TEAM WORK

Vocabulary Grammar Speaking Pronunciation Writing

Helping at home have to/don't have to Do an interview about Weak forms: An email
Adventure have to: questions housework have to/has to The apostrophe
activities can, can't/mustn't, don 't have to Talk about rules
Use teen talk

c ~AB~ARY } Helping at home- - -- - - -- - - -- -

1 Match the pictures with the phrases. Listen and check. Then listen and repeat.
1- take out the rubbish
mop the floor I clear the table I do the ironing I do the washing I do the washing-up
hang out the washing I lay the table I make your bed talce out the rubbish I tidy your room

CD

2 In pairs, talk about housework.

A I sometimes take out the rubbish. What
about you?
B I take out the rubbish at the weekend. ...... ,11_....
15

Students learn about the importance

of sharing housework.
(3) TEAM WORK
CVOCABULARY}-- - -- - -

Vocabulary ~ Helping at home

Helping at home
Warmer
Adventure activities
Ask: What did you do before school this
Grammar morning? Students write their answer and then
compare with a partner. Ask one pair to tell the
have to/not have to
have to: questions class what they did, and then ask other students
can, can't/mustn't, not have to to tell the class if their answer is different.
If nobody mentions housework, ask students to
Reading raise their hand if they made their bed this
Helping at home morning. Teach housework and ask if anybody
Culture: Is it bad or is it bad?
did any other housework before school.
Listening
Team Spirit
1 1.15
Students match the pictures with the phrases.
Speaking Play the CD to check answers. Point out the
Do an interview about housework difference between do the washing and do the
Talk about rules washing-up.
English you need: Use teen talk
Play the CD again . Students listen and repeat the
Pronunciation phrases. Focus on stress and that the /o-;J/ and
Weak form: fa/ your /j-;J/ are weak forms .

Writing Answers / Transcript

The apostrophe 1 take out the rubbish 6 mop the floor
An email 2 lay the table 7 do the ironing
3 do the washing 8 tidy your room
4 make your bed 9 clear the table
Extra Resources
5 hang out the washing 10 do the washing-up
.. My Portfolio pages 15-16
. :.. Multi-ROM Grammar, Vocabu lary
and Pronunciation
,.. Tests Reinforcement
Teacher's All-in-one Book
.. ovo
I In pairs, students take it in turns to mime a
housework job. Their partner has to say what it is.
,.. Mixed-ability Worksheets
.. Speaking activities
2
In pairs, students talk about housework. Draw
attention to the example dialogue to help them,
and suggest that .they start their conversation
w ith the question What housework do you do?
Ask some pairs to tell the class which of the two
does the most housework, and what jobs they
do .

,, . Student's Book Word I ist page 106

"'* Workbook Word list page 22, Vocabulary page 24
 HELPING AT HOME
Ci!_AD~.)----------- ---- -- - ---
1 Read about housework and answer the questions.
1 What magazine does the article come from?
2 Who's the magazine for?
3 Who wrote the article?
4 Who does more housework - boys or girls?

i,1~ UH HOUSeWOR.~SURVeY:
~ .-:;: tHe ReSUltS!
Maggie Wilks reports

Housework. Don 't

just hate it? The problem is,
you
r
somebody has to do it! What
housework do you have to do?
Do you do more or less than your friends? And do you
think t hat you do your fair share?
In a UK housework survey, thousands of teens at
schools around the country answered questions about
housework. The aciswers showed that the majority of
us have to make our beds and tidy our rooms. Also, cent of boys don't have to help around the house,
about half of us lay the table and do the washing-up. that's true for just four per cent of girls.
Only one in five of us helps to cook meals. This situation is sad, but it isn't really surprising. It's
In general, it's clear that we' re less lazy than our a fact that women do more housework than men.
parents sometimes think. But it's also clear that girls But the future's in our hands! Are we going to copy
do much more housework than boys. We do more our pa rents, or are we going to make the world a
ironing than boys, for example. And while twelve per fairer place?

2 Write the correct option . 3 In pa irs, answer the question .

1 Teens participated in the survey at school I Do you think that girls do more housework
home. school than boys? Why?
2 The majority of I Some teens in the UK
A Do you think that girls do more
make their beds.
housework than boys?
3 Doing the washing-up is more I less
B Yes, I do. I do more housework than my
popular than cooking.
brother. What do you think?
4 Teens do more I Jess housework than
parents think
5 More girls I boys do nothing to help at home.
6 Maggie thinks that boys I girls should do
more housework

16

Students learn about the differences Students learn about housework in

between boys and girls regarding the UK.
housework .
(itEAOING)--- - - -- - - - -
~ Helping at home
Warmer
Ask student s what they can see in t he photo and
teach do the vacuuming. Then ask: Do you think
the photo represents a typical scene? Why/why
not?
Students look at the t itle of the article and
predict what the article is about .
Did you know?
People in Chile spend the most time on
housework (47 hours a week) and French people
spend the least (16 hours)
Latvia, Poland and the Philippines are the most
egalitarian countries, where men do nearly 37%
of the housework. Japanese men do just 9%.
, ,,. Workbook Reading page 28

1 1.16
Students read and listen to the arti cle and
answer the questions. Encourage them t o write
complete sentences.

Answers
1 It comes from a magazine called Speak Out.
2 It's for teens (teenagers).
3 Maggie Wilks wrote the article.
4 Girls do more housework.

2
Students write the correct option.

Answers
1 school 4 more
2 The majority of 5 boys
3 more 6 boys

Extension
Write the definitions below on the board. In pairs,
students find words and phrases in the article that
mean the same.
an equal part (your fair share) .
it's obvious (it's clear)
it's true (it's a fact)
we're responsible for the future (the future's in
our hands)
bring more equality into the world (make the
world a fairer place)

3
In pairs, students answer the question . Draw
attention to the example dialogue to help them .
Ask some pairs to tell the class the ir opin ions.
Does the class general ly th ink that girls do more
housework than boys ? If so, why?
~ RAMM.U,) ___ E_
9) have to/not have to
Write: The majority of us have to make our beds.
on the board. Explain that have to means that
we have an obligation to do something. Ask:
Where does the obligation come from? (From
the teenagers' parents.)
Now write Some boys don't have to help at
home. Explain that not have to means that there
is not an obligation to do something. Ask
students to tell you housework that they do not
have to do. In each case ask: Can you do the job
if you want to? Establish that the answer is 'Yes'.
Look at the grammar table with students. Point
out that have to is followed by an infinitive and
becomes has to in the third person singular
affirmative. Also -point out that we form the
negative with don't/doesn't have to (not haven't!
hasn't to).
1 5 What side of the road do people have to drive on?
Check that students understand the meaning of
pocket money.
Students write true sentences for themselves
using have to and not have to.
CAnswe~s Students' own answers
Consolidation
In pairs, students compare their answers.
Encourage them to ask for more information
about their partner's answers.
2 can use the ideas in the box or others.
Students complete the sentences about their
school with the correct form of have to.
C~_A_n_s_w_e_r_s__s _tu_d_e_n_ts_'_o_w_n_ an_s_w_er_s_ _ _ _~ )
@ Pronunciation: Weak form: hi
Write the first sentence on the board. Play the
CD and ask students to say which words are
stressed and underline these: / have to wear a
uniform.
Explain that to is not stressed so it is a weak form
and pronounced /t;J/.
3 1.17
Students listen and repeat the sentences,
focusing on the weak form of to. Students hear
the sentences twice. Pause the CD for students to
repeat.
_ ___,,_
9) have to: questions
Write the first two sentences from exercise 3 on
the board. Students say what they think the
questions are. Write: Do you have to wear a
uniform? and Does he have to check the
register?
Students look at the grammar tables. Point out
that the form of questions with have to is
(Question word)+ do/does+ have to+ infinitive,
and that short answers are formed with do/don't
and does/doesn't.
4
Students write questions. Then they answer
them. Encourage them to write complete
sentences.
Answers
1 Do dog owners have to buy a licence?
2 When do children have to start school?
3 Does a tourist have to get a visa?
4 How old do you have to be to ride a moped?
6 Does everybody have to have an identity card?
Students' own answers
Consolidation
) In pairs, students discuss the answers to the
questions in exercise 4.
W) Go 4 it!
5
Students prepare six questions for a partner
about what he or she has to do at home. They
6
In pairs, students ask their partner the questions
ahd ask for more information.
7
Students decide who has got the strictest
parents. Ask some pairs to tell the class their
conclusion and explain why.
, ,,.Student's Book Grammar reference page 94
, ,,. Workbook Grammar reference page 20,
Grammar page 25
 @
~ RAMM".ff) ------- -- - -- - --
@ have to/ not have to @ have to: questions
Somebody has to do the housework. Does he have to cook?
Some boys don't have to help at home. What housework do you have to do?
/Affirmative ' /Quest ion do Subject have to+ '
Subject have to Infinitive word infinit ive
I/You/We/They have to Do you
help .
'"H e/She/It has to Does she have to cook?
...
'"What do we ,
/Neqative
Subject not have to Infinitive /Short answe rs '
I/You/We/They don't have to
help . Yes, I do . No, I don't.
He/S he/It doesn't have to ,
'"Yes, she does. No, she doesn't. ,

1 Write true sentences for you. Use have to or
not have to.
1 clean my shoes I have to clean my shoes.
2 do housework for my pocket money
3 ask before I use the phone at home
4 be in bed before 10 p.m on schooldays
5 finish my homework before I watch TV
6 go shopping for food
4 Write questions. Then answer them .
1 dog owners / buy a licence ?
Do dog owners have to buy a licence?
2 when / children / start school ? ,.
3 a tourist / get a visa ?
4 how old / you / be I to ride a moped ?
5 what side of the road I people I drive on ?
6 everybody I have / an identity card ?

2 Complete the sentences about your school

with the correct form of have to .
1 Students have to wear a uniform.
2 Teachers _check the register in each class.
3 We ... stay in the school at lunchtime.
4 The canteen ... serve vegetarian food.
5 Students buy their textbooks.
6 The teacher . phone our parents if we
don't go to school. (\uncia1,.-
___________q,"'o
__,
t,\l 4 lit
5 Prepare six questions for a partner. W~i:!t
does he/she have to do? Use these idea_s
or others .
do a lot of housework go to bed early
ask before you go out
go shopping with your family
o') Do you have to do a lot of housework?

Weak form: /~/

6 Asl< your partner the questions. Ask for more
3 Listen and repeat. , information.
1 I have to wear a A Do you have to do a lot of housework?
uniform. B Yes, I do.
2
3 We have to buy our books.
7 Decide who's got the strictest parents .
4 She has to phone our parents.
Oliver's got the strictest parents because
he has to ...

17

Students reflect on some of their

obligations and rules.
 TEAM SPIRIT
~ OCAB~ARY} Adventure activities--- - -- - - -- - - -

1 What four things can you see in the photos on the webpage?

team leader tent campfire sleeping bag canoe rucksack

2 Match icons 1-8 with the activities. 3 Answer the questions.

Listen and check . Then listen and repeat.
1 Do you do any of the activities?
2 In your opinion, which activities are the
canoeing I caving I horse riding I mountain biking
most dangerous?
rafting I rock climbing I snowboarding I trekking
3 Which activities do you prefer? Why?

Q!nN~G)------ ---- ----- --- - -

4 Listen to four people at the adventure camp. What five activities do they mention?

5 Listen again. Answer the questions. 6 Write the verbs.

1 What is Jack doing? He's putting up a tent. carry change eeme develop explore survive
2 Why does he like Team Spirit?
3 Where are they walking on day four? ( 1 ) Come to a Team Spirit adventure camp.

4 Does Jessica prefer Team Spirit or home? (2 ) ... your skills in different activities. You can (3 )
5 What does 'Leave No 'Trace Camping' respect? everything in your rucksack. We (4 ) ... camp every day
6 Who does Rachelhke spending time with? and (5) ... the USA. (6 ) ... in the wild with Team Spirit.

18

Students learn about Students learn about Students learn about

the importance of interaction with other the activities in an
preserving the people in an adventure camp in the
environment. adventure camp. USA.
CVOCABULARY} - - - - -- - QisnNNs} ------ ---
~ Adventure activities 4 1.19
Warmer Explain that the Team Spirit webpage_i ncludes a
Play hangman with the words team spirit. section with interviews with Bud Stern (a team
Explain that Team Spirit is the name of leader) and Jack, Jessica and Rachel (teenagers
something. Can they guess what it is? attending the camp) .
Students look at the Team Spirit webpage to find Students listen and answer the question: What five
out if they were correct. (It's the name of an activities do they mention?
adventure camp.)
Answers
1 canoeing, caving, rock climbing, trekking,
Students identify the four things they can see in horse riding
the photos on the webpage.
Transcript page 223
Answers
a tent, a campfire, a sleeping bag, a rucksack 5 1.19
Students listen again and answer the questions.

2 1.18
Answers
Students match icons 1-8 with the activities.
1 He's putting up a tent.
Play the CD to check answers. 2 Because they can do different things.
Play the CD again. Students repeat the words. 3 In the mountains.
4 She prefers home.
Answers / Transcript 5 The environment.
1 rock climbing 5 canoeing 6 Real cowboys.
2 mountain biking 6 trekking
Transcript page 223
3 rafting 7 caving
4 horse riding 8 snowboarding
6
Students write the verbs.
3
Students answer the questions. Answers
( Answers Students' own answers ) 1 Come
2 Develop
3 carry
4 change
5 explore
6 survive

Consolidation
Consolidation
In pairs, students ask and answer the
In pairs, students answer these questions.
questions in exercise 3.
H ave you ever been to an adventure cam p or
Take a class vote on the most dangerous and
another type of camp?
popular activities.
Would you like to go to a Team Spirit camp?
Why? Why not?
'"*Student's Book Word list page 107 Ask some students to tell the class their
answers.
'"* Workbook Word list page 22, Vocabulary page 26

,.. Workbook Listening page 29

 @Go 4 it!
(sRAMMAR) - - - ---- - --
5
@ can, can't/mustn't, not have to In pairs, students invent a camp. They copy and
Write can, can't/mustn't, and don 't have to on the complete the table with the phrases i['! the box.
board together w ith these three quotes from the St udents add one more rule to each column for
listening activity. Students complete the quotes. their camp.
We ... do different things. Encourage students to add more rules.
We ... leave a mess.
We ... study. 6
Use the answers to help complete these ru les. Students describe their camp to another pai r.
... means it's acceptable to do something. (can) Which camp do they want to go to?
... and ... mean it isn't acceptable to do something.
(can 't/mustn't) Consolidation
... means it isn't necessary to do something.
(not have to) On a piece of paper, students design a
webpage for their camp with icons to illustrate
1 the different activities and a text to describe
the camp. They can use the Team Spirit
Students write the correct option about camping .
webpage and exercise 6 on page 18 as models.
Answers
1 can 't 3 can 5 mustn 't ,, ..Student's Book Grammar reference page 95
2 mustn 't 4 mustn 't 6 can 't
,,..Workbook Grammar reference page 21,
Grammar page 26

2
Students write can or mustn 't in the sentences.

Answers
1 mustn 't 3 can 5 can
2 can 4 mustn 't 6 mustn 't

3
Students write sentences about mounta in biking
using mustn't or not have to.

Answers
1 You don't have to pass a test to ride a bike.
2 You mustn 't ride dangerously.
3 You mustn 't frighten any animals.
4 You don't have to buy a bike. You can rent one .
5 You don't have to wear sunglasses.
6 You mustn 't cycle very fast.

Consolidation
Students write rules for another of the adventure
activities at the Team Spirit Camp.

4
Students write can, can't/mustn 't or not have to.

Answers
1 mustn 't 4 can
2 can 5 don't have to
3 mustn't/can 't 6 mustn 't/can 't
 @
~~~~ can, can't/mustn't, not have to - - - -- - - -- - -
You can do different things. 4 Write can, can't/mustn't or not have to.
We mustn't leave a mess.
We don't have to study
. "I
Permission
You can do different things.
can
Prohibition
can 'tlmustn 't We mustn't leave a mess.

No obligation
We don't have to study..
{)Ot have to ~

1 Write the correct option about camping.

1 You can I can't take all your clothes with
you. can't
Camp members (1 ) mustn't leave the camp
2 You mustn't I can camp on private property.
area on their own. You (2 ) ... only leave with a
3 You can I can't sing songs around a
team leader.
campfir"e.
You (3 ) ... keep food in your tent. If you have
4 You can I mustn 't leave a mess.
any food, you ( 4 ) ... leave it in the kitchen.
5 You mustn 't I can make a fire near trees.
6 You can I can't sleep outside. _Activities are not obligatory. Members ( 5 ) ...
do all the activities.
Phon'es are for emergencies only. You ( 6 ) .
2 Write can or mustn't in the sentences.
use them for personal calls.,
1 You mustn't go horse riding without a hat.
2 You ... only go caving if the team leader is
with you.
3 You ... go mountain biking anywhere if
you cycle carefully.
till 4 I1 \
4 You ... go snowboarding if you don 't have 5 In pairs, invent a camp. Copy and complete
proper equipment. the table with these phrases. Then add one
5 You ... go trekking in small groups if you more rule to each column.
take a map with you. go canoeing without an instructor
6 You ... go canoeing if you can't swim . make a campfire bring your sleeping bag
sleep in a tent go rafting without a lifejacket
3 Write sentences about mountain biking.
Use mustn't or don't have to. Rul!3s for (name of your camp)
You can . You mustn't . . You don't have to .
1 YotJ I pass a test to ride a bike
You don't have to pass a test to ride
a bike.
2 You / ride dangerously
. 3 You / frighten any animals 6 Describe your camp to another pair. Which
4 You I buy a bike. You can rent one. camp do you want to go to?
5 You / wear sunglasses
I want to go to your camp because ...
6 You I cycle very fast

19

~t Students learn about rules at a camp.

 1 Can you match the informal words and expres~ions with their meanings?
1-c
a sausages and potatoes
1 My favourite singer's Beyonce. She's really cool
b sunglasses
2 It's sunny today. Where are my shades? .
c good
3 I had bangers and mash for dinner last night.
d Goodbye!
4 I have to go now. Latersl

2 Read about teen talk. Check your answers to exercise 1.

Is it bad or is it bad?
id you know that British teenagers use just twenty words for a

D third of everything they say? Studies showed that teens only

use 12,682 words, while adults use 21 ,391 words. Apart from
common words such as yeah, no and like, teens also use a lot of slang
words.
Slang is a term to describe informal words and expressions.
These often come from different countries, regions or minority groups.
A lot of slang words such as cool (good) become part of everyday
language. More examples are shades (sunglasses) and bangers and
mash (sausages and potatoes).
Other slang words come in and out of fashion. In the 1980s, people in the
UK started to use bad and wicked (very bad) to say that things were good.
Slang can make life difficult for adults. Sometimes they can't understand the teens in their family or at work. To solve
the problem , a UK supermarket created a guide to help older workers communicate with young workers.
The idea for the guide came from the supermarket's manager. He wrote it with the help of his teenage daughters.
Phrases include Laters (Goodbye) , and Keep it real (Be serious).

3 True or false? Correct the false information .

1 British teens use more words than adults .
False - They use 12,682 words and adults use 21,391.
2 Teens use a lot of informal words and expressions.
3 These words and expressions come from films and music.
4 They never become part of everyday language.
5 A supermarket created a slang guide for its workers.
6 The manager's daughters had the idea for the guide.

~uest
Find the meaning of these informal words and expressions.
chill out (verb) naff (adjective) I haven't got a clue!

20

St~dents look at the importance of

using the language to communicate . 0 Students ai-Jtonomously use th e media
available to them to research the
meaning of some informal phrases.
~ - - - - ~-- - -- Consolidation
Ask students if t h ere are equivalents to the
@ Teen Talk informal words and exp ressions in their
language. What are they?
CLIL objective: Students look at differences in
the use of language between teenagers and
older people in the UK.
Did you know?
Warmer Cockney rhyming slang is a form of slang that
Write the following dialogue on the board: originated in a part of London. In Cockney
Good morning, James. rhyming slang, a common word is replaced by a
Hello, Mrs Smith. phrase or name that rhymes with the word . Here
Did you have a good weekend? are some examples:
Yes, I did. Did you? apples and pears - stairs
Yes, thank you. I will see you in class. Goodbye. dog and bone - phone
Goodbye. Mickey Mouse - house
Ask students who they think is speaking - two Adam and Eve - believe
friends, or a teacher and a student. How do they pig's ear - beer
know? Ask students what would be different if tea leaf - thief
two friends were speaking.
Good morning/Hello - Hi
very good - great/really cool @Quest
Goodbye - Bye/See you
Tell students that they are going to learn more Students find the meaning of other informal
informal words and expressions to use with words and expressions. They can do this by
friends. entering these into an Internet search engine.

1 Answers
Students match the informal words and chill out - relax
expressions with their meaning. Do not check naff - without taste or style
answers at this point. I haven't got a clue I - I don't know!

2 1.20
Students read and listen to the article about teen
talk and check their answers to exercise 1.

( -_A_n_s_w_e_r__1_c_ _2_b__3_a_4_d_ _ _ _ _ _ _ _)

3
Students decide if the sentences are true or false,
and correct the false information.

Answers
1 False - They use 12 ,682 words and adults use
21,391.
2 True
3 False - They often come from different
countries , regions, or min ority groups.
4 False - A lot of slang words become part of
everyday language.
5 True
6 False - The idea for the guide came from the
supermarket's manager.
CEffGLIStt VOii tfEEl>} --- - -- - - - Reinforcement
Students practise the conversation between
@ Use teen talk Kailey and John, first by reading it and then from
memory
Warmer
In pairs, students look at the pictures and
describe what they can see in each one.
6
In pairs, students prepare and practise a dialogue
Tell students they are going to listen to a
using exercise 5 as a model. Ask some students to
conversation between two friends which includes
perform their dialogue to the class.
information in the p ictures. What do they think
the conversation is about? , ,..Student's Book Wo rd list page 107
, .. Workbook Word list page 23, English you need
1 1.21
page 29
Students listen to a conversation in which Tracey
is phoning her friend Lee, and order the pictures.
Refer to the ideas suggested in the warmer. Were
the students' predictions correct?

Answer 1 b 2 a 3 d 4 c
Transcript page 223

2 1.21
Students listen again and complete the
sentences. Pause the CD after each phrase to give
students time to write their answers.

Answers
1 going 3 Hang 5 fancy
2 up 4 loads 6 Sure

Transcript page 223

3
Students match 1-6 from exercise 2 with
meanings a-f.

( Answer a 1 b 6 c 2 d 4 e 3 f 5 )
4 1.22
Students listen and repeat the sentences from
exercise 2.

5 1.23
Students complete the dialogue with the
phrases.
Play the CD to check answers.

Answers
1 What are you up to? 4 do you fancy
2 Hango1;1 5 loads of
3 How's it going? 6 Sure
c~LIStt .Y!'J ~o) - Use teen talk--- - ---- - - - - -
1 Tracey's phoning her friend Lee. Listen and order the pictures.
1- b
2 Listen and complete the sentences.
fancy Hang ~ loads Sure up
1 Hey, Tracey. How's it going?
2 Fine, thanks. What about you? What are
you ... to?
3 . .. on. I'll turn off the CD player.
4 There were ... of people.
5 Do you ... going to the park this afternoon?
6 ... . Why not?
3 Match 1-6 from exercise 2 with meanings
a-f.
a How are you?
How's it going? - 1
b Yes. Why not?
c What are you doing?
d There were a lot of people.
e Wait. I'll turn off the CD player.
f Do you want to go to the park this afternoon?
Students use language that can be
transferred to real-life situations.
4 Listen and repeat the sentences from
exercise 2.
5 Complete the d ialogue with these
phrases. Then listen and check.
How's it going? Hang on J/Vhut arc you up to?
do you fancy Sure loads of
Kailey Hi, John.
John Hi, Kailey. (1) What are you up to?
Kailey I'm watching TV. (2) .... I'll turn it off.
(3) .. .?
John Fine, thanks. Listen, (4 ) ... going to
the cinema this evening?
Kailey I'm sorry, I have to stay at home.
Do you want to come here? I've got
(5) ... DVDs we could watch.
John (6) .... Why not?
6 In pairs, prepare and practise a new
dialogue. Use exercise 5 as a model.
21
 ~ An email - - - - - -- -- - - - - - - - - --

1 In pa irs, talk about your rules at home.

your room mealtimes pets going out on school days other rules

A Do you have to tidy your room?

B Yes, I do, but not every day. What about you?

2 Read Claudia's ema il. Are her rules at home similar to your rules?

-_
tll To:
.
v

Hi Michelle,
10 v - N.8.ltA. : : C:C: R t i l - {ill

I can't believe that you're coming next week. I can't wait to see you!
You asked about my parents in your previous email. They' re strict about some things. I have to tidy my
room and lay the table. I also have to make sure that the dogs' water bowls are full. Guests don't have
to do any housework, but you can help if you want!
Apart from these rules, I have to get home before ten when I go out on schooldays. And I mustn't touch
my dad's plate collection. He goes mad if you go near it!
That's all for now. See you soon!
Claudia

@ The apostrophe
I can 't wait to see you! I can't believe that ...
my dad's plate collection I can't wait to s ee y ou !
the dogs' water bowls You asked about ...
Apart from .. .
3 Match the examples above with these uses That 's all for now.
of the apostrophe.
I can't wait to see you! - c
a for possession 5 Make notes. Then write an email to a
b for possession after a word ending in s friend about your house rules.
c for a contraction
Paragraph 1: When your friend 's coming
Paragraph 2 : Jobs you have to and don't
4 Write two apostrophes in each sentence. have to do at home
1 I mustnt criticize my mums cooking. Paragraph 3 : Other home rules
I mustn't criticize my mum's cooking.
2 I dont have to wash my parents car. 6 Now read your work again. Can you find
3 I mustnt just go into my sisters room. She any errors?
goes mad if I do.
4 My brother doesnt have to buy the dogs food,
but he takes them for walks.
5 I cant use my brothers computer games
Ill_..
without his permission.

22

Students use strateg ies to plan their Students use strategies to evaluate
own written work. and develop their own written work.
CWRITING) 1 - -- - - -- -- Consolidation
Students write four sentences to describe rules
(i) An email connected to the people they live with, for
example: dad - I mustn't use my dad's computer.
Warmer Each sentence must contain two apostrophes.
Students look at the box in exercise 1. Ask them Students read their sentences to a partner. Are
to suggest rules for the different areas. any of their rules the same?

1
In pairs, students talk about their rules at home 5
using the prompts in the box. Remind them that Students prepare to write to a friend about their
they should use Do you have to ... ? and Can you house rules. First, they make notes about when
... ? to ask about things they have an obligation their friend is com ing, the jobs they have to and
or permission to do . do not have to do at home and other house
rules . Then they write their ema il. Encourage
them to use some of the useful expressions.
C-_A_n_s_w_e_r_s_s_ tu_d_e_n_ts_'_o_w_n_an_s_w_el'._s_ _ _ _~)
6
2 Students read their composition and check for
Students read Claudia 's email and decide if her errors. Write the following checklist on the board
rules at home are similar or d ifferent to their for students to refer to .
rules . have to, not have to
can, can 't/mustn't
Ask some students to tell the class their answer
the apostrophe
and explain why.
, ,.Workbook Writ ing page 30
( Answers Students' own answers )
(i) The apostrophe
Write the example sentences on the board
without apostrophes. Ask students if the
sentences are correct, and to correct them if
they're not.

3
Students match the examples with the use of the
apostrophe.

( Answers 1 c 2 a 3 b )
4
Students write two apostrophes in each
sent ence .

Answers
1 I mustn't criticize my mum's cooking.
2 I don 't have to wash my parents ' car.
3 I mustn't go into my sister 's room. She goes
mad if I do.
4 My brother doesn 't have to buy the dogs ' food ,
but he takes them for walks.
5 I can 't use my brother 's computer games
w ithout his permission.