Introduction Think English Elementary: Draft Edition

Think English Elementary: Draft Edition Units 1-6is the first half of a 12 unit elementary English course specially designed for adult learners from Myanmar. This draft contains six full units, including practice sections, audio recordings with transcripts, and a language reference section. We have done our best to make this book of a high quality. However, as this is a draft, it has many weaknesses and contains many mistakes. We will be changing and improving the book over the next year. Some changes and improvements to come in the full version include: • Units 7-12 • A placement test • Four progress tests • Four revision sections • Improved pictures and audio recordings We will also continue to check the book for mistakes. Please give us your feedback Your feedback on this draft is valuable and we welcome it. If you have time, please answer the questions below as you use the book, and send them to us along with any other comments, issues or problems. Student’s Book 1. Are the topics interesting and relevant to the lives and interests of you and your students? If not, what do you want more or less of? 2. Do your students understand the activities and respond well to them? 3. Is there enough variation in the activities, so that the students don’t become bored? 4. Is there enough reading material? 5. Are there enough writing activities? 6. Are there enough speaking activities? 7. Is there enough listening material? 8. Is there enough or too much grammar practice? 9. Is there enough or too much new vocabulary? 10. What types of activities do your students like? 11. What activities do your students dislike? Teacher’s Book 12. Is the language level of the Teacher’s Book suitable? 13. Are the instructions clear? General 14. Did you find any important mistakes in Think English Elementary? 15. What would you suggest to improve the final version of Think English Elementary?

For all feedback, or for information about any of our books, please email [email protected]. We hope you enjoy teaching Think English Elementary Draft Edition.

Contents The crossed out lines are things that will be included in the final version but are not in this draft.

Course Map...... II Introduction...... III Placement Test...... ?? Unit 1: Names and Countries...... 1 Unit 2: Family and Jobs...... 13 Unit 3: People and Things...... 25 Unit 4: Times and Activities...... 37 Unit 5: Food and Numbers...... 49 Unit 6: Houses and Directions...... 61 Unit 7...... ?? Unit 8...... ?? Unit 9...... ?? Unit 10...... ?? Unit 11...... ?? Unit 12...... ?? Pairwork...... 73 Revision...... ?? Language Reference...... 77 Grammar and Usage...... 77 Irregular Verb Chart...... ?? Phonetic Alphabet...... 82 World Map ...... 83 Audioscripts...... 84 Progress Tests...... ?? Units 1-3 Test...... ?? Answers...... ?? Units 4 – 6 Test...... ?? Answers...... ?? Units 7 – 9 Test...... ?? Answers...... ?? Units 10 – 12 Test...... ?? Answers...... ?? Resources...... 97 Course Map

Unit Structures Topics and Functions Skills Learner Training Review Tests Present simple Introductions Spelling to be Writing: Unit 1 Pronouns Greetings and goodbyes Pronunciation: Intonation 1 Vocabulary cards Practice Possessive Adjectives Countries and nationalities Speaking: Meeting new people 1-3 Revision p.1 Syllables Classroom language Listening: Instructions coming soon Present simple: Families and relationships Details of families Listening: Unit 2 - questions with to be Age Writing: Personal letters Practice 2 Reading strategies updates for - short answers Jobs Pronunciation: Word endings 1-3 Revision p.13 Singular and plural nouns Excuse me and Sorry Reading: Skimming coming soon Adjectives Advertisements Vowel sounds 1 Pronunciation: Unit 3 a/an Describing things and people Speaking: On the telephone 3 Writing strategies Practice adverbs of degree Appearance and personality Listening: Listening for detail 1-3 Revision p.25 schwa Parts of the body Writing: Correcting written work coming soon Speaking: Asking questions Wh- questions Times and days Unit 4 Pronunciation: Questions 4 Prepositions of time Routines Learning points Practice Reading: Comprehension 4-6 Revision p.37 Adverbs of frequency Likes and dislikes coming soon Writing: Application forms in 2012 Coming Numbers Identifying key information There is/are Reading: Unit 5 Countable and Food Writing: Describing a place 5 Writing strategies Practice uncountable nouns Containers and measurement Pronunciation: Vowel sounds 2 4-6 Revision p.49 Some/any/much/many Ordering food and drink Speaking: Giving orders coming soon www.englishformyanmar.com Houses and furniture Reading: Reading for gist Prepositions of place Unit 6 Permission and possibility Listening: Identifying the main point Using a bilingual 6 Can/can’t Practice Directions Pronunciation: Sentence stress dictionary 4-6 Revision p.61 Present continuous check Time zones Speaking: Negotiation coming soon

p.73 Language Reference p.77 Audioscripts p.84 Resources p.97 Pairwork 13 89 77 25 49 III 83 II 61 37 73

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82 83 77

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...... Test Test ...... Test Test Test Contents 3 Test ...... 3 Test – 12 – 6 – 9 – ...... Answers ...... Answers ...... Answers ...... Answers ...... Units 4 Units 7 Units 10 Grammar and Usage Chart ...... Irregular Verb Alphabet…………… Phonetic Map World Units 1 ...... Resources ...... Directions Houses and Unit 6: ...... Unit 7 Unit 8 Unit 9 ...... Unit 10 ...... Unit 11 Unit 12 ...... Pairwork ...... Revision ...... Language Reference Audioscripts...... Progress Tests Course Map Course ...... Test Placement ...... Countries and 1: Names Unit Jobs and Family 2: Unit Things and People 3: Unit Activities...... and 4: Times Unit Numbers and 5: Food Unit Introduction Introduction Introduction Welcome to Think English Elementary Think English is designed for Myanmar people who want to communicate in English. It is useful for: • people who work with English speakers • university students who want to supplement their English studies • high school graduates who want to improve their English • adult education courses • capacity development trainings • teachers who want communicative teaching ideas for their classes • people who travel abroad • teachers who want locally relevant material to supplement a commercial English course It is designed for adult and young adult students of English (around 16+). Some of the topics and functions are not appropriate for primary, middle or high school students. What's different about Think English? Think English is written for Myanmar people. Most other commercially published courses are written for Europeans or Latin Americans who want to live or travel in the UK or North America. Teachers and learners in Myanmar, and throughout Asia, often find that the topics and functions in these materials have little in common with their lives, experiences and ambitions. Think English focuses on the specific needs, context and learning environment of Myanmar learners, while also including a lot of world knowledge content. Think English teaches mostly British English as this is more familiar to Myanmar students. However, we highlight potentially confusing differences between British English and other dialects such as American and Australian English. A wide variety of accents, both native and non-native, is used in the audio recordings. Curriculum for YOUR context We have developed Think English with the needs of the Myanmar classroom in mind. • We focus on the language and skills that Myanmar people need to communicate effectively in English. • We do not assume that teachers or students are familiar with Western cultural norms. International settings are fully explained. • Think English has a world knowledge, social awareness and critical thinking focus. Topics include social, environmental and development issues. There is very little about celebrities, holidays and teen lifestyles. • We put a little more emphasis on speaking and listening than reading and writing. Middle and high schools in Myanmar tend to focus on reading and writing, so students’ speaking and listening skills are often weaker and require more practice. • We have included more structural detail about the English language than you may find in most communicative textbooks, as Myanmar students (and teachers) are often interested in this. • We have designed learning tasks for classrooms without many resources. The only equipment that teachers need is a board, pens or chalk and an audio CD or cassette player. A few activities require text to be copied from the back of the book, but this can be done by hand if a photocopier is not available. • Think English is cheap to photocopy or print as there are no colour images inside. The student’s material is all in one book (not separate classroom book and workbook) to reduce expense. • We do not expect all teachers to be fluent in English. The Teacher’s Book has clear, step-by-step instructions and explanations, without too much complicated language. • The course is longer than other elementary courses. Many Myanmar learners have few opportunities to practise English outside the classroom, so there are more opportunities to use the language within the course. For classes with less time, we provide guidance on what parts to skip. • At the end of each unit is a short, optional Learning Strategies section. This encourages students to reflect on their own language learning and suggests practical ways to improve.

Think English Elementary Teacher's Book Introduction • III Methodology INPUT OUTPUT Learning a language requires both input (listening and reading) and info info output (speaking and writing). listening reading Vocabulary and grammar are info writing part of these. Learners need to understand vocabulary and grammar when they listen and info info info read, and use them when they speaking speak and write. We have included a lot of pronunciation blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah interaction activities, as many blah blah blah blah blah blah blah blah blah blah blah blah blah blah h blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah bl Myanmar learners get few blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah opportunities for English language blah blah blah blah blah blah bl interaction outside class. During vocabulary and grammar interaction they get both exposure to the new words and structures (reading and hearing them), and practice using them (speaking and writing). This makes it easier for them to learn language. Many Myanmar teachers are familiar with a more traditional approach to teaching English that focuses on grammar, translation and memorisation. This is a communicative course, focusing on the skills and language needed for real-life communication. However, communicative activities are explained step-by- step for teachers without much experience of communicative classrooms, and we provide opportunities to use more traditional learning methods where appropriate. Components of Think English Think English consists of a Student’s Book, a Teacher’s Book and audio recordings for the listening activities. Additional material is on the CD accompanying the Teacher’s Book and can also be downloaded from our website, www.englishformyanmar.com. 1. Student’s Book The Student’s Book has twelve units, each with a structural, functional and skills focus. Every unit includes a Learning Strategies section, where students look at ways they can improve their own language learning, and a Practice section covering language studied in that unit. At the back of the book there are: • a section of airworkp activities for Partner A and Partner B • three Revision sections where students review the language covered in Units 1-4, 5-8 and 9-12 • a Language Reference containing information about the main language points covered in each unit, a list of irregular verbs, and a world map • audioscripts 2. Teacher’s Book The Teacher’s Book contains detailed teaching instructions and answers to exercises. At appropriate points, Language & Culture Notes explain specific linguistic and cultural features of English-speaking countries, and Extra Idea boxes suggest activities for further practice. In addition, the Teacher’s Book includes: • an Introduction with advice on how to use the course most effectively: ways to adapt it to suit your class; ideas for extra practice exercises and activities; explanations of frequently-used terms; and suggested extra materials to supplement the course. • a Placement Test to check whether Think English Elementary is the right level for your students. • a Resources section with acllroom activities you can photocopy or copy by hand. • four Progress Tests, one for every three units, to let you know how well students can understand and use the language and skills covered in the course. At the back of the book is a CD including audio recordings in MP3 format, Adobe PDF versions of the Student’s Book and Teacher’s Book, and some additional resources that you may find useful.

IV • Introduction Teacher's Book Think English Elementary How do I use Think English Elementary?

1. Is it the right level for my students? This is an elementary course. It starts at a high elementary level, and the final few units are at an early intermediate level. If you are not sure whether students are at the right level to study this, give them the Placement Test. If it is much too difficult, students should study a beginner course. If it is much too easy, students should study a pre-intermediate or higher course. 2. My students find this quite easy, but they are not ready to study a pre-intermediate course. • Before you start teaching a part of the book, you can give students the Progress Test, Practice section or Review section, to find out what they are good at and what they are not so good at. Then you can focus on the language and skills they most need to improve, and skip the rest. • Teach it quickly. Skip activities that take a lot of time, and sections covering language that your students already know well. • Supplement the material in the book with more difficult material (see Supplementary Resources, page IX). 3. My students find this quite difficult, but they don’t need an elementary course. • Teach it slowly. Explain points carefully, and give detailed feedback on common errors. • As you teach, add extra exercises and activities, both in class and for homework. There is more information on this on pages VI and VII. • Supplement the course with other materials. Use graded readers, vocabulary and grammar books, and other skills-focused material to help students understand and use the language they are looking at. There is more information on supplementary materials on page X. 4. I have a mixed-level class. Some students are beginner, and some are pre-intermediate level. Most are elementary. • In the classroom, use pairwork. Pair a weak student with a strong one for some tasks, and pair stronger and weaker students together for other tasks. • Give weaker students extra material (see page IX) providing simple practice of target structures and functions. • Give stronger students extra, harder, material (see page IX) that builds on the target structures and functions to extend their knowledge. 5. I don’t have a tape player / CD player / electricity / photocopier. • Most of the listening exercises are easy to make into reading exercises, using the Audioscripts. • You can read out the scripts yourself, or get students to read them to the rest of the class. • There are only four activities that require copying text (see pages 73-76), and you can do it by hand if you don’t have a copying machine. 6. How can I check that they are learning? • As you are teaching, ask students questions using the functions and structures they have been studying (see point 3 above). • Observe students’ performance of the activities in the book. See if they are mostly getting exercises correct, and are completing tasks without difficulty. Pay particular attention to how well they complete the Practice exercises at the end of each unit, and the Review exercises after every two units. • Use the six Progress Tests. These test understanding and use of the language from Units 1/2, 3/4, 5/6, 7/8, 9/10 and 11/12. 7. I don’t have much time in class. This course is too long. • Teach it quickly, skipping sections and exercises that are time-consuming, too easy, too hard or not very useful. Use the Progress Tests and Practice and Review sections to decide what to focus on. • Give lots of homework. Many parts of this course, e.g. most of the writing, Practice and Review sections, can be done outside of class.

Think English Elementary Teacher's Book Introduction • V Extra activities and exercises Vocabulary and Grammar Exercises Below are some simple, adaptable exercises for use with vocabulary and grammar items, either in class or for homework. You can use them to check students’ understanding of language, provide extra practice, and review points covered previously. There are many more in Activities for the Language Classroom, available at www.englishformyanmar.com. At the back of the book there is a Language Reference section, and at the end of each unit there is a page listing key vocabulary from the unit. You may like to use these to decide what language to put in the exercises. 1. Gap-fill 5. Substitution drill These are exercises where students write missing Students practise using grammar structures. Write words in a sentence or paragraph. a sentence on the board using the target structure: 1. My sister _____ in a factory. I don’t like swimming. 2. I _____ bananas. Students repeat. Write a word on the board (or say 3. Ali and Ko Oo don’t _____ pork. it), e.g. ‘dogs’. Students say the new sentence: To make it easier and more controlled, give students I don’t like dogs clues, e.g. Continue providing new words, so students continue changing the sentence. You can change the target like eat work structure too: OR: eat I don’t eat dogs 1. My sister _____ in a factory. (work) My mother My mother doesn’t eat dogs. To make it harder, have gaps where there are a lot of choices: 6. Correct the sentence My sister ____ in a factory. She ____ like her job. She Students identify mistakes, and write correct gets up at 5am every ____ and takes a ____ to the city. sentences. This can focus on a grammar point… She ____ home at 9pm. She ____ always very tired. 1. My father does a teacher. This can focus on grammar and/or vocabulary. 2. I gets up at 6am. …or vocabulary items: 2. Matching 1. Gold is very cheap. These are exercises where students match questions 2. My niece is an intelligent boy. and answers or sentence halves… 1. Cows don’t eat meat 7. Answer the question 2. My parents doesn’t eat meat Questions can be closed (few possible answers)… 3. Ma Win don’t eat meat 1. Do you speak English? …or vocabulary with definitions: 2. Do tigers live in the sea? 1. big liquid that makes motors work …or open (many possible answers). 2. petrol to cook in water 1. Do you think everyone should learn English? 3. boil large 2. Describe the best place for tigers to live. 3. Order the sentence 8. Write the question This exercise gives practice with sentence structure. Students write the question to answers supplied. 1. doesn’t bicycle Daw Lay a have 1. ______? In Mandalay. 2. Japanese speak don’t I 2. ______? Yes, she does. 3. chickens bedroom the sleep in my 9. Complete the sentence 4. Word snake Students finish a sentence. Prepare a list of words you want students to 1. I want ______. remember. Write them down without gaps or 2. My teacher doesn’t go ______. punctuation. Students have to find the words. Or provide students with a list of words, and they comfortablefryborrowpacketattendslowly write a sentences using them correctly.

VI • Introduction Teacher's Book Think English Elementary Extra Class Activities Here are some additional activities you can use in class to provide students with more speaking and listening practice. They can be adapted to focus on your target language point. Activities for the Language Classroom explains most of these in more detail, and includes many more useful activities.

1. Speaking stick 5. Backs to the board Think of some questions that use the language Think of a list of words or phrases you want to you want to review, check or practise. review, check or practise. Pass a stick (or pen) to a student at the front Divide the class into two teams. The teams of the class, and ask a question. If the student face the board. One member of each team answers the question correctly, give them the stands with their backs to the board (facing stick. Then that student asks the same question their teams). Write a word (or phrase) on the to the student next to them, who answers and board, so that everyone except for the two takes the stick. While that stick is going around team members can read it. The teams have to the class, get another stick, and ask the first communicate the word to the member without student a different question. Eventually, there saying the word. They can explain or define should be several sticks going around the class, it, or they can mime or act it, but they are not with students asking and answering different allowed to say the word (or a translation). The questions. first team member to correctly guess the word gets a point for their team. 2. Whispers Think of a sentence that uses the language you 6. Disappearing paragraph want to review, check or practise. Think of a paragraph of around 3-6 sentences Divide students into two teams, who stand that uses the language you want to review, in lines. Write the sentence on a piece of check or practise. This could be from a text the paper. The first person in each group reads the students have just studied. sentence silently. They whisper it to the next Write the paragraph clearly on the board, so person in their group, who whispers it to the that all students can see it. Students read it out third person, and so on. The last person in each loud together. Erase about 10% of the words. group writes the sentence they hear on the Students read it out loud again, saying the board. Is it the same as the one you wrote? missing words from memory. Erase another 10% of the words. Students read it again. Continue 3. Race to write erasing, bit by bit, until students are reciting the Think of a list of questions that use the language entire paragraph from memory. you want to review, check or practise. Divide the class into two teams. Get one 7. Pair dictation member of each team to come to the board, Write two paragraphs using the language you and give them a board pen or piece of chalk want to review, check or practise. They could be each. Ask the first question (loudly). The two taken from a text they have just studied. Make team members write the answer on the board. enough copies of each paragraph for half the The first one to write the correct answer gets class. a point for their team. Then the next two team Students work in pairs. Partner A reads the first members get a question, and so on. paragraph to Partner B, who writes it. Then Partner B reads the second paragraph to Partner 4. Matching sentence halves A, who writes it. When they have finished, they Write a list of sentences that use the language check the original paragraphs and correct any you want to review, check or practise. Cut them mistakes. in half. Give each student half a sentence. They walk 8. Quiz around the class saying their half-sentence until Divide students into groups of four to six. Give they find the student with the other half. They them ten minutes to think of five questions then come to you to check they are correct. using language they need to practise. Groups must think of questions which have clear, factual You can also use questions and answers for this answers – no opinion questions. activity. You can make it more difficult by getting students to memorise their sentence half or Groups read their questions, and other groups question or answer, and then give the paper try to answer. The first group to get an answer back to you. Then they have to go round the right gets a point. When all the questions have class saying it from memory. been asked, count the scores. Which group won?

Think English Elementary Teacher's Book Introduction • VII Some terms used in the Teacher's Book Although we have tried to reduce the amount of complicated language, there are a few terms we’ve used a lot in this Teacher’s Book: Elicit means to get students to provide answers, Brainstorm is similar to elicit. Students think of opinions or ideas (instead of the teacher giving as much as possible about a topic, or as many these to the students). examples as possible of something, or a list of items. What does ‘debate’ mean’? You can do this as a class, writing students’ ideas on the board as they say them. Alternatively, pum;&nfvk+ydKifyGJ put students into groups, and encourage groups to compete to list the most points or items.

It’s like a What do you know formal argument 10 countries in about ASEAN? Southeast Asia To argue

Pre-teach means to introduce new vocabulary Meetings Association of South East Asian before students read or listen to a new text. Nations You can do this by providing background information, translation, or eliciting definitions Drills give students practice at saying key words from the students. or structures. The simplest drills are you speak, Demonstrate means to perform a new task in the students speak after you. Other drills involve front of the class before getting students to do writing the words on the board, students it. This way students have a model to base their repeat, or you write part of a structure, students tasks on – they can see what they are supposed say complete sentences. to do. Prompt questions are used to encourage students to speak. Sometimes students are not sure of the right thing to say,and prompt We eat carrots.. carrot eat questions help them. potato

What do you do We eat at weekends? potatoes.

Do you work? I work on Saturdays. Do see your friends and family? I sometimes play volleyball with my friends.

Using students' first language (L1 ) Sometimes you might need to use L1 to: • give detailed instructions • clarify and check understanding of key ideas or language • discuss complex ideas However, as the objective is for students to improve their language skills, English should be used in the classroom as much as possible. It is best if you try to explain something in English first, and only use L1 if the meaning is still not clear. In group and pairwork activities, students should normally use English. For some activities, the teacher’s instructions in this book tell you to make sure students use only English. For a few activities, where the ideas are more important than the language practice, we have suggested that students use L1.

VIII • Introduction Teacher's Book Think English Elementary Supplementary resources Think English provides broad, general coverage of elementary level grammar, vocabulary, pronunciation and skills. If your students want extra practice in one of these areas, there are other resources available. Graded readers are books written in simplified English. Some are original stories, and others are easy versions of famous stories. Students will enjoy reading in English, and learn faster, if they can understand most of it. At elementary level most newspapers, magazines and books in English are much too difficult. Extensive Reading and Writing is a short guide to journal and book review writing. Encouraging students to read and write as much as possible will improve their English vocabulary and understanding, as well as their general knowledge. It is available at www.englishformyanmar.com, and on the CD accompanying this course. Books are available that focus on specific skills such as reading, writing, speaking, pronunciation or listening. There are also books targeting grammar and vocabulary. The internet has many useful English learning resources, from easy news items to pronunciation practice. See www.englishformyanmar.com for links to some of these sites. Local and international radio stations often have English language learning programmes. Teachers’ resource books contain information about teaching techniques and/or activities you can use in the classroom. Some are practical in focus, while others are more theoretical.

We value your feedback. Please let us know if you have any corrections, comments or suggestions for improvement that we can use in the next edition. Also, if you have experience writing teaching materials and would like to contribute to our project, please get in touch with us. For more information, and to download any of our resources free of charge, please visit our website: www.englishformyanmar.com

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Think English Elementary Teacher's Book Introduction • IX Unit 1: Names and Countries

1. Meeting new people E Demonstrate E 1.1 Introducing yourself • this with a confident student. Have the conversation from , using your own A names. Ask prompt questions What’s her name? • In pairs, students have the conversation • What’sDiscuss happening? with students what is happening. F • , e.g. about themselves. Possible answer: • Students walk around the room and have the Jessica and Tin Tin Nyo are meeting for the first conversation with different partners. time. 1.2 Spell your class B Do you shake hands with people? A • Pre-teach home town Who do you shake hands with? • Ask students: (the town whereWhat’s you Language and Culture Notes yourgrew name? up, or whereHow your do familyyou spell live). it? In Anglo cultures you shake hands when you • CheckWhere thatare youstudents from? understand.How do Ask:you spell it? are introduced to someone for the first time. It is and Drill sometimes also done when you say goodbye, and congratulate someone, or reach an agreement. • the questions a few times. • Have the dialogue with some students, then get the class to practise in pairs. • Play audio 002. Students listen and match the • Students walk around the room and have the Answers: people with the location. conversation with four other students. They 2. Jessica – Australia write down the other students’ names and 3. Khin Zaw – Sittwe home towns. 4. Apsara – Thailand 5. Paul – England 6. Paw Mu – Hpa-an 7. Lee – China 8. Madhu – India C

• Students try to remember what the D characters said in the audio. • Play audio 002. Students listen and check Answers: their answers. 1. from 2. I’m 3. Where 4. name’s 5. What’s 6. Pleased, My

Think English Elementary Teacher's Book Unit 1 • 1 1.3 Introducing other people 1.5 Questions and answers A A prompt questions Where are they? What are • Discussthey doing? what’s Do theyhappening know each in the other? pictures. Ask • In groups of four or five, students to write a : list of questions they can ask someone when Possible answers: they meet them. People from different countries are meeting each • Students can use questions from this unit and other. Some have met already. Others haven’t. B questions they know from other places. B • Groups read out their questions one at a time. • Play audio 003. Students listen to the audio Write them on the board (or get students, one Answers: and identify each person. by one, to write a question on the board). 4. Paw Mu • Choose students to ask and answer some of 2. Jessica C 1. Khin Zaw the questions. 5. Ma Khaing • In pairs, students ask and answer the questions. 3. Madhu 2 Conversation 2.1 How are you? A prompt questions Where are they? What • Discussare they whatdoing? is Dohappening they already in the know picture. each Ask other? – Possible answers: They are Aspara and Lee. They know each other. • Play audio 003 again, line by line. Students They have just seen each other and are greeting each other. repeatLanguage after each and line. Culture Notes When you introduce someone, you can give other B information, such as their job or someone you both know, e.g. • Alone or in pairs, students put the C conversation in the correct order. This is Daw Tin. She works for MyanMart. Answers: This is Mahmoud. He’s Kerry’s husband. • Play audio 004. Students check their answers. - Good morning, Tin Tin Nyo. How are you? - Fine thanks, Lee. How about you? 1.4 Introduce your class - Not too bad. A D I • n pairs, students practise the conversations • In pairs, students find out their partner’s using their own names. name and home town. • Students introduce their partner to another pair. B • Pairs of students walk around the room introducing each other. • In groups of three, students find out each other’s names and home towns. • Students introduce their partners to another group. • Groups of students walk around the room introducing each other. Each group member takes a turn to introduce the others.

2 • Unit 1 Teacher's Book Think English Elementary 2.2 Starting a conversation C A Pre-teach greeting • Play audio 005 two or three times. Students D listen and repeat. • (a few polite words greetings questions answers goodbyes • In pairs, students build conversations using people usually say when they meet each • Demonstrate , , , and . other). greetings, questions E with a confident student first. • answersStudents put the different parts of the conversation – and • Choose a few pairs to perform their – into the table. conversations for the class. If you have a big • Draw the table on the board. One by one, class, they can do this in groups. Answers: 3 Pronouns and possessive students come and write a phrase in it. Greetings Questions Answers adjectives Good evening How’s it going? I’m well 3.1 Pronouns Good morning How are you? Not so bad Hi OK A ’s Good afternoon Fine thanks is he’s = he is Hello • If students don’t know already,4.2 explain that means3.1 in these sentences: , etc. B Demonstrate You may like to study section before you begin . • the activity with a confident Good morning, How’s it going? • Play audio 006. Students listen and fill student. Choose a greeting and question from Answers: OK. the gaps. the table, e.g. 1. He The student chooses a reply, e.g. 2. She • Do this again with another student and a 3. They different greeting and question. 4. I • In pairs, students use the words and phrases from the table to make new conversations. • Students move around the room practising • If the students need extra practice, play the 2.3 conversationsEnding a conversation with new partners. B audio again line by line. Students repeat. Answers: • Students fill the gaps. A Elicit 1. They 2. He/She • when and why people use these words Answers: 3. I and phrases. You use them when you leave. 4. She 5. We B Pre-teach formal 6. you • (high-level, official, according to strict rules). Play audio C 005. Students listen and decide which Answers: • Students look at the pictures and write conversation is more formal. sentences using the pronouns and the Conversation A is more formal. Possible answers: information under the pictures. 2. He’s David. He’s from New Zealand. Language and Culture Notes 3. They’re Koji and Takako. They’re from Japan. Good morning/afternoon/evening, very well, fine thanks and Nice to see you are quite formal. 4. She’s Mi Mi. She’s from Bago. Hi, How’s it going?, OK and See you later are quite informal. How are you?, Not so bad and Goodbye can be both formal and informal.

Think English Elementary Teacher's Book Unit 1 • 3 3.2 Possessive adjectives D A • Put students in a circle if possible. (You can also do this with students sitting in their • Students rephrase the sentences using Answers: normal places.) possessive adjectives. 2. His name is/name’s Khin Zaw. • Pass a thing to a student, and ask if it is his/ 3. Their names are Koji and Takako. hers. S/he replies no, and asks the next 4. My name is/name’s Lee. student in the circle, who also says it isn’t his/ hers and passes it on. B • Keep giving things to the circle until there are a lot of things being passed. • Check that students know the meanings of all 4 The verb to be the words. 4.1 True and false • Students look around the class and tick the C things they can see from thea list. I/my b A • Pre-teach true false his c her d • Explainwe/our the no-face epersontheir ( ) means , and . is , is , the pair of no-face people ( ) • Students read the sentences. Explain anything means , and is . they don’t understand. • Play audio 007 a few times. Students identify Answers: • Students decide if the sentences are true or the owner of each thing. a – chair, cup, spoon, watch B false for them. to be b – desk, notebook, pen, phone • Students complete the table with the correct Answers: c – bag, umbrella form of the verb . d – computer, CD are, is, is, is, are, are e – bicycle, key C D • Students complete the sentences so that they • Play audio 007. Students repeat. are true for them. 3.3 Is this your…? • In pairs, students check each other’s D D Two Truths One Lie. A • Pre-teach excuse me sentences. • o Students think of Language and Culture. Notes three sentences – two true and one false. Excuse me is a polite way of opening a conversation, They tell them to a partner. The partner especially with a stranger: Two Truths guesses the lie. Excuse me, what’s the time? One Lie Activities for the Language • ThereClassroom is more information about Excuse me, where is Bogyoke Market? in You also use it when you want someone to move . aside so you can pass, or when you interrupt someone.

Elicit prompt questions Where are these people? • PlayDo they audio know 008. each other? what What is happening. is happening? Ask – Possible answer: There is a notebook, but it isn’t clear whose it is. Somebody tries to find out. B C • Play audio 008 again line by line. Students repeat. • In groups of four, students practise the conversation. Tell them to use different things – a pen, a bag, an umbrella, etc.

4 • Unit 1 Teacher's Book Think English Elementary 4.2 Short forms 4.3 Word order and agreement A • Elicit prompt A • Elicit questions Who is the man? What is he holding what in his is hand?happening. Ask what a verb is. – • Students circle the verbs in the sentences. Possible answer: Paul is showing a picture of his family and their • Write the sentences on the board so that house, and talking about them. students can check their answers (see B B below for answers). • Pre-teach outside, retired now • Students underline the subjects of each Answers: and . Tell sentence. 1. Madhu and Amit are doctors. Devi is their students to read the text. Clarify anything daughter. She’s a student. They’re from India. B they don’t understand. 2. Khin Zaw’s from Sittwe. He’s a student. • Write the text on the board and circle the 3. I’m Paul. My wife’s name is Lisa. We’re from contractions: England. My name’s Paul, and this is my wife Lisa. 4. You’re from Myanmar. She’s a teacher. This is my son Wayne. He’s a student. They’re outside our house. It’s in C • Elicit to be Hull. We’re from England. I’m retired now. • Students write the correct form of the verb she – Lisa, he – Wayne, they – Lisa and Wayne, it Answers: who the pronouns refer to: in the table. – the house, we – Paul, Lisa and Wayne, I – Paul am, is, is, is, are, are, are D Answers: • Students fill the gaps. 2. she’s • Students write the sentences in the correct order. Tell them to add full stops and capital 3. is Answers: letters where necessary. 4. you’re 2. Paul, Lisa and Wayne are outside. 5. we 3. You are from China. 6. they, are 4. Our apartment is small. 7. Paul 5. Jessica and I are from Australia. 8. Paw Mu’s 6. I am a student. 7. Your key is on the chair. C 8. That dog is big. to be • Play audio 009. Students listen and fill the Answers: E Substitution Drill. gaps with short forms of . I’m Madhu, and this is my husband Anil. He’s a I am fine. doctor. This is my daughter Devi. She’s a student. • Do a I am fine. They’re outside our apartment. It’s in Mumbai. • Write the sentence I sheon the board. We’re from India. SheStudents is fine say fine from Canada • Change the subjectShe is from Canadato . Students say . Next, change to . Students say . He is • KeepHe changing am parts of the sentence. Make sure the verb agrees with the subject: , not , etc. • When students get used to this, get them to suggest changes. Point to a part of the sentence, then point to a student. The student changes it using his or her own idea. Activities for the Language • ThereClassroom is more information about substitution drills in .

Think English Elementary Teacher's Book Unit 1 • 5 5 Countries and nationalities C 5.1 Countries • Students look at the map of Southeast Asia and write the country names in the correct Answers: A Group Brainstorm Competition. places. 2. Myanmar • Have a Put 3. Laos students in groups of 4-6 and give each group 4. Thailand a piece of paper. Each group chooses one 5. Cambodia writer. 6. Vietnam • Groups have 2 minutes to list as many 7. Malaysia countries as possible. 8. Singapore • After 2 minutes stop them. Each group reads 9. Indonesia a country name in turn. Write the countries 10. The Philippines on the board • Groups count how many countries they have. Language and Culture Notes The group with the most is the winner Activities for the Bangladesh is not really part of Southeast Asia – it • LanguageThere is more Classroom information about group is part of South Asia. brainstorm competitions in B . • Students look at the map of the world and write the country names in the correct places. Answers: The letters of each word are mixed up. 2. The USA 3. England 4. France 5. Russia 6. South Africa 7. India 8. China 9. Korea 10. Japan 11. Australia 12. New Zealand

Language and Culture Notes Korea is actually two countries: North Korea and South Korea. England, Scotland, Wales and Northern Ireland are all countries. However, together they form the United Kingdom (UK), which is also a country. Great Britain (or Britain) is a geographical, not political, term referring to an island that contains most of England, Scotland and Wales. However, some people use it to mean a country that includes those three countries. Don’t worry if this is confusing – most British people don’t understand it either.

6 • Unit 1 Teacher's Book Think English Elementary 5.2 Nationalities 5.3 Pronunciation: Countries and nationalities A P

• lay audio 010. Students listen and answer A Pre-teach syllable Answers: the questions. • . 1. She’s from Australia. 5.2 B 2. She’s Australian. • In pairs, students look at the words from 3. She’s from Bhamo. , decide how many syllables each word Answers: 4. She’s Kachin. has, and write them in the chart. 1 Syllable: Laos, Lao, France, French, Thai 2 Syllables: England, English, Thailand, Myanmar, Myanmar, China, • Explain that Zau Phan here is talking about Chinese, Russia, Russian his home town and ethnic group, while Jessica 3 Syllables: Korea, Korean, India, Indian, is talking about her home town and country. If Bangladesh, Canada, Malaysia, Zau Phan was talking to someone who didn’t I’m from Myanmar I’m Myanmar Malaysian, Singapore know anything about Myanmar, he might say or . 4 Syllables: Australia, Australian, Cambodia, Language and Culture Notes Cambodian, Indonesia, Indonesian, An ethnic group is usually defined by things like the USA, American, Bangladeshi, shared traditions, language, culture and ancestry, South Africa, South African, but there are many definitions and often it is not clear who belongs to which group. the Philippines, Filipino 5 Syllables: Singaporean Nationality can mean being a citizen of a country, or a member of an ethnic group. Ethnicity only refers B to membership of an ethnic group. Race usually only refers to common physical • Play audio 012. Students listen and check characteristics of a group of people, such as skin their answers. colour, hair type, and nose shape, which result from • Play audio 012 two or three times. Students having shared ancestors. C listen and repeat. Answers: • Students answer the questions. B 2. They’re Indian. 3. She’s Thai. Answers:• Students complete the table. English, Australia, Indonesia, American, Laos, 4. She’s Myanmar Korean, France, Thailand, Myanmar, Indian, 5 6 Bangladesh, Chinese, Russia, South Africa, Myanmar Canada, Malaysian, The Philippines, Singapore • The answers to and depend on the Kayahstudent’s, Shan and, Pa-O teacher’s, Burman nationality., Rakhine C or the student’s/teacher’s ethnic group (e.g. D I ) are fine. • Play audio 011. Students listen and check C D their answers. • n pairs, students ask and answer the E questions Mill Drill from . • Play audio 011 two or three times. Students Resources listen and repeat. • Do a . Give each student a card from • Elicit What’s your name? How do you spell. it? Where are you from? What’s your nationality? the questions: • Demonstrate

the activity first. • Students find a partner. Pairs take turns answering questions using information on their cards. Activities for the Language Classroom. • There is more information about mill drills in

Think English Elementary Teacher's Book Unit 1 • 7 6. Phrasebook: Classroom 6.2 I don’t understand language A 6.1 Instructions • Play audio 014. Students decide who the Answer: speakers are. A • Pre-teach instructions A teacher and a student. . B • Individually or in pairs, students match the instructions with the pictures. • Play audio 014. Students listen and repeat. • Clarify any instructions they don’t Play the audio again line by line. Answers: understand. • Check students use the correct intonation: g 1. their voices should rise at the end of a a 2. question. 3. h • Explain that in this dialogue, the student 4. d wants to know if he heard the correct number, 5. e so is repeating the information as a question. 6. c Language and Culture Notes 7. b Questions do not have to have question-style word 8. f order. Any sentence can be a question if you use rising intonation, e.g. B I can eat this cake? C • Play audio 013 line by line. Students repeat. The speaker thinks she can eat the cake, but wants • Give students the instructions one by one in to make sure. mixed order. • Students follow the instructions (or mime C D following the instructions) D • In pairs, students practise the dialogue. • In pairs, students take turns giving and • In pairs, students write their own dialogue, obeying the instructions.Extra Idea using audio 6.2 as a model. They can also read Do Thingy Says from Activities for the Language Classroom, using classroom instructions. the audioscript. They should change the page E numbers and exercise numbers. • Pairs practise their dialogues then perform them to the class. In a large class, get them to perform to groups.

8 • Unit 1 Teacher's Book Think English Elementary 7 Learning strategies: 7.3 Use vocabulary cards Vocabulary A 7.1 Learning words • As a class, discuss how, where and when you - A I might use vocabulary cards. Point out: - Students can take them anywhere and use • n groups of 4 or 5, students discuss what them when they have some free minutes – techniques they use – or want to use – to waiting for a bus, on a bus or taxi, waiting for - B learn new vocabulary. an appointment, etc. • Groups choose one way to learn vocabulary - They can look at the English word and try to remember the definition, translation, picture, that they think is useful. - • They make a short presentation about this to example or related words. 7.2 theMake rest of vocabulary the class. cards - Or they can look at the definition, translation, picture, example or related words, and try to A B Pre-teachremember freethe word.time.

• Students look at the vocabulary list and find • 5-10 words that are new for them, or which • Suggest that students take their vocabulary they don’t fully understand. cards with them, and use them whenever they • If they already know most of the words from have the opportunity. Unit 1, they can look in the vocabulary lists of • Encourage students to add more vocabulary B later units. cards as they discover more useful words, and to replace cards that they already know well. • Look at the pictures with the students and a. briefly discuss each technique: b. drawing a picture of the new word c. translating the new word d. writing a sentence using the new word listing related words that have similar or opposite meanings (synonyms and e. antonyms) writing a definition of the word. C • Students tick the techniques they have used.

• Give each student some blank cardboard if possible, or paper if you don’t have cardboard. • Students cut it into small cards. On one side, they write the7.2 English B word. On the other side they write/draw one or more of the D techniques in . • Students make 10–20 vocabulary cards.

Think English Elementary Teacher's Book Unit 1 • 9 Unit 1 Practice

A Answers: D Answers: 2. 2. c 3. 3. My name is Zaw Min. 4. 4. I am a student. a 5. 5. Pleased to meet you, Zaw Min. b I’m Danny and this is my brother, Bryan. e 6. E Answers: I’m Bryan and this is my brother, Danny. 2. is B Answers:We’re from England. 3. 2. 4. 3. ’s a 5. 4. are b 6. 5. ’re e 7. is ’m C Answers:d 8. 2. 9. ’re 3. He is a doctor. He’s a doctor. 10. ’m They are from Kayah State. 4. F Answers:’s They’re from Kayah State. 5. 2. He is English. He’s English. 6. 3. We are students. We’re students. ’s 7. 4. They are Indian. They’re Indian. ’m 8. 5. It is outside. It’s outside. are 9. 6. She is in America. She’s in America. ’m 10. 7. They are Japanese. They’re Japanese. are 11. It is in my bag. It’s in my bag. ’m 12. He is retired. He’s retired. It is from China. It’s from China.

10 • Unit 1 Teacher's Book Think English Elementary G Possible answers: J Answers 2. K Nationalities: Depends crossword on the language. What’s your name? Clues across 3. What is your name? 1. 4. How do you spell that? 5. 5. South African Where are you from? 7. Singaporean What’s your friend’s name? 9. Vietnamese What is your friends name? H Answers: 11. Indian 2. 12. American 3. her 13. Lao 4. her 15. Russian 5. their 16. Chinese his I Answers: Clues Canadian down 2. 2. 3. 3. 4 Indonesian 4. 4. 1 Bangladeshi 5. 6. 4 Malaysian 6. 4 10. Japanese 7. 2 14. Cambodian 8. 3 Thai 9. 1 10. 3 3

Think English Elementary Teacher's Book Unit 1 • 11 L Answers: M Answers: 2. (others are things) 2. 3. (others are verbs) 3. teacher Look at the board / at page 7. 4. (others are people) 4. exercise Write your name. 5. (others are greetings) 5. country Stop talking. 6. (others are replies to ‘How 6. Fine, thanks Answer the questions. are you?) 7. Nice to see you Work in groups of three. 7. (others are places) 8. Don’t write. 8. (others are adjectives) 9. nationality Look at page 7 / at the board. 9. (others you can touch) stop Read the text. 10. (others you can touch) answer name

12 • Unit 1 Teacher's Book Think English Elementary Unit 2: Family and Jobs

1. Family life F Possible answer: 1.1 Families • Students draw Khin Zaw’s family tree. Zaw Zaw Aung Htay Htay Thandar Win A brainstorm

• In groups of 3-4, students Khin Zaw Khaing Khaing Aye Ko Zarni Aung Si Si Poe relatives for two minutes. B • Make a class list on the board. Khin 1.2 The possessive ’s • Zaw’sIn the brothersame groups,Paul’s students son look at the pictures and decide who each person is A , , etc. ’s C • Pre-teachWrite these neighbours ideas on the board. • Students look at the sentence and decide mum Answers: • (people who live near what the first and second mean. mother The first one meansis . The second one shows you, but are not related to you) and mom possession, i.e. it shows that ‘brother’ belongs to (informal word for ; in American ‘my father’. English it is ). Answers: • Play audio 015. Which ideas were correct? The left picture has Khin Zaw, Khaing Khaing B ’s and their family – their brothers, sister, parents • Students decide how’s is pronounced. If you and aunt. want, you can replay part of audio 015 so The right picture has Paul, his wife and son, his Answers:they can listen to being said. parents and their neighbours. In the sentence in A it is pronounced /z/. That D is the most common pronunciation. However, sometimes it is pronounced /s/, e.g. in The map’s • Play audio 015. Students complete the under the cat’s tail. If students aren’t sure, they sentences. should use /z/. • Play audio 015 again. Students check their Answers: answers. C 2. father / dad 10. father / dad 3. mother / mum 11. mother / mum • Students work in pairs. Partner A points at a 4. aunt 12. parents person from one of the pictures. 5. sister 13. friends / neighbours • Student B says as much as possible about that 6. brothers 14. grandparents person’s relatives.’s 7. sister 15. grandmother / ~ma • Make sure students are pronouncing the Drill 8. wife 16. grandfather / ~dad possessive . 9. son 17. grandson • together a few times if necessary.

E A family tree is a diagram of the relationships in • Checka family students understand family tree’.

. Answer: • Students complete Paul’s family tree. Albert Janet

Paul Lisa

Wayne

Think English Elementary Teacher's Book Unit 2 • 13 1.3 Your family C A • In pairs, students look at these pictures from people’s social networking profiles and guess • Students answer the questions about their the their ages. own families. • Write a few students’ guesses on the board. Answers: • Ask a few students a question about their • Tell students the correct ages. Who was right? B families. 1. Chris - 55 2. Easter - 29 C • Students draw their own family tree. 3. Ernie - 42 • In pairs, students ask and answer questions 4. Ananda - 13 about their family trees. 5. William - 4, Rob - 72, Jack - 6 • Ask a few students a question about their 6. Jiyoung - 30 1.4 partner’sIntroducing family. other people 7. Cho Cho - 17 A D Elicit How old are you? How old is s/he? How old is your • As a class, make a list of other nouns that we • daughter? the question to ask someone’s drillage: B • usePre-teach for people.dancer. Write them on the board. Write it on the board and if

Hownecessary. OLD are you? • Play audio 016. Students listen, and decide Answers: • Make sure students use the correct stress: which photo they are talking about. Ben is picture a. C • In pairs, students ask and answer about the people in the pictures, each other, and other • Students show a photo or draw a picture of people they know. someone they know. • After a minute, students change partners. Do • In pairs students ask and answer questions to this a Languagefew times. and Culture Notes 2 identifyAsking who about the person people is. Most Anglos you meet in Asia don’t mind if you ask their age (although they might not give a true 2.1 Age answer). However, a few Anglos don’t like telling people their A age. Some guidelines: • Play audio 017. Students listen and write the • Don’t ask strangers their age. Answers: numbers. 17 25 70 39 12 40 14 82 80 16 18 • Don’t ask in formal situations. 66 10 18 90 21 60 30 13 58 15 • If the person is friendly, they probably don’t mind if you ask. Drill students with -ty and -teen numbers: fourteen forty eighty eighteen etc. • One by one, write numbers on the board ending in -ty and -teen. • 2. Students say the numbers as you write them. Make sure they use correct stress. B

• Students work in pairs, sitting back to back so they can’t see each other’s writing. • Partner-ty A writes a list of ten numbers-teen between 11 and 99. They should include some numbers and some numbers. • Partner A reads their numbers to Partner B. Partner B writes them. • Partner B reads the numbers back to Partner A. Partners check that they are correct. 14 •• UnitSwap 2 roles - B dictates numbers, A writes.Teacher's Book Think English Elementary 2.2 Marital status 2.3 Short answers A Elicit A married, • words to describe marital status, and • Play audio 018. Discuss how well Jessica and single, divorced Answer: write them on the board. Include Khin Zaw know each other. They have met before, but they don’t know each Language. and Culture Notes other well. Other words to describe relationship status include in a relationship (has a boy/girlfriend), engaged B (planning to marry), widowed (husband/wife is yes no dead), separated (living apart from husband/wife, • Play audio 018. Students complete the but not divorced). Answers:answers 1. withno 2. yes or 3.. no 4. yes What’s your marital status? is very formal. The usual C way to ask about this is Are you married? Answers: are isn’t • Students complete the chart. Are you married? D Substitution Drill. Yes, I am No, I’m (divorced). I’m a teacher • Ask a few students Students • Do a Write the sentence B answer or prompt questions teacher I’m not a Who is this? What does she want? What people teacher . on the board. Students say Iit. • Discussuse this website?the website. Ask • heCross out He’s. Students not a teacher say . Next, change the subject – from to Answer: . Students say . This is a dating website. People use it to meet other people who they might want to start a • Keep changing parts of the sentence. Make relationship with. sure the verb agrees with the subject. • When students get used to this, get them C Pre-teach shopkeeper ex-wife to suggest changes. Point to a part of the • and (former sentence, then point to a student. The student changes it using his or her own idea. wife – they are not married now). Activities for the Language comprehension questions, • There is more information about substitution • -Students Is he married? (no, read Tam’s he’sletter divorced) to Debbie. Ask Classroom. e.g. drills in - Where does his son live? (Germany) E Elicit I look etc. Answers: forward to meeting you • Students write answers to the questions. Yes, it is I wantthe to meetmeaning you of theYours phrases sincerely 6. (a formal way to say 7. No, it isn’t No, he isn’t D ) and (a 8. formal way to end a letter). 9. No, she isn’t 10. No, they’re not • Students write a letter from Debbie to Tam, • Elicit using the information from the website. F Group Quiz Competition - 46 yearsinformation old - no about children Debbie, and write it yes/no • Do a . In groups on- works the board. in an office - lives in Scarborough of 4-5, students write 5 general knowledge questions. They need to know the Dear Tam, Nice to hear from you. • Write the start of a reply on the board: answers to these questions. • In turns, groups read out a question. Other • In class or for homework, students continue a groups write the answer. Groups should letter from Debbie to Tam. discuss what is the right answer and agree as a group on one answer. • When you mark the letter, don’t worry about minor spelling and grammar mistakes. • After everyone has asked and answered their questions, groups tell the answers. Each correct answer gets a point for the group. • The group with the most points wins.

Think English Elementary Teacher's Book Unit 2 • 15 3 Jobs C 3.1 Are you a dancer? • Individually or in pairs, students look at the pictures and decide what the job is. They can

A use the list on the board, and/or dictionaries. Answers: There are a lot of possible answers. • Individually or in pairs, students answer the 2. She’s a doctor. Answers:questions about the people from the book. 3. She’s a businessperson/businesswoman. 2. Yes, she is. 4. She’s a shopkeeper/market seller. 2. No, he isn’t. He’s a student. 5. He’s a computer programmer/IT technician/ 2. No, they’re not. They’re doctors. secretary. 2. No, she’s not. She’s a student. 6. He’s a waiter. 2. Yes, he is. 7. She’s a taxi driver. B Brainstorm 8. He’s a farmer. 9. He’s a lawyer. • a list of jobs for about 1 minute. 10. He’s a police officer/policeman. Write them on the board. 11. She’s a manager/office worker/secretary. 12. She’s a nurse. 13. He’s a cook/chef. 14. She’s a teacher. 15. She’s a student. 16. She’s a soldier.

16 • Unit 2 Teacher's Book Think English Elementary 3.2 What do you do? 3.3 Rob’s job A A Elicit

• Write the three jobs on the board as headings. • Look at the picture of Rob. what Possible answer: Students say what each job does. Write their information about him. He’s 72. The boys in the previous photo are his B ideas on the board. grandsons. In this photo he is in a school. • Play audio 019. Students listen, and see if Possible answers: they included this information. B Elicit nurses - work in a hospital (or a clinic), wear Possible answer: a uniform • what a teacher trainer does. Teacher trainers train teachers. They teach shopkeepers - sell things, work in a market (or a teachers how to teach. shop) teachers - work in a school, teach (a subject, e.g. C Pre-teach world, idea, technique, spend time English) with. • C Play audio 020. Students listen and decide if the sentences are true or false. Answers: Answers: • Students match the sentence halves. • If false, they write the correct information. 2. Farmers grow rice. 2. True. 3. Businesspeople make money. 3. False. He works in schools. 4. Taxi drivers drive taxis. 4. False. He works in Myanmar, Thailand, New 5. Doctors work in hospitals. Zealand and Australia. 6. Cooks work in restaurants. 5. True. 7. Police officers wear uniforms. 6. False. He has three grandchildren. 8. Parents look after children D 4 The present simple 4.1 Verbs • Individually or in pairs, students write answers to the questions. A • If they don’t have enough vocabulary, 3.2 C encourage them to ask each other for useful • Students identify the verbs from exercise Answers: words or use a dictionary. . Write them on the board. work, grow, wear, write, look after, drive, make • If they ask you for a word, write it on the Possible answers: board. 1. Tour guides work with tourists. They show B tourists famous places. They speak English (or • Students make as many true sentences as other languages). Answers: possible. 2. Students read books. They go to school/ People - go to work, have babies, have clothes, university/classes. They write. They ask and have newspapers, wear clothes, read newspapers, answer questions. live in houses, eat meat. 3. Soldiers have guns. They wear uniforms. Cats - have babies (kittens), live in houses, eat meat. C

• Students write as many true sentences as they can think of in five minutes. D • Students read them out one by oneGroup in turn. Brainstorm Competition • In groups of 4-5,English students language have a learners. for sentences beginning with • After 3 minutes groups stop writing, and write their sentences on the board. • The group with the most true sentences is the winner. Think English Elementary Teacher's Book Unit 2 • 17 4.2 Verb endings 4.3 Spelling A prompt questions A Pre-teach foreigner, NGO, international • Elicit school, (work) hard.. • Discuss the pictures. Ask . • B Khin Zaw and Khaing Khaing’s jobs. Language and Culture Notes Answers: NGO is short for non-governmental organisation. • Play audio 021. Students listen and check. He’s a tour guide. She’s a nurse. NGOs are organisations that are independent from governments. This includes large international C organisations like UNICEF and Save the Children Answers: (sometimes called INGOs – International Non- • Listen and write the verbs in the gaps. governmental Organisations, and small local live 2. organisations like a village women’s committee. 3. show (sometimes called CBOs – Community-based 4. go Organisations). 5. take 6. lives 7. works looks after • Students write the verbs in the correct form 8. Answers: in the text. D 2. teaches 3. teaches Answers:• Students write the pronouns in the chart. 4. live you, they, he, it 5. work E 6. have 7. studies • Students read the audioscript. 8. goes • Using the audioscript as a model, they rewrite 9. study the information from Khaing Khaing’s point 10. go of view – so that she is talking about herself 11. works F and her brother. 12. lives 13. makes • Play audio 022. Students listen and check. They don’t have to have the information in B exactly the same order, but they must have the right subject-verb agreement. • Read the spelling rules, and clarify anything • They can check their own answers using the students don’t understand. Answers: Answers: audioscript. • Students complete the rules. I live in Sittwe. I’m a nurse. I work in a hospital. I 2. es look after sick people. My brother’s a tour guide 3. ies (and remove the y) and he works in Yangon. He shows tourists famous places. They go to Shwedagon Pagoda, Sule Pagoda and Kandawgyi. 4.4 Pronunciation G A 4.3 • In pairs, students practise reading out the • Play audio 022 a few more times. Students text from . They check each other’s listen and repeat. B pronunciation of verb endings. • Play audio 023. Students listen, and check their pronunciation. • Play audio 023. Students repeat.

18 • Unit 2 Teacher's Book Think English Elementary 5 How many? • Demonstrate What 5.1 Singular and plural are (Thai and Shan)? They’re languages.with a student. Ask The students answers A Pre-teach none.

• • Students go aroundWhat the are...?room asking and • Individually or in pairs, students answer the answering. They choose two objects from a Answers: questions. category and ask s. 8. 10 • Go around the room checking that students B 5.2 arethis sounding / that the/ these final / those

• Students identify the nouns in the questions. A Answers: They should not include the pronouns. Answers: 2. brothers, sisters • Students answer the questions. 1. It’s a rat. 3. languages 2. They’re rats. 4. boxes 3. Its a tree. 5. men, class 4. They’re trees. 6. women, class 7. babies, class • Elicit this , 8. countries, ASEAN (ASEAN is a proper noun) these , that , usagethose rules: is for one near thing C for plural near things for one far thing for plural far things. Answers: What is/are this/that/these/those? • Students write the singular form of the nouns. 1. child 2. brother and sister • Point to or pick up things, and ask students 3. language 4. box 5. man 6. woman Students 7. baby 8. country B answer.

D • Elicit • Students ask you about things in the room. Answer them. Answers: the spelling rules for plural nouns. • In pairs, students ask answer about things -- Most nouns: add s (1 brother—4 brothers) they can see around them. -- Nouns ending in s, ch, sh or x: add es (I box— 5.3 Pronunciation 23 boxes) A -- Most nouns ending in y: add ies (and remove the y) 1 country—6 countries, • Play audio 024. Students identify which word Answers: -- A few nouns are irregular (1 child—2 children, they hear. language tree teachers 1 man—3 men) 1. 2. 3. 4. sister 5. umbrellas 6. babies E Pre-teach religion, animal, city, actor 7. box 8. journalist 9. nurses 10. offices • . • Students answer the questions. Encourage B Answers: them to use their dictionaries. 2. countries 3. actors 4. languages 5. animal C • Play audio 025. Students listen and repeat. 6. religions 7. city 8. jobs 9. vegetables • Individually and as a class, students s.say the F sentence. languages animals religions cities vegetables. • Make sure they pronounce the final For all • Write six of the categories on the board: of them except journalists, the final sound is D • /z/, not /s/. s • Encourage students to come up to the board Students explain the meaning or purpose of Drill Answers: and write a new item under a category. each final in the sentence. • the pronunciation of the items. that’s - short form of is sister’s - possessive ‘s eats - third person verb form rats - plural noun

Think English Elementary Teacher's Book Unit 2 • 19 5.4 More numbers Language and Culture Notes A Excuse me is a very common English phrase. We use it: • In pairs or small groups, students decide how - when we want to get past someone and need B to say the numbers. them to move out of the way C • Play audio 026. Students listen and check. - when we want to stop someone to ask them something (e.g. directions, the time, to use their • Play audio 026 a few times. Students listen lighter) D • Pre-teachand repeat.about - when we want to get someone’s attention (e.g. (not exactly this amount). to ask a waiter for the bill in a restaurant, to tell • Students work in pairs. Each student writes someone they have dropped something. 10 numbers without showing their partner. - when we want to interrupt someone • Then they take turns reading the numbers, Excuse me is polite in all these situations. Sir/ and the partner writes. Madam and pardon are old-fashioned and very • When they have finished, they show the formal. Saying You! to get someone’s attention is E written numbers and check their answers. not polite. • Students try to think of things that they have D • around 100, 1000 and 9000 of. Roleplays excuse me. In pairs or small groups, students practise 6 • WritePhrasebook: their ideas on thePolite board. phrases using excuse me. 6.1 excuse me • First, they think of a situation where it is appropriate to use A • Then they act it out. Encourage them to use a prompt questions lot of physical action. • Look at the pictures, and discuss what is Who are these people? Where are they? What • Get some groups to perform their roleplay to happening in them. Ask : Roleplays are they doing? the class. Activities for the Language Classroom. Answers: • There is more information about in Khin Zaw and Jessica. They are in a market. Jessica drops her bag. Khin Zaw brings it back to her. B

• Play audio 028 two or three times. Students Answers: listen, and match the audio with the pictures. 1. c 2. b 3. d 4. a C excuse me. • Play audio 028 again. Discuss when you use

20 • Unit 2 Teacher's Book Think English Elementary 6.2 Sorry B The aim of this activity is getting students to figure out topics from context clues. Students A Elicit sorry. • should not try to understand the whole article. • Languagefrom students and whenCulture we Notes use Sorry is used to apologise. We use it when we make problems for someone or make them feel bad, e.g. • Students look at this article and answer the - we are late to meet someone questions. Some students might guess the - we make someone upset or angry topic of the article from the picture. Others Possible answers: - we accidentally break something might recognise some of the words. It’s about the earthquake in Japan in 2011. We - we accidentally bump into someone know because of the picture, and we recognised Sometimes sorry and excuse me are appropriate for some of the words (Japan, earthquake). the same situation C

B • In groups, students discuss the article. How a • Look at the pictures. Play audio 028. much information from the article can they sorry Elicit • Play audio 028 part . Why does Jessica say understand? Answers: ? from students. • Each group writes a summary in their own She has broken the shopkeeper’s eggs. She says language. Explain that they don’t have to sorry, and pays for them. know everything – they can say what they b think the article is about. • Elicit D • Don’t let them use dictionaries. • Play audio 029 part again. Why does Jessica Answers: Groups compare the information they have say sorry? from students. She is late to meet Paw Mu. She apologises to with another group. her. • Get groups to read their summaries to the D • class. How much of the information is there? Roleplays sorry. 7.3 Graded readers In pairs or small groups, students practise A sorry, using • First, they think of a situation where you use • Discuss graded readers. Do students know then they act it out. Encourage them to what they are? Can students get them? Why use a lot of physical action. Answers:are they useful? • Get some groups to perform their roleplay to Graded readers are books written in easy English. the class. Reading English that is not too difficult improves 7 Learning strategies: Reading reading fluency, and also vocabulary, grammar, 7.1 English around you and general knowledge. You can get all types – non-fiction, action, romance, classical literature, A • Brainstorm etc. Some come with audio CDs so you can listen to someone reading the text as well. what students read in their own B language. Make a class list on the board. B

• Play audio 028 two or three times. Students • Discuss with students how they can get 7.2 Skimminglisten, and match a newspaperthe audio with the pictures. access to graded readers. Is there a library near you? Does it have graded readers? In A large cities you can buy cheap ones in some bookshops. • If possible, bring a newspaper to class, in English if you can, or in students’ first language. brainstorm • Show students the newspaper, and page thenumbers, things photos,you can headings, find in a new stories/articles,newspaper. Write the list on the board. Include and other things students say. Think English Elementary Teacher's Book Unit 2 • 21 Unit 2 Practice

A Answers: D Answers: 2. 2. 3. 3. ’m / am Yes, she is. 4. 4. go No, they’re not. 5. 5. study Yes, we are. 6. 6. lives Yes, they are. 7. 7. have Yes, you are. 8. 8. ’s / is No, he isn’t. 9. 9. has No, it isn’t. 10. 10. ’s / is Yes, it is. 11. ’s / is No, you’re not. 12. E Possible answers (anything that makes drives sense is OK). 13. looks after 1. 14. ’s / is 2. 15. lives works 3. 16. his ’s / is 4. 17. works ’s / is 5. 18. studies have 6. hard B Answers:look after 7. are 1. 8. two / 2 2. 9. Mike school 3. 10. Bruce a 4. 11. Darren hotel 5. 12. Tracey works 13. C Answers:Tasha in 2. F Answers:goes 3. grandmother 1. 4. 2. sister No, he’s not. 5. 3. daughter No, it’s not. 6. 4. niece Yes, it is. 7. 5. nephew Yes, they are. 8. 6. aunt No, he’s not. 9. 7. husband No, she’s not. ex-wife No, they’re not.

22 • Unit 2 Teacher's Book Think English Elementary G Answers: J Possible answers: 2. 2. 3. two bicycles Nurses work in hospitals. 4. three cats Nurses wear uniforms. 3. 5. Nurses look after people. eleven boxes 4. 6. Cooks work with food. one umbrella 5. 7. Waiters work with food. four babies 6. 8. Teachers work in schools. six trees 7. Businesspeople work with money. thirty H Answers: 8. 2. Students wear uniforms. 9. 3. Parents look after people. 3 10. 4. Soldiers wear uniforms. 3 11. 5. Farmers grow things. 3 12. 6. Shopkeepers work with money. 2 7. K Answers:Police officers wear uniforms. 2 1. 8. 2 2. 9. Listen and repeat. 3 (some people use only 2) 3. 10. Look at page 7 / Look at the board. 2 11. Write your name / Write the questions. 1 4. 12. Write the text. 3 5. 13. Stop talking. 2 6. 14. Answer the questions. 3 7. 15. Work in groups of three. 3 8. 16. Don’t write. 3 9. Look at page 7 / Look at the board. I Answers:3 2. L Answers:Read the text / Read the questions. 3. Depends on the language. 1,602 4. 5,180 9,033

Think English Elementary Teacher's Book Unit 2 • 23 N Answers: Down: Across: 1. 2. 1. different 6. 3. sick dangerous nice 6. 4. factory 8. 7. city rat 12. 9. restaurant young 13. 10. nineteen single 15. 11. wear article 16. 14. one tree lonely rice

24 • Unit 2 Teacher's Book Think English Elementary Unit 3: People and Things

1. Describing things D advert advertisement 1.1 Advertisements • Check students understand (the same as ). prompt 1.1 A • Students find adjectives from the adverts in questions: Where do you see advertisements? Answers: to fill the gaps. • AreDiscuss advertisements advertisements. useful? Ask Which 1. expensive advertisements do you like/dislike? 2. fast B 3. new 4. small • Students quickly read the texts and match 5. delicious C Pre-teachthem with thesave pictures. your documents, need, buy, 6. cheap other people, can’t afford • Language and Culture Notes . Yum Yum, Zappo and Luxuria are brand names, 2.• Playa 3. audio c 029. Students check their answers. • Elicit which are proper nouns. Like Coca-Cola, Microsoft, Toyota and Sony, they are names of products and instant noodles , a flash drive, an expensive car what the advertisements are selling: companies, not words for things. . Note: Zappo and Luxuria are fake brand names (not real). • Play audioLanguage 029 again. and Culture Notes Sexy usually describes a person you are attracted to, but in advertisements it is used to make you think a thing is attractive. Be careful with the word 1.3 Synonyms sexy – the meaning is very different from beautiful, A • Pre-teach synonym handsome, attractive or cute.

(a word with the same or a similar meaning). Students find words in 1.2 What’s it like? Answers: the audio that are synonyms of. 1. small • Elicit A 2. good Possible answer: a definition of adjective. 3. fast Adjectives describe things. B • B 1.1 B. 1.2 Answers: Students fill the gaps with words from the • Students identify the adjectives in Possible answers: new, small, good, easy, cheap, delicious, audio and . 1. delicious/good/horrible/cheap/expensive/old important, fast, sexy, black, expensive 2. easy C Elicit What are they 3. expensive like? 4. important • or explain the question like 5. old/bad, new/good/fast This questionWhat asks do they you like?to describe like something, and is a preposition. It is very C • different from where is a verb. In pairs or small groups, students list • In pairs or small groups, students write adjectives you could use to describe the adjectives to describe the three things. They things. can use the adjectives in the advertisements, • Make class lists on the board for each one. Answers: and any other ones they know. 1. new, small… 2. good, easy, cheap, delicious… 3. important, fast, sexy, black, expensive…

Think English Elementary Teacher's Book Unit 3 • 25 1.4 Colours 2 Describing people A Brainstorm 2.1 Is she a good teacher?

• Brainstorm • colours as ablack, class white, and write blue, them A on the board. yellow, red, green, orange, purple, grey, brown words you might use to describe • Make sure they include pink. B a teacher. Write students’ ideas on the board. B andElicit • Play audio 030. Students listen. Discuss the Answers: questions. • or explain the meanings of the words in The man wants to find a good Myanmar the box. language teacher. He talks to Jessica because she • Using dictionaries if necessary, students studies Myanmar language. He wants to know match the words in the box with the about her teacher. Answers: descriptions. 1. grass C 2. sun • Play audio 030. Students identify which photo 3. elephant Answer: a is Paw Mu. 4. blood D 5. charcoal 6. snow • Students list the adjectives Jessica uses to 7. sky describe Paw Mu. They should write as many 8. pig as they can from memory before listening to the audio again. Answers: C • Play audio 030. Students listen and check. short, thin, excellent, nice, clever, friendly, busy • Students make true sentences by filling the Possible answers: gaps with a colour. E 4. white (or brown) 5. white/red/yellow/pink/green/orange/purple • Using the information from the audio, and 6. green other things they might remember about Paw Mu, students decide if these adjectives can D describe her. Answers: • They write the adjectives in columns. • Students write short description of She is - clever, thin, friendly, short, busy, nice, kind something, using at least one colour. (similar meaning to nice) • Make sure they don’t use the name of the She’s not - tall, fat, stupid, horrible, lazy, rich (in thing in the description. 2.4.3 it says she works hard to make money for • Students find a partner, tell each other all her relatives) their descriptions, and try to identify their don’t know - happy, lonely partner’s thing. young and old depend on opinion. A 16 year • They find another partner, and do the same old student might consider 35 old. A 45 year old again. Do this a few times. might think 35 is young.

26 • Unit 3 Teacher's Book Think English Elementary 2.2 What are they like? C A 2.1 E 2.4• PlayWord audio order 031. Students listen and repeat. good, bad neither • Students classify the adjectives from A My (noun) is (adjective) into rich thin andfat (not good or bad). • Some of this is opinion (some students might • Write the structure B think , or is good, others might on the board. think bad or neither). • Students look in their bags. Each student • Students add any other adjectives they know takes an object, says a sentence about it, and to describe people. B gives it to you. That’s my (adjective) Possible answers: (noun) • Make class lists on the board. good - clever, friendly, nice, kind, happy • Write the structure bad - stupid, horrible, lonely, lazy Whose ison this? the board. neither - thin, fat, short, tall, old, young, busy, rich • Hold the things up one by one, and ask Students identify the owner C Pre-teach antonym C using the structure. old young • (a word with an opposite • Students complete the grammar rules. meaning, e.g. is an antonym of ). D • They write the adjectives in columns. • Students look for opposite and similar Answers: Possible answers: • Students order the sentences. adjectives in the list. 1. I have a new bicycle. clever-stupid, happy-sad, beautiful- antonyms - 2. My bicycle is new. ugly, nice/kind-horrible, thin-fat, short-tall, old- young E beautiful-handsome-lovely, ugly- synonyms - • Students fill the gaps with adjectives from horrible, nice-kind-lovely Answers: the box. D 1. easy 2. Chinese 3. old 4. happy 5. green • Students think of a friend, and describe them F E to a partner. • In groups of 3-4, students make true • Students describe their partner’s friend to the sentences putting adjectives in the gaps. They class. can use the words from this section and any • In a large class, get students to describe their others they know. partner’s friend in groups. 2.3 Describe them • Then students share their sentences A with another group. Are they the same or different? B • Students look at the pictures and write sentences about the people in them. • Play audio 031. Students listen and check. Did Answers: they get all these sentences? - He’s fat. - He’s short. - He’s not thin. - He’s young. - He’s not tall. - He’s not clever. - He’s not poor. - He’s short. - He’s rich. - He’s not happy. - He’s stupid. - He’s sad. - He’s not old. - She’s not short. - She’s clever. - She’s thin. - She’s happy. - She’s old. - She’s tall. - She’s not fat. - She’s not stupid. - She’s not rich. - She’s poor. - She’s not sad. - She’s not young.

What other sentences did they write? Think English Elementary Teacher's Book Unit 3 • 27 2.5 An email home C Disappearing Paragraph A • Do with the text on the board. Students read out the text. • Students think about Paul from the previous • Erase 15% of the words. Students read the two units. What can they remember about Possible answers: whole text out, including the missing words. him? He’s retired. He comes from England. His wife, • Erase another 15% – students read it out. Lisa, is a teacher, and his son, Wayne, is a student. Keep doing this until the text is completely erased, and students are saying it from B predict memory. prompt questions: Where is he? Activities for the • Students what Paul is doing now. Ask • ThereLanguage is more Classroom. information about (students Disappearing Paragraph in should Whatknow does he is he in doMyanmar, now? because he 2.7 What’s your life like? met other people in Myanmar in previous units). A C • Pre-teachWrite students’free ideas on the board. fees, head teacher, scary , fund • Students make list of important topics in • (doesn’t cost money), . their lives now. (frightening) (to give • Encourage them discuss this with a partner, money to support a project, event or activity) B or ask you for new vocabulary. D • Students read the email. • They choose three topics from this list, and Answers: • Students answer the questions. write notes about these topics. 1. No, they’re poor. • Encourage them discuss this with a 2. No, it’s difficult. partner, use dictionaries or ask you for new 3. She’s the head teacher. C vocabulary. 4. They’re rich and important. 5. Yes, they are. • Students write a letter to an old friend (real 6. One - a big house. or fake) describing your life now. They use the three topics and their notes about them. • Collect the students’ letters. When you mark 2.6 A letter them, check for A - interesting topics - easy to understand • Students look at the list, and identify which - correct use of adjectives. Answers: topics Khin Zaw talks about in the letter. job, city, friends, boss B Pre-teach I hope you will come and visit me one day. • or explain

• Students add appropriate adjectives to the Possible answers: letter. There are many correct answers. I live in Yangon now . Yangon is big , but fun . I have a good job at Golden Myanmar tours as a tour guide. My boss is a Thai woman called Apsara. She’s short and very bossy . I like Yangon. I have some good friends here.

• If you have enough time and space: Write the Elicittext on the board. Get a few students write an adjective in a gap until the text is complete. alternatives for the ones they write.

28 • Unit 3 Teacher's Book Think English Elementary 3 Articles B 3.1 a / an + noun C • Play audio 032. Students listena an.and check.

A 3.1 3.2 • Students fill the gaps with or Elicit a an. D • Play audio 032. Students listen and check. • In pairs, students go through and and Answers: • the rule for articles before adjective + list examples of and Answer: a - a computer, a new motorbike, a big, noun. If the word following the article (noun or grey animal, a colour, a small grey adjective) has a vowel sound, use an. If the word animal, a teacher, a partner, a letter, a following the article has a consonant sound, big house, a Thai woman, a short letter use a. an - an important person, an adjective, an easy exam, an email 3.3 Listen and Draw B Elicit vowel consonant A Demonstrate. • or explain (a, e, i, o, u) and (all the other letters). • Draw the 2 x 3 grid on the • Explain that sounds and spelling do not board and number the squares. always match, so written vowels do not • Play the first sentence of audio 033, and draw always make vowel sounds, and written a large tree in square one. consonants do not always make consonant • Play audio 033 line by line. Students draw sounds. what they hear. Give them enough time to Phonetic Chart Language understand and draw (or write) each thing. • ReferenceTell students to look at the vowel section • If they don’t understand, they should talk to of the in the Answers should look a bit like: . This shows all the main sounds in other students. English. They don’t have to understand it all 1 2 3 now. Answers: • Students complete the grammar rule. 2. an 2. a 4 5 6 C a university university Answer:• Students try to decide why we say The firsteven sound though is ‘yoo’ (writtenbegins /ju/ with in thea vowel. B phonetic script), which is a consonant sound. Spelling does not always match pronunciation. • Students work in pairs. Partner A looks at page 73 and Partner B at page 75. • Elicit union user • They take turns to describe a picture from a square, while their partner draws it. D similar examples, e.g. , . Answers should look a bit like: • When they have finished, compare pictures. • Students write sentences identifying the Answers: 1 2 3 things. 2. It’s a bicycle. 7. It’s an umbrella 3. It’s an egg 8. It’s a newspaper eat 4. It’s a desk 9. It’s an aeroplane 4 5 6 5. It’s an exam 10. It’s a snake Ann 6. It’s a chicken / chick

3.2 a / an + adjective + noun C This activity takes a long time, so skip it if you don’t have much time. A •

• Students match the nouns and adjectives. • Students draw a 2 x 2 grid, and number it Actually, all of these combinations are Possible answers: 1-4. They draw four simple pictures in each possible, but here are the most likely. 1. beautiful apartment 3. old cat square. 2. small business 4. American tourist • In pairs, they take turns describing a picture while their partner draws it. Think English Elementary Teacher's Book• They compare them with the originals.Unit 3 • 29 4 Bodies C Brainstorm 4.1 Your body • class lists of other adjectives you D Pre-teachcan use to describelong (hair) the dark two (skin, people. hair) A • Mime shake. light (skin). Shake your arms, etc. • and

• Call out the instructions • Students decide whether the sentences are one by one. Students obey, and watch other true or false. Mime point to, touch hold. Possible answers: B students to see what they do. • If false, they write true sentences. Point to your ears, 1. False. He has short hair. • and 2. True • Call out the instructions 3. True etc. one by one. Students obey, and watch 4. False. He’s about 45 years old. C Thingy Says. other students to see what they do. 5. True 6. False. He’s not very young. • Play Play audioThingy 033 line Says, by line. • Students stand and listen to the instructions. 7. True 8. False. He has dark skin. If the instruction starts with Thingy they do the action. 9. True Says, 10. True • If the instruction doesn’t start with 11. False. Her dress is white. they ignore it. Thingy Says, 12. True • Students who obey an instruction without 13. False. She’s not Asian. or who do the wrong action, sit down. 4.3 very and quite 4.2• TheDescribing last student(s) appearance standing is the winner. A A • Write the sentences on the board. Draw a • Discuss the people in the pictures. Do short man and a very short man, and woman students know who they are? What do they with a bag of money and another woman with Answers: • Elicit know about them? a smaller bag of money on the board. Barack Obama is the US President (in 2011). Kyaw Hein is a Myanmar actor. Angelina Jolie is an which sentence goes with which American actor. picture. (The very short man is shorter, and the quite rich woman is not as rich.) Answers: B • Ask students the difference. very short - shorter than short • Students choose adjectives to describe Barack quite rich - less rich than rich. PossibleObama, answers: Kyaw Hein and Angelina Jolie. Barack Obama - handsome, black, American, B thin Answers: • Students match the person and the age. Kyaw Hein - Myanmar, fat, handsome 1. Rosy 2. Ma Ma Hlaing 3. Tin Tin Angelina Jolie - tall, thin, American, beautiful, 4. Myat Cho 5. Abdul 6. U Zeya young C

Language and Culture Notes • Students write short descriptions of other Skin colour is difficult to describe. African-American people – a famous person, or a person from people often describe themselves as black, and the class. European-Americans as white. However we don’t usually describe people as brown, yellow or pink • They find a partner, and describe their person – that’s not polite. to their partner, who tries to guess who it is. • They change partners, and repeat. It is usually better to use dark-skinned or light- skinned.

30 • Unit 3 Teacher's Book Think English Elementary

5.3 / /e in words 5 Pronunciation: Vowels 1 e 5.1 a / an A

A • • In pairs, students say the words, and identify B • / /sounds. In pairs, studentsa say the an. sentences Play audio 036. Students listen, check and and phrases, paying attention to the Answers: B repeat. pronunciation of a and an. 1. banana 2. newspaper • Play audio 032. Students listen for the 3. umbrella 4. computer 5. apartment pronunciation of and 6. aeroplane 7. student 8. farmer

5.2• Play/ /e audio 032. Students listen and repeat. 9. journalist 10. soldier e A a an C

schwa • e Play audio 032. Point out that and use • In pairs, students ask and answer about things and people in the class. the weakLanguage vowel soundand Culture / / (called Notes ). (schwa) is the most common vowel sound in • After they have asked and answered two English. It is used for many unstressed syllables. It questions, they change partners and ask and

/is /used for words spelt in many different ways, not 5.4 answerSome different other questions.vowels just with a,e e, i, o and u. A

• Students say the words, focusing on the • Students identify where else they can hear Answer: pronunciation of the underlined vowel. the / /sound in the sentence, Language and Culture Notes I’m a businesswoman. The International Phonetic Alphabet (IPA), also Note: some people also use schwa in ~ness~, but called the phonetic alphabet, phonetic script and

phonemic script, contains phonetic symbols that most people use /I/, like in bit. They can sound e represent all of the main sounds of English. very similar when spoken quickly. It is not necessary for students to learn the whole B alphabet, but it is useful for them to learn the symbols for important sounds that they often get confused. 5.1.A. • Play audio 032. Students identify the / / They can look them up in the Phonetic Chart in the sounds in the sentences in This is Language Reference. Answers: difficult, so don’t worry if they are incorrect. 2. I live in a beautiful apartment. B 3. and an old black cat called Charlie. 4. we have a small business. C • Play audio 037. Students listen, check and 5. it’s a tour company. repeat. we work in a new office. • Students match the underlined vowels with 6. Answers: 7. we employ a tour guide, the sound symbols. 1. /a:/ 5. /a:/ 9. /u:/ 8. he’s a clever, friendly young man. 2. /i:/ 6. /e/ 10. /e/ 9. we have an American tourist in the office. 3. /e/ 7. /i:/ 11. /i:/ C 4. /u:/ 8. /I/ 12. /a:/

• Play audio 035. Students listen, repeat and D 5.1 point to the things. I D • Students look at the sentences in again,

• Repeat this two or three times. and identify any /a:/, /u:/, /e/, /i:/ or // e Answers: • In pairs, students ask and answer about sounds. /a:/ - apartment, Charlie, E things in the book andWhat in thedoes class. she do? Elicit (does) /u:/ - beautiful, new

• Write on the board /e/ - clever, friendly, American where the / /sound is is the sentencee . 2, /i:/ - Charlie, we (x2), company, he, friendly • Students3.1 changeWhat does partners. he do? In He’s new a (cook).pairs, they /I/ - businesswoman, business, it’s, in, American, ask and answer about the people in unit tourist, office a usingan • Check they are pronouncing the / /sounds in and . Think English Elementary Teacher's Book Unit 3 • 31 5.5 Song: Little Boxes 6 Phrasebook: Telephones 1 A Pre-teach 6.1 Answering the phone executive, pretty, raise a family, hillside. • Elicit • Read throughticky the tackyphrases. A stuff. how students answer the phone in • Explain that is not a real word. It Martini B English, if they do. Write these on the board. is a fake word meaning something like • Elicit is an alcholic drink. • Play audio 040. Students listen and match the Answers: 1. a 2. b explanations, or explain anything conversation with the picture.

students don’t understand. C • Students give ideas as to the main topic of the B • song. Write their ideas on the board. • Play audio 040 again. Students listen and Answers: identify how Khin Zaw answers the phone. Play audio 038. Students listen and put the Conversation a - Hello, Golden Myanmar Tours. lines in order. They are mixed by verse – 1-7 Khin Zaw speaking. are all the first verse, 8-12 are the second Conversation b - Hi. Khin Zaw speaking. verse, 13-16 are the third, and 17-21 are the fourth. D • Play audio 038 two or three times. • Students decide which conversation is with a • The answers can be checked in the Answers: C friend, and which is with a boss. audioscript. Conversation a - boss Answers: • Students list the adjectives in the song. Conversation b - friend little same green pink blue yellow dry pretty E D • Play audio 041 two or three times. Students • Students read the first verse and the circle listen and decide if this is a personal or Answers: parts that use those sounds. work call. a. • If necessary, play the audio again so they can

Answers: b.

e check. work / / a, the, of c. personal /a:/ all d. personal /u:/ blue e. work /i:/ green, ticky, tacky f. /I/ pink, little, ticky, hillside personal F work

E Linkin • Point out there are many ways to answer a Park Death Cab for Cutie phone, but it is easiest for the person ringing • Play audio 039. This has versions by if you give your name, and if it is a work and . Students decide F phone, the business or organisation. which of the three versions they prefer. • Students decide which ways they like to • Look on the board at students’ ideas of the answer a personal and work phone. topic of the song. Discuss this again. Have Answer: their ideas changed? The song is about how many people live the same kind of life, doing the same sorts of things that everyone else does. Nobody wants to do anything different.

32 • Unit 3 Teacher's Book Think English Elementary 6.2 Asking for someone 7 Learning strategies: Writing A • Elicit 7.1 Mistakes

how students ask for someone on the A B • phone in English. Write these on the board. C • Students read the essay and think of an Students read and order the conversations. B appropriate title. Answers: • Play audio 042. Students listen and check. • Students look for spelling mistakes in the 1. Hi, Madhu Reddy. Answers: Childrin (line 2), dificult (line 6), essay. Hi Mum, is Dad there? telefone (line 10) Hi darling. Yes, he’s here. Anil! Thanks. Good morning, Health Rescue International. 2. • Then they go through it again and look for Good morning. Is Amit Reddy there? This is Answers: answer (line 5), study (line 7), write mistakes with verb endings. Paw Mu from YSIS. (line 11) I’m sorry, he’s not here at the moment. Ok, thanks. I’ll call back later. 3. Hello. Bright Star Free School. • Then they go through it again and look for Answers: He a secretary (line 4), He English Hello. Is Daw Tin Tin Nyo there, please? missing words. (line 9) Tin Tin Nyo speaking. Hello Sayama. This is Jessica Lomax. C D Answers:• Write the correct English on the email. • Students fill the gaps to describe each Line 2 - Children Answers: situation. Line 4 - He is a secretary 2. Paw Mu, Anil Line 5 - answers 2. Tin Tin Nyo, Jessica. Line 6 - difficult E Line 7 - studies Line 9 - He speaks English • Individually or6.2 in pairs,B students write phone conversations for the situations. They can use Line 10 - telephone the ones from as models, or use their Line 11 - writes Possible answers: own ideas. D Brainstorm 2. Hello, Ko Ko speaking. Hi, is Ma Ma there? • a class list of types of mistake on Possible answers: wrong word, punctuation, Yes, she’s here. the board. extra word, wrong tense, word order, subject- Thanks. verb agreement (verb endings is one part of this) 2. Hello, MyanMart. Good afternoon. Is Barry Ho there? This is Seng Ja from Interfish. 7.2 Check your writing I’m sorry, he’s not here at the moment. A Ok, thanks. I’ll call back later. 2. Good morning, UNDP. • For homework or in class, students write Hello, is Sarah Camp there? B short essays about their jobs or study. This is Sarah Camp. Hello, I’m Saw Htoo from Save the Children. • They check their writing and correct any mistakes they find. They should focus on F2. spelling mistakes, wrong verb endings, and missing words.Students swap essays with a Students practise their conversations in pairs. partner. • Get each pair to perform a conversation to the • Students swap essays with a partner. class. • Students go through their partner’s essay three times. First they check and fix spelling mistakes, then wrong verb endings, then missing words. • They give the essays back to their partner. Think English Elementary Teacher's Book Unit 3 • 33 Unit 3 Practice

A Answers: C Answers: 1. 1. 2. 2. horrible He’s a businessperson / businessman. 3. 3. expensive In Mandalay, near the river. 4. clever D Answers:In Bangkok. 5. difficult 2. 6. young, happy 3. three Possiblebeautiful answers: 4. B bis 1. 5. two 2. 6. young Cho Cho Aung 3. 7. long 16 4. 8. fat handsome 5. 9. short job 6. 10. big American 11. thin nice 12. teaches live

34 • Unit 3 Teacher's Book Think English Elementary E Answers: I Answers: 2. J Answers: Depends on the language. 3. My motorbike is very fast. Spelling - 4. We have an important meeting. Verb endings - 5. shool, delishious, qite These noodles are delicious. I teaches at, She have an 6. Missing words - My new computer is excellent. apartment here 7. Your children are lovely and friendly. I work Malaysia, I with 8. Our dog is big and grey. young children, my students about 6 years 9. My friend has an interesting job. K Answers:old, Malaysia is interesting country 10. My mother is short, clever and kind.

My brother has small ears and a big nose. / Hi Tin Tin, PossibleMy brother answers: has big ears and a small nose. F I’m Sandra, Andy’s sister. I work in 2. Malaysia. I teach at an international school. 3. I work quite hard, but the work is fun. I a 4. work with young children – my students a 5. are about 6 years old. a 6. Malaysia is an interesting country. The food a is delicious. I live with my Malaysian friend, 7. an Laila. She has an apartment here. It’s small, 8. a but quite nice. 9. an 10. Sandra a 11. an 12. a 13. a G Possiblea answers: 2. 3. very good / very delicious / very nice 4. very expensive. H Answers:quite interesting 1. /a:/ 8. /e/ 2. /I/ 9. /e/ 3. /i:/ 10. /i:/ 4. /u:/ 11. /I/ 5. /ə/ 12. /ə/ 6. /e/ 13. /i:/ 7. /i:/ 14. /u:/

Think English Elementary Teacher's Book Unit 3 • 35 M Answers: N Answers: 1. 1. 2. 2. ear old 3. 3. stomach orange 4. 4. foot delicious 5. 5. leg beautiful 6. forehead 6. hair everyone 7. 7. head (or for only that part) garden 8. 8. eye flash drive 9. 9. nose song 10. not hand 10. mouth different 11. arm ( ) little hand

36 • Unit 3 Teacher's Book Think English Elementary Unit 4: Times and Activities

1 Days and times C Answers: • Students fill the gaps. 1.1 Saturday 2. goes to the market A 3. cooks (and eats lunch) 4. studies Myanmar • Students make short lists of things they 5. (usually) go to class usually do on Saturdays. 6. goes to work B • Pre-teachIn pairs, they bored, compare usually, and buy. discuss these lists. 7. finishes work chatting prompt questions 8. has dinner • Do you chat online? What do you chat about? 9. watches TV • Discuss . Ask : 10. goes to bed If your students don’t have internet access. D explainLanguage chatting. and Culture Notes at Online chat is a service on the internet where you can • Studentsat 5.30 answeron the questions. on Monday, type conversations with friends who are also on the • onPoint Friday out thatat 6.45. we use to talk about times, internet at the same time. e.g. and with days. e.g. E

• In pairs, students ask and answer the • Students read the text and write the times questions. Answers: with the activities. • Students say one or two sentences about their 1. 10 am partner to the class. If your class is big, they 2. 11 am F Brainstormcan do this in groups. 3. 12.30 pm 4. 6 pm • a class list of activities most 5. 8.45 am G people do every day. Write these on the 5.30 pm 6. board. What time do you (listen 8 pm 7. • toAsk the different news on students the radio)? when they do the 8. 10.30 pm things on the list, e.g.

Language and Culture Notes • Get students to ask you about the things on We use am for times in the morning (after midnight, the list. before midday) and pm for times in the afternoon and • Students ask and answer questions in pairs. evening (midday till midnight). For 12’clock during the day, some people say 12 pm, and for 12 at night 12 am. However, this is inaccurate and confusing. Most people say midnight and noon or midday.

Think English Elementary Teacher's Book Unit 4 • 37 1.2 Telling the time Answers: 2. It’s six fifteen 5. It’s one thirty-five A • 3. It’s one twenty-five 6. It’s five oh five 4. It’s ten twenty Students match the clocks with the written Answers: 2. d 3. e 4. c 5. b 6. a time. C B Answers: • Play audio 044. Students listen, check and • Student write the times. repeat. 2. twenty past two 1.4 Lee’s day 3. twenty-five past two 4. twenty-five to three A 5. ten to five • What do students remember about Lee? 6. five to five Brainstorm What things do they think he does each day? 7. five past five B a class list on the board. 8. half past six • Play audio 045 once. Students listen. Which 9. twenty to eight C 10. eight o’clock things from the list does he talk about? 11. ten past ten • In pairs, students write down everything they 12. quarter to one can remember about Lee’s day. • Play audio 045 again. Pairs listen, and add C more information to their writing. • Students practise saying the times. • Pairs combine to make groups of four. Each • Play audio 043. Students listen and check group chooses a writer, and writes a group their answers. text about Lee’s day. • Play audio 043 two or three more times. • Groups swap writing, and check other group’s D Students Timelisten Bingoand repeat. Resources writing. • Copy the cards from 1.5• PlayParts audio of 045 the again. day Groups check. so there is one for each student. • Explain the game to students: You read out A morning, afternoon, evening night times. When they hear a Bingo!time that is on their • Check that students understand card, they cross it off. When all their times are and . crossed off, they call out Resources • Play audio 045. • Read the times, one by one, from the Answers: Bingo!, • In groups, students classify Lee’s activities. page. morning - wake up, listen to radio, have • When a student calls out get them to breakfast, have a shower, get dressed, check read their times back to you. Check that they emails, work are correct. afternoon - walk to market, buy food, go home, • Students swap cards. Repeat the activity, but make lunch, eat lunch, study Myanmar language 1.3 sayMore the times time in a different order. evening - go to Myanmar class, go to restaurant, have dinner and beer A night - go home, have shower, read, go to bed

Answers:• Students look at the two times, and decide whether they are the same or different times. • Discuss when these times happen. 2. same 3. same 4. different 5. different Language and Culture Notes Morning is between midnight and midday. Afternoon Language and Culture Notes is midday until about 5 pm. Evening is from about 6 Saying the hour then the minutes (e.g. five forty, pm until about 9 or 10 pm. Night is normally use for three oh five) is also correct, and is simpler to learn. about 9-10 pm until about 3 am. However, the system taught in 1.2 is much more common, so students should try to learn it. B B • In groups, list things people usually do in the morning, afternoon, evening and night. • Students write the other way to tell the time. 38 • Unit 4 Teacher's Book Think English Elementary 1.6 What day is it? 2 Questions and answers A 2.1 Sunday evening at the teashop • In groups, students order the days of the Answers: A week. Tuesday 2. • Introduce the scene: Khin Zaw is at a teashop. Wednesday 3. Jessica, Lee and Paw Mu, who have just Thursday • Pre-teach every, only, near, really , 4. finished their Myanmar class, walk in. 5. Friday spicy food (very) 6. Saturday . 7. Sunday • Students read the conversation and fill the B gaps with the words and phrases from the box. Answers: 4. Sunday 5. Tuesday • Students answer the questions. • Play audio 046 two or three times. Students Answers:listen and check. 1.7 Your week 1. every evening 2. on Sundays A Pre-teach timetable. 3. on Mondays and Thursdays • Draw the timetable on the board, and write some things you do B regularly each week on it. Use the left column • Students read the conversation and choose for times (e.g. 8-10am). the correct verb form. • Students copy the timetable and fill in some • Play audio 047 two or three times. Students Answers: things that they do regularly. Go around the listen and check. room helping them, and giving them any 1. do B vocabulary they need. 2. do 3. Does • In pairs, students ask and answer about their 4. does C weekly routines. 5. Do 6. don’t • Get some students to tell the class about their 7. doesn’t partners. If you have a large class they can do this in groups. C Answers: • Students complete the grammar rules. 1. do 2. does

Think English Elementary Teacher's Book Unit 4 • 39 2.2 About you 2.4 Meet Matty A A Answers: 1. d 2. b 3. e 4. a 5. c Think English Elementary • Students match the questions and answers. • Introduce Matty. He is one of the people who B wrote . Hip-hop • Look at the things in the box. Explain • StudentsYes, answer I do / theNo, questionsI don’t, about anything students don’t understand. predict themselves. ExplainNo, I live that in Bagothey can/ Yes, either I live near is a type of spoken music. answer or give more the university. • Students – do they think Matty likes information: these things? Write the chart on the board,

and write students’ predictions in it. C • Ask a few students the questions. • Play audio 048 a few times. Students listen, Answers: • Students write five more questions to ask and complete their own charts. Likes: British movies, dance music, swimming, another student. Encourage them to write spicy food D questions they are interested in. B C Dislikes: American action movies, hip-hop, rock • In pairs, students ask and answer the ten music, sport, football questions from and , and write down their E partners’ answers. B • Students change partners, and tell their new demonstrate • Students read the example questions and try partner about their first partner. B Answers:to work 1. outdo the2. grammarbe rule. • You might want to this first - • Elicit ask a student some questions (from , and some new questions), and tell the class about more example of each questions with C verbs, adjectives and nouns 2.3 her/him.Negative forms • Students think of questions that match A PossibleMatty’s answers: answers. 2. Are you Australian? • Students write the sentences in the correct 3. Do you live in Mandalay? Answers: order. 4. Are you a doctor? 1. I don’t drink tea. 5. Do you teach children? 2. We don’t have any children. 3. They don’t have a mother. 4. She doesn’t work on Saturdays. 2.5 What do you like? 5. He doesn’t come from Zimbabwe. A B Yes, I like • Students answer the questions, giving extra Answers: cats. I have two cats at my house. • Students complete the grammar rules. information where they can, e.g. 1. don’t B 2. doesn’t • Students make lists of things they like and C C don’t like. Answers: • Students fill the gaps with the negative form. • In groups of 4-6, students do a likes and 1. doesn’t dislikes poster for their group. 2. doesn’t • Put the posters on the wall. Students go 3. don’t around lookingExtra at other Idea groups’ posters. 4. don’t Do a activity with likes and 5. don’t Find Someone Who dislikes. Make a list of 10 items people might either like or don’t like, e.g. spicy food, alcohol, pop music. Students go around the room asking Do you like...? When they find someone who says yes, they write that person’s name next to the item. When they have found someone for each item, they sit down.

40 • Unit 4 Teacher's Book Think English Elementary 3 Wh- questions Answers - Group B: 2. What does his wife do? 3.1 We’re from Mumbai 4. Where do they live? 6. When does he start work? A • 8. Who does he talk to? What does he do after dinner? Discuss Madhu and Amit. What do students 10. remember about them? • Play audio 049. Students listen, and identify Answers: • Groups ask each other the questions, and put who (Madhu or Amit) said each statement. How do you spell that? 2. Amit the missing information in the gaps. 3. Amit • Remind students to ask 4. Amit if they are unsure of spelling. 5. Madhu • Groups check their answers by showing each 6. Amit other their completed texts. 7. Madhu C • Discuss any language they are unsure of.A. B Pre-teach stay (with). • Students look back at their charts from Did they get any of the information they wanted? • Students write the 3.3 Learn about each other correct question words in the questions. A Resources • Play audio 049 again. Students listen and Answers: check their answers. 1. Where 2. How many 3. How many • Copy and cut the questions from 4. When 5. Who 6. What so there is one for each student. • Students find a partner, and ask and answer C wh- their questions. Encourage them to give extra • Students fill the gaps with question information. Answers: words. • Partners swap their question papers, and find 1. Where 2. When 3. What another person to ask and answer with. 4. How many 5. Who B • Keep doing this for 5Present or more simple: minutes. Questions and answers Language 3.2 Barack Obama • Reference.Students look at the section of the A

• Students look at the pictures. • Explain that they are about to do a game where they have to guess who they are. Give • Individually or in groups, they complete the Am I famous? Where do I live? some examples of questions they could ask, chart. In the left column they write the things Brainstorm e.g. they know about Barack Obama. In the right column, they write the things they don’t know • a list of useful questions, and B about him, but are interested in finding out. C write them on the board.

• Students work in groups of three or four. Each • Students think of a person and write their group pairs with another group. name on a piece of paper. It can be a famous person, or someone everyone in the class • Groups read the text, and discuss what knows. questions they need to find the missing information. • Students stick their paper with the name on Answers - Group A: it on the back of another student. They make • Groups put each question in order. 1. Where does he come from? sure the other student can’t read the name, 3. How many children do they have? • When students all have names stuck to their 5. When does he get up? backs, they go around and find a partner. The 7. What does he eat for lunch? partner reads their back. 9. Who does he eat dinner with? • Students ask a question to find out who they are. Partners answer the question. • After one question, they change partners and ask another question. • Keep going until most guess their names. Think English Elementary Teacher's Book Unit 4 • 41 4 Frequency 4.2 The Mosquitoes 4.1 Mosquitoes A

A Elicit mosquito • Students discuss bands in groups. WhatWhat isis a mus-kee-to mus-kwee-to band?each group member’s favourite band? • the pronunciationqu of (it • Each group answers the question Possible answer: is , not . It is an Write groups’ definitions on the board. exception to the spelling rule). A group of musicians who perform together. Elicit malaria dengue fever, • Ask students what diseases mosquitoes B cause. and and Answers: B • Pre-teachany others bite,they cause,know. rest. • Students unscramble the instrument names. 1. electric guitar never, 2. drums sometimes always usually • Students read the text and write 3. bass guitar Answers: , and on the line. C never sometimes usually always • • Students read the text and answer the Answers: C questions. 1. Cornwall (in England) • Students put the adverbs of frequency into 2. he plays bass guitar the sentences. 3. Spanish music • If theyLanguage want more Reference. information on placing 4. no, Torre plays the drums adverbs of frequency, encourage them to look 5. half past one Answers: at the 6. No, he never cooks 2. Mosquitoes always live near water. 7. every afternoon at 3 o’clock. 3. They usually live for one or two weeks. 8. on Saturdays, at night 4. They sometimes live for four weeks. 9. 3 am 5. Female mosquitoes usually lay 200-300 eggs. 2. Yes, he sometimes sings in a restaurant. 6. Mosquitoes never cause HIV. D in at • Using the examples in the texts, students Answers: write and in the sentences. 2. in 3. in 4. at 5. in 6. at 7. in 8. in

42 • Unit 4 Teacher's Book Think English Elementary 4.3 Your life 5. Filling in forms 1 A 5.1 Application forms • Students add words to the gaps to make true A sentences. • In pairs, students look at the application form • They compare sentences in pairs. Answers: • Get a few students to tell the class something and answer the questions. B 1. to join an English course. about their partner’s routines. 2. Capital letters. • Students add adverbs of frequency to the gaps 3. The email address, because a few email so that they are true sentences. addresses are case sensitive, i.e. if the address • They compare sentences in pairs. is [email protected] it won’t arrive if you send it to [email protected]. • Get a few students to tell the class something (This is rare, however.) C about their partner’s routines. 4. In July 2011 – 18 • Students write paragraphs about their 5. job routines. Encourage them to use adverbs of 6. no frequency, and to be interesting. 7. a woman • Collect their writing and mark it, if you can. Don’t correct all the language – focus on Language and Culture Notes D adverbs of frequency and word order. Male and female are used to describe people (men, women, girls, boys) and also animals, • In pairs, students tell each other their plants and anything else with gender or sex. routines. They should do this from memory, not read their paragraphs. • Partners listen carefully and try to remember E • Explain anything in the form students don’t as much as they can. B understand. • Pairs join with another pair. Each group • Students fill the application form with the Answers: member explains their partner’s routine to information on the right. the group. Name: An Ka Nyein Chan Address: No. 22, 27-72 Street, Chan Mya • When someone’s routine is being explained, they listen and correct any wrong Thar Si, Mandalay information. Date of birth: 02/01/74 Marital Status: married Occupation: student Sex: male Email: [email protected] Phone: 02-66013 C I

• n pairs, students think of questions to ask to get the information on the forms. There are a lot of possible correct questions. Possible answers: • Write questions on the board. Name: What’s your name? Address: What’s your address? / Where do you live? Date of birth: What’s your date of birth? Marital Status: Are you married? / What’s your marital status? Occupation: What’s your job/occupation? / What do you do? Sex: What’s your sex? / Are you male or female? Email: What’s your email address? Phone: What’s your phone number?

Think English Elementary Teacher's Book Unit 4 • 43 5.2 Pronunciation: wh- questions 6. Phrasebook: People you A know

• Students match the words that have the same 6.1 Meeting an old friend Answers:vowel 1. sound d 2. (shown c 3. ine IPA4. ona the5. right).b B A • Elicit • Elicit suggestions about what to say if you • Play audio 050 two or three times. unexpectedly meet an old friend – someone students’ observations about the verb Answer: you haven’t seen for a long time. and pronoun after the question word. The pronoun and verb are unstressed, and B • Pre-teachWrite students’ remember. suggestions on the board. spoken quickly. • C • Discuss the pictures – what’s happening? • In pairs, students read the statements and • Play audio 050 line by line two or three times. look at the pictures. They decide which D Students repeat. C statement goes in which box. • Play audio 050 two or three times. Students Answers: • Play audio 051. Students listen and check. listen and underline the stressed part of the 1. Hello Sayama Paw Mu. Do you remember Answers: sentence. me? 2. Where do you live? 2. Er... Hello. 3. What’s your address? 3. I’m your old student. 4. What’s your date of birth? 4. I remember your face , but I can’t remember 5. What’s your marital status? your name. Are you... Bobby Thornwood? 6. What do you do? 5. No. I’m Mark Waters. You don’t remember 7. What’s your occupation? me! 8. What’s your email address? 6. Oh. I’m sorry. 9. What’s your phone number? D E Roleplay. • Students think of words and phrases to fill • In pairs, students practise a One the gaps, to re-tell the story. There are many student is the receptionist at a language Possible answers: possible correct answers. school, the other is applying for a course. The 2. meets receptionist interviews the student and fills 3. ‘Do you remember me?’ in the form with the student’s answers. 4. young/small • Encourage students to add other parts to 5. ‘Are you Bobby Thornwood?’ the conversation too – try to make it more 6. Mark Waters interesting. 7. stupid/unhappy • Students swap roles. • Get a few pairs to perform their roleplay to E prompt questions the class. • Don’t worry about the speech marks. Have students ever experienced anything like • Discussthis? How the do story. they thinkAsk Paw Mu feels? –

• Discuss how Mark could do better next time Answer: he is in a situation like this. Introduce himself at the beginning: ‘Hello, I’m Mark Waters’, and maybe give more information, e.g. ‘You were my teacher in 2002’. Challenging her to remember him – especially if she hasn’t seen him since he was a boy – is rude and unfair, and can make her feel embarrassed or stupid.

44 • Unit 4 Teacher's Book Think English Elementary 6.2 Bad phone calls it is at the beginning of new unit, where A • • Pointwhere out are that: about to start a new topic. - Discuss reasons for making telephone calls. Answers: B Why do students ring people? 1, 2 and 5. This pre-reading exercise focuses students on the topic, and lets them share any • Play audio 052 two or three times. Students language they already know about it. listen. • Students decide if the conversations are B Possible answers: polite or impolite. 4.1.1.B Conversation A is not polite – the student makes • In pairs, students decide for which of the Answers: the teacher uncomfortable by not telling who reasons they did exercise . 7. New language is presented in a context, so they are. They don’t have a good reason to ring, students can more easily understand it. and they don’t check that the teacher is free to talk. Conversation B is polite – the student C • Pre-teach main learning goal introduces herself, asks if the teacher is free to (the most talk, and has a reason to call. important reason for doing an exercise). A B C • In pairs or small groups, students decide which of points 1-10 (from and ) are the • Discuss Conversation A. How could Kyaw Day Possible answers: Answers:main learning goals. make it better? -- Say hello 1. 10. Students use the new language to fill the -- Introduce himself at the beginning: ‘Hello - I’m gaps, changing it into the third person form. Kyaw Day.’ 2. 3. Students use the new language to think and talk about themselves. -- Don’t ask Matty to try and guess his name. -- Ask if Matty is busy. D -- When Matty says he is busy, say goodbye and A B • In pairs or small groups, students write main get off the phone. Possiblelearning answers: goals (not from and ). D do 1. To learn language you need to understand don’t the reading. • Students read the actions, and write next 2. To practise using the new language. to polite actions and next to impolite Answers: actions. E 1. don’t - it makes the person feel that they • Students identify the main learning goals of have to get the right answer, and that they Possible answer: this section. are being rude if they don’t get it correct. To understand the reason we do different 2. do language learning exercises. This can help you 3. do become better language learners and perhaps 4. do - you can then know if the person is free teachers. to talk to you, especially if you need to talk for more than a minute. 7.2 Today’s lesson 5. do - calling people to say hello is only OK with very close friends (unless they have told A • you they like getting calls for no reason). 6. do Students list everything they learned in B • today’s lesson. Pre-teach in order 7. Learning strategies: In pairs, students list everything they did in What do you learn? C today’s lesson. . • Students make groups of four, and make a 7.1 Main learning points chart about what they did, and why they did D A • 4.1.1.A it (the main learning point). • Put the charts on the wall. Students walk Students look at exercise at the around comparing charts. beginning of this chapter. As a class, decide what reasons people would do this exercise. Think English Elementary Teacher's Book Unit 4 • 45 Unit 4 Practice

A Answers: D Answers: 2. 2. 3. Nang Seng speaks Myanmar. She doesn’t always 4. have a car. She eats meat. She wakes up sometimes 3. early. 5. usually, sometimes Ou and Lili don’t speak Myanmar. They 6. usually don’t have a car. They eat meat. They 7. never B Answers:wake up early. sometimes, sometimes, 2.30am 2. E Answers: 3. 2. 8.55 4. 3. 1.15 morning 5. 4. 4.35 afternoon 7. 5. 9.45 evening, afternoon 8. twenty past one F Answers:night, morning 9. twenty to six always 10. half past eleven usually sometimes Answers:five past three C never 2. 3. half past nine / 9.30 4. quarter to one / 12.45 5. quarter past three / 3.15 6. ten past ten / 10.10 twenty to three / 2.40

46 • Unit 4 Teacher's Book Think English Elementary G Answers: I Answers: 1. Name Age 2. 7 am Occupation Siriporn 19 3. 9 pm Nationality Student She goes to class, then meets her friends 4. and goes shopping. Marital Status ThaiSex m/f 5. She has dinner with her boyfriend. single 6. 9.00 am J Possible answers: 7. She usually calls her boyfriend. 2. 8. 3. Monday, Wednesday and Thursday. What’s your phone number? 9. 4. Tuesday and Friday. Are you single? 10. Tuesday and Friday. What do you do? H Possible6 pm. answers: What’s your job? 5. 2. What’s your occupation? What do you like? Do 6. 3. What music do you like? No, on Tuesdays and Fridays I wake up late. 7. What time do you (usually) wake up? Do 4. What do you do on Monday? Yes, they meet me on Tuesdays and Fridays. 8. What day do you go to the market? Does. 9. 5. Do you like bananas? Yes, he does. Answers:Do you speak French? Do K 6. No. I don’t. I visit them every weekend. Depends on the language. Does No, she doesn’t. My dad cooks lunch on 7. Saturdays. No, I don’t. I check emails on Tuesdays and Fridays.

Think English Elementary Teacher's Book Unit 4 • 47 N Answers: Down: Across: 1. 2. 1. mosquito 5. 3. marital status time 8. 4. swimming lunch 9. 6. holiday application 11. 7. eat interview 12. 10. on day 15. 13. radio today 16. 14. young open dinner band

48 • Unit 4 Teacher's Book Think English Elementary Unit 5: Numbers and Food

1 Around the world D 1.1 The world in numbers • Students look at the figures and the sentences, and match numbers with A sentences. • Students answer the questions. • Get a few students’ ideas and write them on • In pairs, students ask and answer the the board. 3 • Students read the text, and check their questions. Answers: 4, answers. • Ask a few students the questions. With and 2. 1,500,000,000 write students’ answers on the board, and B 3. 1,000,000,000 try to get the class to agree. 4. 1,300,000,000 • Students match the words and the numbers 5. 311,000,000 Answers: without reading the text on the right. 6. 192 1. b 7. 100,000 2. c 8. 4 3. d 9. 850,000 4. a C • Explain and discuss anything students don’t • Individually or in pairs, students write the understand. Answers: numbers. 1. 2,350,200 2. 200,050 3. 35,000 4. 1,200,500 5. 3,004,780,000

Extra Idea Do a Race to the Board activity with large numbers. Put the class into 2,3 or 4 teams. Teams stand at the back of the room. The first member of each team has a board marker or chalk. Call out a number. Team members run to the board and write the number. The first team to get a correct number gets a point for their team.

Think English Elementary Teacher's Book Unit 5 • 49 E C there is/are. • Students complete the sentences using • Students think of descriptions of the Answers: classrooms. 1. There are • Students work in pairs. Partner A describes 2. There are one of the classrooms. Partner B identifies it. 3. There are D They swap roles. 4. There are 5. There are • Discuss the classrooms. Which one is most 6. There are similar to yours? What is different in that 7. There is one? 1.3 Things around you F A Answers: • Students choose the correct words. 1. is • Students read the sentencesany and decide 2. are whether they are true or false. • Explain that we use in negative plural G B sentences (and questions). 1.A • Students write the questions in the correct • Students write three more negative Answers: order. They can look at if they need help. statements about the classroom. 1. How many people are there in Asia? • Get a few students to come and write their 2. How many people are there in Africa? C sentencesSubstitution on the board. Drill. 3. How many people are there in Europe? There’s a dog in the room • Do a H G • Write thea dogsentence 2 dogs. There on the board. Students say it. • Students match the questions in with the are 2 dogs in the room Answers: • Change to Students say answers below. not. There aren’t any 1. 4 billion dogs in the room. . 2. 1 billion • Next, write Students say 3. 371 million • Keep changing parts of the sentence – from 1.2 The world in pictures single to plural nouns, positive and negative sentences. A • Group Brainstorm Competition. • When students are confident with this, get them to suggest changes. Point to a part of the Have a sentence, then point to a student. The student Students work in groups of 4-6. Language changes it using his or her own idea. there • Groups have 2 minutes to write as many Reference There is There are • Encourageis/are. students to look at the sentencesThere as is possibleThere about are the classroom, for more information about starting with and . • Write and columns on the board. Groups take turns to read out a B sentence. Write them on the board. • Students look at the photos of classrooms, Answers: and guess which country they are from. 1. d 2. b 3. a 4. c 5. f 6. e

50 • Unit 5 Teacher's Book Think English Elementary 2 Home towns 2.2 Your home town 2.1 Paul’s home town A •

A In groups, students list the topics Paul writes about. They should not write sentences from • Ask a student question 1. If they answer the text, just the topics. correctly, ask question 2, then 3, etc. Possible answers: • Make a class list on the board. • If they give a wrong answers, ask another • where Hull is student question 1. Keep asking students • education until you get a correct answer. • places • famous people • LanguageCheck that Reference.students understand the question structures. Encourage them to look at the • his habits • why he likes Hull • Students ask and answer the questions in B pairs. B • Establish the situation – students will read • Students write essays about their home about Paul’s home town. C towns. They can use Paul’s3.7. essay as a model. • Students look at the pictures, and predict • Students look back at what will be in the text. C Pre-teach over , cinema, DJ • thereThey checkis/are their essays for mistakes with • Make a class list of predictions on the board. spelling, verb form (including mistakes with • (more than) (a ) and missing words. , for example, music. there person who plays CDs or records on the radio • is/areThey write a second draft of their essay. or in clubs) • Elicit computer science, • If you mark them, focus on use of • medicalStudents school read the text. , and interesting writing. If the essay footballthe player, meanings football of team. is interesting but a little incorrect, give high (a university for doctors) marks. If the essay is very boring but correct, D give lower marks. • Students read the sentences and decide whether they are true or false. • If they are false, students write correct Possible answers: sentences. 1. False. There is one university. 2. False. He studies at the university. 3. True. 4. False. He’s a football player. 5. False. He likes them and watches them play every weekend. E

Possible• Students answers: answer the questions. 1. about 20,000 2. new doctors 3. Not sure - his son does. 4. Yes, there are good restaurants. 5. He walks with his dog in the park. 6. He watches Hull FC.

Think English Elementary Teacher's Book Unit 5 • 51 3 Preparing for a party 3.2 Shopping for a party 3.1 Food A

A • Pre-teach favourite, vegetable, fruit, meat, • Establish the situation – Madhucook and food, Amit clean are drink . thepreparing house, buyfor adrinks, party. etc.Ask students what they might do before the party, e.g. (noun and verb) Make a class list on • In groups of 4-6, studentsWhat is tell your each favourite other their B Pre-teachthe board. salad. food/drink/vegetable/fruit?favourite food, vegetable, fruit and drink. • Ask a few students • Play audio 054. Students B listen, and tick the items they hear in the list Answers:on the tea right. leaf salad, oranges, apples, • Individually or in pairs or groups, students C pineapples, mangoes, papaya, bananas, onions, name as many of the foods as they can. carrots, chillis, noodles, rice • Draw a table on the board with columns for vegetables, fruit, meat, drink and other. C B • Get students, one by one, to come to the B. • Play audio 054 two or three times. Students board and write the items from in the table. identify what food and drink party guests can D • Students write any names they missed in eat (not all of the ingredients, just the main Answers: dishes). • Play audio 053. Students listen and check Tea leaf salad, fruit salad, chicken curry, Answers: 2. their answers. noodles vegetables - onion, chillis, carrots 2. Beer, orange juice fruit - apple, durian, pineapple, papaya, tomatoes, oranges, bananas D meat - chicken, beef, fish, pork • Students decide if the things are countable or drink - beer, water Answers: uncountable. other - rice, eggs 1. countable 2. countable 3. countable • Play audio 053 again. Students listen and 4. uncountable repeat. Extra Idea 5. countable Do a Point and Say activity. Students work in pairs. 6. countable Partner A points to a food item and asks What’s this 7. countable / What are these? and Partner B says what it is – It’s 8. uncountable a/an/ They’re XXX. 9. uncountable 10. uncountable E Elicit

• more vegetables, fruit, meat, drink and Language and Culture Notes other things to add to the lists. Many nouns can be countable or uncountable. Chicken is uncountable as chopped up meat, but whole chickens (alive or dead) are countable. A cake is countable, but cut up, it becomes uncountable cake. The answers in this book are for the most common usage.

52 • Unit 5 Teacher's Book Think English Elementary 3.3 Countable and uncountable 3.4 some and any A A

• Play audio 054. Students listen and write the • Play audio 054. Students listen and write the Answers: Answers: missing words. missing words. 1. some, some, a 1. some 2. some 2. any 3. some 3. any 4. some, some 4. some, some 5. any B B Answers:• Students a, an, complete some the grammar rule. Answers: a, an some • Students read the rule and fill the gaps. C 1. some • Students write or in the gaps. 2. some any • Many can both countable and uncountable – 3. Answers: any it depends on the context. 4. 1. some 5. any 2. some 6. some 3. an C 4. some 5. some • In class or for homework, students lists of 6. some D food they have and don’t have in their houses. 7. some • Using their own lists for ideas, students ask 8. an and answer questions about each others’ food 9. some • Elicit Do you have supplies. 10. some any ...? Yes, I have some/a/ 11. a an... the question needed: 12. some and the answers: 13. some 4 Amounts 14. a 4.1 Shopping in the market 15. some 16. a A

D • Discuss shopping. Where do students do their B shopping? What measures do they use? • In groups of 3-5, students make lists of 5.3.1, 5.3.2 countable and uncountable food. • Students match the words, percentages and 5.3.3 Answers: fractions. • They classify the food from and 1. b, i , and any other food they know, into 2. c, 3 countable or uncountable. 3. a, 2 Possible• Make answers: a class list on a poster or the board. countable - onion, chilli, carrot, apple, durian, C pineapple, papaya, tomato, orange, banana, fish, • Play audio 055 two or three times. Students cabbage, egg, mango Answers: listen and fill the gaps. uncountable - chicken, beef, pork, beer, water, 1. two pineapples milk, orange juice, rice, tea leaf salad, fruit salad, 2. two kilograms of mangoes noodles 3. one papaya 4. one kilogram of carrots 5. a small bag of chillis 6. one packet of noodles • LanguageIf necessary,ell and studentsCulture Notesthat some5.3.2.B foods can be countable or uncountable – see the 7. ten bottles of beer . in . 8. two bottles of orange juice.

Think English Elementary Teacher's Book Unit 5 • 53 4.2 Pancakes Answers: 1. two cups of flour A Elicit recipe ingredients. 2. half a spoon of salt 3. three spoons of sugar B • or explain and prompt questions: Do you like pancakes? 4. two cups of milk • WhatAsk students do you think if they are know the ingredients?pancakes. Ask 5. two eggs 6. three spoons of butter 7. three cups of water • If your students don’t know anything about 8. half a spoon of lemon juice pancakes, explain that they are round flat cakes (but not usually sweet) that people fry. F Different kinds are popular in many countries • Students look at the pictures and put them in and cultures. Answers:order. 2, 3, 4, 1 • Individually or in pairs or groups, students G Pre-teach mix , fry, frying look at the pictures and identify the pan, add, turn, side. ingredients. Answers: • (noun and verb) • They unscramble the ingredients. 1. flour • Play audio 056. Students listen and check 2. sugar Answers: 2, 3, 4, 1 3. eggs their answers. butter 4. 4.3 At the party 5. milk 6. salt A C • Students look at the pictures and classify the Answers: things into countable and uncountable. • Students decide5.3.3.D whether the ingredients are countable - people countable or uncountable and add them to Answers: uncountable - fruit salad, chicken curry, beer their lists from . a. uncountable B b. uncountable c. countable • Students complete the sentences using items Possible answers: d. uncountable in the pictures. 1. fruit salad e. uncountable 2. people f. uncountable 3. chicken curry D 4. beer lots of a lot of • Explain that uncountablesome rice nouns become2 kilos of countable when we put them into a container Lots of rice 3 cups of rice. • Clarify that and have the same or a measure, e.g. becomes • Brainstorm meaning, and you can use either. is a or pound, viss, litre, cup, spoon, C little more informal. box, packet class lists of measurements and Answer:• Students is complete the grammar rule. containers, e.g. etc. D E • Write these lists on the board. • Students write the words and phrases on the Answers: • Student A looks at the pancake recipe on page diagram. 74. Student B looks at the pancake recipe on 0 page 76. Students ask each other questions to not any not much some lots of complete the gaps in their recipes. not many a lot of • IfHow they much have difficulty,flour? write some of the questions- How much on sugar? the board: - How many eggs?

54 • Unit 5 Teacher's Book Think English Elementary L - 4.3e - need to pre-teach ‘adults’? L - e - answers v unclear; know ‘quanitfieers?’ d - changed F to

5-10 from 10. OK?

E 5 Focus on pronunciation D • Students look at the picture of the party, and Possible answers: 5.1 Some more vowels fill the gaps with quantifiers from . 2. a lot of This section is very difficult. Don’t worry if your 3. n’t any students struggle. 4. some 5. some A n’t many 6. • Students say the words and try to identify the some 7. B /3:/ sound in the underlined parts. 8. n’t any C • Play audio 058. Students listen, check and F repeat. there is/are (not) any/ • In pairs or small groups, students classify the • much/many/some/lotsStudents write 5-10 sentences of/a lot aboutof. their words according to the vowel sounds. classroom, using and E. • If they have difficulty, make a chart on the D board as in • They compare sentences in pairs. 4.4 How many people? • Play audio 059. Students listen, check and Answers: repeat. A /a:/ - farm, tomato, glass, half / / - cat, adult, cabbage, salad • Establish the situation. Amit and Paul are æ / / - money, study, much, onion, cousin, one, talking, at the party. ʌ young • Students think of the most appropriate /ɜ:/ - shirt, word, turn B phrases to fill the gaps. E • Play audio 057 two or three times. Students Answers: listen and check. • Students add words to their chart. 1. lots of 2. don’t have any • Draw the chart on the board. If possible, get students to write their words on it, or ask 3. don’t have any F 4. some them for words while you write. 5. don’t have much • In pairs, students say the sentences. They 6. don’t have much G check each other’s pronunciation of vowels. 7. don’t have any • Play audio 060. Students listen, check if it C matches what they said, and repeat.

• Students complete the sentences so they are true for them. D • They compareSwap their Questions sentences. with a partner. Resources • Students do Copy and give each student a card from . Do • Giveyou have each much student money? a card. Do They you havefind amany partner, andrelatives? ask them a question about it, e.g.

Students answer their partners’ • question. They swap cards, go find another partner, and ask and answer the questions.

Think English Elementary Teacher's Book Unit 5 • 55 5.2 Even more vowels 6. Phrasebook: In a restaurant A 6.1 Ordering Food • Students identify the vowel sounds in the A B words. • Discuss nearby restaurants. What sort of food • Play audio 061. Students listen, check and do theyLanguage sell? Are and they Culture cheap Notes or expensive? C repeat. Restaurants are places where people go to eat • Students match the adjectives with the things food. They can be cheap or expensive. Street Possible answers: to describe the pictures. stalls are a type of restaurant without permanent 1. two very short men buildings. Bars sell mostly drink, but some sell 2. eight apples food as well. Teashops and cafes are types 3. a black pen of restaurants that mostly sell tea or coffee but 4. two tall doctors sometimes food as well. 5. lots of water 6. four eggs B • Students read the conversation and choose D Answers: the correct sentence for each gap. • In pairs, students ask and answer about the 1. Please can I see the menu? things. 2. I’d like a pork curry and rice. Can I have the bill, please. • They check each other’s pronunciation of the 3. Here’s your change. vowels. 4. C

• Play audio 062. Students listen and fill the Answers: gaps with the correct prices. 1. $5.50 2. $7 3. $4.50 4. $3.50 5. $2.50 6. $1.50 DC

E • Play audio 062. Students listen and repeat.

• 5.6.1.BIn pairs, students make new conversations. They use the same conversations as in , but order and use different items from the menu. • Get some pairs to perform conversations to the class.

56 • Unit 5 Teacher's Book Think English Elementary 6.2 A mistake Answers: from come (line 1), There any aren’t other countries nearby (line 16). A • Elicit coffee mix • Look at the pictures and discuss coffee. • Then they go through it again and look for that the coffee on the left is Answers:mistakes 300,000 with extraof people words. (line 4), New – a mixture of coffee, sugar, and other things. Zealand is to a very beautiful country (line 5), We On the rightreal arecoffee coffee beans, which come don’t not have any malaria (line 12). from coffee plants. They are ground and used • Ask to make . real coffee mix • Then they go through it again and look for what coffee students like. Do they prefer Answers:mistakes There with are wrong a lots words. of beaches (line 6), coffeeLanguage or and Culture? Notes There aren’t much other animals (line 9), New Real coffee comes from cooked and ground coffee Zealand is a safe and friend country (line 14). beans. Instant coffee is dried, and made to mix easily with water. Coffee mix (also called 3-in-1) is instant C coffee, sugar and whitener in a packet. It is evil and • Students match the six mistake types covered should be wiped off the face of the earth. Answers: so far with the symbols. B spelling - Sp verb endings - V missing words - word order - • Play audio 063. Students listen and decide extra word - \ Wrong word - WW Answer: Real coffee. what kind of coffee Paul likes. D C • Students go through the text putting the • Play audio 063 again. Students listen and Answers:correct I from symbols come next a small to the city mistakes. (line 1) Answers: answer the questions. 300,000 of people (line 4) 1. Probably in a tea shop or cafe. He likes real coffee with no sugar, but the is to a very beautiful country (line 5) 2. WW waiter brings coffee mix. a lots of (line 6) WW 3. The waiter brings him coffee with no sugar. There aren’t much other animals (line 9) Paul likes it. We don’t not have any malaria (line 12) WW D safe and friend country (line 14) • Tell students to cover the page. There any aren’t other countries (line 16) • In pairs, they try to and retell the story from memory. They don’t have to use the E same words but the main events should be included. • Students swap essays, look at the symbols • If necessary, play the audio again. 7.2 andCheck correct your their writingmistakes. E • Get a couple of students to tell the story to the class. A • • In pairs, students make new conversations. If In class or for homework, students write a necessary, they can use the audioscript of 063 short essay about their favourite place. to help them. B • They swap essays with a partner. • Get some pairs to perform conversations to the class. Students go through the essay three times. 7. Learning strategies: • First they check and fix word order mistakes, Writing 2 C then extra words, then wrong words. 7.1 More mistakes • Students take their essays back, and correct the mistakes. A • • If there is time, students rewrite their essays without the mistakes. Students read the essay and think of an • If you mark it, only mark for these three types B appropriate title. of mistake – not for all mistakes. • Students look through the essay and look for Thinkmistakes English in Elementary word order. Teacher's Book Unit 5 • 57 Unit 5 Practice

A Answers: D Answers: 2. 2. 3. nineteen million, two hundred and some 3. 4. ninety-eight thousand and seventeen a/some 5. twenty-two million, seven hundred and an ninety-seven thousand, six hundred and 6. 4. some nine 7. a/some eleven million, nine hundred and forty- 8. some eight thousand, seven hundred and 5. 9. ninety-one some 10. two hundred and nine thousand and some 6. 11. seventy-eight some 12. one million, nine hundred and thirty a 7. 13. thousand, seven hundred and eighty an thirty-six million, five hundred and sixty- some one thousand, two hundred and eighty- Answers: 8. E six 2. one million, one hundred and eighty- 3. seven, eight hundred and thrity-one bottle 4. B Possible answers: an 5. packets 6. kilogram 7. There are two restaurants on Butter Island. a / some There isn’t a cinema. There are three shops 8. bag / packet and (there’s a ) a market. There’s a school. 9. There isn’t a park. There are three beaches. kilogram 10. There’s one mountain. some C Answers: bag 1. 2. Are there any restaurants? 3. Is there a beach? 4. How many cinemas are there? 5. Are there any mountains? 6. Is there a market? How many shops are there?

58 • Unit 5 Teacher's Book Think English Elementary F Possible answers: H Answers: 1. 1. 2. is 2. for / in He works for an IT company. 3. 3. About 3000 dollars every month. 4. 4. are In restaurants. 5. of Because it comes from China and other 6. 5. in countries. 7. 6. apartments/flats Thailand and The Philippines. 8. 7. about About 600,000 9. 8. people Not many. 10. There Chinese, English, Filipino, American, 11. Australian and Indian people. (and others) don’t 12. is I Answers: restaurants, cafes, bars, teashops 13. 1. 14. c. from 14. f. come / are Can I help you? 15. e. have Yes, please. Can I see the menu? 16. a. a What would you like? 17. g. not I’d like fried rice with vegetables, please. 18. d. are Anything else? 19. b. some / a lot of / lots of A glass of orange juice, please. 20. Tuesday and Friday. Here you are. 2. G Answers:6 pm. c. 2. a. 3. Can I have the bill, please? True d. That’s $4.00. False. It is expensive to live in Hong Kong / b. 4. Ok, thank you. It isn’t cheap to live in Hong King. 5. Here’s your change. Thank you. False. People like noodles. 6. Answers: True J 7. True Depends on the language. 8. False. Not many people live in houses. 9. False. People make a lot of money. False. About 60% of people don’t have a 10. religion. True.

Think English Elementary Teacher's Book Unit 5 • 59 L Answers: N Answers: 1. (others are numbers) Across: 2. (others are animals) 1. kilogram 3. (others are containers for food) 5. potato population 4. (others are outside) 6. purse real 5. (others are fruit) 7. cinema cinema 6. (others are in houses, not only 9. onion egg restaurants) 11. menu beef 7. (others are groups of people) 12. year 8. (others you put on food - beef is food) peace party M Answers:beef Down: 1. c o c o n u t a q k p t 2. o t o s a a b p l c e c purse 3. r d f c f e o i r a o h peace 4. a e f e s i m n l b n i identify 8. n z e e l p u e e b m c team 9. g b e l o e a a g a a k cup e h i t x f w p t g n e 10. bar c h a f s o v p a e g n are c t f a l u b l o y o y o g l h e o g e m r a l a a p p l e u a e i k k d u r i a n i r r r j u

60 • Unit 5 Teacher's Book Think English Elementary Unit 6: Houses and Directions

1 Where does it go? 1.2 Prepositions of place 1.1 Furniture A • Demonstrate

A Pre-teach living room, kitchen, bedroom the pen the isstructures. next to the Hold book. up two bathroom. objects, e.g. a pen and a book, next to each • and in front of, under, on, in, Group Brainstorm Competition. opposite,other. Say behind between. • Do the same with • Do a In and groups of 4-6, students make lists of furniture Answers: • Students look at the pictures and fill the gaps. you can find in a living room, kitchen, 2. behind bedroom and bathroom. Many things can be 3. in front of in in more than onedesk, room. table, stove, sink, toilet, 4. on • sofa,Make chairs, class lists television, on the fridge, board. bed, Make bookshelf, sure these 5. opposite drawers,are included: cupboard, lamp, mirror, mat. 6. 7. between B 8. under • Establish the situation – Jessica is moving to B a new apartment. Khin Zaw and his friend are helping her move her furniture. • In pairs, students practise holding up objects • Do a Substitution Drill. • Play audio 064. Students identify which room C and talking about where they are. Answer:the furnitureLiving room. goes in. There’s a pen on the table

C • Write under.the sentence There’s a pen under onthe the table board. Students say it. • Play audio 064. Students listen again, and tick Answers: sofa, table, desk, bookshelf • Write banana Students say There’s a the pictures of the furniture they hear. banana under. the table • Next, write . Students say . • Keep changing parts of the sentence. • When students get used to this, get them to suggest changes. Point to a part of the sentence, then point to a student. The student Language changes it using his or her own idea. Reference • Encourage students to look at the for more information about prepositions of place.

Think English Elementary Teacher's Book Unit 6 • 61 D 1.3 Is there a clinic near here? • Students look at the pictures and decide A • whether the sentences are true or false. Possible answers: • If false, they write true sentences. Establish the situation: Jessica doesn’t know 1. False. her new neighbourhood, and wants to find 2. True. out where she can do things. 3. False. • Students look at the map. In pairs, they Possible answers: 4. False. identify where Jessica can do these things. 5. False. 1. the teashop 6. False. 2. the clothes shop or department store 3. the clinic 4. the department store There’s a cup next to two pens • Students write other sentences about the B E • Elicitpicture, e.g. . Possible answers: • Students answer the questions. some question types students can ask 1. Yes, there is. aboutWhere’s the the picture, (glass andof water)? write examples on the 2. No, it isn’t. board,Is there e.g. a (banana) on the (desk)? 3. On Hledan Road, between the river and the Are there any (bananas) (under the report)? department store. Is the (report) on the (computer)? 4. Yes, there is. F 5. Hledan Primary School C • Explain the diagram on the right is a plan of Jessica’s living room. The line is the door, and • Students work in pairs. Partner A looks at the box is the window. page 79, Partner B looks at page 81. • Play Audio 064. Students listen, and draw the • Students ask and answer questions to find out Answers: furniture in the correct place. where the places are. bookshelf D • Students compare maps. Are they correct? keys sofa Students write a short paragraph (about 70 small words) describing their neighbourhood or table town. desk with • When you mark these, focus on correct use computer of prepositions of place (and accuracy of description, if you know their neigbourhood or town).

62 • Unit 6 Teacher's Book Think English Elementary 2 can and can’t 2.2 Permission and possibility 2.1 Renting an apartment A • Students look at the pictures and order the A Answers: words to form questions. • Discuss the process of renting an apartment. 1. Where can I check my emails? Make a class list of things you need to do. 2. Where can I find a dictionary? 3. Can I borrow your pen? DifferentFind an apartmentareas will have different processes, 4. When can we see the doctor? e.g.- Meet the house owner or broker 5. Can my son use your toilet? - Register with the authorities 6. Can I smoke in here? - Move your furniture - Pay six months / one year rent B Elicit yes/no - Pay broker fee can. - etc. • Yes, I can the /short No I can’tanswer forms of questions with Write them on the board: B • Yes, you can / No, you can’t Yes, she can / No, he can’t Establish the situation. Lee has found a new Yes, we can / No, we can’t apartment, and wants to move into it. He’s • Pre-teach register, immigration Yes, they can / No, they can’t asking the house owner about the process. can (in some Language Reference places foreigners have to register at an • Students look at the section of the immigration office). Language and Culture. Notes • Students write appropriate verbs in the gaps. Can is a modal verb, so it doesn’t change form go,If students buy, live, have pay, difficulty,move, cost write the verbs on according to person (he can, not he cans), and is the board in mixed order: followed my the main verb in the base form (he can C dance, not he can to dance). D • Students match the questions with the answers. • Play audio 065. Students listen to the • In pairs or groups, students write the answers Answers: conversation and check the answers. to the questions. 1. live, e • Encourage students to be creative with their Possible answers: 2. cost, b answers. 3. pay, d 1. You can use my computer / at the internet 4. go, a cafe next to the teashop. 5. move (or move in), f 2. At the bookshop / Over there, on the shelf. 6. buy, c 3. Yes you can / No you can’t / No sorry, I don’t have a pen. E 4. In ten minutes / At 4pm / Sorry, the doctor is B not here today. • Students look at the questions and answers in 5. Yes, of course / Sorry, it’s broken. and use them to write the correct grammar Answers: 6. No, you can’t sorry / Yes, you can. rules. 2. subject + can’t + verb + rest of sentence C Swap Questions 3. can + subject + verb + rest of sentence Resources 4. wh- word + can + subject + rest of sentence • Students do . Copy and cut the questions from so there is one for each student. • Students find a partner, and ask and answer their questions. Encourage them to give extra information. • Partners swap their question papers, and find another person to ask and answer with. • Keep doing this for 5 or more minutes.

Think English Elementary Teacher's Book Unit 6 • 63 2.3 Pronunciation: can and can’t 3 Talking about now A 3.1 What are they doing? can can’t B • Play audio 065. Students listen, and identify A how and arecan pronounced. can’t Possible• Students answers: make a class list of jobs in NGOs. • Play audio 065. Students listen, and listen for the pronunciation of and in these office assistant, programme officer, programme Answers: sentences. manager, director, field officer, researcher, etc. 1. /kən/ Pre-teach director, donor, programme officer 2. /kæn/ B 3. /kən/ • 4. /ka:nt/ (a job title that means you probably do 5. /ka:nt/ mid-level administration). /k n/ 6. ə • Play audio 067. Students read and listen to • Can ə the text and decide if the statements are true or false. Answers: isYes, usually I can. pronounced /k n/ and is æ • Students correct the false statements. 1. False. She works for an NGO. Can’tunstressed, unless you want to emphasisea: it, as in Then it is pronounced /k n/. 2. False. She’s the Programme Officer. • Drill • is almost always stressed: /k nt/ 3. False. She’s drinking coffee. C students. 4. True. 5. False. She’s sending an email to the Director. • Play audio 066. Students listen and identify Answers: 6. False. The Director’s in Bangladesh. each situation, 1. A man wants to read a sign. 7. True. 2. A woman wants to borrow a pen. 8. False. The internet isn’t working. 3. A man wants to meet his friend. Pre-teach 4. A woman wants to buy batteries. C D • any words in the box that you think your students won’t know. • Play audio 066. Students tick the sentence • Students look at the pictures and make Answers: Possible answers: they hear. sentences using the words in the box. 1. I can’t read that sign. 2. She’s helping a patient. 2. Can I use your pen? 3. He’s harvesting rice. 3. I can’t met you tomorrow. 4. He’s cooking. 4. You can buy batteries here. 5. She’s selling vegetables. 6. She’s teaching maths. E F • Play audio 066. Students listen and repeat.

• Each student thinks of one or two things they needWhere to can do. I If buy...? students have difficulty with the language,Where do Ihelp get...? them. Here are some ideas: Can I use your...? Can I borrow your...?

• Students go around the room asking other students until they find the information or help they need.

64 • Unit 6 Teacher's Book Think English Elementary 3.2 What’s Paw Mu doing? C A • Students complete the grammar rules for the present continuous tense. • Students look at the picture and write Possible answers: • For Languagemore information Reference on the present sentences. continuous tense, encourage them to look at 1. She’s cooking/making breakfast. Answers: She’s walking to the bus stop / going to work. the . 2. i. b. are / ’re 3. She’s marking/correcting homework. c. is / ’s She’s teaching. 4. ii. a. am not / ’m not 5. She’s looking after her baby / putting her b. aren’t children to bed / picking up her baby. c. isn’t B iii. a. am b. are • Play audio 068. Students listen and complete Answers: c. is the table. What Paw D Guess the Mime. Caller Subject Mu's doing Eat • Students play tomorrow’s standing on breakfast, Read a newspaper, Write an essay, Jessica 1 class the bus • CookWrite chillies, actions Drive on small a taxi, pieces Look of for paper, your e.g.keys, a test (on writing the Teach a class, Drink some water, Talk to your Saya Carl 2 Wednesday) test friend, Throw a ball, etc. learning teaching a 3 Hans Myanmar student mime • Give one to each student. What is • s/heStudents doing? the activity on the paper. 3.3 Your classroom They do this silently, Ask the class A • Other students guess what they are doing. • Students read the sentences and match them If you have a large class, get students to do Answers: with the answers. this in groups of 6-10. 1. b 2. e 3. d 4. c 5. f 6. a

B A

• Students make the positive sentences from Answers: into negative sentences. 2. I’m not writing with a pen. 3. You’re not smoking a cigarette. 4. The students aren’t talking. 5. We’re not working in pairs. 6. My friend isn’t dancing.

Think English Elementary Teacher's Book Unit 6 • 65 4 Time zones 4.2 Where in the world? 4.1 What time is it in Yangon? A • Pre-teach patient, problem, broken, injury, treat. A

• Ask students if they know what Universal • Play audio 069. Students read and listen to Time is. You may need to explain this in Answer: the audio. students’ first language. Universal Time is the time that all other time zones are measured from. It comes from Greenwich in England and is also called Greenwich Mean Time (GMT). On maps, Britain is often in the middle. All the countries east of Britain are ahead of UT, and all the countries to the west are behind UT. (If we only had one time zone, then 9 am in England might be in the morning, but 9 am in Yangon would be in the afternoon.) B

• Students look at the time zone map and Answers:answer the questions. 1. 8 pm 2. 5 am 3. 5 pm 4. 2.30 pm 5. 7.30 pm 6. 5.30 pm 7. because they go around countries (so all places in a country can be in the same time zone) C

• Students write 3-5 questions about the times on the map. • In pairs, students ask and answer each other’s questions. • Get some students to ask their questions to the class.

66 • Unit 6 Teacher's Book Think English Elementary B Pre-teach artist, website, building, customer, D complain, far, line, push, pick up, throw. • • Individually or in pairs or groups, students • Brainstorm write a paragraph about each picture. • Students read the texts and match them with as a class first. You could ask • Elicit graffiti Who is he/she? the pictures. questions like these: solo Where is he/she from? the meanings of (spraying paint dad What does he/she do? on buildings and other outdoor places), playgroup Where is the person? (a father bringing up children on his own) and (a group for children to play What time is it? Answers:with other children). What is the person doing? 1. d Where is the person going? 2. b 3. c 4. a • Collect the paragraphs and give them to different students or groups. Students correct C each others’s work. Tell them to focus on correct use of the present continuous – they • Students look again at the texts and at the shouldn’t worry about other mistakes. time zone map and decide which city and country each person is in. • Collect the paragraphs and check the Answers: students’ writing and marking. • Remind them that it is midnight in London. a. Mexico City, Mexico b. New York, USA b. Moscow, Russia 2. Wellington, New Zealand

Think English Elementary Teacher's Book Unit 6 • 67 5 Listening C • In groups, students write their own verses, to 5.1 Song: Sailing A the same pattern. A Predict • They should use the questions from to help • from the title and pictures. What do them. students think the song will be about? • Groups perform their verses to the class. B • Pre-teachWrite their try, ideas sail, on fly, the near, board. die, pass, across, 6 Phrasebook: Shopping stormy, through, high, cloud, dark, forever. • 6.1 In a department store A department stores. • Students put the words in the box into their correct forms, and fill the gaps. • Discuss Do students shop Answers:• Play audio 070 a few times. Students check. in them? Are there any where the students sailing 7. flying 1. live? DoLanguage they like and them? Culture Notes 2. sailing 8. flying Department stores are in big cities. They sell all 9. passing 3. home types of things. Some are expensive, selling mostly 4. sailing 10. dying things from overseas. Others have cheap local goods 5. near 11. trying too. The advantanges of department stores is you can 6. flying 12. can get a variety of things in one place. The disadvantage is that they take business away from small shops C and markets. Answers: • Students match the verses with the pictures. 1. a B 2. c • Play audio 071. Students listen, and answer 3. b Answer: No. the question. D C Answer: 3 • Students choose the main point of the song. • Play audio 071. Students listen, and answer Answers: the questions. 5.2 Songwriting 1. They are made in the USA. 2. It is expensive. A • 3. 8pm. Students decide which line (of verse one) Answers: D answers which question. to be near you, to be free 2. E • Play audio 071. Students listen and repeat. 3. home again, across the sea 4. I am sailing stormy waters • In pairs, students write conversations using the prompts. They use the conversation in B 071 as a model but they can change it as much Possible answers: as they like. • Students look at these words, and make them Student A: Can I help you? into a verse. Student B: Hello. Do you have any plates? • You may need to give them the first line as Student A: We have these plates. They’re very Answers: example. nice. They’re from China. I am walking, I am walking Student B: How much are they? To my friend’s house, near the shop Student A: 20,000 K. I am walking, forever talking Student B: 20,000? Do you have a cheaper one? To be near you, to drink tea. Student A: Sorry, we don’t. Student B: I’ll think about it. What times are you open? Student A: 9.30 am to 7pm, Monday to Friday. F

• Students practise their conversation. • Get some pairs to perform their conversations 68 • Unit 6 Teacher's Bookto the class. Think English Elementary 6.2 In the market A A • • Students discuss bilingual (two language) dictionaries. What information can you get Answers: You can find the Myanmar translation Students discuss markets. What things from them? What do you use them for? of an English word, and the English translation of Therecan you is getnot inone markets? correct answer.How are In markets general, a Myanmar word. Some have other information departmentdifferent from store department have more stores? imported items, such as parts of speech, pronunciation and usage. whereas markets have more local things. In markets you can usually bargain, but in B department stores things are fixed price. • Students decide in what part of the dictionary B – English to Myanmar or Myanmar to English Answers: – you could find this information. • Play audio 071. Students listen, and answer 1. English to Myanmar Answer: Yes. the question. 2. Myanmar to English C 3. Myanmar to English Answers: 9, 8, 2, 4, 3, 1, 6, 10, 7, 5 4. English to Myanmar • Students order the conversation. D 7.2 English-Myanmar • Play audio 071. Students listen, check and • E repeat. A Students look at the dictionary entry and • Individually or in pairs, students look at the Answers: match the different parts. pictures and decide on a story. 1. &moDOwk • They write a conversation between a 2. n shopkeeper and a customer. Encourage them Possible answer: 2. ya-dhi-ụ-dụ̣̣̣ to be creative. 2. (tropical ~) Shopkeeper: Can I help you? Customer: Hello. Do you have any chairs? Shopkeeper: We have these chairs. Do you want 7.3 Myanmar-English a big chair or a small chair? • Customer: A small chair – how much are they? A

Shopkeeper: Twelve dollars each. e Studentse look at the dictionary entry and Answers: Customer: Twelve dollars? That’s quite expensive. identify the different parts. How about ten dollars? 1. tpnf;ta0; - the word in Myanmar Shopkeeper: OK. 1. ( -si:- -wei:) - Myanmar pronunciation 1. n - part of speech 1. meeting, conference - English translation • If you like, get students to practise and B • perform the conversations to the class. In groups of 3-6, students write dictionary 7 Learning strategies: entries.they Each group memberothers chooses a word Bilingual dictionaries they know in English. It is best to choose a 7.1 What’s in a bilingual dictionary? word know, but probably don’t. • They write a Myanmar-English and English- This section will be easier if you have bilingual English-Myanmar: Word in English, part of Myanmar dictionary entry for it. (English-Myanmar and Myanmar-English) speech, translation in Myanmar, usage dictionaries available. Myanmar-English: Word in Myanmar, part of speech, translation in English If students first language is not Myanmar, you can do it with other languages too. Again it is easier if you have bilingual dictionaries for those languages • Encourage people to add other information – available for students to look at. a picture? an example in use? • Groups make two posters – English-Myanmar and Myanmar-English with all members dictionary entries. • Put these on the wall. Groups go round looking at other groups’ dictionary posters. Think English Elementary Teacher's Book Unit 6 • 69 Unit 6 Practice

A Answers: C Answers: 2. 2. 3. False. There aren’t any chairs in the living You can’t swim here. 4. room / There are some chairs in the You can pay here. 3. kitchen. 5. You can’t eat or drink here. False. There isn’t a table in the bedroom / D PossibleYou can answers: register here. There are some drawers in the bedroom 4. 2. / There’s a table in the kitchen. 5. 3. True cooks 4. False. There are some bananas on the student 6. 5. kitchen table. nurse / doctor 7. 6. False. There’s one bed in the bedroom. retired 8. 7. True farmer 8. B Answers:False. There’s a guitar behind the bed. teacher trainer 2. soldier / student / nurse / doctor… 3. A bed and some drawers 4. In the living room. 5. No, there aren’t. A toilet, a mat, a shower, a mirror and a 6. sink. He is sitting in the kitchen / He is 7. smoking a cigarette. 8. It is lying/sleeping on the sofa. 9. No (she’s reading a book). 7. (There’s one in the shower.)

70 • Unit 6 Teacher's Book Think English Elementary E Answers: H Answers: 1. 1. 2. 2. She’s studying for a exam. d 3. 3. On Tuesday. f 4. 4. No, she can’t. e 5. 5. c Yes, she can. b 6. 6. Wendy’s dictionary. 7. A new apartment near Dagon. I Possiblea answers: 8. $450. Depends on the language. No, she can’t – Thida doesn’t have a lot of F Answers:money. 2. 3. are playing music 4. work, am writing 5. meet, are meeting 6. ’m not working G Answers:Are you going? don’t have What are they What do they doing now? usually do?

- lives 1 hour from - driving to work the university Mie Tze - driving fast - teaches from 9.30 - thinking about am to 12.30pm her class and - has a meeting in students the afternoon, then goes to her office to work - riding his - works at home Rex bicycle - swims every - going to the morning department store - in the evenings he - stopping next to goes to the cinema a bus stop

Think English Elementary Teacher's Book Unit 6 • 71 K Answers: L Answers: 1. Across: 1. clinic, department store, high school, 2. 7. immigration, primary school, shop foreigner 10. bookshelf, cupboard, drawers, fridge, lamp, postcard mat, mirror, sink, sofa, stove, toilet 11. our 13. living room 15. get 17. on 18. leg 19. wait website Down: 2. 3. opposite 4. internet 5. near 6. red 8. under 9. complain 12. borrow 13. egg 14. grass 16. throw one

72 • Unit 6 Teacher's Book Think English Elementary Resources Unit 1: 5.3 E: Mill Drill. Copy and cut out enough for one card for each student.

Name: Keiko Honda Name: Sadia Hasan Home town: Osaka Home town: Dhaka Nationality: Japanese Nationality: Bangladeshi

Name: Buppha Khamleuhan Name: Jacques Dulac Home town: Vientiane Home town: Lyon Nationality: Lao Nationality: French

Name: Brendan Moran Name: Susan Pottage Home town: Ottowa Home town: York Nationality: Canadian Nationality: English

Name: Peter Chin Name: Jayut Kumar Home town: Singapore Home town: Bangalore Nationality: Singaporean Nationality: Indian

Name: Olga Soldatova Name: Amin Nur Fikry Home town: Moscow Home town: Penang Nationality: Russian Nationality: Malaysian

Name: Fikile Nkuna Name: Myron De La Cruz Home town: Cape Town Home town: Manila Nationality: South African Nationality: Filipino

Name: Maria Corelli Name: So Chenda Home town: New York Home town: Kampot Nationality: American Nationality: Cambodian

Name: Gary Ellis Name: Tae Yeon Kim Home town: Perth Home town: Seoul Nationality: Australian Nationality: South Korean

Name: Kasama Pumsiri Name: Pham An Thuy Home town: Chiang Mai Home town: Hanoi Nationality: Thai Nationality: Vietnamese

97 • Resources Student's Book Think English Elementary Resources Unit 4: 1.2 D: Time Bingo cards. Each card is 9 squares. Copy and cut out one for each student.

Read out the words in random order and cross them off as you read. five to seven quarter to ten twenty to four five past eleven twenty-five past one quarter past eight quarter to nine five past two ten past seven twelve o’clock quarter past twelve half past six five past nine three o’clock ten to three twenty-five past six half past three ten o’clock twenty past six twenty to eleven quarter to eight quarter past three ten past twelve five to ten twenty-five to one half past eleven twenty-five past eight twenty past four.

6.30 12.35 10.00 1.25 2.50 8.45

9.05 3.15 8.45 10.00 8.25 9.55

4.20 6.20 3.40 3.30 7.45 6.30

7.10 9.05 2.50 3.15 6.55 3.40

9.55 6.30 12.00 7.10 7.45 12.35

8.45 8.25 1.25 6.20 12.00 8.25

10.00 12.35 3.30 1.25 6.20 9.55

6.55 4.20 2.50 4.20 6.55 3.15

7.45 7.10 3.40 3.30 9.05 12.00

Think English Elementary Student's Book Resources • 98 Resources Unit 4: 3.3 A: Swap Questions. Copy and cut out enough for one question for each student. What does your mother do? What do you do on Friday nights? What do you do at the weekend? What music do you like? What movies do you like? Where do you come from? Where do you live? Where do you go at Thingyan? Where does your family live? Who do you live with? Who do you talk to every day? Who do you eat dinner with on Sundays? When do you get up? When do you have breakfast? When do you have dinner? When do you go to bed?

99 • Resources Student's Book Think English Elementary Resources Unit 5: 4.4 D: Swap Questions. Copy and cut out enough for one question for each student.

How many hours do you study every week? How many brothers and sisters do you have? How many students are there in this class? How many cousins do you have? How many English books do you read every month? How many movies do you watch every week? How many people live in your home town? How many people live at your house? How many days are there in a week? How many months are there in a year? How much is a bowl of mohingha? How much is a small bottle of water? Do you have much money? Do you have much free time at the weekend? Are there many books in your bag? Are there many parks in your home town?

Think English Elementary Student's Book Resources • 100 Resources Unit 6: 2.2 C: Swap Questions. Copy and cut out enough for one question for each student.

I / wear / my shoes / in here I / read / your Think English book I / borrow / 500 MMK where / I / buy / DVDs what / I / wear / at the party tomorrow who / I / talk to / about my headaches where / I / eat / Shan food where / I / buy / cheap English textbooks where / I / learn / Chinese where / I / buy / bus tickets to Dawei I / use / my telephone / in class I / have / your email address where / I / buy / a sandwich and a coffee where / I / sell / my old computer

101 • Resources Student's Book Think English Elementary