102 102
44 About us
Point to the picture of the girl in A and ask: What’s this girl’s name?
How old is she? Guess! Write learners’ suggestions on the board.
Say: Look at the five questions in your notebooks and listen to a man asking those questions. What are the girl's answers? Learners listen, then whisper the answers they can remember to their partner.
Say: Now listen again and write the girl's answers in your notebooks.
Play the audio again. Learners listen and write the girl's answers.
If necessary, play the audio a third time for learners to check their answers.
Check answers:
1 Kim 2 8/eight 3 Green 4 Nick 5 basketball
Audioscript
Listen and write.
1 Man: Hello. Can I ask you some questions?
Girl: Yes. OK.
Man: What’s your name?
Girl: It’s Kim. I’m Kim.
Man: Do you spell that K-I-M?
Girl: Yes. That’s correct.
2 Man: So, how old are you, Kim?
Girl: I’m eight.
Man: Wow! You’re eight years old?
Girl: Yes!
3 Man: And what’s your teacher’s name?
Girl: Miss Green. Her name’s Miss Green.
Man: Is that G-R-E-E-N?
Girl: Yes that’s right.
4 Man: And have you got friends in your class?
Girl: Yes. I’ve got two friends.
Man: What are their names?
Girl: Anna is great. I like Nick too. He’s a good friend.
Man: Does Nick spell his name N-l-C-K?
Girl: Yes, he does.
5 Man: Do you like sport, Kim?
Girl: I love doing sport!
Man: Which sport do you like doing?
Girl: I like swimming, I like basketball too!
Man: Basketball! That’s great!
B
B Which is the right answer? Draw lines.
Say to one learner: Give me a pencil, please.
Say to another learner: Find me a rubber, please.
Make sure learners understand the diff erence between Find a rubber. (I’m not asking you to give the rubber to me.) and Find me a rubber. (The rubber is for me.)
Write on the board: Find me a rubber. Find a rubber for me.
Explain (in learners’ first language if necessary) that these two sentences mean the same.
Note: We can use this imperative + me + object structure at Starters with the following verbs: ask, do, draw, find, get, give, make, read, show, sing, tell, throw and write.
Point to and read out the first sentence: Show me your beautiful picture. Ask: Can you see the line? It goes to the right answer. What’s the answer? (It’s a fantastic jellyfish. Look!)
Point to the two sentences that end with ‘please’ and explain that when we add ‘please’, the sentence sounds more polite. You could also explain that when we’re talking to friends or families we don’t always add the word please, but it’s important to do that when we’re talking to people that we don’t know well.
In pairs, learners find the right answers to the other sentences and draw lines. Check answers by asking diff erent pairs to read out one sentence and its answer.
Topics general revision
C
C Listen and tick (✔) the box.
1Kim lives in a … . 2 She goes to ... School.
A B C
A B
3 Kim is in class number … . 4 Kim’s eyes are … .
A B C
A B C
11 12
5 Her hair is … . 6 Kim plays the … .
A B
A B C
7 Kim’s books are in the … . 8 Kim’s favourite stories are about … .
A B C
A B C
D
D Write and talk about Nick.
E E Write about you.
F
F Play bingo! About us!
A A Make questions for
the girl to answer.
Listen and write the girl’s answers.
1 2
3 Miss 4 Anna and
5 swimming and B
B Which is the right answer? Draw lines.
Show me your beautiful picture.
Look! We’ve got a fantastic new car!
Can I play games on my tablet in bed?
Give me your dirty shoes!
Sing me a sad song, please!
Ask me a question.
Throw me that red ball, please!
Make me some lemon cakes!
Read me that funny story again!
Tell me about your brother.
Dad’s cleaning them.
Or some chocolate ones?
Right! Here! Catch it!
How do you spell your name?
Which book is it in?
I only know happy ones!
Hooray! What colour is it?
He loves drawing aliens.
It’s a fantastic jellyfi sh. Look!
No, sorry. Go to sleep now.
1 name? your What’s 2 you? are How old 3 your teacher’s name? What’s 4 friends’ names? What are your 5 do you do? What sports
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44 44 44 44 44
44 About us
Movers words: more, only; Flyers word: left Equipment needed
Starters audio 44A.
Photocopies of page 120 (one for every four learners) cut up.
See D.
Photocopies of the questions on page 121 (one for every ten learners) cut up. See ‘Our class’.
A
A Make questions for the girl to answer.
Point to the jumbled words in 1: name?/your/What’s Ask: Can you make the question? (What’s your name?)
Write the question on the board.
Point to the capital letter at the start of ‘What’ and to the question mark aft er ‘name’. Remind learners that a question starts with a capital letter and ends with a question mark. Learners write the question in their notebooks.
In pairs, learners make questions from the jumbled words in 2–5 and write them in their notebooks. (They will need to answer these in the listening task.)
Check answers:
2 How old are you? 3 What’s your teacher’s name?
4 What are your friends’ names? 5 What sports do you do?
Write on the board: What's your friend’s name? Point to the ‘s’ and ask: How many friends am I asking about – one or two? (one) Write on the board: What are your friends’ names? Ask: Am I asking about one friend here? (no)
Explain that the verb ‘are’ and the apostrophe at the end of ‘friends’
(friends’) show us that we are asking about more than one friend.
Teach/revise: Miss, Mrs and Mr.
Say: My family name is (Garcia) Am I Miss, Mrs or Mr Garcia?
Learners answer.
Make sure learners understand that we use ‘Mr’ before a family name to talk about a man and ‘Mrs’ and ‘Miss’ (and Ms) before a family name to talk about a woman. ‘Mrs’ usually means that a woman is married.
In pairs, learners ask and answer the five questions. They do not write anything.
Listen and write the girl’s answers.
Starters tip
In Listening Part 2, all the words that candidates have to write are in the Starters wordlist. Words like ‘Lime’, ‘Green’ or ‘Cross’
might be a surname or the name of a street or school. In this listening, Kim’s teacher’s name is ‘Miss Green’.
103 103
Suggestions:
Kim Nick
She goes to Clock School. He goes to Beach/Sun School.
She’s in class 11. He’s in class 7/12.
Her eyes are brown. His eyes are green.
Her hair is brown. His hair is black.
She plays the guitar. He plays the piano.
Her books are in her cupboard. His books are in his bookcase/
desk.
Her favourite stories are about
animals. His favourite stories are about
sport/planes.
Say: Kim goes to Clock School. Nick goes to Beach/Sun School.
Underline the words ‘house’ and ‘green’ in the sentences about Nick on the board. Say: Kim lives in a flat, but Nick lives in a house.
Kim’s eyes are brown, but Nick’s eyes are … ? (green) Point out that when we talk about diff erences, we can make them clear by stressing the word that expresses the diff erence (flat – house, brown – green).
Read out the sentences about Kim. Learners say their sentences about Nick. They stress the word that is diff erent.
Learners continue reading out the sentences about Kim and saying their sentences about Nick in pairs.
E E
E Write about you.
Say: We know some things about Kim and Nick and their school and hobbies. Now, write about your school and hobbies.
Give out photocopies of page 120 (one set of sentences to each learner).
Learners read the sentences and complete them.
Take the sentences from each learner and give everyone in the class another learner’s sentences.
Note: Large classes: divide learners into groups of 4–5 at this point.
One learner reads out the sentences they were given, starting with the last sentence.
For example: I like playing tennis and swimming.
The other learners listen and decide who has written the sentence (The listening learners do not speak at this point). Then, the next sentence from the end is read out.
For example: My classmates’ names are Mary and Carol. Continue like this until the final sentence (the learner’s name). The learner who is reading out the sentences says: My name’s … The other learners in the group guess who wrote these sentences.
F
F Play bingo! About us!
Give out a photocopy of the bingo card on page 121 to each learner.
Note: Large classes: give a bingo card to each pair of learners.
Explain the game to learners. Learners try to find a person who has, does, or can do each of the things in the bingo boxes.
Tell learners to read the things they need to find. First, they can write their own name in any box that is correct about them.
Write on the board in a square: has a brother.
Ask one learner: for example, (Barbara), have you got a brother?
Barbara answers: Yes, I have. Write Barbara above has a brother.
Draw a square on the board. Inside the square, write: walks to school. Ask another learner: (John), do you walk to school? (John):
No, I don’t. Ask learners this question until someone answers Yes!
Write their name above walks to school. Make sure that learners understand that they need to find someone who answers yes to the
‘Have you?’, ‘Do you?’ or ‘Can you?’ questions.
Learners move around, asking questions and writing names in the boxes. Stop when someone has got names in all their boxes (Bingo!) or aft er ten minutes.
Check answers:
Look! We’ve got a fantastic Hooray! What colour is it?
new car!
Can I play games on my tablet No, sorry. Go to sleep now.
in bed?
Give me your dirty shoes! Dad’s cleaning them.
Sing me a sad song, please! I only know happy ones!
Ask me a question. How do you spell your name?
Throw me that red ball, please! Right! Here! Catch it!
Make me some lemon cakes! Or some chocolate ones?
Read me that funny story again! Which book is it in?
Tell me about your brother. He loves drawing aliens.
Write on the board: Tell me about your family.
Choose one learner to ask you to do this. Answer in simple short sentences, for example:
Learner: Tell me about your family.
Teacher: I’ve got a sister. My father is a teacher. My Mum loves cats!
In pairs, learners write three short sentences about their family in their notebooks.
Ask 3–4 learners to tell the class something about their own family or something about their partner’s family. For example:
I love my Mum. My grandmother is really old. Maria’s family lives in a big house. Maria’s dad is very funny.
C
C Listen and tick the box.
Say: Let’s learn more about Kim. Read sentences 1–8 in C and look at the pictures. Give learners time to read and look.
Read the story twice. Learners listen and tick the correct boxes.
Kim doesn’t live in a house. She lives in a flat in London. She goes to Clock School. She’s in class eleven now. Kim’s got brown eyes and her hair is brown too.
You know that Kim likes swimming and playing basketball. Well, she can play the guitar too. She has guitar lessons in the evenings.
Kim reads books. She loves going to the bookshop and she has lots of books at home. Her books are in the cupboard in the dining room. She enjoys reading stories about animals. Animals are in her favourite stories.
Check answers:
1 A 2 B 3 A 4 C 5 B 6 A 7 B 8 C
Write the sentences on the board. Ask diff erent learners to come to the board and write the missing words.
Kim lives in a … . She goes to … School. She’s in class … . Kim’s eyes and hair are … . Kim plays the … . Her books are in the … . Her favourite stories are about … .
Answers: flat. Clock. 11/eleven. brown. guitar. (dining room) cupboard. animals.
D
D Write and talk about Nick.
Point to the boy in the picture and say: This is Nick. Nick is Kim’s friend. Kim lives in a … . (flat) but Nick doesn’t live in a flat.
Write on the board: Nick lives in a … .
Point to the house in picture 1B. Ask a learner to come up and write house at the end of this sentence.
Point to the sentence on the board: She goes to Clock School. Say:
Nick’s a boy. We don’t say ‘She’. What word do we say to talk about a boy? (he)
Write on the board: He goes to School. Point to the pictures of the sun and beach in B (question 2) and ask: Which school does Nick go to? Does he go to ‘Beach’ School or ‘Sun’ School? You choose!
Learners copy the sentence He goes to School. and write Beach or Sun in the gap.
Point to the picture of Nick and ask: What colour are Nick’s eyes?
(green) Write on the board: His eyes are green. Remind learners that we say ‘his’ to talk about a boy.
Learners write the sentences about Nick, choosing words for the sentences from the pictures in C. The sentences about Kim on the board will help them.
