Jetstream Elem Tb

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Teacher’s Guide

Ingrid Wisniewska

with

Jane Revell

and

Mary Tomalin

Comprehensive introduction and overview

Extension activities

Culture notes

Ideas for mixed ability classes

Photocopiable games and tasks

Technique Banks

Guide for new teachers on

elementary

JETSTREAM is the brand new Helbling Languages

6-level course for adult learners. Its carefully

balanced pace and challenge offer a learning

experience that is fun and motivating and which

prepares students to use their English effectively

in work and life.

www.helblinglanguages.com

• Motivating topics

Get you interested and communicating

• Focus on vocabulary

Helps you find the right words

• Personalisation

Your opinion, your voice - right from the start

of the lesson

• Grammar to go

The right grammar at the right time plus

a full grammar reference

• Emphasis on speaking

Engaging activities to get you talking

• Thinking & Memory

Encourages thinking and memory training

• Cross culture

Maximise your social and cultural awareness

• Stories

Lively stories for extra reading practice

• Dialogue karaoke videos

An exciting way to practise real language

• JETSTREAM Workbook

Revision and practice, progress checks

and writing skills development

• PLUS -

fully integrated digital components

Lots of options for flexible blended learning

www.helbling-ezone.com

on

Student’s Book

beginner

Amanda Maris

Real language & memory training Dialogue karaoke videos JETSTREAM Cloud with LMS be gi nn er S tude n t’s B o ok Student’s Book elementary

Jane Revell∙Mary Tomalin

Real language & memory training Dialogue karaoke videos JETSTREAM Cloud with LMS el em en ta ry S tude n t’s B o ok pre-intermediate

Jane Revell∙ Mary Tomalin

Real language & memory training Everyday English videos JETSTREAM Cloud with LMS pr e-i nt er m edi at e S tude n t’s B o ok Student’s Book intermediate

Jeremy Harmer∙ Jane Revell

Real language & memory training Everyday English videos JETSTREAM Cloud with LMS in ter m ed ia te S tude n t’s B oo k Student’s Book upper intermediate Jeremy Harmer∙ Jane Revell

Real language & memory training Everyday English videos JETSTREAM Cloud with LMS up per int er m ed ia te S tude n t’s B oo k Student’s Book advanced Mary Tomalin

Real language & memory training Everyday English videos JETSTREAM Cloud with LMS ad va nc ed S tude n t’s B oo k • Cloud Book • Cyber Homework

• Dialogue karaoke videos

• Mp3 audios • Pronunciation • Exam practice • Testbuilder • CLIL Projects

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With Audio CDs

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elementary

Teacher’s Guide

Ingrid Wisniewska

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Introduction 3

Jetstream Elementary Student’s Book contents 4

Introduction

Letter to you, the teacher 7

Jetstream Elementary components 8

Jetstream approach – a summary 8

Unit overview 12

Unit notes

Nice to meet you! 23

Unit 1 27

Unit 2 39

Units 1&2 review 52

Unit 3 55

Unit 4 70

Units 3&4 review 84

Unit 5 86

Unit 6 99

Units 5&6 review 111

Unit 7 114

Unit 8 127

Unit 9 143

Unit 10 156

Unit 11 171

Unit 12 183

Photocopiable games 201

Photocopiable tasks 217

Technique banks

Using the video 225

Using stories 226

Using memory games 227

20 easy games 229

Five fun techniques to use with a flagging class 231

Extra questions and tasks for Movies & Music 232

Working with mixed-ability classes 233

Ensuring learner autonomy and using technology 233

De-stress cartoons 235

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4 Introduction

VOCABULARY GRAMMAR READING AND LISTENING SPEAKING AND WRITING

INTRODUCTION

Nice to meet you page 6 The alphabet Numbers Personal information Classroom language P The alphabet

The imperative Following instructions

UNIT 1

Who are you? page 8

LESSON 1

I’m from Argentina. Countries and nationalitiesP Sentence stress be affirmative Introducing yourselfExchanging phone numbers

Introducing people LESSON 2

Are they dancers? JobsP Word stress be negativebe questions and short

answers

Reading: The world has

talent Talking about jobs and nationality

LESSON 3

Where’s our suitcase? Common objects (1)P Plural noun endings /s/,

/z/, /z/

this / that / these / those

Possessive adjectives Listening 1: Three airport conversations Listening 2: flight

information

Talking about possessions Talking about flights and

destinations

VOCABULARY PLUS Common objects (2) Colours Nationalities

EVERYDAY ENGLISH

6

Asking about language Making requests FOCUS ON: can

UNIT 2

Family and home page 16

LESSON 1

We have six children. Family Have: affirmative / negative / questions

Possessive ’s

Talking about your family

LESSON 2

There’s a painting on the wall.

Rooms and furniture

P Schwa /ə/ There is / There are Reading: Unusual houses Describing a plan of a homeWriting a description of your home

LESSON 3

Is there a bank? Places in townPrepositions of place

P /ɒ/

Large numbers

Listening: population

statistics Talking about places and population

Writing a description of a place

VOCABULARY PLUS People Physical appearance Personality

EVERYDAY ENGLISH

6

Asking for directions

REVIEW Units 1 & 2 page 24; Cross culture: Stereotypes

UNIT 3

Leisure time page 26

LESSON 1

I love parties! Music Present simple: I / you / we / they

Questions with who and what

Object pronouns

P // v /i/

Reading: Are you an

introvert or an extrovert? Talking about music likes and dislikes.

LESSON 2

I travel a lot. Leisure activities like+ -ing form / love / hate + noun /

Present simple Questions with why

Reading: dating website

profiles Writing a personal profileTalking about your interests

LESSON 3

We do the same things every weekend.

Days of the week Questions with where,

when, which Listening 1: an interview about weekend activities Listening 2: an interview

with a video producer

Talking about weekend activities

VOCABULARY PLUS Musical instruments Nouns from verbs Personal information

EVERYDAY ENGLISH Making suggestions Agreeing and disagreeing

UNIT 4

Monday to Friday page 34

LESSON 1

She gets up very early. Time (1) Daily routine (1)

P Third person ‘s’: /s/,

/z/, /z/

Present simple: third person affirmative, questions and short answers

Reading: The daily routine

of a sound engineer Comparing two people’s routines

LESSON 2

She sometimes sees very sad things.

Adjectives Adverbs of frequency

Questions with how Reading: Tahira loves her job Writing an email about a job

LESSON 3

She doesn’t feel good in the morning.

Daily routine (2)

Time (2) Present simple: third person negative Listening: a conversation about early birds and night owls

Talking about daily routines

VOCABULARYPLUS Transport FOCUS ON: have

EVERYDAY ENGLISH

6

_{Expressing interest P using intonation to express interest} REVIEW Units 4 & 5 page 42; Cross culture: Culture shock

6

Asking for and giving opinions

UNIT 6

How things began page 52

LESSON 1

It started with a party. DatesAnimals (1) Past simple regular affirmative

P Past simple –ed endings /t/, /d/, /d/

Past simple irregular affirmative

Talking about the year you were born and your Chinese Zodiac sign

LESSON 2

She didn’t get up. Past simple negativelast, ago Reading: The First Lady of Civil Rights – Rosa Parks Writing a story using appropriate connectors:

and, but, because, so Retelling a famous story LESSON 3

Who did he call? Technology (1) Past simple questions Reading: an article about Steve Jobs

Listening: a conversation about Steve Jobs

Writing a paragraph about a famous person

Talking about technology use

VOCABULARY PLUS Animals (2) Technology (2) FOCUS ON: get

EVERYDAY ENGLISH

6

Talking on the phone

REVIEW Units 5 & 6 page 60; Cross culture: Birthdays

UNIT 7

It’s delicious! page 62

LESSON 1

There isn’t any olive oil! Food and drink (1)Adjectives Countable and uncountable nouns

a / some / any

Talking about ingredients for making a dish

Describing food LESSON 2

We eat too much sugar. Food and drink (2) a lot of / much / manytoo much / too many Reading: The obesity epidemic Writing a food blogTalking about the food you

eat LESSON 3

How often do you go to a restaurant?

How often …? Listening 1: four short

conversations about food

P /υ/ v /u/

Listening 2 & 3: a programme about the world’s top restaurants

Talking about restaurants and food

Writing about a memorable meal in a restaurant

VOCABULARY PLUS Food: collective nouns Cooking

EVERYDAY ENGLISH Ordering food in a restaurant

UNIT 8

People and abilities page 70

LESSON 1

She can speak a lot of languages.

Languages can / can’t for ability

P can / can’t

be good at / be interested in

Listening: information about

hyperpolyglots Talking about what you can do and what you’re good at

LESSON 2

What do you want to do? Personality adjectives want to / would like to / need to Reading: an article about Oprah Winfrey Writing a paragraph about a successful person Talking about ambitions LESSON 3

And then they lived happily ever after.

Physical descriptions

Parts of the face Adverbs of manner Listening 1: a conversation about two famous film

scenes

Listening 2: an interview with a married couple

Describing people’s appearance Describing a couple

VOCABULARY PLUS Parts of the body (1) Verbs of movement Physical descriptions FOCUS ON: good

EVERYDAY ENGLISH

6

Asking for, giving and refusing permission Talking about possibility

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6 Introduction

UNIT 9

Clouds, clothes and careers page 80

LESSON 1

He’s singing in the rain. WeatherP /w/

Clothes (1)

Present continuous Describing a person’s

clothes LESSON 2

She wears a uniform at work.

Present continuous v present simple State verbs

Reading: Are you the cleaner? – an article about male nurses LESSON 3:

I have to think quickly! have to / don’t have to Listening 1: people talking about unusual jobs

Listening 2: an interview with a teacher

Writing about your job or studies

VOCABULARY PLUS Clothes (2) FOCUS ON: verbs with clothes

EVERYDAY ENGLISH

6

Shopping

UNIT 10

Health and fitness page 88

LESSON 1

What are you going to do? Health and fitness going to Talking about things you are going to do at the

weekend LESSON 2

Do you want to be stronger and more flexible?

Parts of the body (2) Comparatives

P Unstressed sound schwa

/ə/

Reading: an article about

Pilates Writing a comparison of two activities

LESSON 3

You should do both! should Listening: a radio interview with a fitness expert Talking about how to reply to a problem page letter

Writing a reply to a problem page letter

VOCABULARY PLUS Parts of the body (3) Adjectives Vague words: thing, things, stuff

EVERYDAY ENGLISH

6

Giving advice

REVIEW Units 9 & 10 page 96; Cross culture: Colours

UNIT 11

Going places page 96

LESSON 1

Have you ever been to Machu Picchu?

Natural features Prepositions of movement:

across, into, to, over, through

Present perfect Past participles, been and

gone

Talking about things you have done, and things you have always wanted to do

LESSON 2

She’s climbed all over the world.

Present perfect v past simple

Past questions Reading: an article about Catherine Destivelle Writing an email reply to an advertisement to a mountain school LESSON 3

I forgot my passport! Travel too and enough Listening: five travel problems Talking about travel experiences

P /a/ v //

Writing a short story about a travel problem

VOCABULARY PLUS Places Adventure Prepositions of place: on, in, at FOCUS ON: go

EVERYDAY ENGLISH

6

Buying a ticket

UNIT 12

Extremes page 106

LESSON 1

The most expensive city in the world?

Superlatives Reading: a travel website

about the best and worst cities

Talking about capital cities

P Consonant clusters /st/

LESSON 2

Is this the coolest place to stay?

Hotel facilities (1) could / had to Reading 1: the Ice Hotel in

Jukkasjärvi

Reading 2: online comments about the Ice Hotel

Talking about good and bad hotels

Writing a review of a hotel LESSON 3

What’s the hardest thing you’ve ever done?

Review of tenses Listening 1: a conversation

about an interview with Helen Skelton Listening 2: a report about

Ade Adepitan

Talking about charities Writing about a charity

VOCABULARY PLUS Hotel facilities (2) FOCUS ON: look FOCUS ON: a useful word

EVERYDAY ENGLISH

6

Checking in Solving problems

REVIEW Units 11 & 12 page 114; Cross culture: Hollywood and Bollywood Pages 116 – 123 Information gap and extra material

Pages 124 – 131 Stories

Pages 132 – 143 Grammar reference

Pages 144 – 154 Transcripts Page 155 Mandala

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Introduction 7

Letter to you, the teacher

Welcome to Jetstream, a course designed to motivate and engage learners. We aim to provide you with material that is stimulating and relevant, so your students learn English easily and with real enjoyment.

We hope to give you everything you would expect, and more besides. We have aimed to balance the familiar and the new: to give you what you know works well and, at the same time, to introduce some unique features that will greatly enhance your students’ learning experience.

Our approach in general

We believe that engaging content together with enjoyable and useful learning activities are the keys to successful learning.

We believe that students need to be exposed to the most useful vocabulary that they will need to speak and write English at this level.

We pay special attention to the grammar of the language – without grammar, vocabulary is just words!

We believe in the importance of having students meet words and grammar in exciting and

interesting situations – and in giving opportunities for students to practise this language so that they can be comfortable with it.

We also believe that teacher support is crucial – we know you’re really busy. This Teacher’s Guide provides clear lesson notes and a lot of other things as well (see Contents page 3). There is also a lot of support online in the form of extra material, practice tests and so on.

You don’t have to use all – or even any – of the Teacher’s Guide, of course, but it’s there if you need it and it will help to give you lots of choices. We’ve put a lot of work into ensuring that

Jetstream is simple to use. And thought-provoking. And effective. And fun.

Enjoy!

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8 Introduction

Jetstream Elementary

components

For the student:

The Student’s Book contains 12 units of three double-page lessons, and a Vocabulary plus and Everyday English section at the end of each unit. It also contains the following:

• a two-page review unit after every two units • four stories

• a comprehensive Grammar reference section • information-gap activities and extra material • complete transcripts for the audio

• a Pronunciation spread covering the main vowel sounds

• an irregular verbs list Workbook with audio

The Workbook contains 12 units of four pages – one page per SB lesson, and one page for Vocabulary plus and Everyday English. It also contains the following:

• a review quiz after every two units

• a Check your progress test after every two units

• one page of dedicated Writing practice for each unit, giving students a structured writing development course

E-zone

The e-zone is an online resource for students and teachers containing:

• the video for all Everyday English pages • a cloud book – an interactive version of the

Student’s Book including all video and audio • cyber homework – interactive activities

covering grammar, vocabulary, reading, listening and dialogues. They are assigned by the teacher in a virtual classroom and have automatic feedback. (They can also be used in self-study mode – see below.)

• mp3 audio files

• online training – pronunciation exercises, exam practice (Cambridge ESOL, TOEFL, IELTS and TOEIC) and cyber homework in self-study mode (extra practice)

• CLIL projects

For more information on the e-zone, see page 11.

For the teacher:

Teacher’s Guide with class audio CDs The Teacher’s Guide contains full teaching notes for each unit including all transcripts, keys and useful background information, plus ideas for early finishers and mixed-ability suggestions.

Three class audio CDs contain all the listening material for the Student’s Book.

The Teacher’s Guide also contains the following extra material:

• one photocopiable game per unit • one task per unit

• eight ‘technique banks’ giving ideas in the following areas:

Using the video Using stories

Using memory games 20 easy games

Five fun techniques to use with a flagging class Extra questions and tasks for Movies & Music Working with mixed-ability classes

Ensuring learner autonomy and using technology Interactive book for whiteboards DVD-ROM E-zone

Full access to the students’ area plus • the video for all Everyday English pages • mp3 audio files

• downloadable Teacher’s Guide with answer keys • Helbling placement test

• Guide for new teachers

• Testbuilder containing 12 unit tests covering Grammar, Vocabulary, Functions and the four skills and 6 progress tests

Jetstream approach – a

summary

Motivation

Research shows that motivation is key to learning; to learn, students need to be interested! Jetstream has been written to be highly motivating for students, and includes the following:

• interesting and relevant topics

• stimulating and often thought-provoking photos

• lots of personalisation activities where students are encouraged to talk about themselves

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Introduction 9

• communicative activities which give students a real purpose for completing a task

• highly motivating tasks throughout the Student’s Book, and also a bank of photocopiable tasks in the Teacher’s Guide

• a Movies & Music feature in every unit which

encourages students to use their English in a fun and less formal way

• Everyday English pages at the end of every unit which provide immediately useful conversations practising different functions, including short video clips

• plenty of games and game-like activities, and also a collection of 20 Easy games and a bank of photocopiable games (one for each unit) at the back of the Teacher’s Guide

Grammar

Grammar is an important element in Jetstream. It is dealt with in the following way:

• It is introduced gradually – each of the three main lessons in a unit usually has a grammar point. This enables the grammar to be introduced step-by-step, practised and easily absorbed.

• It is revised in the review units that occur every two lessons.

• The grammar for a lesson is introduced in context. The grammar form is highlighted and students given activities where they deduce the form and meaning.

• Activities are realistic and meaningful. • A clear and straightforward Grammar

reference section at the end of the Student’s Book explains each lesson’s grammar.

• The we don’t say ... / we say ... section at the

end of each Everyday English page rounds off a unit by highlighting common grammatical mistakes in the language learnt in the unit.

• The Irregular verbs section provides an

invaluable reference for students.

Vocabulary

It is increasingly recognised that vocabulary is just as important as or perhaps even more important than grammar when learning a language. Jetstream has a high vocabulary input so that students can understand, speak, read and write with ease. Stimulating and unusual pictures and motivating activities ensure students absorb the vocabulary easily and there is plenty of practice.

Most of the three main lessons in Jetstream have a vocabulary component. In addition:

• Vocabulary plus pages (one at the end of each unit) provide an opportunity for vocabulary enrichment.

• Focus on sections within the Vocabulary plus pages highlight and practise high-frequency words and phrases and their different uses and meanings.

• Preposition park sections in the Review units focus on prepositions, often within an interesting text.

• Similar or different activities ( ) get students comparing new words with words which are the same or different in their own language.

Reading

The main reading focus in Jetstream is usually in Lesson 2, but there are often other, shorter reading texts elsewhere.

There is a variety of high-interest text types – real-life stories, articles, quizzes, blogs, etc. Where possible at this level, texts are based on real people, places and events.

• Activities develop the students’ ability to scan a text for its general meaning and guess meaning from context.

• Texts, whether in the form of human interest articles or fiction stories, are absorbing and memorable and a key way of learning and practising language.

• Four two-page stories at the back of Jetstream are an extra resource that provide practice in extensive reading, where students can read for meaning and pleasure without necessarily studying the text in detail. See page 226 for more ideas on how to use these stories. Other sections that provide very short,

high-interest texts for additional reading comprehension relevant to the topic are:

• Movies & Music • Did you know?

The Cross Culture section in the Review units provides additional reading matter. It offers interesting and practical information on different cultures and should lead to stimulating discussions.

Writing

Regular short Writing sections in the Student’s Book provide guided writing practice through a variety of tasks. The core writing course, however,

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10 Introduction

is to be found at the back of the Workbook, which includes a full page of guided writing tasks per unit. In this writing development course, students cover the following areas:

• form-filling

• chatroom posts and social-media messages • blogs

• profiles

• messages, notes and invitations • a review

• emails • anecdotes

The Don’t forget feature summarises the use of linkers and other accuracy features: word order, punctuation, time expressions, paragraphing, etc. The Writing section also starts to cover format and tone, which many lower-level books don’t cover. Check it sections allow students to review and improve their work.

Listening

The main listening focus in Jetstream is in Lesson 3 of each unit, but there are often short listening activities elsewhere. The Everyday English page provides further listening practice in the form of functional dialogues.

To train students in useful and relevant listening skills, the listening texts reflect a variety of real-life situations, including: • conversations • interviews • talks • reports • radio programmes

The transcripts of the listening texts can be found at the back of the Student’s Book for students’ reference and are also reproduced in the relevant activity notes in the Teacher’s Guide.

Speaking

For many learners of English, speaking is the most important language skill.

There are speaking activities at all stages of a lesson in Jetstream:

• At Elementary level, activities are carefully controlled so that students can express themselves freely without making a lot of mistakes.

• The main Speaking section of a lesson generally has longer speaking activities than earlier in the lesson.

• The photos, cartoons, listening and reading texts all provide stimulating platforms for speaking activities.

• You first! at the start of some lessons uses a short question to get students engaged with the lesson topic immediately.

• Everybody up! sections encourage students to stand up and move around the class, interacting with each other to find out information.

• The Movies & Music and Did you know?

sections in the main units, and the Cross Culture sections in the Review units also provide platforms for stimulating discussions. • The photocopiable tasks in the Teacher’s

Guide and the information-gap activities at the back of the Student’s Book provide further communicative practice.

Pronunciation

Short pronunciation activities throughout the Student’s Book provide clear practice of some common areas, including:

• specific sounds • word stress • sentence stress • simple intonation

In addition, students are encouraged to listen to and repeat the main vocabulary groups throughout the book.

The Pronunciation section on page 156 of the Student’s Book includes a phonemic chart for students’ reference and fun practice of all the major vowel sounds.

Stories

There are stories about real and fictional people throughout the course, but at the back of the Student’s Book (SB pages 124–131) you will also find four slightly longer, completely new stories. These stories are a way of providing an opportunity for students to read more extensively and gain a sense of satisfaction from doing so. For this reason, they deliberately contain language which is slightly above students’ level (linking in with Stephen Krashen’s idea that we learn most from language which stretches us a little – but not too much). However, the texts are not too difficult

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Introduction 11

and students shouldn’t be reaching for their dictionaries all the time.

There are no tasks on the Student’s Book page itself. This is in order to leave you completely free as to how you approach the stories, but you will find a variety of interesting techniques on page 226.

Consolidation and review

Consolidation of recently acquired language and regular revision are crucial to learning.

After every two units there is a Review unit that revises key language in these units. Each Review unit contextualises the language through reading and sometimes listening texts. There are also grammar exercises and writing and speaking tasks. The Workbook provides further practice and testing of the language in a unit. In addition, after every two units in the Workbook there is a Review quiz, which tests students using a general knowledge quiz. This is followed by a Check your progress test.

Online resources – available on e-zone

HELBLING Placement Test

Designed to give students and teachers of English a quick way of assessing the approximate level of a student’s knowledge of English grammar and usage.

Online training

Resources and interactive activities for individual student access. Includes:

• exam practice • pronunciation

• all exercises from the cyber homework in self-study mode.

Cloud Book

An interactive version of the Student’s Book & Workbook, where students can access all audio and video content at the click of a mouse or touch of a screen. Students can complete the activities, check their results and add their own notes.

Cyber homework

Interactive activities assigned to students by their teacher within an online virtual classroom. Full results and feedback are automatically given as soon as the deadline fixed by the teacher has been reached.

Projects

Open-ended tasks on both cultural and global themes, where students can embed other

resources such as web links or files and share them with the teacher and their class.

How to integrate LMS (a Learning Management System) into your teaching

Initial assessment

HELBLING Placement Test

Planning

Scope & Sequence Teacher’s Guide

Class routine

Student’s Book & Workbook

Lesson enrichment

• Resources • Videos

• Interactive Book for Whiteboards • Teacher downloads

Virtual Class and Self-study practice

• Projects • Online training • Cyber homework • Student downloads Assessment Exam Practice Testbuilder

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12 Introduction

Unit overview

P

Pronunciation

There are regular pronunciation activities throughout the Student’s Book. At Elementary level, these focus mostly on simple but often-heard sounds, and word and sentence stress. There is a small introduction to intonation, but it is not a key feature of this level. All the pronunciation activities are recorded so that students can hear the correct sounds or stress. There is also a Pronunciation section at the back of the Student’s Book on pages 156–157. This contains all the main English sounds and a focus on vowel sounds in particular.

Listening

This symbol tells you that there is recorded material that goes with the activity. This can either be a full listening text, where there is no text on the page, or, as here, it might be listening to check answers or to hear the correct pronunciation of words or the correct stress on words or sentences. Full transcripts are given in the back of the Student’s Book.

Grammar or vocabulary spots When you see a section

highlighted in yellow, this means that it gives simple information about a grammar or lexical item. They are generally short notes on items that help students to do an activity.

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Introduction 13

Explore

This is an opportunity for students to go beyond the page and find out more about some aspect of the topic: a sort of mini project. They should do the research online, make notes and report back, working either alone or in pairs. You may want to set this up in the classroom by suggesting possible websites or just by eliciting suggestions for words and phrases to type into the search engine. As with Movies & Music, there is a natural mixed-ability element to this section.

Information gap

There is an information-gap activity in every second unit. In these, students need to get information from each other in order to complete a task. All the material students need to do the tasks is in the back of the Student’s Book on pages 116– 123.

Grammar reference There is a useful grammar reference at the back of the Student’s Book. Each main

grammar point from the grammar boxes throughout the book has a relevant section in the Grammar reference.

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14 Introduction

You first!

Students have very different levels of knowledge but most students know something, however little, and that needs to be validated. You will find a You first! box on many of the large photos at the beginning of a lesson. It has a triple purpose. Firstly, to engage students and get them saying something immediately. Secondly, to allow students to use what they already know and boost their confidence. And thirdly, to give you an idea of what and how much they already know so that you can target your teaching much more effectively. What if your students don’t respond at all? That’s fine. Now you know. Just move on and start to teach them something.

Did you know?

These are very short, interesting pieces of information related to the theme of the lesson. They can usually be done at any point in the lesson. The Teacher’s notes suggest ways of exploiting this section, but if students want to know more, they can be encouraged to search online.

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Introduction 15

Memory games This symbol represents your brain! Memory is a crucial component in learning anything and it’s like a muscle: the more you exercise it, the stronger it will be. These simple games ask students to remember a variety of things: vocabulary items, facts from an article and so on. But you can play a lot more games than the ones suggested here (see page 227). And remember that the more you get students to exercise their memory in English, the more it will serve them in other aspects of their life as well. Think

This is used to signal a creative or critical-thinking exercise. Students are asked to work something out for themselves, give an opinion or use their creativity, rather than find an answer directly on the page. A simple example might be: How old was Rosa? Students know her year of birth, and they know the year of the incident, so they can calculate how old she was at the time. Encouraging students to think creatively means they increase their engagement with the material. The increased alertness enhances their learning capacity.

With these sections – as indeed with many others – it’s a good idea to give students a chance to look at the material and think about (or even write down) their ideas individually (for say 30 seconds) before they start talking to each other. Some students are quick thinkers and talkers, while others need more time. Giving them ‘thinking time’ evens it out a little.

Movies & Music

This section is designed to motivate students and transfer the language to a new context. Most people enjoy films and songs and know a fair amount about them, and this section also gives students the opportunity to research online and bring the information back to the class. There is also a natural mixed-ability element: more competent students will be able to take it further than those who are less competent.

Each section provides a very short reading text or a task, incorporating language from the unit. Students are then invited to go online

to check their ideas and to find out answers to one or two more questions, find lyrics and perhaps listen to the song in the Music section.

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16 Introduction

Similar or different?

This symbol often occurs where new vocabulary is introduced and it suggests that you ask students which words are the same as or similar to words in their own language – and which are very different. This feature of Accelerated (or Holistic) Learning (see page 22) aims to draw students’ attention to the fact that they already know some words. It serves to reassure them, build their confidence and lighten their learning load. It can also give them a basis for word-building (eg the fact that words ending in -ion in English may also end in -ion in their language). Suddenly they know ten words, not just one.

De-stress!

Apart from providing tiny practical texts to read, these sections are there to help students unwind from time to time. Why? Because, quite simply, we don’t learn well when we are stressed. We learn best when we are relaxed. You will find a simple de-stress exercise in every unit. If it’s a piece of advice, talk about it with students. If it’s a physical exercise, get (or help) students to read it and follow the instructions. Do it there and then in the classroom if you can. Then you can use it again and again, whenever it’s useful (see, for example, the mandala on SB page 155 – instructions on how to use it are in the notes for Unit 3 on page 60).

Note: Very often, if the word is a similar one,

the difference is in the pronunciation – especially the word stress – or the spelling. Also, similar or different is obviously easier if you have a unilingual class, especially when you are familiar with the students’ mother tongue, but it can work well with a multilingual class, where students compare words in different languages.

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Introduction 17

Everybody up!

This is a Find someone who … activity, a chance for students to move around the classroom and use specific language in a controlled way to get information from other students. This kind of short intensive practice can be very lively and also very rewarding if students succeed in completing the task using the language resources available to them. It also allows them to interact with lots of different people. The act of physically getting up and moving around is also mentally refreshing; being physically active helps us to learn. Students may naturally find that they engage in longer conversations than the activity requires. If time allows, this is good and enjoyable practice for them. However, it’s a good idea to set a time limit for this activity.

Guess

Asking students to ‘guess’ answers before reading or listening to information not only gets them to interact, it also frees them up from having to know the ‘right’ answer and thus inhibiting their response. In addition, it prepares them for the text and gives a valid reason for reading or listening to something – to see if they were right. For this reason, it’s very important not to confirm if students are right or not in their guesses. Just say things like: Hmm or That’s interesting or Possibly, etc and let the text provide the answers.

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18 Introduction

Vocabulary plus

Students need words. They need lots of them and they need to know how to combine them. This page, which comes after the third lesson in every unit, provides an opportunity for vocabulary enrichment and consolidation. It’s a flexible section and can be used in several ways. It can be done as a complete lesson. Alternatively, the unit-by-unit notes indicate points where a vocabulary set can be usefully explored in a lesson. Or an exercise can be used as a filler by a teacher with time to spare, or given to stronger students when they have finished a task ahead of other students.

Focus on

These short sections appear on many of the Vocabulary plus pages. They are dedicated practice of a word or words that have come up in the unit, taking them further, and showing students how they can be used in different ways. In Elementary there are Focus on sections for can, have, play, do and go, get, good, verbs to use with clothes, go, look and left.

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Introduction 19

Everyday English

This section provides practice in the everyday functional language that students need when getting around in English and interacting with people, such as making requests, asking for directions, buying a ticket and so on.

Video

The main conversation in Everyday English appears on video, which provides extra contextualisation for the functional language. (If you don’t have the video or prefer not to use it, then just play the audio version.)

See also Using the video on page 225.

Karaoke video

After practising the language in the video, students act out the conversation themselves. They can do this in pairs or else by interacting with the karaoke video, where they take the role of one of the speakers, read the words on the screen and say those words at the right time.

We don’t say … / We say …

This section focuses on common errors that we know from

experience students are likely to make. The ones we have selected are those made by learners from a variety of different language backgrounds, but there will, of course, be many errors which are made by speakers of a particular language that you will also need to pick up on. By drawing students’ attention to them, and making it very clear that these are errors, we hope to help them avoid making such mistakes.

One way of using this section is to ask students to cover the We say … column and produce the correct version, then look back and check.

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20 Introduction

Review units

Six review units revise key

language from the preceding two units, using a reading text as the main presentation.

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Introduction 21

Preposition park

This section appears in each review unit and provides a short text either practising some of the prepositions from the previous units, enabling students to recycle them in a new way, or presenting new and useful prepositions.

Cross Culture

Each of the Review units finishes with a Cross Culture section. This is often an opportunity to reflect on how people do things differently (or not!) in different parts of the world and how we can begin to be sensitive to these differences and act accordingly. There is usually a short reading text with a task or questions, often leading to a discussion and a comparison with the students’ own culture.

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22 Introduction

5 People know a lot already – more than they think. Good teaching and good material can help to make students aware of what they already know and boost their confidence. 6 People are different. Some people are more

outward-going and sociable, while others are more introspective and reflective. The former readily enjoy interacting with others while the latter often prefer to work on their own. They usually welcome time to think on their own too, before being asked to participate in an activity. As teachers, we need to try to cater for these differences.

*The roots of Accelerated Learning go back to the Bulgarian educator, Georgi Lozanov, who developed something called ‘Suggestopaedia’ in the early 60s. By helping learners feel comfortable, relaxed and confident, they were able to absorb and remember more information more quickly. That’s it in a nutshell!

A final word

The features new to Jetstream, which occur throughout the units, are informed – in a gentle way – by some of the key principles of Holistic Learning (sometimes called Accelerated Learning*):

1 We learn with our body as well as our mind: they are connected. Hence the value we attach to bringing more physical activities into the classroom and paying attention to our students’ physical well-being.

2 Different learners prefer different kinds of input. Some people learn more with their eyes, some more with their ears and some more with their bodies and movement. We aim to provide a variety of activities to reflect these preferences.

3 What we learn with emotion, we tend to remember best. We hope to engage students’ emotions through the use of stories, songs and games – and making them laugh.

4 Our memory is very powerful … and we can make it work even better. The reason for all the little memory training games is to give students practice in using their memory, and aid their learning.

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Nice to meet you! 23

Aims

The focus of this introductory unit is to give students the opportunity to get to know each other, and feel relaxed about speaking English in the classroom. Focus on creating a positive and comfortable atmosphere and helping students to reduce possible anxiety about speaking.

You first!

There are You first! boxes at the beginning of many lessons in the Student’s Book. They have three goals: firstly, to engage students and get them saying something immediately, secondly, to allow students to use what they already know and boost their confidence, and thirdly, to give you an idea of what and how much they already know so that you can target your teaching much more effectively. Students can say as much or as little as they want.

For this one, start by introducing yourself to the whole class. Say: I’m …, / My name’s … Then introduce yourself to one or two individual students. Model shaking hands. Emphasise warm, positive intonation, making eye contact, smiling and nodding.

Introductions

1 1.2 Play the audio and ask students to

repeat the short conversation all together and then individually. Emphasise warm, positive intonation.

Transcript

FENG Hi, I’m Feng.

LEILA My name’s Leila. Nice to meet you.

Ask students to stand up and move around the classroom. Walk among them and join in the activity. Tell students to try and remember the names for the next activity.

Tip: You may want to introduce a strategy for

signalling the end of walk-around activities. Sometimes these activities can be a little noisy, so it’s a good idea to have a signal that everybody recognises and to avoid having to raise your voice. Ideas could include:

● switching the lights on and off.

● raising your hand – everybody who sees

you raises their hand and stops talking.

● ringing a small bell.

2 This symbol shows that this is a memory

game – the first of many in the book. Memory is an important part of learning anything, and the more we exercise our memory by playing these kinds of games, the better it will be. Practise the language with the class and check understanding of my and your.

Tell students to remain standing. This time they should move around the class and try to remember everybody’s name. Focus on the example exchange in the book.

The alphabet

3

P

1.3 Ask students to call out each letter

in turn. Focus on their pronunciation. This will help students to complete exercise 4.

Transcript and answers

A B C D E F G H I J K L M N O P Q R

S T U V W X Y Z

Tip: Some letters are pronounced differently

in different languages. For example, ‘a’

can be pronounced

/æ/

and ‘b’ can be

pronounced

/beɪ/

. You may want to use

this kind of contrastive approach to help students improve their pronunciation.

4

P

1.4 Say the first letter in each line,

emphasising the vowel sound in each case. Students can work in pairs to complete the lists. Encourage them to say the letters aloud as they work. Then play the audio to check the answers and repeat the letters again.

Nice to meet you!

pp6–7

GRAMMAR: the imperative

VOCABULARY: the alphabet; numbers; personal information; classroom language

UNIT

FOCUS

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24 Nice to meet you!

Transcript and answers 1 A, H, J, K

2 B, C, D, E, G, P, T, V 3 F, L, M, N, S, X, Z 4 I, Y

5 Q, U

5 1.5 Play the audio once through. Then play

it again, pausing to allow time for students to write. Play it several times if necessary. Practise the conversation as a class. Divide the class into two groups. Each group says one part. Then they switch roles.

WOMAN Hello, what’s your name? STUDENT Javi Montejano.

WOMAN How do you spell that?

STUDENT J-A-V-I, Javi. M-O-N-T-E-J-A-N-O,

Montejano.

WOMAN Thanks. OK, you’re in the

Elementary class.

6 Students can stand up and walk around to

do this activity. Monitor students and make notes of any errors with pronunciation. Give feedback by writing the problem letters on the board and practising them again.

Extra idea: Dictate the spelling of four or

five names. They can be names of students in the class, names of famous actors or sports people, or random first names that include problem letters. Invite volunteers to write the answers on the board.

Numbers

7 1.6 Ask the whole class to read out the

numbers. Then ask individuals. Play the audio and repeat each number as a class and then nominate individuals to repeat each one.

MA Wherever you see this icon (MA) in the

teacher’s notes, you will find an idea for using the activity with a mixed-ability class. Here, as an extra challenge, ask higher-level students to say the numbers from ten to zero very quickly. Transcript and answers

ten, nine, eight, seven, six, five, four, three, two, one, zero

8 1.7 Point out the way we say double

numbers, eg double one, double two, etc. Write some double numbers on the board as further examples. Also point out that 0 is usually pronounced oh, not zero when giving phone numbers.

Play the audio twice. Then invite volunteers to write their answers on the board. Practise the numbers all together and individually. Then ask students to write the phone numbers as words. Transcript and answers

1 116 77 3450

double one six, double seven, three four five oh

2 399 21 8800

three double nine, two one, double eight double oh

Extra idea: Dictate four or five phone

numbers. Make sure you include a variety of numbers and some double numbers. Check the answers by asking students to read them out or write them on the board.

9 1.8 Ask the whole class to read out the

numbers. Then ask individuals. Play the audio and repeat each number as a class and then nominate individuals to repeat each one.

MA As an extra challenge, ask higher-level

students to say the numbers from twenty to zero very quickly.

Answers

16 sixteen, 17 seventeen, 18 eighteen, 19 nineteen, 50 fifty, 60 sixty

Transcript

eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two, thirty, forty, fifty, sixty

Extra idea: Write the following number

series on the board and put students in pairs to complete the numbers in each series. The answers are in brackets – don’t write them on the board! Invite students to write the answers on the board and ask them to explain their answers. They probably won’t have the language, so help them with this using plus, minus signs, etc.

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Nice to meet you! 25

1 5, 7, 9, 11, __, __, __, __ (+2: 13, 15, 17, 19)

2 2, 4, 8, 16, __, __ (double the number: 32, 64) 3 47, 41, 37, 31, __, __, __ (prime numbers backwards: 29, 23, 19) 4 14, 18, 23, 29, 36, __, __, __ (+4, +5, +6, etc: 44, 53, 63) 5 69, 65, 61, 57, __, __, __ (–4 each time: 53, 49, 45) 6 12, 21, 30, 39, __, __, __ (+9 each time: 48, 57, 66)

Personal information

10 1.9 Tell students to cover exercise 11 while

they do this exercise. Play the audio and allow time for students to compare answers. Play the audio again if necessary. Write the answers on the board.

Answers First name: Li Family name: Lee

Mobile phone number: 07642 251938 Transcript

Man What’s your first name?

Woman Li. That’s L-I.

Man And what’s your family name?

Woman Lee. That’s L-E-E.

Man Oh, Li Lee! What’s your mobile

number?

Woman It’s 07642 251938.

Culture note: In some cultures, the family

name is first and the given name is second. This may be confusing and can cause misunderstandings. Make sure that students understand that when someone says first name, it means given name, and last name means family name or surname.

11 Allow time for students to work individually

or in pairs. Play the audio again to check the answers, then write the answers on the board. Practise the conversation as a class. Divide the class into two groups. Each group says one part. Then they switch roles.

Answers

1 What’s your first name? 2 What’s your family name? 3 What’s your mobile number?

12 Allow time for students to work in pairs.

Then call for volunteers to present their conversations to the class.

Tip: To encourage students to get to know

each other, ask one student in each pair to sit with another partner. Repeat as many times as appropriate so that students have the opportunity to work with different partners.

Classroom language

13 This part of the lesson focuses on language

that students will need to understand your instructions. You may want to add other instructions that you frequently use, eg Stand up. Walk around. Make groups of three. Swap books with your partner. Switch roles. etc. Focus on the use of the imperative for giving instructions. Refer to the grammar reference on SB page 132 for more information about this structure. Go through it with them. Elicit / Show students that don’t = do not.

Answers

1f, 2d, 3e, 4b, 5a, 6c

Extra ideas: Say four or five instructions and

have students act out the response, eg stand up, sit down, open your books, etc. Then have students repeat the activity in pairs. Write these instructions on the board. Put students in pairs and ask individual students to read out the instructions and follow them. Then in their pairs, students take turns to follow the instructions.

1 Ask your partner a question. 2 Repeat the answer.

3 Write the answer in your notebook. 4 Circle the answer.

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26 Nice to meet you!

14 Ask students to look at the pictures and work

out the instructions.

MA For an extra challenge, ask students to

cover the instructions in exercise 13 and try to remember the words.

Answers

A2, B5, C6, D4, E1, F3

15 1.10 Use exercises 15–17 to practise the use

of the imperative to give instructions. Check understanding of any new language before allowing time for students to circle the correct words. Then play the audio. Check answers, then practise each line with the class.

Answers

1 Excuse 2 Sit down 3 look 4 say that again 5 look

Transcript

JAVI Excuse me, is this the Elementary

class?

TEACHER Yes, it is, come in. Sit down. What’s

your name?

JAVI Javi.

TEACHER Say hello to Javi, everyone. CLASS Hi Javi.

TEACHER OK, everyone, look at page 21,

please.

LI Sorry, I don’t understand. Can you

say that again?

TEACHER Of course! Yes, look at page 21,

please.

16 Ask students to make groups of three.

Encourage them to switch roles and practise the conversation again.

MA As an extra challenge, have students close

their books and repeat the conversation from memory using their own names.

17 Model the instructions in the example. Ask

students to help you make a list of other instructions on the board. Then ask students to work in pairs. Finally, ask volunteers to say an instruction and choose someone in the class to respond. Encourage students to be creative with their instructions, eg Ask a question. Now repeat the question, please. Make sure they include some instructions with don’t, eg Don’t laugh!

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Unit 1 27

Lesson 1

I’m from Argentina.

pp8–9

Aims

The focus of this lesson is to practise the verb be in the affirmative form, to learn names for countries and nationalities and to practise introducing yourself and other people.

Note: It will be useful to have a map of the world

on a wall or a computer in this lesson.

You first!

If possible, point to a world map on the wall or projected on your screen or whiteboard. Point to various countries and ask students to name them. Invite volunteers to come to the board and point to their country saying, I’m from …

Ask five or six individual students the question. Ask a student to ask you, too.

Vocabulary Countries and nationalities

1 When you see this icon with a vocabulary

exercise, it means that you should ask students which words are the same or similar to words in their own language – and also which are very different. See detailed notes in the Introduction, page 16.

Check that students understand the word continent. Allow time for individual work. Elicit from students that Turkey is in Europe and in Asia. Ask students which words for countries are very similar in their own language and which are very different. Do not check answers at this point.

2 1.11 Play the audio, then ask students to

repeat the countries as a class and individually. Notice any names that cause special problems and practise them again.

Answers

1 South America 2 Europe 3 Asia 4 Asia 5 Africa 6 North America 7 North America 8 Europe (although large parts of Russia are also in Asia as it is such a big country) 9 Europe 10 Europe (it is in both Europe and Asia)

Transcript

Europe: the UK, Spain, Turkey, Russia North America: Mexico, the USA Asia: Thailand, Taiwan

Africa: South Africa South America: Brazil

3 Model the example dialogue with one or two

students. Ask one or two to ask you as well. Than ask students to practise in pairs. Notice any problem words and practise them again.

4 This exercise reviews the use of correct

pronouns (he, she or they) and the correct form of the verb be. Review these points before starting the exercise if you feel students may have problems with them.

Tell students to look at the photos and the world map, then complete the sentences. Answers

1 They’re from Mexico. 2 He’s from Brazil. 3 They’re from the UK. 4 She’s from South Africa. 5 She’s from Spain. 6 She’s from Turkey. 7 They’re from Thailand. 8 He’s from Russia.

5 1.12 Tell students to look at the photos

again and the list of nationalities. Point out that there are two nationalities they don’t need to use.

Check the answers and correct any problems with pronunciation. Play the audio and practise the pronunciation again. Pay attention to stress patterns in each word, eg Brazilian and Taiwanese.

Photo 1 They’re Mexican.

Photo 2 He’s Brazilian.

Photo 3 They’re British.

Photo 4 She’s South African.

Photo 5 She’s Spanish.

Photo 6 She’s Turkish.

1

Who are you?

GRAMMAR: be, present tense; possessive adjectives

VOCABULARY: countries and nationalities; jobs; common objects

FUNCTIONS: introducing yourself and other people; asking about language; making requests

UNIT

FOCUS

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28 Unit 1

Photo 7 They’re Thai.

Photo 8 He’s Russian.

Tip: To demonstrate the meaning of stressed

syllables, ask students to identify how many syllables are in each word. Demonstrate the stress pattern by beating the rhythm with your hands or writing the words on the board with small bubbles above each unstressed syllable and a larger bubble above the stressed one, eg

O o o

Mexican. Stressed syllables are louder and have more force or energy.

6 1.13 Demonstrate the rhythm of stressed

and unstressed words in the first line by beating the rhythm with your hands (tapping or clapping them lightly together) or writing it on the board with bubbles (see the Tip above). Play the audio and ask students to identify the stressed words. Play the audio again and pause for students to repeat each line.

LUIS Where are you from?

PAULA I’m from Argentina.

LUIS Really? You’re Argentinian!

PAULA Yes. What about you? Where are

you from?

LUIS I’m from Argentina too.

7 After students have practised with a partner,

ask one student in each pair to stand up and sit with another partner. Repeat as many times as appropriate so that students have the opportunity to work with different partners.

Grammar be affirmative

8 Tell students to look at the grammar table.

Explain the difference between full and short forms. (Short forms are used in speech and in informal writing.) Write the answers on the board.

Answers I am (I’m) you are (you’re)

he / she / it is (he’s / she’s / it’s)

we / you / they are (we’re / you’re / they’re) Refer to the grammar reference on SB page 132, now or at the end of the lesson.

Extra idea: Practise pronunciation by

contrasting each pair of forms, eg I am / I’m, we are / we’re, etc. Say one of each pair and ask students to raise their hand – their left hand if it is a short form, their right hand if it is the full form.

9 Write all the subject pronouns on the board

if necessary. Do the first sentence together with the class as an example. After students have completed the task individually, write the answers on the board.

Answers

1 This is Neymar. He is / ’s from Brazil. 2 This is Salma Hayek. She is / ’s from

Mexico.

3 This is Penélope Cruz and Javier Bardem.

They are / ’re from Spain.

4 Hi! We are / We’re One Direction. We are / ’re from the UK.

5 I am / ’m from Turkey. It is / ’s in Europe

and Asia!

10 Ask if students know any of the famous people

in the photos and what they know about them.

MA For an extra challenge, ask students to

cover exercise 9 and remember the sentences about each picture.

Answers

A2, B3, C5, D1, E4

11 You may want to organise this as a team

competition. Set a time limit of three minutes for students to write as many countries as they can. Award points for correct spelling and extra points for the nationality associated with each country.

Speaking

12 1.14 Ask students to look at the photo. Ask:

Where are they? Where are they from? What are their names?

Ask students to read the conversation silently and try to predict the missing words; not the actual words, but what type of word it is, ie a nationality or a number. Play the audio and check their predictions. If appropriate, play the audio again and pause after each line so that students can repeat in order to focus

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Unit 1 29

on intonation and pronunciation. Then ask students to practise the conversation in pairs. Answers

1 Spanish 2 Spanish 3 Taiwanese 4 0766 594211 5 0795 590043 Transcript

EDUARDO Hi, I’m Eduardo. What’s your

name?

LIN My name’s Lin. Nice to meet you.

What nationality are you?

EDUARDO I’m Spanish.

LIN You’re Spanish! Really? I’m

Taiwanese.

EDUARDO Let’s have a coffee.

LIN Cool! …

EDUARDO Can I have your mobile number?

LIN Yes, it’s 0766 594211. What’s your

number?

EDUARDO 0795 590043.

LIN Thanks! Bye! See you soon!

13 Monitor pairs as they practise the conversation,

making a note of any common problems with grammar, pronunciation or intonation.

14 Encourage students to stand up and move

around the classroom as they do this activity.

Movies & Music

Tip: This could be a good opportunity to teach /

revise I don’t know and other fixed

expressions, eg I have no idea. Perhaps Russia?

This section is designed to motivate students and transfer the language to a new context. Most people enjoy films and songs, and this section also gives students the opportunity to research online and bring the information back to the class. The Movies section provides a very short reading text and task on a film or films. Students can go online to check their ideas and to find out answers to one or two more questions.

The Music section often gives an incomplete line from a song, or a song title, which students have to complete. Again, they can go online, answer

a couple more questions, then find the lyrics and listen to the song if they want to.

Read through the short text in the Movies section and teach / elicit the meaning of popular, stars, set and several. Do the same with the Music section, checking understanding of city. Explain that the missing word is the name of a city. If students have access to the internet, they can do a lot of the activity in class. If not, they can do it for homework and you can discuss the answers in the next lesson. You may want to ask students to find the words and listen to the song for homework. Tell them to read the words of the chorus (the third verse) as it’s easy to understand.

Extra idea: Ask a student to write the words

of the chorus on the board. Teach / Elicit the meaning of legal alien. Play the chorus while students sing along. Then remove the words from the board and ask students to sing it again.

Extra questions for class or for homework Movies

Are James Bond films popular in your country?

Which actor is James Bond? Who is the villain (bad guy)?

Who is your favourite James Bond actor? Find three titles of other James Bond films. Suggest titles in your own language and search online to find the English equivalent. Answers

Movies

British

Skyfall is set in Istanbul (Turkey), Shanghai and Macau (China) and Scotland (UK)

Music

New York

Song title: An Englishman in New York Singer: Sting