GRAMMAR

1. Write down the third person singular of these verbs. (You can find them in the passage).come join finish get go hurry leave meet say stop take teach try wake walk wash watch work

2. Put the verbs in three columns.-s -es -ies

gets goes hurries

Now add these verbs to the correct column.

do dress fly live make carry

3. Say what time of day you do the things in Reading and vocabulary activity 5. Use the expressions of time in the box above.

LISTENING

1. Listen and decide which people in A day in the life of the USA are speaking.

2. Listen again and find out what they do at these times:-

Speaker 1: 8.00am 1.00pm6.30pm 11.30 pm

Speaker 2: 8.15 am 12.30 pm5.30pm 7.00pm

3. Work in pairs and check you answers.At 8.00am _______ leaves home and goes to work.

SOUNDS

1. There are three different ways of pronouncing the final -s in the third person singular present simple.Listen to these verbs. Is the final sound /s/, /z/ or /Iz/? Put them in three columns.takes goes finishes sits sings arrives refuses offers has asks talks serves washes watches does

2. Now say the words aloud.Listen and check.

SPEAKING AND WRITING

1. Work in pairs and find out about your morning routines. What time does your partner do these things?- wake up - get up - get dressed - have breakfast - go to work

Cecile, what time do you wake up?I wake up at seven o’clock.

What time do you get up?At a quarter-past seven.

Make notes about your partner’s route.Cecile - wake up: 7am, get up: 7.15am.

2. Write sentences about your partner’s morning routine.Cecile wakes up at seven o’clock.She gets up at seven fifteen.

3. Now write a paragraph about your partner’s morning routine. Link the sentences you wrote in 2 with and and then.Cecile wakes up at seven o’clock and gets up at seven fifteen. Then she ....

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Present simple (2) for routines: third person singularYou use the present simple to talk about routines.He gets up at 6.30. She works in Seattle.You form the third person singular (he/she/it) of most verbs in the present simple by adding -s.He gets up at 6.30. She works in Seattle.You add -es to do, go and verbs which end in -ch, -ss, -sh, and -x.He washes. She goes to school.Verbs which end in a consonant + -y change to ies.carries fliesThe third person singular of be is is. you often use the contracted form ‘s.It’s a long day for Annie.The third person singular of have is has.She has lunch at school.

Expressions of timein the morning in the afternoon in the eveningat nightbefore lunch after dinner at about seven o’clock

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N.B. These are the notes for the teachers. They are not provided in the student’s book.

GENERAL COMMENTS

Many students start reading or listening to a passage and then stop because they don’t understand a particular word. Many reading and listening activity sequences in Reward begin with a task to encourage the students to extract the main ideas. This is designed not only to help them gain access to the heart of the passage but also to help them overlook any difficult words. If you explain every word, you may help extend the students’ vocabulary, but you will not help them to become more effective readers. If you do need to explain words, limit them to five or six and ask the class to choose them carefully. Explain also that the vocabulary in the boxes is the vocabulary which is considered suitable for this level. Other words are less important. Finally, point out that it is difficult to learn more than ten or twelve words a lesson, and simply noting down more will not make the learning process more efficient.

Top photo: possible questionsWhat is a school bus? Do special buses take children to school in your country? Did you go to school this way?

Bottom photo: possible questionsWhere do these two men come from?Do they look like typical Americans?What other clothes do Americans typically wear?How else can you tell if someone is American?Do you know any typical Americans?

READING AND VOCABULARY

1. Aim: to practise reading for main ideas. Explain that the passage the students are

going to read is about a typical day in the life of some Americans. Before they begin, write these words on the board:

breakfast, station, train, school, sandwich, apple, home, meeting, artist, engineer, writer, lunch, go, shopping, woman, swim, telephonist, bank, bar, president, TV, children.

Pre-teach these words which come from the passage by asking the students to say which ones they can use to describe what they can see in the photos.

Ask the students to read the passage and decide who they can see in the photos.

2. Aim: to practise saying times of the day. Write the actual time on the board and ask

your students how many ways they can say it in their language. Explain that there are two ways of saying the time in English, and that it isn’t common to use the twenty-four hour clock in English except for timetables. You can also mention that the afternoon begins after midday, the evening after six pm and the night at about ten or eleven pm.

Ask them to write the times in the passage in two different ways.

Explain that you can use the present continuous to describe actions which are going on at or around a particular time, and that the present continuous will be covered in Lesson 5.

Ask the students to work in pairs and ask and say what they do at the different times mentioned.

3. Aim: to compare a typical day in the life of the USA with a typical day in the students’ countries. Ask the students to read the passage again

and find out similarities and differences. Ask the students to report back to rest of the

class, giving some examples.

4. Aim: to present the verbs and nouns in the boxes and to focus on collocations. Explain that certain verbs are often followed

by certain nouns. There may be many possible combinations but here are most common routine activities.

5. Aim: to present the vocabulary items in the box; to practise saying the time. Present the items of vocabulary in the box by

saying when you do the routine activities. Write When do you...? on the board. Ask questions and elicit answers from two or three students.

Ask the students to work in pairs and to ask and answer questions about the routine activities.

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AnswersTop: Annie Laurence, bottom: Cliff Renton

Possible answersstart: breakfast, dinner, lunch, school, workfinish: breakfast, dinner, lunch, school, workcome: homeget: home, breakfast, dinner, lunchleave: home, school, workhave: breakfast, dinner, lunchstop: workwatch: television

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N.B. These are the notes for the teachers. They are not provided in the student’s book.

GRAMMAR

1. Aim: to focus on the form of the third person singular in the present simple. Explain that the focus of this lesson is on the

third person singular (he/she/it form) of the present simple. Ask the students to think of an activity they do as a routine every week, month or year.

Ask the students to write down the third person singular of the verbs. Then ask them to check their answers by re-reading the passage.

Ask the students to read the explanation about the present simple: third person singular in the grammar box.

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2.

Aim: to focus on the three endings of the third person singular in the present simple. Explain that there are three endings for the

third person singular of the present simple. Draw three columns on the board and ask the students to suggest where each verb should go.

3. Aim: to present the expressions of time in the

grammar box. Explain that the expressions of time can be

used when you want to be less specific about the time.

Ask the students to work in pairs and ask and say what time of day they do the things in Reading and vocabulary activities 4 and 5.

LISTENING

1. Aim: to practise listening for main ideas. Explain to the students that they are going

to listen to two people from A day in the life of the USA talking some more about their typical days. Remind them that it isn’t necessary to understand every word. Ask them to listen and decide who is speaking.

Play the cassette.

2. Aim: to

practise listening for specific information. Ask the students to listen again and find

out what they are doing at the specific times mentioned.

Play the tape.

3. Aim: to practise saying the time and using verbs in the third person singular.

Ask the students to check their answers to activity 2. Make sure that everyone is using and pronouncing the endings correctly.

SOUNDS

1. Aim: to show ways of pronouncing the letter s as an ending for the third person singular present simple; to practise pronouncing /s/,/z/ and /Iz/. Write /s/,/z/ and /Iz/ on the board and say each

sound. Point to each sound in turn and ask the class to say the sound. You may like to draw the students’ attention to the Pronunciation guide at the back of the book.

Write 1, 2 and 3 by the three sounds. Ask the students to listen and write 1, 2 or 3 according to the sound they hear.

Play the tape. Ask the students to write the words in the

correct columns.

2. Aim: to check answers to activity 1; to practise pronouncing /s/,/z/ and /Iz/. Play the tape.

Ask the students to say the words aloud as a group, and then in pairs. If necessary, play the tape and stop after every word so they can repeat it.

SPEAKING AND WRITING

1. Aim: to practise asking and answering questions about routine activities. Ask the students to find out when their

partner does the five routine activities mentioned. Check that everyone is using the auxiliary do.

Ask the students to make notes about their partner’s answers.

2. Aim: to provide controlled practice of writing sentences from notes. Write the notes given as examples in the

Student’s Book Speaking and writing activity 1 on the board. Then add words to make full sentences.

Ask the students to use their notes to write sentences

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Answerscomes, joins, finishes, gets goes, hurries, leaves, meets, says, stops, takes, teaches, tries, wakes, walks, washes, watches, works

Answers-s: gets, comes, joins, leaves, meets, says, stops, dresses, takes, wakes, walks, works, lives, makes-es: goes, finishes, teaches, washes, watches, does, dresses-ies: hurries, tries, flies, carries

AnswersFirst person: Jo-Ann RosenthalSecond person: George Markopoulos

AnswersJo-Anne: 8am: leaves home and goes to work; 1pm: goes for a walk in the park; 6.30pm: takes the subway home; 11.30pm: goes to bed.George: 8.15am: has breakfast; 12.30pm: has lunch: 5.30pm: meets friends and has a drink at the golf club; 7pm: goes home for dinner.

Answers/s/: takes sits asks talks/z/: goes sings arrives offers has serves does/Iz/: finishes refuses washes watches

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3. Aim: to provide controlled practice of writing paragraphs from sentences. Add and and then to the sentences you

wrote in activity 2. Point out that you join two sentences with and, and you start a sentence describing a subsequent activity with Then.

Ask the students to link their sentences with and and then.

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