Module 3: Contents. Functions and Exponents. Thematic Illustration. Lessons. Verification. Supplementary Activities. Grammar.

Transcription

1 Module 3

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3 Module 3: Contents Functions and Exponents Thematic Illustration Lessons Verification Supplementary Activities Grammar Glossary

4 Thematic illustration Listening A. True or False. Mark true or false. For the statements that are false can you change a word or two to make them true? 1. Daniel s parents live in Kingston. 2. Alice looks like her sister. 3. Daniel looks like his mother. 4. Alice helps her mother-in-law Saturday mornings. 5. Daniel likes grocery shopping. 6. Daniel usually goes out with his friends on Saturday evenings. 7. Daniel invites Alice to lunch on Saturday. 8. Alice wants to introduce Daniel to her friends on Saturday. 9. Daniel usually takes pictures on Saturday afternoons. B. Check off ( ) the topics that are mentioned in this audio script: 1. the family 2. physical description 3. personality characteristics 4. the time 5. weekend activities 6. occupations C. Now match the topics above to the sentence extracts below. (Not all of the above topics are discussed in the dialogue) She looks older. She looks like your mother. Around 8:00. So, does she have a good sense of humour like you? Oh, is this your family? We get up early and clean our place from top to bottom. Page 4

5 Page 5 Thematic illustration

6 LESSONS FUNCTIONS EXPONENTS TOPICS 1 Asking & responding to questions about marital status Are you married? Is she married? Yes, she is. Marital Status 1 Describing and asking about the physical traits of others She s tall and average weight. Not too fat, not too thin. She has straight blond hair. Physical Traits 1 Talking about age How old is he? He s 35. Age 1 Talking about the personality characteristics of others She s talkative. She s quiet. Alice is very nice. Personality Characteristics 1 Asking about the identity or name of objects, animals or people Who wears glasses? What has four legs? Identification 1 Identifying or naming objects, animals and creatures An elephant has a long trunk. A table has four legs. Descriptions 2 Asking for details (physical & personality traits) & making comparisons What does she look like? She looks like her father. What is she like? She s very friendly. Is she like her sister? No, she s serious. Physical Traits Personality Features Comparisons 2 Asking & responding to questions about family relationships. Do you have any children? Yes I do. I have 2 teenagers. Family Relationships

7 LESSONS FUNCTIONS EXPONENTS TOPICS 3 Asking about the physical & personality traits of others What is she like? What does she look like? Is she like her sister? Physical & Personality Descriptions Comparisons 3 Describing the physical traits and personality traits of others She s very friendly. She looks like her father. She s tall and average weight-- not too fat, not too thin. She has straight blond hair. Family Members 4 Talking about daily routines Sandy has a busy day. She wakes up at 6:00 a.m. Daily Routines 5 Talking about time What do you do between seven and eight o clock in the evening? Time 6 Talking about weekly routines On Monday he works at a restaurant. On Tuesday, he takes classes. Weekly Routines 7 Talking about household chores How often do you vacuum the rug? Oh, once a week. Household Chores

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9 Lessons Lesson 1. Describing Yourself and Others Lesson 2. Marital Status & Family Relationships Lesson 3. Describing Family Members Lesson 4. Daily Routine Lesson 5. About Time Lesson 6. A Week s Work Lesson 7. Household Chores

10 Lesson 1 Vocabulary Describing Yourself and Others 1. Individual work. Read the words below and match them to the people in the picture. A. Hair type a) b) c) curly hair wavy hair straight hair B. Hair colour d) e) f) red hair blond hair black hair i) C. Age adult, child, baby, teenager g) h) j) Page 10

11 D. Weight E. Height heavy/chubby, medium-weight, thin/slim medium-height, Tall, short, k) l) m) n) o) p) Page 11

12 Listening 2.A Individual work. Listen to Peter & Daniel describe three women in their class. Underline the words that describe each woman. ALICE PRAVIT ASHA KOHLI SANDY SKY Tall Short Average-height Thin Average-weight Overweight Sales manager Cartoonist Accounting clerk Comical Interesting Talkative Nice Outgoing Age 19 Age 32 Age 35 Single Married Separated Divorced Engaged Blond hair Brown hair Black hair Red hair Curly hair Straight hair Wavy hair No children Son Daughter Tall Short Average-height Thin Average-weight Overweight Sales manager Cartoonist Accounting clerk Comical Interesting Talkative Nice Outgoing Age 19 Age 32 Age 35 Single Married Separated Divorced Engaged Blond hair Brown hair Black hair Red hair Curly hair Straight hair Wavy hair No children Son Daughter Tall Short Average-height Thin Average-weight Overweight Sales manager Cartoonist Accounting clerk Comical Interesting Talkative Nice Outgoing Age 19 Age 32 Age 35 Single Married Separated Divorced Engaged Blond hair Brown hair Black hair Red hair Curly hair Straight hair Wavy hair No children Son Daughter Page 12

13 2.B Look at the pictures and write the names of each person under each. Page 13

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15 Grammar 3. Reminder s = is 3.A Read the written excerpts of the audio script below. Then fill in the blanks with s, are, am, has or have, do or does. Peter: Well, Daniel, do you know all our classmates? Daniel: Not all of them. How about you? Peter: I don t know all of them either. Daniel: Alice very nice. Peter: Alice who that? Daniel: She s around my age. She nineteen. Peter: What does she look like? she have blond hair? Daniel: No she doesn t. She long black hair. Peter: Oh, I know who you mean. She thin and average height, right? She works at the Bay. Daniel: Yeah, that s right. She an accounting clerk. Peter: So I guess she single like you? Daniel: Right. Daniel: you married, Peter? Peter: No, but I engaged. Daniel: you plan to have children when you get married? Peter: We don t have any plans for right away. Someday Asha and I want to have kids, though. Daniel: Asha, Asha?? The name is familiar. I know her? Peter: Yeah, she my fiancée. She in our class. Daniel: Oh, really! What she look like? Peter: She not very tall she s short and maybe a little overweight. She curly black hair. She s 32. Daniel: Oh, I know her! She really comical and interesting. What she do? Peter: She s a cartoonist. Daniel: I bet she good at her work. Peter: Yeah, she. Page 15

16 Daniel: Sandy Sky interesting, too. Peter: Sandy Sky who that? What s she look like? Daniel: Oh, you know her. She tall and average weight. Not too fat, not too thin. Peter: Yeah, maybe short black hair? Daniel: No, she wavy blond hair and blue eyes. She about 35 years old. Peter: Oh, yeah. Does she talk a lot? Daniel: Yeah, she very talkative. Peter: Okay, I know her. She separated, isn t she? Daniel: Yes, she s separated and she two teenagers. Peter: Yeah! She tells a lot of amusing stories about her son and daughter. She works as a sales manager downtown, doesn t she? Daniel: That s her. Peter: She s very outgoing. She and Tom, the divorced guy from the Maritimes, hang around together. Now that a serious guy. Daniel: Yeah, he sure. 3.B Pair work. Look at the text again. Notice the sentences that contain the verbs be and have. Write them in the correct column in the box below. BE Alice is very nice. She s around my age. HAVE Does she have blond hair? Page 16

17 3.C When do we use be and have? We use be when we want to talk about We use have when we want to talk about In English, what verb do we use to talk about a person s age? Speaking 4.A Pair work. Refer back to the list in LISTENING 2A. Take turns describing Alice, Asha, and Sandy. Use the words in the list. Example: Alice is medium height. She has black hair. She is an accountant clerk. She is nineteen (years old). She is nice. She is single. She has no children. NOTE: She has no children = she doesn t have children. 4.B Pair work. Now tell your partner about yourself. Talk about your age, personality, physical traits, occupation, and marital status. Example: I am I have Page 17

18 Writing 5. Identifying People: WHO? Physical Traits Personality Traits Marital Status Who has blond hair? Who is friendly? Who is divorced? Who is tall? Who is talkative? Who is single? Who is separated? Who is married? Look at the pictures of Asha, Alice, and Sandy again. In only ten minutes, how many who questions can you and your partner write using Who is? and Who has? Compare your list with the rest of the class. For example: 1. Who has blond hair? Who is nineteen years old? Page 18

19 Speaking 6. Group work. Write down six sentences about yourself, three true and three false. Read each sentence to the class. The class must correct your false statements. Example: Student A: Class: My eyes are blue. OR I have blue eyes. False. Your eyes are green. OR You have green eyes Grammar 7. What When you want to discover the name of an OBJECT, ANIMAL or CREATURE use: WHAT WHAT + VERB What is black and white What has feathers What s soft, moldy and flies? and red all over? and webbed feet? A spoiled bat. A newspaper. A turkey wearing scuba gear. Pair work. BRAINTEASERS: Can you and your partner figure out these riddles? What is the longest word in the dictionary? s l e What is Santa s right name? M y C _ s What has hands and a face but no mouth? _ l k Page 19

20 Writing 8. Use what or who. REMEMBER: When you want to discover the name of a person or persons use who. When you want to discover the name of objects, animals or creatures use what. 1. has three eyes? A monster. 2. has long black hair? Maria. 3. has wings but cannot fly? A penguin. 4. wears glasses? Steve and Martin do. 5. is married? She is. 6. is a wise crack? An educated hole in the floor. 7. is 45 years old? Peter is. 8. is a rabbit s favourite dessert? A hopsicle. Page 20

21 Speaking 9. Pair work. You have the ages of some of the people in the language class on your list while your partner has the ages of the others. Do not look at your partner s list. Complete your lists by asking and answering questions. Use the grammar rule below to help you. How Old...? How old is she/he/it? How old are we/you/they? She/He/It is 7 (years old). We/You/They are 7 (years old). STUDENT A NAME AGE Sammy Wolfe Asha Kohli Amy Reid Larry Devine Mary and Martin Lawson Fred Green Sally Perez Conrad McMurphy Heather Lear Jeanette and Jonathon Walsh Page 21

22 STUDENT B NAME AGE Sammy Wolfe Asha Kohli Amy Reid Larry Devine Mary and Martin Lawson Fred Green Sally Perez Conrad McMurphy Heather Lear Jeanette and Jonathon Walsh Speaking 10. Group work. GAME. I m thinking of someone Think of someone in your class; then say to your classmates: I m thinking of someone. Allow your classmates to ask you a maximum of 9 questions. Example: S1: I m thinking of someone. S6: What is she like? (Je suis en train de penser à quelqu un.) (What is she like? = What is her personality like?) S2: Is it male or female? S1: She s friendly S1: Female. S7: Is she married? S3: How old is she? S1: No, she isn t. S1: 24. S8: Is she an ad consultant? S4: What does she look like? S1: Yes, she is. /No, she isn t. S1: She has blond hair. S9: Is it Mary? S5: Is it Cindy? S1: No, it isn t. /Yes, it is. (Is it Cindy? = Is the answer Cindy?) S1: No, it isn t. Page 22

23 Lesson 2 Vocabulary Marital Status & Family Relationships 1.A Group work. Look at the pictures and read the text. He s single. She s single. They re living common law. She s widowed. He s widowed. They re engaged. They re married. They re separated. They re divorced. Page 23

24 This is my husband. This is my wife. This is my partner. 1.B Fill in the blanks with these words or expressions: married, single, separated, divorced, widowed, living common law. 1. Ms. Smith is not married, divorced, separated or widowed. She s. 2. Mr. Martin s wife is not alive. Mr. Martin is. 3. Their wedding was last night. Now they re. 4. Mrs. Copping is no longer married. Her divorce is final. She s. 5. Mr. Donaldson s common-law partner, Mary, is living with Mr. Martin now. Mr. Donaldson is. 6. Mrs. Perez s husband is not alive. She is. 7. Ms. Taylor and Mr. Peterson are not married, but they live together. They are. Page 24

25 Listening 2. Pair work. Listen to the audio script and complete the dialogue. Use the words in the activity above to help you. Then practise the dialogue below with your partner. Audio script: Jason: What do you do, Sharon? Sharon: I m an advertising consultant. Jason: Oh that sounds interesting. Sharon: Yes, it is, Jason, but it can be pretty hectic with a (1). Jason: Oh, are you (2)? Sharon:Yes, I am. My (3)Henry is over there. Jason: Oh, yes, I know him. He works in the shop next door. Do you have any (4)? Sharon:Yes. We have a (5) and a (6). Jason: How old are your children? Sharon: My (7) is fourteen and my (8) is ten. Jason: They must be fun, Sharon. Sharon:Yes they re a lot of fun. But what about you, Jason? Do you have a (9)? Jason: Well, not a (10). I m single. But my (11) are still alive, and I have a (12) and (13). Sharon: Really? Are they married? Jason: My (14) is, but my (15) is separated. Sharon: So are you an (16)? Jason: Yes. I have two (17) and two (18). Sharon: That s nice. Jason: Yeah. My (19) Jeffery s kids are twins. But they don t look alike. They re both pretty serious though. They re nice kids, but I really like my (20) Sandy s children. They re comical and unusual. They even have unusual names. Her (21) is called Rocky and her (22) is Kia. Sharon: No kidding! Page 25

26 Vocabulary 3.A Page 26

27 5. 3.A Look at the family portraits above. 1. Can you find Sharon and her family? 2. Can you find Jason and his family? 3. Can you find Jason s sister and her family? 4. Can you find Jason s brother? 5. Can you find Jason s parents? 3.B Pair work. Role-play. Imagine you are Jason and Sharon. Show your family photo(s) and talk about each family member. Change roles. Page 27

28 3.B Look at the diagram of the Todd family tree. Use the photos and the dialogue to help you complete it. Page 28

29 3.C Pair work. Complete the chart of family relationships. These words will help you: mother-in-law, father, husband, daughter, nephew, brother. FEMALE MALE 1. girl 2. son 3. sister 4. wife 5. sister-in-law 6. parent 7. mother 8. grandparent 9. grandfather 10. father-in-law 11. grandchild 12. grandchildren 13. niece 14. cousin Page 29

30 Grammar 4. Possessive Nouns POSSESSIVE NOUNS show ownership. Noun Possessive of Noun How is Jason related to Steven? Jason is Steven s son. (Jason is the son of Steven) son Steven s How are the books connected to Steven? They re Steven s books. (They re the books of Steven) books Steven s She is Martin s friend. (She is a friend of Martin) friend Martin s It is Sally s dog. (It is a/the dog of Sally) dog Sally s He is Steven s father. (He is the father of Steven) father Steven s Pronunciation Is that a pen? Is this a pen? Martin s = Z Yes, it Mary s is. = Yes, IZit is. No, it isn't. Jeff s = No, Sit isn't. That's a(n)... This is a(n)... It's a(n)... It's a(n)... Page 30

31 4. Pair work. Look at the picture of the Todd Family Tree. Fill in the blanks with a possessive noun form. (Example: Mary s). Compare with your partner. There may be more than one correct answer, but give only one. 1. Jason is Steven s son. 2. Mary is wife. 3. Rocky and Kia are children. 4. Marian is grandmother. 5. Marian is mother. 6. Jason is uncle. 7. Mary s husband is brother. 8. Sandy is aunt. 9. Jeffery is uncle. 10. Jeffery is brother. 11. Sandy is sister. 12. Kia is granddaughter. 13. Steven is father. 14. Jeffery is husband. Page 31

32 Speaking 5. Group work. Look at the family tree. You are related to Mr. Smith, but you don t know how. 1. Your teacher will place your name tag on your back (NO PEEKING!!). 2. Go around the room and show your name tag to the other students. 3. Ask each student ONE question about your relationship to Mr. Smith. Example: Am I Mr. Smith s nephew? When you think you know who you are, write your name on the family tree. 4. Then wait and see if you are right. Page 32

33 Grandfather Grandmother Aunt Jane Uncle Father Mother Aunt Ruth Cousin Sister-in-law Brother Mr. Smith Wife Sister Nephew Niece Son-in-law Daughter Son Granddaughter Page 33

34 Grammar 6. Possessive Adjectives I have a sister. You have a sister. He has a sister. She has a sister. It (the dog) has a sister. We have a sister. Tom, and you have a sister. They have a sister. My sister s name is Margaret. Your sister s name is Margaret. His sister s name is Margaret. Her sister s name is Margaret. Its sister s name is Fido. Our sister s name is Margaret. Your sister s name is Margaret. Their sister s name is Margaret. Fill in the blanks with a possessive adjective: my, your, his, her, its, our, their. 1. Kia and Rocky live with mother. 2. Jeffery s daughter is really tall for age. 3. This is the family pet. name is Kitty. 4. Arthur is very smart. parents are so proud of him. 5. Arthur and Annie usually go to grandparents on Saturdays. 6. Kia and Rocky like cousins. 7. Kia likes cousin Annie very much. 8. Kia, please write a letter to grandmother. 9. I have only one sister. name is Wanda. 10. Yes, I am married. Let me introduce you to wife, Sharon. 11. So you re married, too. What does husband do? 12. Jennifer and I have only one brother. brother is older than we are. Page 36

35 Writing 7. Individual work. Write the names of some of your family members on this family tree. Add circles if you need to. Be sure to include one set of grandparents. Then fill in the blanks with: my, her, his, our, their, its. MY FAMILY TREE This is family tree. last name is. name is. These are grandparents. grandmother s name is. grandfather s name is. These are parents. father s name is. mother s name is. This is sister/brother. name is. (Or) These are sisters and brother(s). names are,, and. I am married/living common-law. This is partner. name is. I have a pet. name is. Page 37

36 Speaking 8. Pair work. This is an information gap activity. Student A s sister is marrying Student B s brother. Your teacher will give you and your partner a wedding photo and a copy of your family tree. 1. First find yourself on your family tree. You are either Student A or Student B. Tell your partner three things about your relatives in the wedding photo. Example: Student A: (pointing at the wedding photo): Who s that? Student B: (1) That s my aunt s son. (2) He s my cousin. (3) His name is Page 38

37 Writing 9. Pair work. Refer to your family tree. Choose five people on the family tree. Write three ways they are related to you or other people in the photo. Example: Arthur is my brother. He is Isabel s uncle. He is Joanne s brother-in-law Page 39

38 Lesson 3 Describing Family Members Listening 1.A Individual work. In this audio script, Jason and Sharon are discussing some of their family s physical and personality traits. Read over the incomplete text, listen to the audio script and complete the text. Jason: My sister, Sandra, talks and talks. She s very (1). Sharon: Oh, yeah! My son is like that. But he s serious, too. Is she (2)? Jason: No, not really. She s very (3). She likes to tell a lot of jokes. Sharon: What s your brother look like? Jason: Well Jeffery is very (4) and thin. I d say that he s handsome. Yeah, he s very good-looking. Sharon: Is he comical like your sister? Jason: No, he s not. BUT he is REALLY (5). He s nice to everyone and everyone likes him. Sharon: What are your sister s kids like? Jason: Kia and Rocky? Oh, they re like their mother. They re very comical. Sharon: Do they look like her? Jason: No, they re height (6). They take after their father*. What about your children - what do they look like? * take after = look like Sharon: Well, my son is (7). He s a little (8), but he s muscular, and he s really (9). Jason: What about your daughter does she look like you? Sharon: Well, a bit. She s (10) for her age and (11), but not too thin. She s very (12). Jason: Just like her mom! Page 40

39 Listening 1.B Pair work. Scan the dialogue to find adjectives that describe personality and appearance. Complete the chart.. Compare your answers. PERSONALITY APPEARANCE Talkative Tall Vocabulary 2.A Pair work. Describing personalities. What is she like? Match the words on the left with their opposites. Compare your answers. 1. talkative (g) a) stubborn 2. hardworking b) unfriendly 3. friendly c) serious 4. neat d) outgoing 5. easygoing e) lazy 6. adventurous f) unimaginative 7. creative g) quiet 8. comical h) boring 9. interesting i) careless 10. careful j) messy 11. shy k) cautious 2.B Which words in both columns describe you? Which words describe your partner? 2.C Look through the dialogue again and find a definition for these words: a) friendly c) talkative b) comical d) handsome Page 41

40 Grammar 3. Asking for personal details Asking about physical traits. Asking about personality traits. What does she look like? What do they look like? What is she like? What are they like? Making comparisons Asking about physical traits. Asking about personality traits. Who does she look like? She looks like her sister. Is she like her sister? Yes, she is. She s friendly like her sister. Does he look like (his parents)? Yes, he looks like his mother. 3.A Individual work. Refer to the grammar chart above. Fill in the blanks. a) What is she like? She talks a lot. b) What he look like? He is short and awfully skinny. c) What do like? I m a bit overweight and have red hair. d) What he? He s outgoing. e) he his father? Yes, he s like his father. Page 42

41 f) What like? They aren t very friendly. g) Are they their parents? Yes, they re like their parents. h) What you? We both have blond hair and are overweight. i) she look like? She s very short for her age. j) she look her mother? Yes, she does. She looks like her mother. k) What look like? They are both quite tall. l) they their mother? Yes, they do. They look like their mother. m) is she? She s very friendly. n) do look like? She is short and he is tall. o) What like? I m a bit shy. p) your mother you? Yes, she is. She s shy like me. Page 43

42 Speaking 4. Group work (Giving descriptions of family members). Describe a family member to the group. Other students in the group should ask you questions. Talk for three minutes. Example: S1: My brother isn t very talkative. He s quiet. He s ahhhh. S2: What does he look like? S1: He s tall and medium weight not too fat, not too thin. S3: Does he look like your parents? S1: Yes, he does. He looks like my mother. S4: Is his personality like your mother s? S1: No, it s like my father s. S5: Is he married? S1: Yes, he is. He has two children. Etc. etc. Writing 5. Your teacher will give you the name of someone in the class (or if the class is too small) the name of a movie star or public figure. Write a short description of this person. (5 sentences) Use words to describe both their personality and their appearance. Now read your description to your classmates. Can they guess who it is? Page 44

43 Reading & Writing 6.A This is a letter that Natasha, a student at the language school, wrote to her pen pal in India. Fill in the blanks with the words below. independent, tall, hardworking, gray, thin, brother, sisters, widow, healthy, average height, fit. Dear Ashook, Hi there! Let me tell you about my family. My mother is 88 years old and is a. My father died two years ago. Mom has hair and is, only 5 5. She s very and never goes to the doctor s. She lives alone in an apartment in the suburbs, and she cooks her own meals. She s really very for her age. I talk to her everyday and take her shopping on Saturdays. I don t have any, but I have a. He s a newspaper editor. Tim is very. He spends about 12 hours a day at his office. He s married and has three children. My brother is very he s over 6 2 tall. But he isn t very. He doesn t exercise at all. He s. He only weighs 145 lbs. Write and tell me about your family, why don t 6.B Now imagine you are Natasha s penpal. Write Natasha back and tell her about your family. Page 45

44 Speaking 7. Group work. Guess Who! Ask the class to guess who you are thinking of. Is it someone in the class? Is it a politician? Is it an actor/ actress? The class can only ask you yes/no questions. Example: Does s/he have? Is s/he? Does s/he look like? Is s/he like her father/mother/ brother, etc? Page 46

45 Lesson 4 Listening Daily Routines 1. In the morning a) I take a shower. b) I take the bus to work at 8:00. c) My husband washes the dishes. d) I get up at 6:30. e) I brush my teeth. f) We eat breakfast together. g) I get dressed. h) My work starts at 8:30. i) My husband gets up at 7:15 j) My husband takes care of the baby. k) I leave home at 7:50. Page 47

46 1.A Listen to the audio script and put the images in order. 1. d B Can you put the events in order? a. I take a shower. b. My work starts at 8:30. c. My husband gets up at 7:15. d. I get up at 6:30 a.m. e. I get dressed. f. My husband washes the dishes. g. I take the bus to work at 8:00. h. I brush my teeth. i. My husband takes care of the baby. j. I leave home at 7:50. k. We eat breakfast together. Page 48

47 1. In the evening a) We go to bed at 10:00. b) I read the newspaper. c) I leave work at 5:30. d) My husband watches TV. e) We eat dinner together. f) I go to the grocery store. g) I play with the baby. h) My husband and I wash i) I put the baby to bed. the dishes together. j) I get home at 6:15. k) My husband makes dinner. Page 49

48 1.C Listen to the audio script and put the images in order. 1. c D. Can you put the events in order? a. I play with the baby. b. I leave work at 5:30. c. My husband watches TV. d. My husband and I wash the dishes together. e. I read the newspaper. f. We go to bed at 10:00. g. I get home at 6:15. h. I go to the grocery store. i. We eat dinner together. j. I put the baby to bed. k. My husband makes dinner. Page 50

49 Spelling 2. The third person singular: -s. -es, -ies S ES IES eat - eats match - matches fly - flies play - plays relax - relaxes worry - worries Grammar & Speaking 3. Group and pair work. Talk about the daily routines of the wife and husband in 1 LISTENING. Daily Routines 1. The wife gets up at 6:30 a.m. 2. She takes a shower. 3. She gets dressed. 4. Her husband gets up at 7: Page 51

50 Writing 4.A Read the letter below. Dear Mom, I have such a busy schedule. I wake up at 5:00 a.m. and get out of bed at 5:05. Then I go jogging in the park. I get back around 6:15 a.m. Then I take a shower and get dressed. Next I make lunches for everyone. Afterwards, I call the children and we all eat breakfast together. At 7:45 I drive the children to school. I arrive at work at 8:30 a.m. I work in an office. At noon I eat lunch and watch TV in the cafeteria with some of the other staff. At 4:30 I leave work. I buy some groceries on the way home. I pick up the children from school -- they are both on sports teams. The children help prepare supper. After dinner, Kia and Rocky do their homework and I study for my Saturday morning English class. At 10:30 the kids go to bed and I relax for a few minutes over a cup of herbal tea. Then I go to bed. I try to read, but I always fall asleep before I finish the first page. Bye now. Love, Sandy Page 52

51 4.B Now imagine you are Sandy s mother. Write to your sister Darlene and tell her about Sandy s busy schedule. Example: Dear Darlene, Sandy has such a busy schedule. She wakes up at. Bye now. Love Ava Page 53

52 Grammar 5. Affirmative/Negative Affirmative She gets up at six-thirty. I get up at six-thirty. They get up at six-thirty. Negative She doesn t get up at six-thirty. I don t get up at six-thirty. They don t get up at six-thirty. Make the sentences negative. 1. Kia and Rocky sleep in every morning. Kia and Rocky don t sleep in every morning. 2. Kia washes her hair every morning. Kia doesn t wash her hair every morning. 3. Rocky takes a shower every morning. 4. They take the bus to school. 5. Kia works in the library at school. 6. Rocky plays on the football team. 7. Kia and Rocky eat lunch together. 8. Kia studies in the library after school. 9. Kia and Rocky walk home from school. 10. Rocky watches TV after school. 11. They do their homework before supper. 12. Rocky and Kia make supper for their mother. 13. Rocky and Kia wash the dishes for their mother. 14. They go to bed early every evening. Page 54

53 Speaking 6. Pair work. Talk to your partner about your daily routine. What DO you do AND what DON T you do during a typical day? Example: I don t have a busy schedule. OR I have a busy schedule. I don t get up at 6:30. I get up at 8:00. I don t eat breakfast in the morning. I just drink coffee or juice in the morning. I don t leave for work at 8:00. I leave at 9:00. OR I don t go to work. I go to school. Etc. Page 55

54 Lesson 5 About Time Listening 1.A Individual work. Read the script silently. Ask your teacher for help with any unknown words. Sammy: When does the next bus go by? Alice: At 9:00. Sammy: At nine. Does it go downtown? Alice: No it doesn t. It goes north towards the suburbs. Sammy: When s the next bus for downtown? Alice: It s at 9:15. Sammy: At 9:15. What time is it now? Alice: It s 8: 55. Sammy: Hmm. If it s 8:55, the next downtown bus isn t for twenty minutes then? Alice: Yes, that s right. Sammy: And when s the next bus to the university? Alice: Oh, that s in ten minutes - at 9:05. Sammy: Hmm... at 9:05. Maybe I ll take that one and walk the rest of the way. Thank you. Alice: You re welcome. 1.B According to the dialogue, what s another way to say the time? Example: 7:25 (seven twenty-five) OR twenty-five past seven (past = after e.g. 7:25 = twenty-five after seven) a) 9:15 (nine-fifteen) OR b) 8:55 (eight fifty-five) OR c) 9:05 (nine oh five) OR Page 56

55 Vocabulary 2.A Group work. Look at the images and read the captions. 1. It s eight o clock. 2. It s eight-fifteen or 3. It s noon or It s quarter past/after eight. It s twelve o clock. 4. It s three twenty-five or 5. It s three-forty or 6. It s three fifty-five or twenty-five past/after three. It s twenty minutes to four. five minutes to four. 7. It s nine o clock. 8. It s midnight/it s noon. It s twelve o clock (at night/noon). Page 57

56 2.B Write the correct time on the clocks below. Example: two o clock 1. seven minutes past eight 2. ten minutes to four 3. sixteen minutes past eleven 4. noon 5. twenty minutes to nine 6. twenty minutes past nine 7. midnight 8. quarter to eleven 9. quarter past eleven Page 58

57 Writing 3.A Individual work. Write about Fred s morning routine. 1. Fred gets up at 5: Fred Fred Fred Fred Fred... Page 59

58 3.B Individual work. Fred s daughter Lisa has a different morning routine. Look at the pictures in 3A and write the sentences in the negative. 1. Lisa doesn t get up at 6: Page 60

59 Writing & Speaking 4.A Pair work. Write sentences using the information provided. Example : 1. My friend leaves for works in the morning. Prepositions and time of day a.m. = morning p.m. = afternoon, evening in the morning at noon in the afternoon in the evening at night at midnight 1. my friend leave for work morning 2. my friend (not) talk on the phone morning 3. my friend go to the gym noon 4. my friend (not) go to class afternoon 5. my friend visit me evening 6. my friend (not) leave for home midnight 7. I work night 8. I take the bus midnight 9. I (not) get up morning 10. I have my breakfast noon 4.B Pair work. Check off the activities your partner does. Write down when s/he usually carries out these activities. Do you ever Talk to your friends 2. Leave for work 3. Do grocery shopping 4. Read newspapers/books 5. Prepare meals 6. Watch the sun set 7. Do housework 8. Watch videos 9. Look at the moon 10. Do the laundry 11. Catch a midnight bus 12. Eat chocolate morning evening noon night afternoon midnight Page 61

60 Reading 5. INFORMAL TIME REQUESTS Asking the time What s the time? Do you know what time it is? What time is it? Have you got the time? Hey, there! Do you have the time? Responding Two o clock. It s two o clock. It s ten past three. Sure, thing! It s nine o clock. (Giving the exact time) It s five o clock on the dot. It s exactly four-fifteen. It s five o clock sharp. Asking for clarification Did you say 5:15? Responding to a clarification request Yes, that s right. No. I said 5: 50. Page 62

61 FORMAL TIME REQUESTS Asking the time Excuse me, (sir/ ma am). Do you have the time? Pardon me. Have you got the time? Can you tell me the time, please? Excuse me. Would you have the time? Responding saying what time it is Certainly. It s two o clock. Sure. It s ten past three. (Giving the exact time) Yes. It s exactly four-fifteen. Certainly. It s five o clock on the dot. No problem. It s five o clock sharp. Asking for clarification Excuse me. Did you say 5:15? Responding to clarification request Yes, that s right. No. I said 5: 50. Are the following situations formal, informal or both? Write formal, informal or both beside each of the conversations below. a) Excuse me, ma am. Could you tell me the time, please? Formal b) Oh, shucks! I forgot my watch. Do you know what time it is? c) Did you say a quarter past four? d) Excuse me. My watch has stopped. Could you tell me the time? e) What s the time, Margaret? f) Pardon me. Have you got the time? g) Would you have the time, sir? h) I m starving. Is it ten o clock yet? i) My watch has stopped. What time is it, please? Page 63

62 Speaking 6. Pair work. Role-play the following situations with your partner. Ask your partner the correct time and draw the correct time on your clock. Use the appropriate form of address (formal or informal). Worksheet 1 for STUDENT A: LESSON 5: About Time Teacher s note 1 LISTENING This activity introduces ways of expressing time in English. Before beginning this lesson, prepare the students by having them count (in English) by fives to sixty. Tell them they are going to listen to a cassette in which one character asks about a particular bus schedule. They will hear two different ways of giving the same time. They should listen and note down the differences. Before playing the audio script, have the students read over the audio script (silently) to identify any unknown words. Have students identify and repeat orally the two ways certain times are stated in the dialogue. Student book 1 LISTENING A. Individual work. Read the script silently. Ask your teacher for help with any unknown words. (insert image (two right of dialogue) of two people waiting for bus (at bus stop for downtown). Alice is described in first activity, and Sammy is an Inuit) Sammy: When does the next bus go by? Alice: At 9:00. Sammy: At nine. Does it go downtown? Alice: No it doesn t. It goes north towards the suburbs. Sammy: When s the next bus for downtown? Alice: It s at 9:15. Sammy: At 9:15. What time is it now? Alice: It s 8: 55. Sammy: Hmm. If it s 8:55, the next downtown bus isn t for twenty minutes then? Alice: Yes, that s right. Page 64

63 Now listen to your partner and respond to your partner s requests with these times. Worksheet 2 for STUDENT A: LESSON 5: About Time Teacher s note 1 LISTENING This activity introduces ways of expressing time in English. Before beginning this lesson, prepare the students by having them count (in English) by fives to sixty. Tell them they are going to listen to a cassette in which one character asks about a particular bus schedule. They will hear two different ways of giving the same time. They should listen and note down the differences. Before playing the audio script, have the students read over the audio script (silently) to identify any unknown words. Have students identify and repeat orally the two ways certain times are stated in the dialogue. Student book 1 LISTENING A. Individual work. Read the script silently. Ask your teacher for help with any unknown words. (insert image (two right of dialogue) of two people waiting for bus (at bus stop for downtown). Alice is described in first activity, and Sammy is an Inuit) Sammy: When does the next bus go by? Alice: At 9:00. Sammy: At nine. Does it go downtown? Alice: No it doesn t. It goes north towards the suburbs. Sammy: When s the next bus for downtown? Alice: It s at 9:15. Sammy: At 9:15. What time is it now? Alice: It s 8: 55. Sammy: Hmm. If it s 8:55, the next downtown bus isn t for twenty minutes then? Alice: Yes, that s right. Page 65

64 Respond to your partner s time requests with these times. Worksheet 1 for STUDENT B: LESSON 5: About Time Teacher s note 1 LISTENING This activity introduces ways of expressing time in English. Before beginning this lesson, prepare the students by having them count (in English) by fives to sixty. Tell them they are going to listen to a cassette in which one character asks about a particular bus schedule. They will hear two different ways of giving the same time. They should listen and note down the differences. Before playing the audio script, have the students read over the audio script (silently) to identify any unknown words. Have students identify and repeat orally the two ways certain times are stated in the dialogue. Student book 1 LISTENING A. Individual work. Read the script silently. Ask your teacher for help with any unknown words. (insert image (two right of dialogue) of two people waiting for bus (at bus stop for downtown). Alice is described in first activity, and Sammy is an Inuit) Sammy: When does the next bus go by? Alice: At 9:00. Sammy: At nine. Does it go downtown? Alice: No it doesn t. It goes north towards the suburbs. Sammy: When s the next bus for downtown? Alice: It s at 9:15. Sammy: At 9:15. What time is it now? Alice: It s 8: 55. Sammy: Hmm. If it s 8:55, the next downtown bus isn t for twenty minutes then? Alice: Yes, that s right. Page 66

65 Now ask your partner the correct time and draw the correct time on your clock. Use the appropriate form of address (formal or informal). Worksheet 2 for STUDENT B: LESSON 5: About Time Teacher s note 1 LISTENING This activity introduces ways of expressing time in English. Before beginning this lesson, prepare the students by having them count (in English) by fives to sixty. Tell them they are going to listen to a cassette in which one character asks about a particular bus schedule. They will hear two different ways of giving the same time. They should listen and note down the differences. Before playing the audio script, have the students read over the audio script (silently) to identify any unknown words. Have students identify and repeat orally the two ways certain times are stated in the dialogue. Student book 1 LISTENING A. Individual work. Read the script silently. Ask your teacher for help with any unknown words. (insert image (two right of dialogue) of two people waiting for bus (at bus stop for downtown). Alice is described in first activity, and Sammy is an Inuit) Sammy: When does the next bus go by? Alice: At 9:00. Sammy: At nine. Does it go downtown? Alice: No it doesn t. It goes north towards the suburbs. Sammy: When s the next bus for downtown? Alice: It s at 9:15. Sammy: At 9:15. What time is it now? Alice: It s 8: 55. Sammy: Hmm. If it s 8:55, the next downtown bus isn t for twenty minutes then? Alice: Yes, that s right. Page 67

66 Reading & Speaking 7.A Individual work. Below is a summary of Mary s daily routine. Read the summary. In the morning, I get up at 6:30 a.m. I take a shower and I get dressed. My husband gets up at 7:15. We eat breakfast together. I brush my teeth while my husband washes the dishes. Then I leave home at 7:50. I catch the bus to work at 8:00. My work starts at 8:30. During the day my husband takes care of the baby. Work ends for me at 5:00. I leave work at 5:10 and I go directly to the grocery store. Then I take the bus home. I get home at 6:25. My husband and baby greet me. I play with the baby between 6:30 and 7:30 while my husband makes dinner. At 7:30 I give the baby a bath and put her to bed. At 8:00 my husband and I eat dinner together. After dinner, at about 8:45, my husband and I wash the dishes together. Then I read the newspaper while my husband watches TV. We go to bed at 11:00 on the dot. Page 68

67 7.B Tell your partner how your life is the same or different from Mary s. Example: I don t get up at 6:30. I get up between 7:00 and 7:30 in the morning. I don t take a shower in the morning. I take a bath at night... 7.C Interview two classmates about their daily routines. Between S1 S2 S1 S2 Do you eat breakfast in the morning? Yes I do. Between what times in the morning (do you eat breakfast)? I eat breakfast between 8:30 and 9:00 in the morning. LESSON 5: About Time Teacher s note 1 LISTENING This activity introduces ways of expressing time in English. Before beginning this lesson, prepare the students by having them count (in English) by fives to sixty. Tell them they are going to listen to a cassette in which one character asks about a particular bus schedule. They will hear two different ways of giving the same time. They should listen and note down the differences. Before playing the audio script, have the students read over the audio script (silently) to identify any unknown words. Have students identify and repeat orally the two ways certain times are stated in the dialogue. Student book 1 LISTENING A. Individual work. Read the script silently. Ask your teacher for help with any unknown words. (insert image (two right of dialogue) of two people waiting for bus (at bus stop for downtown). Alice is 7.D Report your findings back to the class: Example: Mario gets up between 8:00 and 8:15 in the morning. Mario doesn t take a bath in the morning. He takes one at night. Page 69

68 Lesson 6 A Week s Work Reading 1. Fridays child is loving and giving. Saturday s child works hard for a living. Page 70

69 Listening 2.A Individual work. Listen to the dialogue and circle the underlined words that you hear. A week in the life of Sammy A: What do you do, Sammy? Do you have a job? B: Well, I don t have one job; I have six jobs! A: Really! Why???? B: I have my reasons. A: Well, what s your schedule like? It must be crazy! B: Oh, I don t know about that. On Monday, I work in a restaurant. I clear/clean (1) tables and dry /wash (2) dishes. A: And on Tuesday? B: On Tuesday, I work in a hotel. I clean/clear (3) rooms and clean/make (4) beds. A: What do you do on Wednesday? B: On Wednesday, I work in a clothing store. I serve/wait (5) on customers and use/operate (6) a cash register. A: Do you work on Thursday, too? B: Yes, on Thursday, I work in a small newspaper office. I read/edit (7) articles and read/write (8) headlines. A: And on Friday? B: On Friday, I work in a movie theatre. I sell/buy (9) tickets and make/eat (10) popcorn. A: Do you work on Saturday or is that your day off? B: That s my day off. On Saturday, I just relax. I wake up/sleep in (11) until 10 o clock, and I eat/make (12) a big breakfast. Then I go out and cash/write (13) my cheques and buy/pick up (14) a few things. The rest of the day I spend/share (15) with my family and friends. Sometimes we watch/listen to (16) Hockey Night in Canada or buy/rent (17) videos. Sometimes we do/play (19) cards or go dancing. A: And do you have a job on Sunday? B: Yes, I do. I work for a grocery store. I drive/rent (20) a truck and sell/deliver (21) groceries. A: What a life! B: Yeah. Page 71

70 2.B Listen to the audio script again. Where does Sammy work each day of the week? Day of the Week Place of Work 1. On MONDAY a) newspaper office 2. On TUESDAY b) clothing store 3. On WEDNESDAY c) grocery store 4. On THURSDAY d) hotel 5. On FRIDAY e) no job - stays at home 6. On SATURDAY f) restaurant 7. On SUNDAY g) movie theatre Preposition ON The preposition ON is used in time expressions before the days of the week. (Weekdays are Mon-Fri) On Monday On Tuesday On Wednesday 2.C Associate Sammy s job task with his place of work. 1. clear tables and wash dishes a) a newspaper office 2. cleans room and make beds b) clothing store 3. wait on customers and use a cash register c) grocery store 4. edit articles and write headlines d) hotel 5. sell tickets and make popcorn e) restaurant 6. drive a truck and deliver groceries f) movie theatre Page 72

71 Pronunciation 3. The third Person Singular She matches; he takes; it goes: The verb endings [s] and [es] are pronounced as /s /, /z / or an extra syllable /iz/. 3.A Group work. Listen and practice. List 1 s = [iz] matches revises taxes List 2 s = [s] takes hits laughs stops List 3 s = [z] goes learns delivers rings Page 73

72 3.B Individual work. Listen to how these words are pronounced. Which list does each word belong under? Number the words according to the correct list. For example, if you think cleans belongs in List 3 then put 3 beside cleans. When the recording is over, write each word in the correct column. cleans (3) clears sells waits delivers washes buys spends makes works writes edits relaxes watches uses sleeps eats cashes stops drives LIST 1 LIST 2 LIST 3 s = /iz/ s = /s/ s = /z/ cleans Page 74

73 Writing 4. Individual work. Use the words below to complete the story of Sammy s week. Where necessary use the words more than once. On Monday Sammy works in a restaurant. He tables and dishes. On Tuesday, he works in a hotel. He rooms and beds. On Wednesday, he works in a clothing store. He on customers and a cash register. On Thursday, he works in a small newspaper office. He articles and headlines. On Friday, he works in a movie theatre. He tickets and popcorn. On Saturday, he does not work. He. He in until 10 o clock, and he a big breakfast. Then he out and his cheques and a few things. The rest of the day he with his family and friends. Sometimes he Hockey Night in Canada or videos. Sometimes he cards or dancing. On Sunday, he works for a grocery store. He a truck and groceries. What a life! buys sells clears waits washes spends edits cashes plays watches writes delivers uses sleeps relaxes makes rents drives eats cleans goes Page 75

74 Speaking 5. Pair work. Ask your partner yes/no questions about Sammy s work schedule. Your partner must listen carefully to know if your question contains the correct weekday. If it does not, your partner must correct you. Example: Student1: Student 2: Student 1: Student 2: Student 1: Student 2: Does Sammy work for a grocery store on Sunday? Yes, he does. Does Sammy work in a hotel on Sunday? No, he doesn t. He works in a hotel on Tuesday. Does Sammy watch Hockey Night in Canada on Thursday? No he doesn t. He watches Hockey Night in Canada on Saturday. Student A. Ask your partner these questions: Does Sammy play cards on Sunday? Does Sammy work in a restaurant on Monday? Does Sammy cash his cheques on Tuesday? Does Sammy relax on Wednesday? Does Sammy clean rooms and make beds on Thursday? Does Sammy work in a newspaper office on Friday? Does Sammy drive a truck on Saturday? Student B. Ask your partner these questions: Does Sammy relax on Sunday? Does Sammy go out with his friends on Monday? Does Sammy clear tables and wash dishes on Tuesday? Does Sammy work in a newspaper office on Wednesday? Does Sammy watch videos on Thursday? Does Sammy work in a restaurant on Friday? Does Sammy sell tickets and make popcorn on Saturday? Page 76

75 Writing 6. Optional: Pair work. Now with a partner write an imaginary story about one day in the life of Sammy. Begin when he gets up. Page 77

76 Lesson 7 Household Chores Speaking 1. Change the bed sheets. Empty the wastebasket. Put out the garbage. Mow the lawn. Rake the grass. Water the flowers. Straighten the room. Wash the dishes. Dry the dishes. Page 78

77 Sweep the floor. Mop the floor. Vacuum the rugs. Clean the bathroom. Do the laundry. Relax. Page 79

78 Pair work. Where do you do these household chores? Read the table of household chores below and check off where YOU DO each chore. Then ask your partner Where do you wash the dishes? Where do you clean the bathtub? HOUSEHOLD CHORES INSIDE THE HOUSE OUTSIDE THE HOUSE WHERE Do YOU Kitchen Living Room Bedroom Laundry Room Bathroom The Front Lawn The Backyard 1. wash the dishes? x 2. clean the bathtub? 3. vacuum the rug? 4. put out (take out) the garbage? 5. do the laundry? 6. dry the dishes? 7. water the flowers? 8. mop the floors? 9. empty the wastebaskets? 10. rake the grass? 11. change the sheets? 12. mow the grass? 13. straighten up? 14. dust the furniture? 15. relax? Page 80

79 Writing 2. Fill in the blanks with the correct verbs: change make straighten up sweep clean mop take out do mow vacuum dry put out water dust rake wash empty relax Pay attention to the spelling. Where necessary, add [s], [ies], or [es]. Weekend Chores On Saturday morning the Sky family their house. Kia and Rocky their bed sheets and then they their beds. Afterwards, they their bedrooms. Sandy the bathroom and the rug in the living room. She the furniture. Then she the laundry. Kia and the dishes. Then she the kitchen floor. After that she the floor. Rocky the wastebaskets. Then he the garbage. Next he the lawn, the grass and the flowers. When they are finished, Sandy makes the family a big lunch. Then they the rest of the weekend. Page 81

80 Speaking 3.A Individual work. HOUSEHOLD CHORES How often do you put out the garbage? I never put out the garbage. I put out the garbage every week. I rarely put out the garbage. I take out the garbage every day. I take out the garbage every month. HOW OFTEN do you Every Day Every Week Every Month Rarely Never 1. wash the dishes? 2. clean the bathtub? 3. vacuum the rug? 4. put out /take out the garbage? 5. do the laundry? 6. dry the dishes? 7. water the flowers? 8. mop the floors? 9. empty the wastebaskets? 10. rake the grass? 11. change the sheets? 12. mow the grass? 13. straighten up? 14. dust the furniture? Page 82

81 3.B Group work. Can you find someone in the group who has these habits? FIND SOMEONE WHO. NAME cleans the bathtub once a month vacuums the rug once a day. puts out the garbage once a week. does the laundry once a day. carries out the garbage once a week. walks the dog every day. dries the dishes once a month. empties the wastebaskets once a week. rarely washes the kitchen floor. rakes the grass once a year. changes the sheets once a month. never mows the grass. washes the windows once a year. straightens up the house once a month. never dusts the furniture washes the dog once a week never cleans the toilet waters the house plants once a week stacks firewood once a year Page 83