Starter Unit - Macmillan English

1 2 Starter UnitTeacher s NotesMacmillan Education4 Crinan StreetLondon N1 9 XWA division of Macmillan Publishers LimitedCompanies and representatives throughout the worldISBN 978-0-230-46681-4 Text Macmillan Publishers Limited 2013 Design and illustration Macmillan Publishers Limited 2013 First published 2013 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers would like to thank Judy Garton-Sprenger and Philip Prowse for their expertise, time and contribution to materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites.

2 Please use care when accessing we have tried to trace and contact copyright holders before publication, in some cases this has not been possible. If contacted we will be pleased to rectify any errors or omissions at the earliest 2016 2015 2014 201310 9 8 7 6 5 4 3 2 1 CONTENTSW elcome! page 4 SECTION ATalking about your family page 5 Telling the time page 5 Describing people page 6 Describing places page 7 Talking about possessions page 9 Section A Review page 11 SECTION BTalking about ability page 12 Giving instructions page 12 Talking about likes and dislikes page 13 Talking about regular activities page 15 Saying how often you do things page 15 Describing what s happening now page 16 Section B Review page 19 SECTION CTalking about past events page 20 Making comparisons page 21 Talking about future plans and intentions page 23 Asking for and giving reasons page 23 Making and accepting/declining offers page 24 Talking about money and prices page 25 Asking for agreement page 26 Section C Review page 27 Final Review pages 28 2901 Grammar

3 Present simple: be and personal pronouns Questions: What ..? Where ..? Who ..?Vocabulary Countries and nationalities, Numbers 1 30, AlphabetWARMERI ntroduce yourself to the class. Say Hello, I m ../ My name is .. I m from .. Walk around the room introducing yourself to individual students and telling them where you are a soft ball to encourage students to introduce themselves. Throw the ball to a student who then introduces him/herself and says where he/she is from. He/She then throws the ball to another student who does the same. Continue until all the students have introduced Ask students to look at the picture of the girl on page 3. Ask students where they think the girl is from and how old they think she is. Go through the sentences under the listening script together, and decide what kind of information is missing.

4 Play the recording. Students listen and complete the missing information in the sentences. RecordingCharlotte Hi, everyone. It s nice to meet you. I m Charlotte, and I m from Hi, Charlotte, I m Are you from the USA?James No, I m not. I m from Hi, I m Are you from Germany?ella No, I m not. I m from Hi, I m Teresa. I m from It s nice to meet And I m from Spain too. I m [1 is] 2 are 3 the USA, Canada 4 Is 5 from2 Students complete the exercise individually, then check with a partner. ANSWERS1 is 2 Are 3 I m not 4 is 5 is 6 Are3 Students complete the chart individually and then check with a partner. Look together at the examples in the second part of the exercise. Remind students of the contractions that we use in negative sentences (aren t, isn t).

5 Check that they understand how word order changes for questions. With the same partner, ask students to write two more negative sentences and two more [are] is is are areStudent s own answers4 Go through the numbers in the Word Bank box, making sure students can pronounce each one. Drill any numbers that they find challenging. Students write the numbers as words individually and then check in small groups. ANSWERS[1 twelve] 2 nineteen 3 thirteen 4 fifteen 5 sixteen 6 fourteen5 Ask students to match question 1 with the correct answer and to explain why, Why isn t option a the correct answer? Students work in small groups to check their answers. Encourage them to justify their answers to each 2a 3e 4c 5f 6bFURTHER STUDYFor more communicative practice introducing yourself, click the following link and then on New inspiration Level 1 Welcome unit Meeting new friends: skills-practice-2 For more practice of present simple be, click the following link and then on New inspiration Level 1 unit 1 Present simple: be: MY PROFILEAn alternative use for this section is for students to make a large wall poster from the information that they gather.

6 The My profile posters can be displayed on the classroom wall, as a way for students to get to know their new class. The posters will become more colourful and detailed as they progress through New inspiration 2 this section, students can add a photo/drawing of themselves to the poster, along with the could use the information in this section as inspiration for a large poster that they make about themselves over the course of the term. Throughout the three sections, the poster will grow as information is added. WELCOME! 40203 Talking about your family, Telling the time page 4 Grammar Possessive adjectives, What s the time? What time is ..? When (is) ..? Vocabulary Family members, Ordinal numbers, Months, Telling the timeWARMERUse photos of famous families, or even your own family, to introduce the topic.

7 You could also ask students to bring in some pictures of their own families to show the class. Point to each family member saying, This is my mother. Her name is [Claudia]. She is [62]. She has got [two] children. [Oliver] is her son and [I am] her Discuss the meaning of the words personal and possessive with the class, linking your explanation to the photos you discussed in the warmer. Students complete the chart individually and then check with a adjectives: [my] your his her its our their2 Students complete the exercise in pairs. Check their answers in open class. While checking answers, you could draw a family tree diagram on the board to show how family members relate to one [1 brother/sister] 2 wife/husband 3 father/mother 4 grandmother/grandfather 5 son/daughter3 Go through the names of the family members in the box.

8 Play the recording. Ask students to listen and look at the family tree and tick the names as they hear them, but not write anything in the boxes. Play the recording again and ask students to write the names of the people in the boxes. Recording My name is Tina and my husband is Paul. Our two children are called Adam and Leila. My mother s name is Nadia and my father is called Marek. My brother Andy is thirty-five and Emily is his wife. Joe is the name of their son, and Carla is their daughter. My other brother, Rob, is twenty-five, and his girlfriend is called line ( l r): Nadia, MarekMiddle line ( l r): Emily, Andy, Paul, [Tina], Rob, LucyBottom line ( l r): Joe, Carla, Adam, Leila4 Draw students attention to the use of the and of in the example question 1.

9 Point out that they can check the spelling of the months in the Word Bank. Students write the birthdays in words then compare answers in [1 the twenty-first of May] 2 the ninth of July 3 the sixteenth of June 4 the second of November 5 the fourth of March 6 the thirtieth of August5 Play the recording. Suggest that students write down the dates in number form, as in exercise 4, which is quicker. Remind students they can check the spelling of the months in the Word Bank. If students complete the exercise easily, they can write the dates out in full words. Repeat the recording as often as is necessary. Recording tina My name s Tina. My birthday is on the eleventh of November. Paul My name s Paul. My birthday is on the twenty-second of October.

10 LuCy My name s Lucy. My birthday is on the thirty-first of January. Joe My name s Joe. My birthday is on the thirtieth of May. rob My name s Rob. My birthday is on the first of July. Carla My name s Carla. My birthday is on the thirteenth of 11/11, the eleventh of November 2 22/10, the twenty-second of October 3 31/01, the thirty-first of January 4 30/05, the thirtieth of May 5 01/07, the first of July 6 13/04, the thirteenth of April6 Check that students know we use past and to for times in British English . Draw their attention to question 5, where this is written out. Check that students understand the meaning of half and quarter use a clock to demonstrate. Explain to students that we don t use articles with times: quarter past not a quarter past etc.