students use a special notebook for recording new vocabulary. In this way, records of the new vocabulary will be kept together, and not become confused with all the exercises and other notes that they make in their ordinary notebooks. In the Study skills section in Dream Team there are tips on how to use your dictionary.

Teaching part .4 of each unitPart .4 contains three sections: Skills work, Song, and Progress review. The Skills work page provides concentrated practice in reading, writing, listening and

Play the cassette or read the text again. This allows students to feel that they have achieved something, because this time their understanding of the listening or reading text will be greater than before.Skills work: Writing and Speaking

The Writing and Speaking sections are designed to encourage students to write and speak fluently and with confidence, without worrying too much about their mistakes. Here are some tips for helping students to write and speak more effectively. Give them some ideas for what they might say or write by discussing the topic with the whole class. You may like to do this in your students' own language. Make a list of useful vocabulary on the board. Ask them to spend some time organizing their ideas and making notes before writing or speaking. Before students start the Speaking activities, explain that the main aim is to communicate a message that somebody else can understand, and that it does not matter if they make a few mistakes. While students are doing the Speaking activities, encourage them as much as possible, and do not try to correct all their mistakes. Before students start the Writing activities, draw their attention to the model texts and writing guides. Go through these carefully with the class, and make sure they understand how they should organize their texts.Songs

first, some students will tend to find everything difficult; these students probably need a lot of encouragement, so that they become more confident in their own abilities. On the other hand, there will be some students who, in the first weeks of learning English, tend to overestimate their ability; these students probably need to learn how to be a little more realistic about what they can and cannot do.

The three revision unitsLocation and focus of the revision unitsThe three revision units appear after Unit 2, Unit 4, and Unit 6. Each revision unit focuses on the Grammar and Vocabulary sections of the two previous units.

Preparing for the revision unitsBefore you ask your students to do the revision exercises, give them just five or ten minutes to look back at the relevant sections (part Grammar and part Vocabulary) of the two earlier units. Students can do this individually, or in pairs or small groups. Give your students time to ask any questions they may have, and give yourself time to repeat or explain again any points which you think they have not fully understood. When you and your students feel confident that they have had enough time to review the relevant material, ask them to complete the exercises individually.

Doing the revision unitsBefore the students do the exercises, check that they understand the instructions. Then ask them to work through the exercises individually. After completing the exercises, go through the exercises with the whole class, and give students the opportunity to correct their mistakes in their notebooks. Be prepared to explain again any difficult points that students have still not fully understood.

Songs are a special feature of Dream Team, and are designed to consolidate the new language of each unit in a fun and lively context. They also serve as a useful introduction to English stress and rhythm. Each song is accompanied by two or more simple comprehension activities.Progress re v ie w : an opportunity for general reflection and self-assessment

Each Progress review in the Student's Book anticipates the content and format of the Progress checks in the Workbook, and also anticipates the content and format of corresponding Progress Test for each unit. The aim of the Progress review is to give students an opportunity to look back on the work they have done and, in general terms, to reflect on how easy or difficult they found the work. The material can be reviewed in class or individually at home. It is important that your students learn to complete the Progress review as accurately and honestly as they can, so that they learn to develop their capacity for self-assessment. You may find that, at

The six optional projectsWhy projects are usefulProject work is an ideal opportunity for students to use English in a creative and personal way that will give them a real sense of achievement. The projects in Dream Team ask students to do things with English: they share and discuss information about the real world in order to create posters for the classroom wall. In this way they are encouraged to draw on their knowledge of the world to produce an extended piece of English work that is both meaningful and relevant. In Dream Team we suggest that students work on their projects in groups. Working in groups

increases motivation by allowing students to exchange ideas and help each other. It is inevitable that students will talk in their own language and make a certain amount of noise, but if they are well motivated and concentrate on producing a high quality project in English, you should not worry about this. (We also recognize that many teachers may prefer their students to work on projects individually, and all six projects in Dream Team are suitable for individual work.) Project work is time-consuming, but if you are short of time you can ask students to do some of the preparation work at home and set strict time limits for finishing the projects in class. Finally, it is important to display the finished projects on the classroom wall so that students can take pride in their work and refer to it in later lessons. (For information on using project work in mixed ability classes, see page 12. For teaching notes on the six projects in Dream Team, see page 93.)

The reference materialDream Team is not only a language-teaching course, but also a reference resource that teaches students how to look up and refer to things, how to check what they have learned, how to memorize, and how to prepare for tests and exams.

Grammar helpUse the Grammar help on SB pages 84-89 in conjunction with grammar teaching (see Teaching part .2 o f each unit, above). Regular use of the Grammar help is a good way of reminding students what they have learned, and of checking answers to some of the grammar exercises. By referring to the Grammar help in this way, your students will feel that they are making progress. They will soon learn how to use the Grammar help material for revision, and to prepare for tests and examinations.OPTIONAL ACTIVITIES FOR THE GRAM M AR HELP Ask students to look at the tables in the Grammar help section, and make sentences using the different forms of the structures. Give students sentences with one grammatical mistake in each sentence. Ask students to use the Grammar help section (see above) to correct the mistakes.

When should I do the projects?You can use the six projects in Dream Team at any point in the school year, but they have been designed so that one can be done after the completion of the respective teaching unit.

The tw o optional storiesWhy stories are usefulStories are useful to younger learners (and older learners too!) because they combine the business of language learning with the pleasure of narrative, adventure, science fiction, romantic fiction and so on. The stories in Dream Team also have a strong visual appeal, and they engage the imaginative attention of students. And since the stories are recorded on cassette, they can be followed easily, even by the weaker students.

Word listUse the Word list on SB pages 91-96 in conjunction with vocabulary teaching (see Teaching part .3 of each unit, above). You may decide to ask the weaker students to refer to the Word list before teaching a particular unit. Stronger students will use the Word list to help them select words for memorization. All students can use the Word list to check spelling and pronunciation.OPTIONAL ACTIVITIES FOR THE W ORD LIST When they have finished a unit, allow students to study the Word list for that unit for a few minutes. Then give the students a spelling test: dictate a selected number of words from the Word list. When they have finished a unit, divide the students into pairs or groups. Challenge each pair or group to produce as many sentences as possible that include one or two (or three) words from the Word list.

When should I do the stories?You can use the two stories in Dream Team at any point in the school year, but you may like to consider the following guide: Story 1 The Green Angels You could use this story with your students when you are about half way through level 2 of the course, or perhaps at the end of the first or second term. Story 2 Pis net Z62 You could use this story with your students when you have finished level 2 of the course, or at the end of the school year.

The contents and purpose of the WorkbookThe Workbook contains exercises, tasks and puzzles that provide extra practice for all parts of the Student's Book units.

environment, while at the same time providing them with an ideal opportunity to revise and prepare for the Progress test that accompanies each unit.

Graded exercises: teaching and learning in mixed ability classesThese days, most if not all teachers are faced with the challenge of teaching mixed ability classes. Conversely, it is worth bearing in mind that, at the same time, most students are faced with the challenge of learning in mixed ability classes. For both teachers and learners, there is no doubt that working in mixed ability classes can be as frustrating as it can be rewarding. No course and no coursebook can entirely solve the problem of mixed ability teaching on the one hand, and mixed ability learning on the other. However, Dream Team is a course that does at least recognize the reality of mixed ability classes. First, the four parts of the main teaching units are designed to accommodate a variety of teaching and learning styles, from the relatively traditional (e.g. doing grammar exercises, practising pronunciation, and developing reading comprehension) to the relatively modern (e.g. doing communication exercises, looking at English across the curriculum, and undertaking freer project work). Therefore the teaching units allow weaker students to cope with the basics of learning English (especially in grammar, vocabulary and relatively simple reading activities), while at the same time allowing stronger students to do more difficult tasks involving a variety of skills and freer activities (especially in writing and in relatively complex reading activities). Second, the teaching material allows all students to meet 'half-way', thus giving them the opportunity to work co-operatively, and to learn from each other. This is especially true when the students are involved with songs, stories and projects, which the vast majority of students, weak and strong, can enjoy and profit from. And third, the graded exercises page of each unit in the Workbook allows the students to find their own level, and to do well at that level. The exercises are designed to appeal to three levels of student ability. The first relatively mechanical graded exercise should appeal to your weaker students, who, having completed the exercise successfully, will feel that they are making some progress. The second less structured exercise will be answerable by both weaker and stronger students, and of course by those students - the vast majority - who are 'somewhere in the middle' of the ability range. The third and last of the graded exercises is more

When should my students use the Workbook?You will find the Workbook particularly useful for setting homework. Students will probably find it most useful to complete the Workbook exercises 'part by part7 . For example, when you have completed part .2 of a particular unit, you can ask students to do the corresponding part .2 in the Workbook. However, there will be occasions when you might wish to vary this pattern. For example, you might decide that when students have completed part .3 (Vocabulary) of a particular unit, they should then complete the corresponding vocabulary exercises in the Workbook - i.e. before completing the second page of part .3 (English across the curriculum/Cultural studies). It may even be desirable for some students to do the Workbook exercises for a unit only after the whole of the corresponding unit in the Student's Book (including the Progress review) has been completed.

Progress check: an opportunity for detailed reflection, revision, and test preparationEach Progress check in the Workbook reflects the content and format of the Progress reviews in the Student's Book, and also anticipates the content and format of the corresponding Progress Test for each unit. The Progress checks in the Student's Book give your students an opportunity to reflect on their general progress in Communication, Grammar, and Vocabulary. The Progress checks in the Workbook give your students a more detailed opportunity to evaluate their own progress, thus providing them with further opportunities to develop their capacity for self-assessment and autonomy. As your students complete the Progress check exercises, they will not only be revising what they have learnt, but also double-checking those points about which they may still be uncertain or unconfident. Each Progress check allows your students to pause and reflect on their progress, in a relatively relaxed, stress-free, and safe

open-ended and free, requiring students to be more creative, imaginative, and linguistically proficient. Your stronger students will find these exercises challenging and interesting. You or your students can of course decide to tackle the three exercises according to perceived ability: i.e. the weaker students do only Exercise 1, the middle-range students do only Exercise 2, and the stronger students do only Exercise 3. However, it is also useful and interesting sometimes to give students the choice of doing any one or two exercises on the page. You may be surprised at the choices that some students make: for their own reasons, weaker students might decide to try Exercise 3 (the 'most difficult' of the graded exercises), and also for their own reasons, stronger students might decide to do Exercise 1 (the 'easiest' of the graded exercises). Yet another method is to create groups in which there are weaker, middlerange and stronger students. These 'mixed ability groups' - especially when they are based on friendship patterns in the class - are very popular with some teachers, because within each group, students can, and often do, offer each other support and guidance.

Coping w ith mixed ability classesDon't worry. You are not alone!You will have noticed that this introduction to the Teacher's Book occasionally refers to 'weaker' students and classes, and 'stronger' students and classes. That is because we are well aware that the challenge of teaching mixed ability classes is a practical priority for most teachers. In fact, very few teachers have the luxury of teaching classes in which all the students have the same level of ability and are equally enthusiastic about learning English. In reality, most classes include students of different levels of ability and motivation. There is no magic formula for solving these problems, but the following tips may help.

Be realistic!It is important to realize that classes of mixed ability and motivation are the rule and not the exception in language teaching. Students are different from each other in very many ways, and there is in fact no reason why they should complete every activity equally well or enthusiastically. Being aware of this is an important first step.

I M

'Itl f f i l l W i f f !

Contents of the Teacher's BookThe Introduction gives a description of the aims and structure of the course, together with extra suggestions as to how the material might be used in class. There is also a Classroom management section which gives advice on areas such as coping with mixed ability classes, setting up pair and group work, and using dictation. The teaching notes provide detailed guidance on how to present the material in the Student's Book, together with background cultural information. They also include transcripts of the recorded material and answers to all the exercises. Throughout the teaching notes there are ideas for optional extra activities, including games and competitions which can be played with the whole class at the end of a lesson. There is also an optional dictation in every unit. At the beginning of each part of a unit there is a table showing the teaching points and new vocabulary introduced in that part of the unit. The answers to all the Workbook exercises can be found at the back of the Teacher's Book.

Use the extra activitiesOne of the biggest problems with classes of mixed ability is that students tend to finish exercises at different rates. Those who finish before the others often get bored, and occasionally become disruptive. In Dream Team, there are several different types of activities which can be used with fast finishers while the rest of the class complete the core exercises: photocopiable extra activities in the Teacher's Resource Pack optional extra activities in the Teacher's Book two optional stories (with comprehension activities) at the back of the Student's Book extra practice activities and graded exercises in the Workbook.

Use the Progress review (SB) and Progress check (WB) at the end of each unitUse the Progress review and Progress check to help all students, especially the weaker ones, to come to terms with what they have or have not learned from each unit. Be prepared to explain again any points that they have still not understood.

Use the Revision unitsMake sure that students, especially the weaker ones, take full advantage of the Revision units,

which are designed to give all students the opportunity to review the most essential grammar and vocabulary in the previous two units.

Use the projectsProject work is particularly suitable for students of different abilities, as it allows each student to work at their own pace and level. Project work can either be done individually or in groups. If students work individually, stronger students can be encouraged to use the language they know to produce more lengthy, elaborate projects, while weaker students can aim for something less ambitious, perhaps compensating for their lower language level by using more photographs and drawings. If students work in groups, you could either group students of similar ability levels together, or divide them into groups of mixed levels. In mixed ability groups, you may find that stronger students help the weaker ones, or that students of different abilities within the group take on different roles: weaker students might take responsibility for the overall design of the poster or article, while the others concentrate on the writing.

instructions or provide a quick translation of a difficult word. The use of students' own language is sometimes recommended in the Dream Team teaching notes.

Lesson planningEach unit of Dream Team provides enough material for about eight 40-50-minute lessons, and suggestions for planning these are provided in the teaching notes. However, the amount of material you cover in each lesson will of course vary according to your particular teaching situation. When planning your lessons, you may like to use the photocopiable lesson plan on page 14. The plan is divided into the following sections.

Choosing your aimsIt is important to have a clear idea of the aims of the lesson. The main teaching points of the Dream Team units are listed in the Teacher's Book at the start of each unit. You also may like to add some more personal aims of your own.

Anticipating problemsThis provides an opportunity for you to anticipate any difficulties that you think your students might have during the lesson. You might predict, for example, that they will find some of the new vocabulary confusing, or that they will have particular problems with a verb tense or pronunciation point. It is useful to prepare yourself for these difficulties before the lesson.

Find out what each student can dor and use that abilityMost students are better at some subjects than others. You may have students in your class who are poorly motivated or who find English difficult, but who are very good at Art, or Music, or Maths. It is worth finding out as much as possible about these students' talents and interests, and exploiting them in the English class. Such talents will be particularly relevant when focusing on the cross curricular topics in Dream Team.

Collecting materialsSuggestions for the materials you will need for each lesson are provided in the teaching notes, and you may like to add these to your plan as a reminder to yourself.

Classroom languageUsing English in the classroomIn order to encourage students to practise as much as possible, it is a good idea to establish English as the main language to be used in the classroom. Simple teaching instructions can be given in English, and you can encourage students to ask questions in English. If students cannot always manage this, and sometimes address you in their own language, you can still reply in English.

Staging your lessonsIt is useful to spend some time thinking about the different stages of the lesson, and to estimate how long you expect each one to take. An example of the stages of a typical 40-minute lesson might be: Stage 1 Going over homework (10 minutes) Stage 2 Introducing a new grammar point or vocabulary set (10 minutes) Stage 3 Giving and checking instructions for exercises (5 minutes) Stage 4 Completing and checking two short exercises (10 minutes) Stage 5 Setting homework or playing a game (5 minutes) In the lesson plan there is space for you to write in the activity you intend to include in each stage and make brief notes on the procedure for the activity.

The role of the students' own languageIt is unrealistic, however, to expect that all lessons can be conducted exclusively in English, and there are times, especially near the beginning of the course, when it would probably be more appropriate to use the students' own language to introduce an activity or topic, clarify complicated

Dream Team - Lesson planClass Date Time

Objectives

Anticipated problems

Materials

Stage

Estimated timing

Activity

Procedure

Homework

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OXFORD

UNIVERSITY

PRESS

Using pairworkThe advantages of pairworkDream Team includes some exercises in which students are invited to ask and answer questions with a partner. In order to speak English with confidence, students need as much practice as possible. If they are allowed to speak together in pairs, each student has much more practice time than if they speak only to the teacher while the rest of the class listens. Working in pairs also allows students to practise together in a safe, anxiety-free context without the embarrassment of speaking in front of the whole class. Some teachers feel that the class will become too noisy and out of control if all the students talk at the same time. You can minimize this by giving very clear instructions so that students know exactly what they are expected to do, and by keeping the activities short so that students do not get bored and restless. Teachers also worry that students may make mistakes that the teacher will not hear or be able to correct. This is not really a serious problem. Research has shown that mistakes are an inevitable part of the language learning process, and usually disappear with increased language ability.

Walk round the class, encouraging the pairs, and noting down any serious mistakes you hear. Give feedback to the whole class, correcting the mistakes you have overheard.

Using group workThe advantages of group workThe main advantage of group work is that it encourages students to share their knowledge and skills. This is especially true when your students are taking part in team games (some of which are described in the detailed teaching notes for each unit), or doing projects. For example, one student may be good at writing, another student may be good at designing projects, and others may be good at including poems or songs in their projects.

Organizing group workFor game-like activities, students can be divided into teams or groups according to their normal seating position in class. However, when doing games or competitions your students may prefer to work in groups with their friends, so that they feel they can really enjoy and participate fully in the activity. You may also like to allow students to work with their friends when they are doing projects. However, you may prefer to group students according to their ability. (See Coping with mixed ability classes on page 12.)

Organizing pairwork Divide the class into pairs. If there is an uneven number of students, one group can work in a three and take turns to talk in a pair. Explain the activity. Demonstrate the activity with a good student while the rest of the class listens. T Do you think Julia Roberts is a better actress than Whitney Houston? SI Yes, I do. T Do you think Friends is more interesting than Neighbours? SI No, I don't. Ask pairs of students to demonstrate while the rest of the class listens. 51 Do you think Maths is easier than Science? 52 Yes, I do. 51 Do you think History is more interesting than Geography? 52 Yes, I do. 53 Do you think swimming is a better sport than running? 54 No, I don't. 53 Do you think basketball is more interesting than baseball? 54 Yes, I do. Ask all the students to practise asking and answering questions in pairs.

Setting homeworkSetting homework is one of the most important tasks that a teacher has to undertake. You will need to judge how much homework, or how little homework, your students can manage. The close relationship between the Student's Books and the Workbooks in the course (see the section on the Dream Team Workbook on page 11) will enable you to give homework assignments that are clear, manageable, and easy to mark. It is a good idea to keep a record of your students' homework assignments, so that you can take homework into account when you are assessing their progress. Before they leave your lessons, ensure that students understand precisely what they are expected to do for homework. You may want your students simply to do some exercises that follow on directly from the lessons, or you may want them to preview a particular unit or part of a unit before you present it in class. Either way, it is a good idea to give your students a general idea of how much time they should spend on their assignments, always bearing in mind that there will be some students, who for socio-economic reasons, will find

it more difficult to find time for homework than others.

DictationDictation is a useful way of consolidating the new language, and giving students valuable practice in the correlation between English sounds and spelling. The Dream Team Teacher's Book includes an optional dictation activity in the teaching notes for part .4 of each unit. We suggest you use these activities when students have completed the Progress review, but you could also use it at other points in the unit. Before you start the dictation, write on the board any names or words that you think students will have difficulty with. Remind students of the English words for punctuation marks. Then tell students that you are going to dictate the passage three times. Remind them that they should pay careful attention to spelling and punctuation.

Correcting m istakesCorrecting parts .1, .2, and .3 of each unitParts .1, .2, and .3 of each unit in Dream Team provide presentation and carefully controlled practice of new functions, grammar and vocabulary. At this stage it is important that students learn to produce the new language accurately, so it is better to stop them if they make a mistake. Give students the chance to correct themselves first; if they cannot do this, you could ask another student in the class to give the correct version, or supply it yourself.

Correcting part .4 of each unitThe Skills work sections are designed to encourage students to communicate ideas fluently and effectively. When students write or speak freely in English, it is inevitable that they will make some mistakes. If they worry too much about this, they will start to hesitate and constantly correct themselves, which will inhibit them from writing or speaking naturally. During a free speaking activity, do not interrupt students to correct their mistakes. Make a note of any serious mistakes and write them on the board at the end of the activity. You can then ask the class to try to correct the mistakes. When correcting students' written work, give marks for effective communication of an idea, as well as for accuracy.

First readingRead the passage aloud at normal speech speed, without pausing, in order to give the students an overall sense of the passage. Tell them not to attempt to write anything down at this point. Do not include punctuation marks in this reading.

Second readingRead the passage aloud at normal speech speed, but this time pause after every group of words and give students time to write them down. This time, include the English words for the punctuation marks in the passage.

Correcting written workMany mistakes in written work are often the result of carelessness, and, with some prompting, students may be capable of correcting these themselves. You could try underlining the mistakes, and asking students to try to correct them, and you could also give an indication of the type of mistake the student has made, for example: Sp for spelling, Gr for grammar, V for vocabulary, WO for word order.

Third readingRead the passage aloud a third time so that students can check what they have written. Do not include punctuation marks in this reading. Finally, ask a good student to come to the front of the class and write the passage on the board. Ask the rest of the class to say whether the spelling is correct. Check that the student has used correct punctuation.

LGrSp wo

This is a p h o to jm y mum. She s ta n d s in fro n t o f our house. The house is in a verv nice stre te . near the centre citv. My mum works a s a typew riter.

V

encourage students to keep a record of their results, and of their strong and weak points. Testing and evaluation are important features of Dream Team. The approach to testing your students is based on four processes: reviewing, checking, testing itself, and an ongoing programme of continuous assessment. Dream Team also supports the practice of teacher self-evaluation.

Continuous assessmentIn this Teacher's Book there are photocopiable pages to help you carry out a programme of continuous assessment. We recommend that you carry out a mixture of testing, continuous assessment and student selfassessment throughout the school year. This will enable you to keep constant track of your students' progress, and to discover early if there are any students who need extra help in a particular area. It will also encourage students to take more responsibility for their own progress, and eventually for their own learning. In order to help you keep an accurate record of students' progress, we recommend that you assess their work continuously throughout the year. To do this, you may like to use the photocopiable Student profile sheet on page 19. Make a photocopy of the sheet for each student in your class, and add a set of marks for each unit of Dream Team as you finish it. There is also space for you to make a note of the student's marks in the tests.

Testing your studentsReviewingIn the Student's Book, there is a Progress review at the end of each main teaching unit. The main aim of each Progress review is to give your students an opportunity to look back on the work they have done and, in general terms, to reflect on how easy or difficult they found the work. The material can be reviewed in class or individually at home.

CheckingIn the Workbook, there is a Progress check at the end of each unit. The main aim of each Progress check is to give your students a more detailed opportunity to consider their progress, thus providing them with further opportunities to develop their capacity for self-assessment, and autonomy.

Teacher self-evaluationThe teaching diaryDream Team helps your students to develop their self-assessment skills, and also helps you to test them in more conventional ways, as described above. However, in Dream Team, the process of selfassessment and self-evaluation is not confined to students. We believe that it is also very important for teachers to reflect on and consider the effectiveness of their own teaching skills. All teachers change and develop their teaching methods, and many experiment with new techniques, in order to improve their teaching. A good way to do this is to compare your plans for each lesson with what actually happened in class. This comparison allows you to adjust your teaching to the needs and interests of your students. It also gives you the opportunity to work autonomously on improving aspects of your classroom teaching. For these reasons, we include in this Teacher's Book a Teaching diary (page 20). Using the diary will help you keep a personal record of your own development as a teacher, with particular emphasis on the changes and improvements that you make from year to year.

TestingIn the Test booklet, there is a Progress Test for each unit. The Test booklet contains: six photocopiable end-of-unit tests answers to all the tests Each test focuses on the main Communication, Grammar and Vocabulary content of each unit, and is designed to take about 40 minutes to complete. The marking system in each test is simple and easy to apply. Before giving tests to your students, ensure that they are adequately prepared. Make sure that your students have done as many of the exercises in the Student's Book and the Workbook as possible. Also, students should complete the general Progress review at the end of each unit in the Student's Book, and the more detailed Progress check in the corresponding Workbook unit before they take the end-of-unit Progress test. This is to ensure that your students have a chance to do as well as they possibly can, so that they can show you and show themselves what they do know, as well as what they do not know. Finally, you should

The problem of motivationFor many teachers and learners, the most difficult problem when learning a foreign language is motivation. Teachers have to deal with students who - for one reason or another - are poorly motivated. And it is not unknown for hard working teachers themselves to experience ups and downs with their own motivation.

Learning and teachingDream Team recognizes that motivation is a problem in the classroom, and that learners in particular have different attitudes to the learning of English. The course makes positive attempts to deal with the problem of motivation, by encouraging not only successful teaching, but also successful learning. The material is clearly and systematically organized, and presented in a way that we hope appeals to teachers and learners.

Combining language, skills, and contentIn Dream Team, the combination of language (functions, grammar, vocabulary, pronunciation); skills (study skills, reading, writing, listening, and speaking) and content (stories, songs, projects, the school curriculum, cultural comparisons) is designed to make your work and the work of your students as effective and as enjoyable as possible. Good luck!

- Student profile

OXFORD UNIVERSITY

PRESS

Dream

T ea m - Teaching diary

OXFORD UNIVERSITY

PRESS

Let's remember! is a starter unit intended to revise and practise structures, vocabulary, and skills that students have acquired in their previous English lessons. You may like to work through the exercises systematically (in which case the notes below may be useful), to use the material selectively, or (particularly with the grammar and vocabulary sections) to use it for testing purposes. If you feel your students do not need this consolidation unit you can go straight to Unit 1 Jeff's a DJ now!, which introduces new language items and presents them through a storyline. If you decide to work through the Let's remember! exercises as one or more lessons, try to vary the approach between: students working on their own students working in pairs students testing each other teacher and students working together. To be able to identify possible problem areas you will need to get feedback from students working individually or in pairs, either by walking around the class, or by checking their answers collectively. The following notes offer one way of exploiting the material in class.

what is happening around the class by making simple sentences such as S is sitting at the back of the class> T is looking out of the window, P and J are waiting to start the exercise on page 4. Accept and repeat any further correct sentences students offer but don't at this point talk about meanings. Ask for the name of the tense you have been using to describe the situation (the present continuous). Ask students to look at the exercise and complete the rule about how to form the present continuous. They can do this individually or with their partner. Go through the rule, writing it on the board for students to check.RuleThe present continuous = the affirmative, negative or ^interrogative form of be + the main verb + -ing._______

^

Exercise 2

Use the picture to prompt the question What's she doing? Ask a student to form or read the sentence She's listening to her new CD. Take the opportunity to practise pronunciation of listening/lismq/ by getting the class to repeat the sentence chorally. Students then do the exercise, individually or in pairs, writing sentences from the cues. Remind them to be careful with interrogative forms, which are signalled by a question mark (?), and to use short forms. Walk round the class as they write, offering help where needed. Go through the answers. Students will probably find it useful if you write the verbs on the board, so that they can check spellings and the position of apostrophes.Answers1 2 3 4 5 6 They're watching television now. They aren't doing their homework at the moment. Are you working on Saturday? Is she washing her hair now? I'm not spending all my money! Is it raining at the moment?

Present continuous: formsExercise 1

Present continuous: spellingExercise 3

As a warm-up - particularly if this activity comes at the beginning of a lesson, or the beginning of a new term, you might like to 'set the scene' for the present continuous. Describe

Ask students which letters they added to the base form of the verb to get the present continuous tense in Exercise 2 (-ing). Remind them that with some verbs small spelling

changes must be made. Get them to look at the list and match the base forms with the -ing forms, noting the spelling changes. This will not take long. Go through the answers, and take the opportunity to revise the names of letters by getting students to spell aloud. Ask questions, e.g. How do you spell 'travelling'? to elicit T-R-A-V-E- double L-I-N-G.Answers2 3 4 5 dance dancing run running shop shopping take taking 6 travel travelling 7 w ait waiting 8 work working 9 write writing

o'clock tomorrow ; on Saturday). Tell them that a time expression is generally used with the present continuous when it has future meaning for example, They're playing tennis (without a time expression) means 'now'. They're playing tennis on Saturday clearly indicates future meaning.^OPTIONAL ACTIVITY (all classes)Students write one example for each use of the present continuous (present and future meaning) and compare them with their partner's.____________________________

Exercise 5

Ask how many variants there are to the basic spelling rule 'add -ing to the base form' (there are two: omission of final -e and doubling of final consonant). Get students to complete the rules. Write three verbs work, take and run on the board and ask three students to come to the front in turn and write the corresponding -ing form, summarizing the rule (in their own language if necessary) as they do so.Rules N

Draw attention to the picture. Ask one or two simple questions, How many people are there? What pets can you see? Begin to describe what is happening, by saying, Mrs Smith is sleeping. Then say something that is not happening, e.g. The children aren't watching TV. Write the two sentences on the board under two headings (AFFIRMATIVE and NEGATIVE), and ask students to write five more true sentences about the picture for each heading, using the verbs in the box. Walk round the class as they write, giving help where needed. Early finishers could do the optional activity below.Possible answersM r Smith is reading the newspaper. John is talking on the phone. Jane is using the computer/playing a computer game. Rover is eating the sausages. Puss is chasing a mouse. Birdie is singing. (Negative answers will vary.)

Most verbs: ask -* asking Rule: verb + -ing Verbs ending in -e: dance > dancing Rule: verb -/ + -ing Some verbs ending in one vowel and one consonant: run running Rule: verb double final consonant + -ing v________________________ ___________ _______________ J

Exercise 4

Students write sentences from cues, as in the example.

^OPTIONAL ACTIVITY (stronger classes)Students write two affirmative and two negative sentences about what is happening in or outside the school.

When they have finished, write the verbs (or get students to write them) on the board.Answers1 2 3 4 5 6 Are you swimming in the school team tom orrow? I'm not dancing with him at the party tonight! W e're coming to your house at nine o'clock. She's shopping at the moment. He isn't travelling to London by plane. Are they living with their parents now?

Exercise 6

Present continuous: meanings Remind students that the present continuous can refer to two periods of time. What are they? (the present moment and the future). Study the summary in the box with them, and ask which words or phrases in the examples indicate present or future meaning (present meaning: now; at the moment; future meaning: at ten

Begin by asking a few questions around the class about what students are doing tonight, e.g. What are you doing tonight? Are you going out? and make appropriate comments on their answers, e.g. That sounds interesting! Give practice with short form answers (Yes, I am/No, I'm not). Ask students to continue in pairs, asking questions about each other and about friends and family. Walk round the class as they talk, giving help where needed, and ensuring that students get the short anwers correct (Yes, I am, not just Yes).

OPTIONAL ACTIVITY (all classes)In pairs, students look back at Exercises 2 and 4 and underline all the sentences with future meaning.

Ask one or two questions around the class beginning How often ... ? to give practice. Tell students to rearrange the adverbs in a list in order of frequency, with always at the top and never at the bottom. Invite a student to the front to write the correct order on the board.Answer1 always 2 usually 3 often 4 sometimes 5 never

Present simple and present continuousExercise 7

Ask two or three students to explain the difference (in their own language) between the present simple and the present continuous. Decide which is the best explanation, and repeat it. Pass on to an example which contrasts the same verb used in the two tenses so students can clearly understand the difference (e.g. I speak Polish, but I'm not speaking Polish now. I'm speaking English). Give more examples if necessary. Draw attention to the examples in the book, and comment on them, e.g. She's winning at the moment... this is what is happening now; My friends don't like English food ... expresses something which is a permanent true statement. Students do the activity individually.

Exercise 9

Write a couple of true sentences on the board about yourself or someone in your family, e.g. I always get up early. I usually go to bed late. Ask students to write more true sentences about themselves and other people. Walk round the class as they write, giving help where needed. Students read their sentences to their partners.

Report back some of the more interesting sentences to the rest of the class.

Go through the answers, asking students why they have chosen the tense they have used, getting them to focus on the time expressions.Answers1 2 3 4 5 6 Her boss goes to New York every year. My parents are touring Argentina now. No, w e don't study English on Fridays. My dad isn't working at the moment. My sister doesn't eat meat every day. Oh no! M y brother is playing his guitar again!

OPTIONAL ACTIVITY (stronger classes)In pairs, students make two lists of time expressions; the first should list expressions which can be used with the present continuous with present meaning (now, today, etc.); the second, expressions which can be used with the present simple for habits (at two o'clock, everyday, etc.). Give a time limit (say, three minutes) and go through the expressions, writing them on the board under the appropriate headings if you have time.

N

v _____________________________________________ /

Adverbs of frequencyExercise 8

Go through the adverbs with students and check they understand the meanings. Ask which question they answer, to elicitH o w o fte n ...?

LetsGRAM M AR

r!

S

going to: predictionsExercise 2

going to: future plans and intentions going to: predictions

be: past simple Regular verbs: past simple

Get students to look at the example. Ask how this use of going to is different from the use in Exercise 1 (it is used wr hen when we can see what is going to happen). Tell students to write the sentences, and go through them on the board.Answers1 Hurry up! W e're going to miss the train! 2 Look! That man is going to lose his money! 3 Oh noi They aren't going to finish the race!

N ew words

cute flash panic (v) scream

going to: future plans and intentionsExercise 1

be: past simpleExercise 3

Remind students that there are a number of ways of referring to the future in English. Going to is similar to the future meaning of the present continuous. Going to is often used for plans and intentions, as well as (like the present continuous) for arrangements already made. Going to often refers to a more distant future (next year, when I leave school, etc.). Study the examples together, and get students to repeat questions and answers chorally. The interrogative form can be difficult for many students; focus attention on it by getting students to close their books and writing the subject Dana on the board. They have to reconstruct the question from memory. Tell them to open their books to check, and do the exercise. When they have finshed, they can read through the exercise with their partner, (one student reading the questions, the other the answers), and decide on any corrections which need to be made.Answers1 Is James going to watch a new video this weekend? No, he isn't. 2 Are Adam's parents going to fly to the USA this summer? Yes, they are. 3 Are your aunt and uncle going to buy you a bike for your birthday? No, they aren't. 4 Is Elinor going to learn Chinese next year? Yes, she is.

Students complete the table.

Ask one or two of them to the front to write the full table on the board. As they write, remind students (or ask them to tell you) when we use full forms (generally, in formal written English; otherwise, short forms are preferred).Answers1 were 2 were 3 were not 4 wasn't 5 were not 6 weren't

Exercise 4

Say two or three true sentences about yourself using was and wasn't, e.g. A t halfpast eight this morning I wasn't at school I was in a traffic jam. Write them on the board. Tell students to write similar true sentences about themselves, their friends, and family.

Walk round the class as they write, giving help where needed. Report back one or two of the more interesting sentences.

Exercise 5

Focus on the formation of the questions: if necessary (as in Exercise 1) get students to write the two examples from memory. Students write out the the questions and answers and read through them with their partners.Answers1 W as Sarah in hospital last m onth? Yes, she was. 2 W ere Pedro and Maria w ith you yesterday? No, they weren't. 3 W ere your teachers at school at 8 am? Yes, they were. 4 W as it cold in New York yesterday? No, it wasn't.

OPTIONAL ACTIVITY (all classes)In pairs, students ask each other three questions beginning Are you going to ...?

Regular verbs: past simpleExercise 6

Answers1 2 3 4 5 6 played danced wanted didn't ask didn't want happened 7 8 9 10 11 12 stopped screamed cried didn't panic looked asked

In pairs, students look at the summary and complete the examples. Write the answers on the board for them to check.Answers1 wanted 2 didn't look 3 Did they visit 4 did 5 didn't

TapescriptPage 7 Regular verbs: past simple Exercise 8 Listen and check your answers. The Disco last night was fantastic. It started at half past ten. They played some really great music. I danced for half an hour with Eddie. He's a terrible dancer. All the girls wanted to dance with Robbie, because he's really cool. But Robbie didn't ask any of the girls to dance, he didn't w ant to dance. He's cute, but I think he's shy. Later, at about midnight, a strange thing happened. There was a flash, and the music stopped. It was very dark. A girl screamed, and a boy cried 'Help!' It was frightening, but we didn't panic. But soon the lights and music were OK again. I looked at the people near me. Robbie was next to me! I asked him to dance. His answer was 'yes'! I was really, really happy, and all the other girls were really, really jealous!

Exercise 7

Remind students that there are small variations in spelling for some regular verbs. Ask if they can remember any of these. Tell students to complete the list individually or in pairs. Go through the answers, getting students to spell words, and to explain the rule in each case (e.g. for 'dance', just add'd'). If you think it will be useful, draw attention to the sounds of the endings. Ask students to underline those words which end in / t/(looked, danced, liked, shopped, stopped). Ask which sound the other words end with (/d/-played, loved, replied, tried, cried, preferred). Which verbs have two syllables i.e. end with /id/? (wanted, replied, preferred).Answers1 2 3 4 played wanted liked loved 5 6 7 8 tried cried stopped preferred

Exercise 9

Draw attention to the example. Explain that students have to write the questions and the answers. Ask what they need to do to form the questions (they just have to add Did at the beginning). Students do the exercise individually, and then check with their partner, one student in each pair reading the questions, the other the answers.Answers1 Did they play some really good music? Yes, they did. 2 Did Christine dance with Eddie? Yes, she did. 3 Did Robbie ask any of the girls to dance? No, he didn't. 4 Did the people at the disco panic? No, they didn't, I Did Robbie dance with Christie? Yes, he did.

OPTIONAL ACTIVITY (stonger classes)In pairs, students think of another verb for each category. Write the words on the board in four separate lists.

Exercise 8

E S

Tell students they are going to read and listen to what happened to a girl called Christine. As a warm-up, focus attention on the pictures and ask a few questions, e.g. Where is the story set? (in a disco) What are people doing? (they're dancing). Tell students to read the story and write the verbs in the past simple. They can do this individually or with their partner. Play the tape for students to check, pausing after each section. Check understanding of any new words (e.g. scream, panic ). Ask a few whquestions on the story, e.g. Who did Christine want to dance with? What happened at midnight?

OPTIONAL ACTIVITY (stronger classes)Students re-tell the story in the third person. Write the beginning on the board: Last night Christine went to a disco. Ask students to continue the story, adding one ^event at a time.___________________________________

OPTIONAL ACTIVITY (all classes)Give extra practice with the past simple. In pairs, students ask and answer questions about what they did last night. Walk round the class listening to them and giving help where needed.

Lets remember!VOCABULARY

SB pages 8

OPTIONAL ACTIVITY (all classes)Ask a few students to describe what their partner's mannequins are wearing (Annette's mannequin is

Clothes blouse coat liat gloves jacket jeans skirt sweatshirt tie trainers The weather cloudy raining sunny icy snowing windy Houses and homes garden garage hall kitchen dining-room stairs bedroom bathroom shower toilet roof balcony basement Musical instruments keyboard cello bass guitar drums xylophone clarinet saxophone trumpetNew words

^wearing a yellow blouse and blue gloves. She h a s...)

^

The w eatherExercise 4

Draw attention to the box and ask What's the weather like today? If the weather was different yesterday, ask about that, too. Draw attention to the two postcards. Do students know where these places are? (Moscow, in Russia, and Cape Town in South Africa). Tell students to complete the texts of the postcards by using each of the words in the box once. They can do this individually or in pairs. Go through the answers. If you think it will help students, ask which words are verbs (snowing, raining) and which are adjectives (icy, sunny, windy, cloudy).Answers1 snowing 2 icy 3 sunny 4 raining 5 windy 6 cloudy

mannequin Moscow Cape Town fall down large old-fashioned smell

VocabularyClothesExercise 1

Do this as an oral activity first, asking questions to revise prepositions of place, e.g. What's next to ... What's between the ... and the ...? Pay attention to pronunciation through choral and individual repetition of difficult words.Answers2 jeans 3 hat 4 gloves 5 trainers 6 coat 7 skirt 8 tie 9 sweatshirt 10 blouse

Exercise 5

Exercise 2

This could be done as a pairwork activity. Students agree on a place and one writes the 'summer' card, the other writes the 'winter' card. Students exchange cards, read them, and make any corrections they think are needed. Walk round the class giving help where needed. Read out the best cards.

Begin by revising colours. You can use students' clothes to do this, e.g. What colour is ...'sjacket? Draw attention to the picture, and tell students it shows a mannequin. Ask what mannequins are used for (to show clothes) and where you can see them (in a shop). Tell students to read the text and label the clothes.Answers2 3 4 yellow sunglasses red jacket white sweatshirt 5 pink shorts 6 red socks 7 green trainers

Houses and homes Draw attention to the picture of Hardcastle Hall, and the FOR SALE sign. Ask students what this means (they can translate it into their own language). Explain that the owner of Hardcastle Hall is trying to sell it. Ask students if they would like to live there. Why (not)?

Working by themselves, or in pairs, students complete the words in the text. Play the tape for students to check, and write the words on the board. Ask them if they think Jack and Meg want to buy the house (no, they don't). Why not? (it's old, smelly, and probably haunted). Deal with any new words (e.g. ask students to find the word meaning 'very old' which Meg uses to describe the bathroom ancient).

Exercise 3

Set a time limit for the first part of this task (say, five minutes). When they have finished drawing, tell students to give their pictures to the partner, who should then label the clothes. Walk round the class as they work, asking questions about the clothes.

Answers1 2 3 4 5 6 garage hall kitchen dining-room stairs bedrooms 7 8 9 10 11 12 bathroom shower toilet roof balcony basement

LetsSKILLS W ORK

Reading and listening to personal profiles

* Listening for specific information * Asking questions and giving reasons

TapescriptPage 9 Houses and homes Exercise 6 Listen and check your answers. Mr Marley This is the garden. Jack Yes. It's very big. And is that the garage? It's falling down. Mr Marley Oh, yes. But you can build a new one! The hall is very large, and there is a very big kitchen. Meg But they are so old and dirty! Mr Marley It's an old house, my dear. Jack Is there a dining-room? Mr Marley Yes, there is. Here are the stairs. Let's look at the bedrooms. Meg Ugh! They are so old-fashioned. And the bathroom is ancient! Jack There isn't a shower. And the smell in the toilet is terrible! Mr Marley Do you want to see the roof, or the balcony? Jack No thanks. Er, but can we see the basement? M r Marley Certainly! Follow me! Jack OK. W ait a minute, Mr Marley. W here is he, Meg? Meg I don't know. One minute he was here. Then he wasn't! Like a ghost! Oh no!

Writing a personal profile

SONG So young New words

Greek literature surf (the Net) Chicago necessary Rosario journalist life slow lazy joke (v) chase moon wild follow

SKILLS WORK B B E S IilSReadingExercise 1 E S

Tell students to look quickly at texts A and B and the photos to find out the nationalities of the two young people (Greek and Polish). Play the tape for them to listen and read, pausing after each section. (You may prefer students to cover the questions until they have finished listening). Students dicuss and answer the questions in pairs. Go through the answers with the whole class.

'OPTIONAL ACTIVITY (all classes)If students enjoy the dialogue, play the tape again, and then get them to read it in groups of three.

Musical instrumentsExercise 7

Finally, ask what both teenagers have in common (they both want to learn English).Answers1 Sofia 3 Janusz 2 Janusz 4 Sofia 5 Because she wants to read more about English literature, and to be a musician in an international orchestra. 6 Because he wants to go to the USA to meet his cousins.

In pairs or individually, students unscramble the words. Go through the answers, getting students to spell the words aloud. Ask a few questions about the instruments, e.g. Which is your favourite instrument? Which instruments can you hear in classical music? (usually cello, clarinet and trumpet)Answers2 3 4 5 bass guitar xylophone saxophone ce llo 6 drums 7 clarinet 8 trumpet

ListeningExercise 2

Exercise 8

Do this as a class or group discussion. Students talk about their current favourite records, and identify the instruments they can hear. Find out which are the three most popular titles, and write them on the board. If necessary translate them, or get the students to translate them, into English.

Tell students they are going to listen to a third 'passport to English' profile. Play the tape for them to listen and complete the text. Play the tape again if necessary. Ask students for the missing words and write them on the board. Play the tape a final time for students to check.

Answers1 2 3 4 5 6 16 Computer Studies football playing computer games sports my teacher thinks it will be useful

Play the song for students to listen. Play the song again for students to listen and complete the text. Go through the answers. Play the song again for students to listen and check, and sing along if they like. Go through the meaning of any new words or phrases (e.g. chasing the moon , wild and free).Answers1 happy 2 summer 3 laughing 4 play 5 all 6 tom orrow 7 8 again moon

TapescriptPage 10 Passport to English Exercise 2 Listen and complete Lucio's passport to English. Hello. My name is Lucio Marconi and I'm from Rosario in Argentina. I'm sixteen. My favourite subjects are History and Computer Studies. My favourite sport is football. My hobbies and interests are reading, playing computer games, and meeting people from other countries. My first language is Spanish. I'm learning English because I w ant to be a journalist. I w ant to work for an international sports magazine. So I must know English! I'm also learning English because, well, my teacher thinks it will be useful.

Exercise 2

OPTIONAL ACTIVITY (stronger classes)Students write more questions about Sofia, Janusz and Lucio and ask and answer them in pairs. Walk round the class as they work, giving help where needed.

Ask if the words and expressions are formal or informal (they're informal). Ask what the full forms of yeah and 'cos are (yes and because). Get students to translate It really doesn't matter, and to think when they might use such an expression. This will help to prepare them for the next exercise.Exercise 3

SpeakingExercise 3

Ask questions about why Sofia, Janusz, and Lucio are learning English, e;g; Why is Sofia learning English? (to elicit: Because she wants to study English literature, etc.). Tell students there are many reasons for learning English, some of which are given. Invite them to ask and answer the questions (Why are you learning English?) in pairs, and get one or two students to report back what their partner says.

Do this is a whole class discussion or as a group activity. Students should realize there is no single right answer to the question, and the four suggested topics are just there to prompt ideas. Perhaps they are all part of the topic. Perhaps the topic is Nothing really matters. Ask students who they think we refers to. The singer and her friends? Young people? Everybody? Do they often feel like the singer does? Encourage students to express their ideas using English as far as possible, but their own language if necessary. Finish the activity by playing the song a final time.

WritingExercise 4

Students complete their own 'passport', adding a passport photo if possible. Walk round the class giving help to less able students.

Exercise 1

E3

Prepare the song by focusing attention on the picture. What does it show? (an island in the sun). How does it make students feel? (possible answers: relaxed, lazy, good ...) Go through the words in the box and check students know the meaning (some words, e.g. follow may be new).

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NoteThe language of the dialogue is very informal. In particular, note the greetings Hey, man and the Australian G'day (for Good day, which is not normally used in Britain except as a very formal way of saying Goodbye); and gig , for a concert or disco. Play the tape for students to listen, look and read. Play the tape again.

COMPREHENSION

Understanding wh questions

COMMUNICATION

Requests: Could you lend me some records? * Suggestions: Shall we go to the fish and chip shop?

PRONUNCIATION

Short / se/and / a/

New words

disc jockey (DJ) equipment turntable speakers publicity job Australian Melbourne records gig borrow afford lend gorgeous scratch

Ask students to identify the four characters in the main photo (from left to right: Ricky, Karen, Jeff, Tina.) Ask questions to check students know who's who, e.g. Who is Jeff's girlfriend? Who is Australian? Check understanding of new vocabulary, especially equipment, turntable, speakers and gig Focus attention on the inset photo. Ask students who the two girls are talking about (Ricky). Do they both think the same about him? (Yes, they do). What do they think gorgeous means? Give students a choice, e.g. fantastic, not bad, horrible (fantastic). Get two students to read the exchange between Tina and Karen, stressing the word gorgeous. (You may prefer to do this after the comprehension section.) Get students to read the dialogue two or three times, in groups of four. Walk round the class as they read, encouraging them to make an effort with stress and intonation, to make the reading more enjoyable (e.g with Ricky's scornful comment They're ancient!). They can then read again, swapping parts. To conclude, choose a strong group to read for the rest of the class.

I 1 B nmwmSBefore students open their books: Ask students what they usually spend their money on. If this is the first lesson with the class after the holiday, ask them if they bought anything interesting during the holiday. What was it? (Do not spend more than a few minutes on this warm-up.) Before reading: Ask students to look at the big photo. Tell them they can see what Jeff and Tina spent all their money on during the holiday. Ask them what it was, to elicit (in their own language) e.g. a hi-fi system/disco system/a turntable/speakers.'' s t o r ysum m a ry^ n

Jeff and his girlfriend, Tina, are at Jeff's house. Jeff's going to start working as a DJ on Saturday and they're admiring the new equipment when their friend Karen arrives. A few moments later, Jeff's new neighbour, Ricky, arrives. He's Australian. He takes one look at the records Jeff is intending to play at the disco and says they're 'ancient'. Ricky promises to lend Jeff some more modern records, then the four of them decide to ^go off for a pizza ...________________________________ ^

Exercise 1

Go through the example question and answer with a student. Draw attention to the fact that a long answer (They bought a turntable and some speakers) is not necessary; short answers are usually more natural. Get students do the exercise in pairs. Walk round the class as they speak, giving help where necessary.

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Go through the answers with the class.Answers1 2 3 4 5 6 Je ff (DJ) Tina (publicity) A t "Club Crazy' on Saturday. Australia. (He arrived) three days ago they're ancient They spent it all on the equipment. he's gorgeous

SuggestionsExercise 4

Play the tape for students to read, listen, and repeat. Ask if there is any difference in meaning between Shall we? Let's ... and Why don't w e...? (no - they are all used to introduce a suggestion). Play the tape again for students to listen and repeat without looking at their books. Make a suggestion yourself for students to agree or disagree with, e.g. Let's open the window. Students work with a partner, using the cues to make more suggestions. Walk round the class as they speak, making sure that each suggestion gets a suitable reply.OPTIONAL ACTIVITY (all classes)

Exercise 2

Get students to say the expressions and ask them if they can remember who says them in the story. Tell them to turn back to the story and check. Students work with a partner and translate the expressions into their own language. Discuss some of the translations and decide which are the best.Answers1 Tina 2 Tina 3 Jeff

RequestsExercise 3

In groups of four, students decide on an activity to do tonight. Each student makes a suggestion, which the others can agree or disagree with. The group must find an activity that at least three people want to do. Walk round the class as they talk, prompting students to use the expressions Shall we ... ? Let's... or Why don't w e ... ? One person from each group can tell the rest of the class what his/her group decided to do.

First get students to work out the difference in meaning between lend and borrow. Ask them (in their own language if necessary) to look back at the story and to find the word which means give temporarily (lend) and the word which means take temporarily (borrow). Ask students how they would translate these words in their own language. Check understanding by asking what (if anything) they lend to other people, and why. Play the tape for students to listen and repeat. Ask if the questions are polite (yes, they are). Why? (Could is usually more polite than can; and the questions end with please). Students read the questions and answers in pairs. Tell them to vary their answers: they can be positive or negative.t

OPTIONAL ACTIVITY (stronger classes)Invite students to make suggestions for the next lesson. Tell them you will accept the best/most useful one. Give an example, and ask students to continue, e.g. Let's revise verbs! Why don't we watch a

video?

Short // andExercise 5 I5 S

/a /

Write the symbols / s e /and /a / clearly on the board. Explain (especially if students have no previous knowledge of the IPA) that the symbols represent sounds of English. Tell students that it is useful to learn the sound associated with each symbol, because English spelling does not always reflect the pronunciation. So when they look up a new word in a dictionary, they can understand the pronunciation from the phonetic transcript. Students listen to the tape and repeat the words chorally. The two sounds /ae/ and /a / are notoriously difficult for many learners. If you feel confident about your own pronunciation,

OPTIONAL ACTIVITY (weaker classes)Divide the class into small groups. Each student puts a few personal items (e.g. pen, watch, notebook) on the desk in front of him/her. In turn, students ask to borrow items, one at a time, until they have all changed hands.

show them that the two sounds look different by contrasting them in a minimal pair (say, cat and cut). A tense nervous smile exposing the teeth is the right position for / a e / : the muscles of the mouth relax more and the jaw drops for /a /. Get students to experiment making the difference for themselves - they should enjoy doing this. Play the tape for the second part of the activity, items 1-4. Play the tape again, for students to check their answers.Answers1 cat bug 3 cup 4 fan

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GRAM M AR

Irregular verbs: past simple (affirmative) Irregular verbs: past simple (negative) Irregular verbs: past simple: (interrogative and short answers) Past simple with ago

STUDY SKILLS

* Learning English in the modem worldNew words

If you feel confident about your own pronunciation, call out more words containing these vowels (e.g. shut, dad, mum, scratch, love). Students write the vowel symbol for each word they hear. Go through their answers. Don't be surprised if they find this activity difficult. Draw attention to the spellings usually associated with the sounds (/ se/= a, Ia/= u) but tell students there are exceptions (e.g. love).Tongue twister

match championship purse Hong Kong satellite television

Irregular verbs: past simple (affirmative)Exercise 1

Ask students to remind you of the literal meaning of tongue twister- or explain it to them if they haven't worked with tongue twisters before (a group of words which feature similar sounds: if you repeat them quickly they are difficult to say correctly, and seem to twist your tongue). Students listen and repeat.

Get students to look at the list of verbs. Treat this as vocabulary revision - check the meanings. Ask students what the verbs have in common (they are all irregular). Remind them that many of the most common verbs in English are irregular. Students do the activity individually.

Make sure these activities, which provide extra pronunciation practice of highlighted sounds, are enjoyable to do. Get students to think about the different tones of voice the tongue twister could be said in (e.g. excited, perplexed, unemotional). They then repeat the tongue twister in these different ways. You could also organize a competition to see who can say it the quickest."OPTIONAL ACTIVITY (stronger classes)Tell students to work with their partner and compile two lists of five words containing /ae/ or /a /. The first pair to complete the lists is the winner. Check what they have written by getting them to write the lists on the board.

Check the answers, drawing attention to the difference in pronunciation between read (base form) /ri:d/ and past simple /red/. Ask questions about spelling, e.g. How do you spell 'bought'? Write the words on the board if you