Professional Documents
Culture Documents
1
Unit Lesson Title Pages In this lesson:
3 What time do you get up? 12 - 15 Ask and answer questions about your daily activities
22 I went to India last year 88 - 91 Tell your partner about your week
24 When we were young… 96 - 99 Tell people a story about when you were young
9 26 You should try to relax 104 - 107 Give advice for health problems
28 It’s next to the toy shop 112 - 115 Ask people where places are
10 29 What time’s the party? 116 - 119 Ask for more information
30 The food is cheap and the coffee is good 120 - 123 Have lunch in a café
31 It’s freezing! 124 - 127 Talk about what you do in different weather
11 32 It’s very cold! 128 - 131 Say why you like things
34 When we meet someone for the first time… 136 - 139 Say what usually happens in different situations
Grammar Present simple form of be Articles: a/an Possessives: my/your/his/her Track 01- 04
Grammar Where is the +singular?, Where are the + plurals?, Prepositions of place Track 29 - 30
Grammar Past simple with regular and irregular verbs and time expressions Track 49 - 50
UNIT 1
In this lesson - Introduce yourself
Core activities - 1, 2, 5-9
Grammar - Articles: a/an Possessives: my/your/his/her Introduction
1 Look at the pictures. Language focus
Present simple form of be
Ask and answer questions about the pictures. a + consonant an + vowel
Examples: example - What’s this in English? a book an eraser
I’m Dave.
What’s your name?
She’s Jane Robbins.
Warmer
• Review the alphabet.
• As a class, take turns writing letters of the alphabet on
the board.
• Learners say the names of the letters they write.
• Model stroke order or pronunciation of any problematic
items.
Introduction
1
Direct attention to the pictures on page 4. Point at
the book. Ask, ‘What’s this in English?’ Elicit a response.
Model and drill the answer. (‘It’s a book.’) Repeat with
other items on the page. Stick to those beginning with 4 lesson 1
consonants.
Point to the picture of the eraser. Ask, ‘What’s this in
English?’ Elicit a response. Model the answer, slightly
emphasising the ‘an’. (‘It’s an eraser.’) Drill. Repeat with the Language focus
picture of the umbrella.
Using your own and learners’ personal items, introduce,
Direct attention to the Language focus box. Highlight model and drill, ‘It’s my /your/his/her (pen),’ etc.
the example sentences. Teach ‘vowel’ and ‘consonant’
(use the alphabet you wrote on the board in the warmer).
Use items on the page and around the room to continue Practice
asking, ‘What’s this in English?’ Alternate between
items starting with vowels and consonants. Use the 2
opportunity to introduce ‘I don’t know.’ Put three things from your bag or pockets on the table.
Model and drill the question. Drill the question and Have learners do the same.
answer, first chorally, and then in open pairs. Learners Encourage learners to check any items they don’t know,
continue practising in closed pairs. using, ‘What’s this in English?’
Direct attention to yourself. Point to an item (for instance, Model statements about the items on the table, using
a book) and ask, ‘What’s this in English?’ When learners the possessive pronouns (‘It’s my/your/her...’). Elicit similar
answer, make to write on the board and ask, ‘How do you statements from individual learners.
spell (book)?’ Elicit the spelling, or, ‘I don’t know.’ In pairs, learners practise, using the items on the table.
Model and drill the question. Drill the question chorally. Monitor. Make notes on good use of vocabulary and
Learners ask you about the items on page 4. They write language, and errors and mistakes.
the answers you give. Highlight good use of language and elicit corrections of
Practise in open, then closed, pairs. any problems you noted.
Practice
2 Work with a partner. Put three things from your bag
on the table. Talk about the things.
a
example It’s my pen.
It’s your eraser.
Make notes.
lesson 1 5
Feedback.
Learners tell the class about their partner’s items.
Sounding natural
3a-h
Direct attention to the pictures at the bottom right of
page 5. Run through them, and elicit what they are of.
Direct attention to sentences a-h. Indicate that learners
should read and listen.
Track 01 Play CD.
Direct attention to the background picture on the page. Remember to use your names.
Track 02 Learners listen and read the conversation. the conversations with the words in the grey box. Use your own information.
Track 02 (page 148, Student book) 0:15 thanks great OK A: Hi, . How are you?
Sheri - Hi, Kate. How are you? fine bad not B: Great, thanks, .
And you?
Kate - Fine, thanks, Sheri. And you?
A: I’m OK, thanks.
Sheri - Very well, thanks. Sheri: Hi, Kate. How are you?
5b
you? A: Hi, . How are you?
again, pausing after each line for learners to repeat. A: Fine, thanks.
Remodel and drill any problematic lines. Sheri: Hi, Kate. How are you?
5c Sheri: , thanks.
6a
Direct attention to the conversations in activity 6a.
Track 03 Track 04 Learners listen and read the
6c
In pairs, learners practise the conversations, using their
conversations. They complete the conversations with own names. Encourage learners to look away from book
words from the box. and at each other when speaking.
Feedback in pairs and then as a class.
6a answers
See CD scripts for Tracks 03 and 04
Language focus
Direct attention to the Language focus box. Go over the
Track 03 (page 148, Student book) 0:15 example sentences with learners, highlighting the first
Sheri - Hi, Kate. How are you? and third person form of be.
Elicit the second person form (you are – you’re). Also
Kate - Great, thanks, Sheri. And you?
highlight the contracted forms (He’s, I’m).
Sheri - I’m OK, thanks.
6b
Track 03 Track 04 Learners look away from
books. Play conversations again, pausing after each line
for learners to repeat. Remodel and drill any problematic
lines.
9a
Practise the conversation again.
Change the underlined words and use your own names.
In pairs, learners do roleplay. Monitor. Make a note of good
Interact use of vocabulary and language, and errors and mistakes.
9 a Work with a partner. Start a conversation and introduce yourself. Feedback. Highlight good use of language and elicit
Student A: Student B: corrections of any problems you noted.
You speak first. Answer your partner.
9b
Use your partner’s name. Ask how he / she is.
Introduce yourself.
Ask your partner how he / she is.
Learners change roles and do the roleplay again. Monitor
example Excuse me... Mr. Harman? and feedback as above.
b Change roles. Do it again.
lesson 1 7
Practice
7
In pairs, learners read the conversation and use prompts
to write in contracted forms.
Monitor and assist as necessary.
Feedback as a class.
7 answers
David - Excuse me... Mr Brown?
Ken - Yes. Call me John, please.
David - OK. Hello, John. My name’s David. Ann Cox is my
friend.
Ken - Oh, you’re David Black!
David - Yes, that’s right.
Ken - Hi, David. Nice to meet you.
David - Nice to meet you too, John.
Ken - How’s Ann?
David - Oh, she’s fine, thanks.
UNIT 1
In this lesson - Talk about yourself
Core activities - 1-5, 9
Grammar - Second person (‘you’) questions and answers Introduction
1 Look at the pictures.
Examples: Track 05 Listen and read the texts below. Match the texts with the correct pictures.
Introduction
1
Direct attention to the pictures of the three people on
page 8. Ask learners about the pictures.
For example:
Who do you thinks likes football? What colour are her
clothes? etc. Practice
2 a Make notes about yourself.
Write James, Sheila, and Mark on the whiteboard. Read
My name:
the names with learners. Direct attention to the three
I’m from:
texts in activity 1. Indicate that learners should listen, I live in:
read and match the texts to the pictures. I’m a / an:
I work / study:
texts.
b Work with a partner. Tell your partner about yourself.
example My name’s Anna. I’m from Ireland. I’m a ...
Feedback in pairs and then as a class.
8 lesson 2
1 answers
Left to right: b, c, a
Demonstrate activity by writing some notes about you
Track 05 (page 148, Student book) 1:03 on the whiteboard. Allow learners time to think and make
notes. Monitor and assist as necessary.
a) I’m James. I’m from Scotland. I live in Glasgow. I’m a
student, and I study at Glasgow University. I like football, but 2b
I don’t like baseball. Model activity with a confident learner.
In pairs, learners tell their partners about themselves.
b) I’m Sheila. I’m from Christchurch in New Zealand. I live Monitor.
in Auckland now. I’m a bank manager. I work for National
Feedback as a class. Learners introduce their partner to
Bank. I like green and blue clothes.
the class.
Example:
c) My name’s Mark. I’m from England, but I live in Japan. I’m “This is Anna. She’s from Ireland. She’s a...”
an engineer. I work in Tokyo for a big company. I like dance
music. Highlight good use of language and elicit corrections of
any problems you noted.
Practice
Reading and listening
2a
Focus attention on the box in activity 2. Indicate learners 3a
should make notes about themselves. In pairs, learners read the questions and write James’s
answers. Show learners how they can find the
information in the text ‘a’ on page 8.
4b
Reading and listening
3 a Read the questions below and write James’s answers. Track 07 Learners listen and check answers. Play
again if necessary.
Ja
ame
m s:
s in Gl
Glas
asgo
asg w.
go
Track 07 (page 148, Student book) 1:03
She
eil
ila:
a: Whe
here
re
e do yo
you
u st
stud
u y?
udy
Jam
ames
e:
es at Gl
Glas
a go
asgow
w Un
Univ
iver
ersi
s ty
sity.
Interviewer - Where are you from, Mark?
Mark - I’m from England.
Interviewer - Where do you live?
Mark - I live in Japan.
b Track 06 Listen and check your answers. Interviewer - What do you do?
4 Work with a partner. Mark - I’m an engineer.
a Match the questions with the answers.
Interviewer - What music do you like?
Mark - I like dance music.
lesson 2 9
3b
Track 06 Play CD. Learners listen and check their
answers.
3b answers
See CD script for Track 06 - answers underlined
Extension
Read through the conversation with learners.
In pairs. Have learners practise the conversation. Encourage
learners to look at each other when speaking.
No, I don’t.
Information questions
5c Interact
Learners practise the conversation in pairs.
9a
Learners write where, what or do to complete the
Sounding natural questions. Demonstrate activity by writing the following
on the whiteboard:
6a-c “____’s your name?”
Indicate to learners they should underline ‘do you’ in the Elicit “What’s” from learners. Indicate they should do
questions. Demonstrate activity by writing an example the same for questions 1-6. Monitor and assist where
on the whiteboard. necessary.
7 9b
Track 09 Play CD, pausing after each sentence. Elicit possible questions and write on board. Monitor and
Model the pronunciation for learners. Indicate that ‘do assist as necessary.
you’ tends to be contracted /dju /.
Teaching tip – Language reference
Track 09 (page 148, Student book) 0:41 If learners are struggling to think of questions, refer them
to lessons 1 – 11 in the ‘Language reference’ section
a) Where do you live?
from pages 106 – 108 where they can find examples from
b) What food do you like? past lessons to refresh their memories.
c) Do you like tennis?
Interact
9 a Work on your own.
Complete questions 1-6 in the table below with where, what or do.
Then write your answers.
b Write two more questions in the table below with where or what.
questions answers
2 do you live?
3 do you do?
4 do you work?
c Work with a partner. Ask and answer the questions from activity 9b.
lesson 2 11
9c
In pairs, learners ask and answer questions on their
tables. Demonstrate activity by asking a confident learner
a few questions from the activity. Monitor learners’ use
of vocabulary and language. Make notes on good use of
vocabulary and language, and errors and mistakes.
Feedback. Highlight good use of language and elicit
corrections of any problems you noted.
UNIT 1
In this lesson - Ask and answer questions about your
daily activities
Core activities - 2-5, 7 and 8 Introduction
1 Track 10 Listen and match the conversations with the pictures. Letter the boxes (a-d).
Function - Telling the time and talking about routines
Examples:
5:45/quarter to six
What time do you eat lunch?
a
What time does she go to bed?
He gets up at quarter past seven.
Introduction
Direct attention to the pictures in activity 1. Elicit each
situation. 2 Work with a partner. Match the times with the clocks.
Answers a It’s one o’clock. d It’s quarter to nine. g It’s five to ten. i It’s ten past seven.
Clockwise from top left: b It’s half past eleven. e It’s quarter past two. h It’s five past ten. j It’s twenty-five to five.
c It’s ten to four. f It’s twenty-five past six.
a train station; colleagues asking the time; people talking on
the phone; TV news 12 12 12
11 1 11 1 11 1
10 2 10 2 10 2
1 9
8 4
3 9
8 4
3 9
8 4
3
6 6 6
1 answers
Clockwise from top left: b, a, d, c
2
Draw a clock with no hands on the whiteboard. Next,
Track 10 (page 148, Student book) 0:49 draw hands set to one o’clock and write “It’s one o’clock”
a) under it. Read the time with learners. Erase and repeat
A - Hey, Ian. What’s the time? steps for different times.
B - Let me see... It’s twelve thirty. Drill chorally, then individually.
b) Next, draw a line from the top to the bottom splitting
the clock in half. Write ‘past’ on the right side of the clock.
The train to Old Saybrook is at one o’clock from platform
On the left side write ‘to’. Draw 1.10 on the clock, and
ten. then write “It’s ten past one.” Read the time with learners.
c) Erase, and draw 2.10 and elicit the time from learners (It’s
This is the nine o’clock news for Wednesday, December the ten
11th.
past two). Erase and repeat steps a few more times. Drill
d) chorally, then individually.
- See you at the restaurant.
- What time? Show learners we say, “It’s quarter past ...”, and “It’s half
- At quarter past seven. past...”, not “It’s fifteen past...” or “It’s thirty past...”.
- OK. See you later.
Repeat steps for ‘to’. For example, “It’s ten to three.” Drill
chorally, then individually.
Feedback as a class.
12 12
11 1
4b
11 1
10 2 10 2
9 3 9 3
8 4 8 4 In pairs, learners ask and answer questions about the
a
7
6
5 7
6
5
times in activity 4a. Read example and check learners
understand activity. Monitor.
b Work with a partner. Ask and answer questions about the times in activity 4a. Highlight good use of language and elicit corrections of
example - Look at a. What’s the time? any problems you noted.
- It’s half past eleven.
lesson 3 13
2 answers
Left to right, top to bottom:
a, g, j, i, h, d, b, f, e, c,
Language focus
3
Learners write the missing words in the boxes. Go over
the instructions with learners and check understanding.
3 answers
Clockwise from the top:
five past, ten past, quarter past, twenty past, twenty-five
past, half past, twenty-five to, twenty to, quarter to, ten to,
five to
Listening
4a
Track 11 Learners listen and match the
conversations to the clocks.
Feedback in pairs, and then as a class.
Interact 1_Teacher’s Guide 13
Reading
Reading 5 a Write the words from the box under the correct pictures.
5a
get up go to work
have a shower have lunch
Direct attention to the pictures and the phrases in the get dressed get home
In pairs, learners write the phrases under the correct b Number the pictures in the order you do them
bed, go to work, get home, have lunch, have a shower, get I have lunch at half past twelve. I buy a
sandwich and read my newspaper at my
up desk. I get home at ten to six and have
dinner. I like spaghetti. I go to bed at quarter
to twelve.
5b
Learners number the pictures in the order they do the 6.00 a.m. get up
6.45 a.m.
activities every day. Demonstrate activity by showing 7.00 a.m.
learners the order you do the actions. 7.30 a.m.
12.30 p.m.
5.50 p.m.
Feedback in pairs, and then as a class. 11.45 p.m.
5c
Complete the spidergram
with the correct words. coffee
Draw attention to the article about Colin’s day and the list up
of times in activity 5c. to work
In pairs, learners read the text and find out and write
what Colin does at the other times.
Feedback as a class.
14 lesson 3
5c answers
6.00 a.m. - get up
6.45 a.m. - have a shower
7.00 a.m. - get dressed/have breakfast
7.30 a.m. - go to work Sounding natural
12.30 p.m. - have lunch
5.50 p.m. - get home 6a-h
11.45 p.m. - go to bed Track 12 Learners listen and read sentences a–h.
Learners listen for the different ways ‘s’ is pronounced at
5d the end of the verbs.
Learners read about Colin again and complete the
Feedback in pairs, and then as a class.
spidergrams with the correct words. Go over examples
with learners and check understanding. 6 answers
/s/ works, likes, makes
Feedback in pairs, and then as a class. /z/ listens, drives, lives,
/iz/ watches, brushes
5d answers
get - up, dressed, home
have - a shower, toast, coffee, lunch, dinner , breakfast Track 12 (page 148, Student book) 1:12
go - to work, go to bed a) He works in an office.
b) She listens to music in the evening.
c) He drives his car to work.
d) She lives in a small house.
e) He likes drinking beer at the weekend.
f) She watches TV in the evening.
g) He makes breakfast at half past seven every day.
h) She brushes her hair in the morning.
a He works in an office.
/s/ /z/ /ɪz/
b She listens to music in the evening.
works listens watches
c He drives his car to work.
Interact
7 What time do you do the activities below? Write your times in the table.
activities you your partner
1. get up
2. have breakfast
3. go to work
4. have lunch
5. get home
6. have dinner
7. go to bed
lesson 3 15
Interact
7
Indicate to learners that they should write the times they
do the activities in the table. Demonstrate activity by
writing a few examples for yourself on the whiteboard.
Allow learners time to think and write times. Monitor and
assist as necessary.
8a
Direct attention to the Language focus box. Go over
example questions with learners.
In pairs, learners ask and answer questions about their
daily activities. Learners note their partner’s answers
on the table. Monitor learners’ use of vocabulary and
language. Make notes on good use of vocabulary and
language, and errors and mistakes.
8b
Learners tell the class about their partner.
UNIT 2
In this lesson - Talk about your family
Core activities - 2-5, 8
Grammar - this is Introduction
1 Look at the words in the box. Write them in the correct column.
possessive ’s / my / his / her
father sister wife brother daughter
Examples: grandmother mother husband son grandfather
Introduction
Draw a male and female signs on the board and teach 2 Look at the pictures of Tom’s family (below), and Jane’s family (on page 17).
‘male’ and ‘female’. Check understanding by pointing to Complete the sentences with the words from activity 1.
yourself and asking, ‘Male or female?’ This is his , Tanya. This is Tom.
1
Direct attention to the box of family words and the male /
female table.
In pairs, learners write the family words in the correct
column of the table.
Monitor and assist as necessary. Tom’s family
1 answers 16 lesson 4
male:
father, brother, husband, son, grandfather
female:
2 answers
sister, wife, daughter, grandmother, mother
(clockwise from ‘This is Tom.’)
This is his son, Tim.
Extension This is his daughter, Emma.
Encourage learners to add to the family tree on the board, This is his wife, Tanya.
in order to ask for further family words (e.g. ‘uncle’, ‘cousin’).
Encourage them to use, ‘What’s this in English?’ Follow the same procedure for the picture in page 17
(Jane’s family).
2 2 answers contd.
Direct attention to the family picture on page 16.
(clockwise from ‘This is Jane.’)
Introduce Tom.
This is her mother, Diana.
Read through the box introducing Tom (‘This is Tom.’)
This is her father, Dennis.
Read through the example (This is his son, Tim.)
This is her grandfather, Mark.
In pairs, learners complete the other sentences with
This is her grandmother, Mary.
family names from activity 1.
This is her brother, Jesse.
Feedback as a class. Have learners read out the
completed sentences.
This is Jane.
Jane’s family
Practice
3 Complete what Jane says about her family.
This is my , Dennis.
is brother, Jesse.
4 Work with a partner. Ask and answer questions about Jane’s family.
example - Who’s this?
- This is Dennis. Dennis is Jane’s father.
lesson 4 17
Practice
3
In pairs, learners complete what Jane says about her
family. Monitor and assist as necessary.
Feedback as a class.
3 answers (underlined)
This is my father, Dennis.
This is my mother, Diana.
This is my brother, Jesse.
This is my grandmother, Mary.
4
Present model and drill the question and answers:
- Who’s this?
- This is Mark. Mark is Jane’s grandfather.
Use Jane’s family picture to drill the questions and
answers in open pairs.
In closed pairs. Learners practise asking and answering
the question about Jane’s family.
fact that the ’s in ‘Tom’s daughter’ = ‘the daughter of Tom’. Emma is his daughter.
If necessary, illustrate further using learners and their Emma is Tom’s daughter.
possessions (Mika’s bag, Ryoko’s pen, etc.)
Practice
5a Practice
Direct attention to sentence a. Read it together with 5a Look at Tom’s and Jane’s families in activity 2.
learners. Have learners look at the information about Write T (True) or F (False) next to the sentences.
against information on pages 16 and 17, and write ‘T’ or b. Tim is Tanya’s son.
‘F’ next to them.
Monitor and assist as necessary.
Feedback.
5a answers
a-True, b-False, c-True, d-False, e-True, f-False, g-False
5b 18 lesson 4
Direct attention to sentence b in activity 5a. Elicit a
corrected sentence and write it on the board:
7 answers
See CD script for Track 14
lesson 4 19
Extension
Do further practice with a minimal pairs activity. Write
numbers 13 – 19 down one side of the whiteboard. Write 30,
40, 50... 90 down the other side. Say one of the numbers and
have learners point to the side of the board it is on. Continue
with other numbers. Learners can take turns calling out
numbers for classmates to point to.
UNIT 2
In this lesson - Talk about what people like
Core activities - 1-3, 6-12
Grammar - Subject-verb-object sentences Introduction
1 Read what the woman and man say.
Examples: I don’t like milk!
2 Work with a partner. Write the names of the food and drink under the pictures.
Introduction cereal beer bread carrots bananas eggs
orange juice rice spaghetti tea tomatoes wine
1
Direct attention to the picture of the man and woman at
the top of the page. Read through the speech bubbles
with learners, using gesture / expression to convey
meaning. Drill.
cereal
2
Direct attention to the pictures of food and drink on
page 20. Pick out one or two pictures and elicit the items.
Draw attention to the example, and show how learners
can find the names in the box at the top of the activity.
In pairs, learners match the names to the items and
write the words under the pictures. Monitor and assist as
necessary.
Feedback. Teach, model and drill any problematic items.
Write on the board.
2 answers
Left to right, top to bottom: cereal, eggs, tomatoes, rice, 20 lesson 5
3a Sounding natural
Using the items in activity 2, make a couple of sentences
about things you like / don’t like as a model for learners. 4
Point to various items and elicit one ‘like’ or ‘don’t like’ Model the two example words in the activity (‘rice’ and
sentence from each learner. ‘cereal’), counting the syllables and showing the stress on
your fingers as you do so. Show how the example words
3b are written in the correct columns of the table.
Learners work on their own to choose four items from
the food and drink in activity 2 and tell the class whether
they like or don’t like them. In pairs, learners write the other words from activity 2 in
the correct columns of the table.
Extension Monitor and assist as necessary.
Learners think of food and drink that is not on page 20.
They tell the class about one item they like, and one item 5
they don’t like. Track 15 Learners listen to check their answers for
the other words. Model and redrill any items that are still
problematic.
5 answers
See CD script for Track 15.
(Note that the order on the CD may not be the same as the
order in which learners wrote the items.)
Sounding natural
4 Work with a partner.
Write the words from activity 2 in the correct column.
a b c d
rice cereal
Language focus
6 a Write Kevin and Susan’s answers in the speech bubbles. Do you like milk?
Yes, I do.
Do you like chicken?
No, I don’t.
Yes, .
you soup?
No, .
lesson 5 21
Language focus
6a
Direct attention to the pictures of Kevin and Susan in the
Language focus box. Read the questions. Elicit the short
answers and write on the board.
Learners fill in the speech bubbles giving Kevin and
Susan’s replies.
6a answers
Kevin - No, I don’t.
Susan - Yes, I do.
6b
Learners use the example sentence as a model and
complete the sentence below it.
Feedback in pairs and then as a class.
Ask two or three learners: ‘Do you like (carrots)?’ Elicit - Do you like cheese?
- No, I don’t.
answers and make notes on the board, using ticks for
likes and crosses for dislikes. For example: Eri – carrots X; Ami - carrots
Language focus
8
Direct attention to the Language focus box. Elicit how Language focus
the sentences under Susan and Kevin should be filled in. 8 Look at the pictures of Kevin and Susan.
Complete the two sentences with likes and doesn’t like.
8 answers
She likes milk. He doesn’t like chicken.
Drill (a substitution drill would work well here). She milk. He chicken.
Teacher says a phrase or part phrase. Learners respond He / She doesn’t like cheese.
d. Robert
a. Giles
e. Lucy
b. Emma
c. John f. Amanda
11 Ask and answer yes/no questions about the people in activity 10.
example Does Giles like chicken?
Interact
12 a Think of one person in your family.
Write three things he/she likes and three things
he/she doesn’t like in the box on the right.
lesson 5 23
12b
Demonstrate activity with a confident learner. Use a
couple of items from your list to ask them about the
person they wrote down. Have them use a couple of
items from their list to ask you about the person you
wrote down.
In pairs, learners ask about each other’s family members.
12c
Feedback. Learners tell class about their partner.
UNIT 2
In this lesson -Talk about yourself
Core activities - 1, 4-6
Skills - Extended speaking and listening
Introduction
1 a Read the words below. Write n (=noun) or v (=verb) next to the words.
John n dogs pizza yoga
Introduction play(s)
baseball
like(s)
music
Lisa
hate(s)
does
homework
Go through the words with learners and check John plays baseball.
noun verb noun
understanding. Learners write ‘n’ (noun) or ‘v’ (verb) next Work with a partner.
to the words. Monitor and assist as necessary. Change words in the sentence above with words from activity 1a to make new sentences.
How many new sentences can you make?
1a answers
Sounding natural
John - n 2 Work with a partner. Match the words in the box with the stress patterns below.
dogs - n
baseball bicycle expensive pork
pizza - n between engineer great
yoga - n
a great
play(s) - v
b
like(s) - v c
Lisa - n d
does - v e
baseball - n f
music - n g
hate(s) - v
3a Track 17 Listen and check your answers.
homework - n
b Track 17 Listen again and practise the pronunciation.
1b
Read the sentence with learners.
24 lesson 6
Example:
Dogs like baseball. Sounding natural
b Track 18 Listen again. Correct the false information. Write true sentences in the table above.
Track 18 (page 149, Student book) 1:12
Hi, my name’s Wendy Thomas and I’m from Australia.
My birthday is on the eighth of May and I’m thirty-eight
lesson 6 25
years old. I have one daughter. Her name’s Mona. I live in
Auckland, New Zealand. I have a small house. I’m a teacher
and I work in a high school in Auckland. I have an old car
3a
and I drive to work every day. I really like spaghetti. I drink
Track 17 Learners listen and check answers.
five cups of coffee every day because I love it, so I sometimes
Track 17 (page 149, Student book) 0:49 can’t sleep at night! I love going to the cinema and watching
a) great films, and I go swimming with my daughter every weekend.
b) engineer
c) expensive 4b
d) between Track 18 Learners listen again and write true
e) pork sentences to correct the false information. Go through
f) baseball example and check understanding.
g) bicycle 4b answers
Her family name is Thomas.
3b She has one daughter.
Track 17 Play CD again. Pause after each word. Drill She’s a teacher.
chorally, then individually. She has an old car.
She drinks coffee.
Allow Learner A time to think and make questions. has a shoe shop, and I’m a shop
assistant. My favourite food is lamb
Monitor and assist as necessary. Monitor learners’ use of kebabs. I like listening to music.
vocabulary and language. Make notes on good use of
vocabulary and language, and errors and mistakes. b Answer Student A’s questions about Murat.
Learner A answers Learners B’s questions about Nadine. - How do you spell ‘Pasa’?
- P-A-S-A.
Allow Learner B time to think and make questions.
c Ask Student A questions about Nadine.
Monitor and assist as necessary. Monitor learners’ use of Complete the table below.
vocabulary and language. Make notes on good use of
vocabulary and language, and errors and mistakes. first name Nadine
family name
Interact
6a
Focus attention on the table. Learners write some notes
about themselves in the table. Demonstrate activity by
writing some notes about yourself on the whiteboard.
Monitor and assist as necessary.
6b
In pairs, learners ask and answer questions to complete
the table. Go through the example and check
understanding. Monitor learners’ use of vocabulary and
language. Make notes on good use of vocabulary and
language, and errors and mistakes.
6c
Learners tell the class about their partner. Go through the
example and check understanding.
first name
family name
age
birthday
country
family
live
job
b Work with a partner. Ask and answer questions to complete the table.
lesson 6 27
7I love cooking
I love cooking
UNIT 3
In this lesson - Ask your partner about likes and dislikes
Core activities –1-6, 8
Grammar - like and dislike + -ing Introduction
1 Match the pictures with the hobbies in the box.
Examples:
I like playing chess.
He can’t stand shopping.
a
Learners are probably familiar with like and don’t like
at this level. Following these items with verbs in the –ing a rock climbing f birdwatching
b sailing g gardening
form is less likely to be familiar. c hiking h skydiving
d cooking i playing football
e collecting stamps j playing chess
Warmer
• Learners work in pairs. Learners make lists of their family stressful cheap
members and also their family members’ hobbies. b Work with a partner. Which words in activity 2a are positive? Which are negative?
• Learners then try to match the family members with the 3 Which words in activity 2 do you think describe the pictures in activity 1?
Tell your partner.
hobbies. example - I don’t like collecting stamps. I think it’s boring.
Introduction 28 lesson 7
1
Learners match the pictures of free time activities to the 2b
words. They write the letters in the spaces in the pictures. In pairs, learners look again at the adjectives in activity
Feedback as a class. 2a and decide together whether the words have positive
Drill and board any unfamiliar items. or negative meanings.
Feedback as a class.
1 answers
Clockwise from top left: 2b answers
b, a, g, d, c, f, e, j, i, h positive - safe, cheap, fun / interesting / exciting, relaxing
negative - dangerous, expensive, boring, stressful
2a
Learners work in pairs. 3
Learners match the adjectives with their opposites. Go In pairs, learners use the adjectives in activity 2 to talk
through an example and check learners understand the about the pictures in activity 1.
activity. Feedback as a class. Model the activity first by talking about one or two of the
Drill and board any unfamiliar items. activities yourself, first.
Go through an example and check learners understand
2a answers the activity.
dangerous – safe Monitor learners’ use of vocabulary and language.
expensive - cheap Feedback – learners tell class about their partner.
fun / interesting / exciting – boring
stressful – relaxing
5b
dangerous
Track 19 Ask learners to listen for the four adjectives
from activity 2 which John uses, and write them in the
second row of the table.
5b answers
love - playing football
like - cooking
don’t mind - hiking, sailing, exciting, expensive
don’t like - rock climbing, dangerous
hate - collecting stamps, birdwatching, gardening, boring
lesson 7 29
Listening
4a+b
Track 19 Go over questions a and b. Check
understanding, especially ‘weekend’ (What do we call
Saturday and Sunday in English?).
Learners listen and tick the pictures in activity 1 that
John talks about.
They also listen for what he likes doing at the weekend.
Feedback in pairs and then as a class.
4a+b answers
a)
playing football
hiking
rock climbing
sailing
collecting stamps
birdwatching
gardening
cooking
b)
playing football
cooking
Practise the different ways to express likes and dislikes by Use verb + -ing after love, like, don’t mind, don’t like and hate.
to describe their attitudes towards them using the target I like likes
He
language. You don’t mind + -ing form
She
doesn’t mind + -ing form
Practice Practice
6 Underline the correct words to complete the sentences.
6a-h a I love / hate swimming. It’s very healthy.
Learners underline the correct word to complete the
b I don’t mind / dislike cooking. It’s relaxing.
sentences.
c I like / hate skiing. It’s too dangerous.
This activity practises meaning rather than form. Go
through an example and check learners understand the d I love / don’t like watching baseball. It’s really boring.
8b
7b In pairs, learners ask and answer the questions about
Track 20 Learners listen again and check their their likes and dislikes and complete the section of the
answers to activity 7a. table marked “your partner”.
Go through an example and check learners understand
the activity.
Play the recording again. Learners listen and practise the
pronunciation of the words.
Monitor learners’ use of vocabulary and language. Make
Drill as necessary.
notes on good use of vocabulary and language, and
Track 20 (page 149, Student book) 0:39 errors and mistakes.
a) birdwatching, skydiving, gardening
b) mountain climbing, playing football
c) hiking, sailing, cooking
a b c
birdwatching
Interact
8 a What do you like doing? What don’t you like doing? Write one thing in each box.
likes
doing
your
partner
doesn’t
like doing
b Work with a partner. Ask and answer questions about what you like and don’t like doing.
Make notes about your partner in the table above.
lesson 7 31
8c
Learners tell the class about their partners.
UNIT 3
In this lesson - Talk about your job
Core activities - 1-5, 7
Grammar - Present simple negative statements Introduction
1 Track 21 Listen to the people.
Examples: What do they do?
receptionist
doctor
waiter
cook
I don’t work in a bank. Write the jobs under the names. teacher
Introduction
a Tom b Martin c Tracey d Kim e Michael
1a-e teacher
Read through the jobs in the box with learners (you may 2 Track 21 Listen again. Where do they work? Write the names on the pictures.
want to drill ‘receptionist’).
Track 21 Learners listen to the CD and write the
people’s jobs under their names.
Feedback in pairs, and then as a class. hotel office school
Tom
Track 21 (page 89, Student book) 1:02
a) Hello. My name’s Tom. I’m a teacher. I work in a school.
b) Hi. I’m Martin. I’m a cook. I work in a hotel.
c) Hello. My name’s Tracey. I’m a receptionist. I work in an
office. hospital restaurant
2 Reading
Track 21 Run through the pictures with learners.
Elicit where Tom in activity 1 works (school). 4
Indicate to learners they’re going to listen again Focus attention on the pictures of the three people. Ask
and write the names of the other people under the learners to guess what their jobs are.
workplaces. Play CD again if necessary. In pairs, learners read through the interviews and match
them with pictures.
Feedback in pairs, and then as a class.
Feedback. Did learners guess correctly?
2 answers
Clockwise from top left: hotel - Martin, office - Tracey, school Round off activity by asking and answering questions
- Tom, hospital - Kim, restaurant - Michael about the people (use same questions as activity 3).
Monitor learners’ use of vocabulary and language. Make
3 notes on good use of vocabulary and language, and
In pairs, learners ask and answer questions about errors and mistakes.
the people in activity 1. Demonstrate the activity by
modeling with a confident learner. Monitor learners’ use Feedback. Highlight good use of language and elicit
of vocabulary and language. corrections of any problems you noted.
Reading
4 Read about the people talking about their jobs.
Write the letters in the boxes on the pictures.
b
Interviewer: What do you do?
Interviewer: Is it interesting?
c
Interviewer: What do you do?
lesson 8 33
person. He
doesn’t like
his
job.
She her
Practice Practice
5 Read the information in activity 4 and correct the sentences below.
5 Waitress
the telephone.
c) She doesn’t like her job. She thinks it’s boring. cShe hates driving.
Interact
7 a Think about your job or what you do every day.
Make notes in the table.
I don’t teach
What don’t you do?
children.
I work in a
Where do you work?
college.
b Work with a partner. Ask and answer questions. Write the information in the table above.
example - What’s your job?
- I’m a teacher.
- What do you do?
- I teach French, but I don’t teach children.
lesson 8 35
7a
Ask learners to think about their jobs or what they do
every day. Go through the example with learners and
check understanding. Allow learners time to think and
make notes. Monitor and assist as necessary.
7b
In pairs, learners ask and answer questions from the table
in activity 7a. Go through example with learners and
check understanding. Demonstrate the activity with a
confident learner. Monitor learners’ use of vocabulary and
language. Make notes on good use of vocabulary and
language, and errors and mistakes.
7c
Learners tell the class about their partner.
UNIT 3
In this lesson - Ask for things in a cafe or bar
Core activities - 1-11, 14
Function - Ordering food and drink Introduction
1 What food and drink is in the pictures? Write the names under the pictures
a cup of tea
Introduction a hamburger
1 a glass of milk
Direct attention to the pictures of food and drink on a cup of tea
page 36. Pick out one or two pictures and elicit the items. a salad
1 answers 1 2
2
Direct attention to the pictures at the bottom of page 36.
Elicit what the situations are (customers ordering food or Listening
3
drink in restaurants or cafes). Track23 Track24 Listen to the conversations. What do the people order?
Listening 36 lesson 9
3
Track 23 Track 24 Learners listen and note 4
what items from activity 1 the customers order. Track 23 Learners listen to conversation one again,
Feedback in pairs, then as a class, after each conversation.
read the text, and fill in the missing words.
3 answers Feedback in pairs and then as a class.
Conversation one - a (cup of) tea, a (cup of) coffee
Conversation two - two salads, a hamburger, a glass of milk 4 answers
See CD script for Track 23 - answers underlined
5 Work with a partner. Write the missing words from conversation two.
Language focus
7 Match the phrases from column A with the phrases from column B.
A B
a cup of tea, please.
Could I have
a cup of coffee, please?
a cheese sandwich, please?
I’d like
a glass of milk, please.
Speaking
8 Work with a partner. Practise asking for food.
Answer with ‘Yes, of course.’ ’Here you are.’ and ‘Certainly.’
lesson 9 37
Language focus
7
In pairs, learners connect the phrases on the left and
right of the box to make requests.
Feedback
7 answers
Could I have... a cup of coffee, please? / a cheese sandwich,
I’d like... a cup of tea, please. / a glass of milk, please.
Speaking
8
Model and drill a response to requests (‘Certainly’). Use
the items in activity 1 to model and drill requests and
responses, chorally and in open pairs.
In closed pairs. Learners practise ordering items from
activity 1.
9
yen
won
Direct attention to the pictures of currency on page 38.
Pick out one currency and elicit what it is. Point out the euro
example, and show how learners can find the names of dollar
won
the currencies in the box at the top left of the activity. pound
9 answers
Clockwise from top right:
won, euro, dollar, pound, yen
Sounding natural
10a-e
Track 25 Learners listen and circle the prices they
hear. This activity gives learners practice at distinguishing Sounding natural
10 Track 25 Listen and underline the prices you hear.
word stress between, for example, 15 / 50.
Feedback in pairs and then as a class. a £15.99 £50.99
11
Feedback as a class, and then In pairs, learners take turns
saying the prices in activity 10. Classmates point to the
correct column.
14b
Learners change roles and do the roleplay again. Monitor
and feedback as before.
in a café in a bar
tea £2 beer £4
coffee £3 cola £2.20
hot chocolate £3 crisps £1
sandwiches £4 vodka £3
cake £4 cocktails £4.50
c Act out your conversation for the class. Can they guess where you are?
lesson 9 39
12
In pairs, learners read the dialogues and match them to
the pictures.
Monitor and assist as necessary, but show learners they
don’t have to understand every word to complete the
task.
Feedback as a class. Highlight and elicit / teach the
meaning of ‘change’ in the dialogues.
12 answers
(pictures, from the left): c, a, b
13
In pairs, learners practise the conversations from activity
12. Encourage learners to look away from the text, and
at partners when speaking. Encourage learners to ask
for other items possible in the situations (they can select
items from the lists you earlier wrote on the board).
Interact
14a
Go over instructions with learners and check
understanding.
Elicit other language used in these situations. Drill briefly
and write on the board.
UNIT 4
In this lesson - Describe a friend
Core activities - 1-4, 8, 9
Grammar - he / she has got Introduction
1 Write the words under the pictures.
he / she hasn’t got
Example: blonde curly hair dyed hair overweight
Have you got blue eyes? good-looking long hair attractive round face
short tall slim
No, I haven’t.
Has she got curly hair?
Yes, she has.
Introduction
1
Direct attention to the pictures of people on page 40.
Pick out one or two pictures and elicit the words. Draw
blonde
attention to the example, and show how learners can find
the words in the box. Learners write the words under the
pictures. Monitor and assist as necessary.
Feedback in pairs, then as a class.
1 answers
Left to right, top to bottom:
dyed hair, tall, attractive, short
blonde, curly hair, good-looking, long hair
2 Write the opposites of these words:
slim, round face, overweight
aoverweight slim ctall
Note - You may want to point out that we often use ‘slim’ bshort hair dstraight hair
2a-d Reading
In pairs, learners match the words with their opposites in
activity 1.
3
Explain to learners that they should read and match the
Feedback as a class.
descriptions with the pictures. Monitor and assist with
2a-d answers any difficult vocabulary. Model and drill any problematic
a) slim words.
b) long hair Feedback in pairs, then as a class.
c) short
3 answers
d) curly hair
Left to right:
Joanne, Gordon, Dan, Fiona, Jerome
4
In pairs, learner A uses the prompts from column A to
ask about the people activity 3. Learner B uses the
prompts in column B to do the same. Point out that
prompts a – e are for yes/no questions and prompts f – i
are for who questions. Write an example of each on the
whiteboard and check understanding. Monitor and assist
as necessary. Make notes on good use of vocabulary and
language, and errors and mistakes.
Reading
3 Match the descriptions with the people in the pictures.
Gordon’s very Jerome’s tall, Fiona’s very Joanne’s about Dan’s about
short and thin. and he’s very tall and slim. sixty years old. thirty-five
He’s quite good–looking. She’s attractive. She’s very years old.
young. attractive. He’s tall and
overweight.
4 Work with a partner. Use the prompts below to ask about the people in activity 3.
A B
a Fiona / overweight? a Gordon / tall?
b Joanne / attractive? b Jerome / short?
c Jerome / good-looking? c Gordon / old?
d Dan / old? d Dan / tall?
e Fiona / short? e Joanne / young?
f Who / overweight? f Who / old?
g Who / slim? g Who / young?
h Who / young? h Who / tall?
i Who / good-looking? i Who / short?
example - Is Fiona
overweight?
- No, she isn’t.
- Who’s short?
- Gordon is.
lesson 10 41
Go over the example questions and sentences with Have you got blue eyes? Are you overweight?
learners. Highlight the contracted forms at the bottom of No, I haven’t. No, I’m not.
5a-g I’ve got = I have got she’s got = she has got I’m = I am he’s = he is
learners time to read and match the other pictures. of the pictures you think they match.
6b Sounding natural
Learners change roles.
7a
Feedback. Highlight good use of language and elicit Read through the words in columns A with learners.
corrections of any problems you noted. Go through the example and highlight that the sounds
match. Do one more example with learners and check
understanding. In pairs, learners match the rest of the
words from column A with the words in column B.
7b
Track 26 Learners listen and check answers.
7c
Learners practise the pronunciation.
b Describe the person to the class. Can your classmates guess who the person is?
example She’s got long, black hair.
She’s tall and slim.
She’s attractive.
b Student B, think of a friend and describe him or her. Student A, listen and make notes.
lesson 10 43
Interact
8a
Learners choose a person in the class and make notes
to describe them. Allow learners time to think and make
notes. Monitor and assist as necessary.
8b
Learners describe the people they made notes about. The
class tries to guess who the person is.
9a
In pairs, learners describe a friend to their partner.
Learner A thinks of a friend and describes them to their
partner.
Learner B listens and makes notes. Encourage Learner B
to ask follow-up questions to get more information.
Example:
Learner A - My friend Hanna is very attractive. She is tall
and slim.
She has got long hair.
Learner B - Has she got straight hair?
Learner A - Yes, she has.
UNIT 4
In this lesson - Describe your house
Core activities - 3-5, 7a and b
Grammar - there is / there isn’t Introduction
1 Write the room names on the pictures below.
there are / there aren’t
bathroom bedroom living room dining room kitchen
Examples:
There’s a table in the living room.
There isn’t a key in the bag.
There are some socks in the drawer.
There aren’t any towels in the bathroom.
living room
For your information:
Be aware that sentences beginning with ‘There is / are’ do
not follow the ‘standard’ subject-verb-object pattern that
learners may be taught at their schools. Don’t get into
this – it’s best to just teach it as a ‘chunk’ of language.
Warmer
2 Look at the pictures.
• In pairs, learners write down as many items that can be Complete the sentences.
found in different rooms in a house as they can. bath bed cooker table sofa
• Give learners one minute to write down items found in a There’s a sofa in the living room.
b There’s a in the bathroom.
the living room, one minute for the kitchen, one minute c There’s a in the bedroom.
Introduction
1 Teaching tip – substitution drill
In pairs, learners match words to pictures. Teacher says a phrase or part phrase. Learners
Draw attention to the example and check learners respond by fitting the phrase into a longer item, using
understand the activity. appropriate intonation.
Feedback as a class. Teacher - sofa/living room
Check pronunciation. Model and drill where necessary. Learner - There’s a sofa in the living room.
Teacher - cooker/kitchen
1 answers Learner - There’s a cooker in the kitchen.
Clockwise from top left: Etc.
living room, bedroom, kitchen, bathroom, dining room
3b answers
They mention the following items:
towels
key
blankets
alarm clock
eggs
knives and forks
teabags
Practice
Practice
5a-h 5 Look at the picture and complete the sentences.
In pairs, learners look at the picture and complete the
a Is there a lamp? e pencil.
sentences.
Draw attention to the question marks. Make sure learners b table. f books?
5a-h answers
a) Is there a lamp?
b) There is a table.
c) There aren’t any children.
d) There’s a plant.
e) There isn’t a pencil.
f) Are there any books?
g) There are some CDs.
h) There isn’t a cat.
Feedback as a class.
46 lesson 11
If learners aren’t already using contracted forms (There’s
a, There aren’t, etc.) model and drill.
6b
Sounding natural Learners work in pairs. Learners practise saying the words
in activity 6a.
If you wish, play the recording again or model the words
6a yourself to help learners with pronunciation.
Model the two sounds represented in IPA in the table
(/ɒ/is a short ‘o’, as in on, /ɔ / is a long ‘o’, as in or.
Track 28 Learners listen and write the words in the Interact
correct columns in the table. Pause the CD after each
word to allow time to write. 7a
Feedback in pairs and then as a class. Go through an example and check learners understand
the activity.
6a answers Learners work on their own. They add three items to the
/ɒ/ socks, box, clock list of household objects.
/ɔ / floor, door, horse Learners make notes in the box about the location of the
objects in their homes.
Track 28 (page 150, Student book) 0:25 Monitor and assist where necessary.
floor
socks 7b
box Go through an example and check learners understand
the activity.
door
In pairs, learners ask and answer the questions about
clock each other’s houses.
horse Monitor learners’ use of vocabulary and language. Make
notes on good use of vocabulary and language, and
errors and mistakes.
/ɑ / /c /
floor
Interact
7 a Read the words below. Write three more things that people have in their house.
sofa lamp TV flowers coffee table
Do you have them in your house? If yes, where are they? Make notes.
lesson 11 47
7c
Feedback. Learners tell the class about their partner.
Highlight good use of language and elicit corrections of
any problems you noted.
12Hobbies
Hobbies
UNIT 4
In this lesson - Tell people about your hobby
Core activities - 1, 2, 5-8
Skills - Extended speaking and vocabulary Introduction
1 Match the hobbies with the pictures below.
Warmer
Introduction
2 Work with a partner. Discuss the questions below.
1 a Which hobbies in activity 1 have you done?
b Which hobbies in activity 1 haven’t you done?
Direct attention to the pictures on page 48. c Which hobbies in activity 1 would you like to do?
As a class, elicit the names of the free time activities. d Which hobbies in activity 1 wouldn’t you like to do?
1 answers
Clockwise from top left:
cooking, playing football, flower arranging, jogging, 3a-h answers
gardening, playing tennis, painting, photography a) Which hobbies can you do on your own?
cooking, flower arranging, gardening, painting,
2a-d photography, jogging
In pairs, learners discuss the questions. b) Which hobbies can you do with other people?
Answer the questions yourself first, with gestures to cooking, playing football, flower arranging, gardening,
convey meaning. playing tennis, painting, photography, jogging
Feedback as a class. c) Which hobbies are expensive?
Accept any reasonable answers.
Teaching tip d) Which hobbies are cheap?
Your learners may struggle with questions a and b. They Accept any reasonable answers.
are in the present perfect tense and may prove tricky at e) Which hobbies can you do outdoors?
elementary level. If you think it will be difficult to convey cooking, playing football, flower arranging, gardening,
the meaning, change these to ‘Which hobbies do you playing tennis, painting, photography, jogging
do?’ and ‘Which hobbies do you not do?’ f) Which hobbies can you do indoors?
cooking, playing football, flower arranging, playing tennis,
3a-h painting, photography, jogging
Go over the questions and check understanding. g) Which hobbies are easy to do?
In pairs, learners match the hobbies to the questions. Accept any reasonable answers.
Feedback as a class. h) Which hobbies are difficult to do?
Accept any reasonable answers.
4
Feedback as a class.
3 Work with a partner. Answer the questions about the hobbies in activity 1.
lesson 12 49
Monitor and assist as necessary. think. Jogging is very cheap. Sometimes I buy
a bottle of water to drink. To do my hobby, I
and exchange information about the person they read e Is her hobby expensive?
f Does she think the hobby is easy or difficult?
about.
First demonstrate the activity with a confident learner.
Interact
7
Go through an example and check understanding.
Demonstrate the activity by writing brief notes on your
own hobby, or a free time activity you enjoy, on the 50 lesson 12
board.
Learners work on their own to make notes on their
hobbies or free time activities they enjoy.
Allow learners time to think and write. Monitor and assist
as necessary.
8
In pairs, learners tell their partner about their hobbies
and/or free time activities.
Is it easy or difficult?
lesson 12 51
13Where’s my pen?
Where’s my pen?
UNIT 5
In this lesson - Say where things are
Core activities - 1-5, 8
Grammar - Where is the + singular?
Introduction
Where are the + plurals? 1 a Match the sentences in the blue box with the pictures.
Prepositions of place Write the numbers in the boxes.
Examples: A
Warmer B C
Introduction
52 lesson 13
1a answers
1-A; 2-C; 3-B
2a answers
Listening
2a Track 29 John is late for work.
phone, keys, watch
Listen and underline the items he asks about.
1b 2b answers
In pairs, learners ask and answer questions about the phone – on the table;
pictures in activity 1a. Extend to other objects in the keys – next to the sofa;
classroom. watch – under the briefcase
3
Demonstrate the activity with a confident learner. Point
Language focus to a picture and ask a question (e.g. ‘Where are the keys?’)
Elicit an answer.
Direct attention to the Language focus box. Go over In pairs, learners point at different pictures in activity 3
example sentences with learners. and ask and answer questions about where the things
are.
Monitor and assist as necessary.
Listening Feedback. Highlight good use of language. Elicit
correction of errors.
2a
Direct attention to the picture of John at the top of page
53.
Elicit that he has a problem (‘Is he happy?’).
Explain that he is late. With gestures, show that he is
looking for things.
Direct attention to the list of items in activity 2a and
check understanding. Ask learners to listen for the things
John asks about. They should underline the words on the
list.
Direct attention to the picture on page 54. pencil It’s on the notebook.
Go over example and match one more item as a class to notebook bWhere’s the eraser?
make sure learners understand what to do. ruler It’s the scissors.
In pairs, learners match the words in the box with the pencil sharpener cWhere’s the ruler?
4 answers
Top to bottom:
ruler, pencil sharpener, notebook, pencil, scissors, eraser
5a-d
In pairs, learners look at the picture on page 54 and
complete sentences with appropriate prepositions.
Feedback as a class.
5 answers
a) on pencil
b) next to
c) under
d) on
Sounding natural
6
Draw attention to the questions and answers in activity 54 lesson 13
6.
Model the first set (a) and show how the stress patterns
are marked.
Indicate that learners should listen to the CD and mark Interact
the stress patterns on the rest of the sentences.
Track 30 Play CD, pausing after each exchange to 8
allow learners time to mark stress. Direct attention to the picture on page 55. Encourage
Play again if necessary. learners to ask about items in the picture that they don’t
Feedback in pairs and then as a class. know (‘What’s this in English?’).
Model and drill. Choral and then open pairs. In pairs, learners ask and answer questions about where
items in the picture are.
Track 30 (page 150, Student book) 0:33 Monitor and assist as necessary. Make a note of good use
a) - Where’s my phone? of vocabulary and language, and errors and mistakes.
- It’s on the table. Feedback.
b) - Where are my keys? Highlight good use of language and elicit corrections of
any problems you noted.
- They’re next to the sofa.
c) - Where’s my watch? 9a
- It’s under the briefcase. Learners write three questions about where things are in
the classroom.
Allow learners time to think and write. Monitor and assist
7 as necessary.
In closed pairs, learners practise the conversations.
Encourage learners to look away from the page when
9b
speaking.
In pairs, learners ask and answer their questions.
Monitor and assist as necessary. Make a note of good use
of vocabulary and language, and errors and mistakes.
Feedback.
Highlight good use of language and elicit corrections of
any problems you noted.
a - Where’s my phone?
c - Where’s my watch?
Interact
8 Work with a partner. Ask and answer questions about the things in the picture.
example - Where’s the dog?
- It’s next to the sofa.
9 a Look around the classroom. Write three questions about where things are.
1
lesson 13 55
UNIT 5
In this lesson - Talk about possessions
Core activities - 1-4, 7, 8
Grammar - have / has, don’t have / doesn’t have
Introduction
Examples: 1 a Read about Sean. Complete the table below.
She has three cats.
Hi. My name’s Sean. I have a big family. I have one
I don’t have a car. brother and three sisters. My father has three brothers
and a sister. My mother has a brother and a sister.
Do you have a sister?
brothers sisters
have a sister.’ Hello. I’m Hillary. I have a small family. I have a sister,
Ask a confident learner, ‘Do you have a father?’ and elicit but I don’t have a brother. My father has one brother. My
a reply. mother doesn’t have a brother, and she doesn’t have a
Use the reply to model and drill a statement about the sister.
with the class. Go over the example. Show how learners Her mother has
can complete the table by referring to the text.
Complete the information about Sean together as a class.
In pairs, learners complete the information about Sean’s 56 lesson 14
1b
Direct attention to the picture of Hillary. Complete the Practice
information about Hillary together as a class.
In pairs, learners read the text and complete rest of the 2a
table. Learners work on their own to complete the information
Monitor and assist as necessary. about themselves.
Feedback as a class. Demonstrate first by noting information about yourself
on the board.
1b answers:
Monitor and assist as necessary.
Hillary has: 0 brothers, 1 sister
Her father has: 1 brother, 0 sisters (doesn’t say)
2b
Her mother has: 0 brothers, 0 sisters
Demonstrate the activity.
- Use your notes on the board to make statements about
your family (I have a... My father doesn’t have a... etc.)
- Elicit some statements from a confident learner and
note the information on the board.
In pairs, learners tell each other about their families.
Learners make notes on their partner’s information.
Practice
3
2 a Write notes about your family. Language focus Go over instructions and example with learners.
brothers sisters have / don’t have In pairs, learners match the words with the pictures.
I have I a brother. Feedback as a class. Teach, model and drill any problem
My father has You have a phone. items.
My mother has We don’t have a camera.
They a pet. 3 answers:
b Work with a partner. Talk about your family.
example I have two brothers and one has / doesn’t have
Left to right, top to bottom: backpack, video camera,
sister. My father has one brother.
a sister.
briefcase, laptop, dictionary, pen, digital camera, mobile
He has
a laptop. phone
c Tell the class about your partner. She doesn’t have
example John has two brothers and one a briefcase.
Vocabulary
3 Match the words with the pictures. Write the words under the pictures.
pen laptop digital camera backpack
dictionary mobile phone video camera briefcase
backpack
lesson 14 57
2c
Feedback. Learners tell the class about their partners.
Highlight good use of language and elicit corrections of
any problems you noted.
by fitting the phrase into a longer item using appropriate Complete the table with your partner’s answers.
example - Do you have a laptop?
intonation. - Yes, I do.
Teacher: “backpack”
mobile phone
Learners: “Do you have a backpack?”
Etc. digital camera
Drill questions and answers in open pairs (across the video camera
class).
backpack
Use learners’ previous answers to introduce third person
questions and answers (‘Does Tomoko have a laptop?’ briefcase
etc.) Model and drill in the same way.
pen
Direct attention to the Language focus box. Go over
example sentences with learners. b Tell the class about your partner.
example Ken has a laptop. He doesn’t have a backpack.
Practice 58 lesson 14
4a
Direct attention to the table in activity 4. Draw a rough
version on the board. Ask a learner one or two questions Sounding natural
about possessions and note their answers on this to 5a
demonstrate activity. Say ‘laptop’ slowly, counting each syllable on your fingers
In pairs, learners ask each other questions and complete as you do so. Elicit how many syllables there are.
the table. Direct attention to the table and example. Show learners
Monitor and assist as necessary. Make a note of good use that they should listen to each word and write the
of vocabulary and language, and errors and mistakes. number of syllables.
7a
g dictionary
1. pen 1.
Demonstrate the activity. Point at a learner’s bag, look
b Track 31 Listen again and practise the
thoughtful, and write five items on the board. Ask the
pronunciation.
learner if they have the items. Put a tick (√) or a cross (x)
next to each item as they answer.
In pairs, learners make a list of five items they think are in
your bag. Allow learners time to think and write. Monitor
b Ask your teacher questions and check your and assist as necessary.
guesses.
example - Do you have a pen?
- Yes, I do.
7b
Learners ask about the items on their lists. You may like to
8 a Work on your own.
Write five things you think your partner has in give points for each correct guess.
his/her bag.
8b
lesson 14 59 In pairs, learners ask each other about the items on their
lists.
Monitor learners’ use of vocabulary and language. Make
sure they are noting their partner’s replies.
5b
Track 31 Learners listen again and repeat. Pause the 8c
track after each word. Feedback. Learners tell class about their partner.
Remodel and drill any problem words.
In a private lesson
Make the reporting stage into a memory game: After
Listening and reading asking each other questions, you each have to remember
what the other has without looking at notes.
6a
Track 32 Learners listen, and read the conversation. Highlight good use of language and elicit corrections of
If you think it necessary, demonstrate ‘Here you are’ first. any problems you noted.
6b
In pairs, learners practise the conversation. Have them
look away from the text and each other when they speak.
You may like to use a ‘disappearing dialogue’ to practise.
UNIT 5
In this lesson - Roleplay shopping for clothes
Core activities - 1-3, 5, 6
Function - Shopping for clothes
Introduction
1 a Work with a partner.
What are the names of the clothes? Write the words on the pictures.
Introduction
jeans dress jacket shoes
T-shirt shorts shirt scarf
boots trousers sweater skirt
tie top trainers socks
1a
Direct attention to the pictures on page 60. Elicit what
some of the items are. Pick out the example item (T-shirt).
Have learners find the word in the box at the top of the
activity. Show learners how the words for all the items of T-shirt
clothing can be found in the box.
In pairs, learners write the words from the box under the
correct pictures.
Feedback as a class. Model, drill and board any
problematic items.
1a answers
Left to right, top to bottom: T-shirt, shorts, boots, tie, shoes,
sweater, trousers, top, jacket, scarf, jeans, shirt, trainers,
dress, socks, skirt
1b
Elicit which items are plural (‘T-shirt – one, or more than
one?’ ‘Shoes – one, or more that one?’). Point out that,
in English, the following are regarded as plural: shorts,
b What colour are the clothes? Tell the class.
boots, shoes, trousers, jeans, trainers, socks. example - It’s a green dress. They’re blue jeans.
2 answer
The man standing second from the left.
Practice
2 Work with a partner. Read the descriptions below.
lesson 15 61
3a
Learners work on their own. They choose a classmate and
write a description of what they are wearing. Monitor and
assist as necessary.
3b
Feedback. Learners read the descriptions they wrote to
the class. Other learners say who the descriptions are of.
4a jeans sweater
Direct attention to the clothes words in the box. Select a shorts top jeans tracksuit
two-syllable word from the box (for example, ‘tracksuit’) tracksuit shirt
tie T-shirt
and model it, counting the syllables on your fingers
dress jacket
as you do so. Elicit how many syllables are in it. Do the
boots trousers
same with a one-syllable word from the list (for example,
‘jeans’).
Show how learners can put the words in the correct place b Track 33 Listen again. Practise the pronunciation.
in the table. Point out the stress pattern at the head of the
two-syllable column.
Reading and listening
5 Work with a partner.
Track 33 Learners listen to CD and write words in the a Look at the picture below. Where are they?
correct column of the table. Pause CD after each word to b Complete the conversation with the sentences in the yellow box.
allow learners time to write.
Feedback in pairs and then as a class. Shop assistant: Can I help you, sir?
One syllable: jeans, shorts, tie, dress, boots, top, shirt, Customer:
Two syllables: tracksuit, sweater, T-shirt, jacket, trousers Shop assistant: How about this one?
Track 33 (page 150, Student book) 0:19 Where are the changing rooms? Shop assistant: Yes, of course.
Customer:
jeans, shorts, tracksuit, tie, dress, boots, sweater, top, shirt, Medium.
Looks nice! Can I try it on? Shop assistant: They’re over there.
T-shirt, jacket, trousers
Learners listen again and repeat. Pause the track after d Practise the conversation.
each word. Remodel and drill any problematic words. example - Can I help you, sir?
- Yes, I’d like a shirt.
62 lesson 15
5d
In pairs, learners practise the conversation as a
‘disappearing dialogue’.
Roleplay 1 Roleplay 2
6b
You are a customer You are a customer
A B
Learners roleplay the situation.
You want: You want:
a sweater, a shirt, boots a scarf, shorts, trainers Monitor learners’ use of vocabulary and language. Make
You are a shop assistant You are a shop assistant notes on good use of vocabulary and language, and
B
You have:
(sweaters) red, blue and green A
You have:
(scarfs) red, yellow and green (shorts)
errors and mistakes.
(shirts) blue, green and yellow white, blue, black and yellow (trainers)
(boots) sizes 2 – 10 sizes 2 – 10
Feedback. Highlight good use of language and elicit
a Think about what you will say. c Think about what you will say. corrections of any problems you noted.
Use the sentences in activity 5. Use the sentences in activity 5.
lesson 15 63
Language focus
Refer learners to the Language focus box.
Read through example sentences.
Draw attention to and explain meaning of too + adjective
(use board drawings).
UNIT 6
In this lesson - Talk about what you can do
Core activities - 1-6, 9
Grammar - can for ability Introduction
1 Look at the pictures below.
Examples: Use the words in the blue box to complete the phrases. You can use some words more than once.
1
As a class. Look at the pictures and complete the phrases. play
cook
1 answers ride
Clockwise from top left: drive
drive a car, play golf, speak a foreign language, play the speak
guitar, play tennis, ride a motorbike, ride a horse, cook dinner the guitar
dinner
2a
In pairs, learners ask their partners if they like doing any
of the activities in 1.
Go over the example and check understanding.
Monitor and assist as necessary. a horse a motorbike tennis
2b 2 a Work with a partner. Ask if he/she likes doing any of the activities above.
Feedback. Learners tell the class about their partner. example - Do you like driving?
- Yes, I do. It’s fun.
Note good use of vocabulary and language, and errors
and mistakes. b Tell the class about your partner.
64 lesson 16
Highlight good use of language and elicit corrections of
any problems you noted.
Track 35 Learners listen to check their guesses.
Feedback in pairs and then as a class.
Listening
3 answers
3 They talk about: Italian, Caribbean, French and Chinese
Draw attention to the picture on page 65. Introduce the food.
women (Patricia and Nicole). Patricia speaks first.
Elicit what is happening (Are they colleagues? Friends?
What are they doing? Where are they?) Track 35 (page 150, Student book) 0:47
Patricia - Wow, Nicole! Looks like you can cook very well!
Explain that Patricia and Nicole are discussing food. Elicit
some types of food and write on the board, for example: Nicole - Hmm, not very well. But I can cook. How about
Italian, Caribbean, French, Chinese, British, Japanese (the you, Patricia? Can you cook?
first four of these are needed for the Listening activities). Patricia - I can cook Caribbean food, but I can’t cook Italian
food at all.
Encourage speculation on what types of food Patricia Nicole - My mother taught me how. She can cook Italian
and Nicole are talking about.
food very well.
Suggestion Patricia - I love going to Italian restaurants. Can you cook
You may also like to ask learners who speaks first – Nicole or other kinds of food, Nicole?
Patricia (this will be useful for activity 4). Nicole - Well, I can’t cook French food very well, but I can
cook Chinese food.
Patricia - I’m hungry! When’s dinner ready?
Nicole - Have another glass of wine. It’ll be ready soon!
Listening
3 Look at the picture below.
What kinds of food do you think they are discussing?
Track35 Listen and check.
lesson 16 65
4a-f
Draw attention to the statements at the bottom of page
65.
Go over instructions and check understanding.
Track 35 Learners listen again and write T (true) or F
(false) beside the statements.
4a-f answers
a) F (false)
b) T (true)
c) F (false)
d) F (false)
e) F (false)
f) T (true)
Go through the explanations and examples as a class. Yes, I can. I can cook Italian food very well.
I can’t ski very well.
b Can you play golf?
Questions and answers
Draw attention to the fact that we use the base form of Can you cook?
the verb in this structure (‘She can cook.’). c Can you speak English?
Yes, I can.
5 No, I can’t.
d Can you play a musical instrument?
Draw attention to the question, ‘Can you cook?’ and the
possible responses in the box below it. 5 Read the answers in the blue box.
Write them in the correct place in the table below. e Can you ride a motorbike?
In pairs, learners write the responses in the correct place
in the table. Can you cook?
f Can you use a computer?
Go through an example first, to check learners
I can’t cook very well.
understand what to do. No, I can’t.
g Can you drive?
Yes, I can cook.
Feedback as a class. Yes, I can. I can cook very well.
You may have to point out that ‘I can’t cook very well.’ still
means that the person can cook.
Yes, I can. I can cook very well.
5 answers
Yes, I can. I can cook very well.
Yes, I can cook.
I can’t cook very well.
No, I can’t. XXX
Practice
6a-g
Learners write their own answers to the questions.
Monitor and assist as necessary. 66 lesson 16
Interact
9 a Read the questions in the table below. Make notes about your answers.
lesson 16 67
9b
Learners write two more ‘can’ questions on the table.
Monitor and assist as necessary.
9c
In pairs, learners ask and answer the questions and note
their partner’s answers in the ‘your partner’ column.
Demonstrate with a confident learner. Make notes on the
board to show that learners do not have to write every
word.
Monitor learners’ use of vocabulary and language. Make
a note of good use of vocabulary and language, and
errors and mistakes.
9d
Learners tell the class about their partner.
UNIT 6
In this lesson - Invite a friend to the cinema
Core activities - 2-5, 7
Grammar - let’s + verb for making suggestions Introduction
1 a Write the words in the box below the pictures.
Examples:
restaurant concert nightclub cinema
Let’s have a coffee.
Let’s go for a walk.
Let’s eat out.
Introduction
1a restaurant
Indicate to learners that they should write the words from
the box under the pictures.
1a answers
Clockwise: restaurant, nightclub, cinema, concert
1b
Go through the verbs with learners and check
understanding. Indicate to learners that they should tick
(√) what people can do at the places in activity 1a.
b What can people do at the places in activity 1a? Tick ( ) the boxes to complete the table below.
Feedback in pairs, then as a class. talk dance listen eat laugh watch
restaurant
1b suggested answers (accept anything reasonable) concert
Restaurant - talk, listen, eat, laugh nightclub
Concert - dance, listen, watch cinema
Nightclub - talk, dance, listen, laugh
Cinema - listen, eat, laugh, watch 68 lesson 17
Extension
Write four more places on the whiteboard. Practice
Example:
language school, park, home, train 2
In pairs. Leaners use the prompts in the table to make
In pairs, learners make a list of things they can do at each of suggestions.
those places (e.g. sleep, read, etc.). Learner A - makes a suggestion
You may want to set a time limit (e.g. two minutes). Allow Learner B - Accepts or refuses
learners time to think and make notes. Monitor and assist as
necessary. Go over the table and instructions and check
understanding. Demonstrate by modeling the activity
Learners read out their lists. The pair with the most things on with a confident learner. Monitor learners’ use of
their lists is the winner. vocabulary and language.
Go through the example sentences with learners and Feedback. Highlight good use of language and elicit
check understanding. Highlight which phrases we use for corrections of any problems you noted.
‘accepting’ and ‘refusing’ suggestions.
Language focus
Sounds good.
That’s a good idea.
Let’s go for a meal.
I’m sorry, I have an exam.
I can’t. I have a driving lesson on Monday.
Practice
2 Work with a partner. Look at the table.
Student A - Make suggestions.
Student B – Accept or refuse.
example - Let’s watch a film.
- Sounds good.
Student A Student B
go to a concert accept
lesson 17 69
Feedback in pairs, and then as a class. e Sorry, I don’t have any money.
h) A
i) R 5 Work with a partner. Use the prompts below.
j) A Take turns making suggestions to your partner.
Give reasons for accepting or refusing.
k) R
l) R example - Let’s have lunch in a
restaurant tomorrow.
Let’s...
have lunch in a restaurant tomorrow
have a meal, go to concert, go to a nightclub, see a film, go
go to a concert
shopping
see a movie
go to a nightclub
Direct attention to response ‘a’. Elicit what suggestion the
response is for (have a meal).
In pairs, learners decide which suggestion each response
(b – l) is to (more than one suggestion is possible for
70 lesson 17
some responses).Demonstrate activity by writing an
example on the whiteboard.
Example:
“Yes, let’s. Let’s get a pizza.” - have a meal Sounding natural
Feedback as a class. Learners compare answers. 6a
Read through the words in the box with learners. Teach
5 “syllable”. Say the example words while counting the
Pairwork. Indicate to learners that they should use syllables on your fingers. Show how they are written in
the prompts in the box to make suggestions to their the appropriate columns. Indicate to learners that they
partner. Their partner should give reasons for accepting should write the other words in the correct column.
or refusing. Monitor and assist with vocabulary where Monitor and assist as necessary.
necessary. Make notes on good use of vocabulary and Feedback in pairs, and then as a class.
language, and errors and mistakes.
6a answers
Feedback. Highlight good use of language and elicit one syllable
corrections of any problems you noted. kiss, laugh, shout
two syllables
concert, hungry, listen, middle, nightclub, popcorn, relax,
movie, shopping
three syllables
cinema, exercise, restaurant, tablecloth
6b
Track 37 Learners listen and practise the pronunciation.
Interact
7 a Work with a partner. 8 Change partners.
Gary invites Sarah to the cinema. Practise the conversation in activity 7.
Complete their conversation with the words below. This time use the information below.
karaoke / later
lesson 17 71
Interact
7a
In pairs, learners use the words in the box to complete
Gary and Sarah’s conversation. Monitor and assist as
necessary.
Feedback as a class.
7a answers - underlined
Gary: Let’s go to the cinema tonight.
Sarah: Yes, let’s see ‘The Sound of Music’.
Gary: OK. It starts at 6 p.m., 8 p.m. and 10 p.m.
Sarah: Let’s see the 6 p.m. show.
Gary: And let’s eat out later.
Sarah: OK. Let’s meet at 5.45.
Gary: Great!
7b
Learners practise the conversation in activity 7a.
Encourage learners to look away from the book and
at each other when speaking. Monitor learners’ use of
vocabulary and language.
18What’s on TV tonight?
What’s on TV tonight?
UNIT 6
In this lesson - Discuss your favourite TV programmes
Core activities - 1-3 or 4-5
Skills - Extended speaking and vocabulary Introduction
1 a Work with a partner. Discuss the questions below.
Do you like watching TV?
How often do you watch TV?
What’s your favourite TV programme?
Warmer When is it on? 1
Who’s your favourite TV actor?
• Ask learners to work in pairs and discuss the last TV Who’s your favourite presenter?
programme they watched. Write the following on the b Tell the class about your partner.
board: Vocabulary 1
2 a Work with a partner.
What was the name of the show? Match the kinds of TV programmes below with
What was it about? the pictures.
1 comedy
Who was in it? 2 soap opera
Introduction
1a
In pairs, learners discuss the questions about TV.
1b
Learners tell the class about their partner. 72 lesson 18
Vocabulary 1 Extension
In pairs, learners discuss the following questions:
2a
In pairs, learners match the kinds of TV programmes with What was your favourite TV programme as a child?
the pictures. Do you watch any American TV programmes? If so, which
ones?
2a answers
Clockwise from top to bottom: Demonstrate the activity by writing some examples
1 comedy, 6 police drama, 5 news, 2 soap opera, 4 sports about your favourite TV programmes and actors on the
programme, 3 nature programme whiteboard.
Interact 1
3 a Work with a partner.
Look at the list of TV programmes in activity 2.
Write one example of each kind of TV programme in the table below.
comedy
soap opera
nature programme
sports programme
news
police drama
lesson 18 73
3c
Change partners. Learners compare their lists and choose
the top three programmes from both lists.
3d
Learners share their list with the class. As a class try
to decide on the top programme for the whole class.
Monitor learners’ use of vocabulary and language.
Make notes on good use of vocabulary and language
and/or errors and mistakes.
newsreader drama
4a answers presenter news programme
actor – drama
newsreader – news programme b Make complete sentences.
presenter – sports programme Match the words in the green column with the parts of the sentences in the pink column.
4b comedies
... are exciting.
I love the car chases.
Learners match the words in the left column with the
... are funny.
parts of the sentences in the right column. nature programmes
They make me laugh.
them.
the news – ... is important. I always watch it. c Check your answers with a partner.
4c
Feedback in pairs and then as a class.
Interact 2
5a
Learners work on their own to think about their favourite
TV programme.
Allow learners time to think and make notes. Monitor and
74 lesson 18
assist as necessary.
5b
Learners tell the class about the programme they chose.
Monitor learners’ use of vocabulary and language. Note
good use of vocabulary and language, and errors and
mistakes.
when it’s on
actors / presenters
kind of programme
lesson 18 75
UNIT 7
In this lesson - Write a postcard about a holiday
Core activities - 3-7, 9
Grammar - Present continuous for what is happening Introduction
1 Look at these three people. 2 Work with a partner.
around now What do they usually do in their lives and jobs? Look at the words below.
Are you enjoying the party? Yes, I am. / No, I’m not.
eats school lunch
Is he working today? Yes, he is. / No, he isn’t. Steven
picks up passengers
Introduction
does homework every night
goes to school
1
Focus learners’ attention on the three pictures. Elicit the wears a bus driver’s uniform
Judy
2
Which person does what? Write their names.
Go through the phrases in the table with learners. Ask Can you think of any more things they do?
learners which person ‘helps students’?
Answer
Jamie
In pairs, learners write the correct names under the rest Jamie
of the phrases.
76 lesson 19
2 answers
helps students – Jamie
drives a bus – Steven
teaches English – Jamie Extension
eats school lunch – Judy Ask learners if they’ve been to any of the places in the
picks up passengers – Steven postcards. How was it?
does homework every night – Judy If not, would they like to visit any of the places?
goes to school – Judy / Jamie
wears a bus driver’s uniform – Steven 4
gives homework – Jamie Tell learners to quickly read each postcard and match the
pictures.
Feedback as a class.
Teaching tip - skim reading
Round off the activity by asking learners to think of some Skimming a text, also known as ‘reading for gist’, is where
more things the people in the pictures do.
we cast our eyes over a text to get the main ideas – what
kind of text it is (advertisement, article, etc.), what it is
Reading about, and so on. It is an essential reading skill.
Asking learners to guess what a text is about by looking
3 at pictures, layout and headlines, and setting a time limit
Ask learners to look at the three postcards. Elicit where
for them to check, is a good way to get them thinking
they’re from.
about what might come up in the text, and to train them
3 answers to skim read.
From left to right: Canada, Thailand, London (England)
5
In pairs, learners read the postcards again and complete
the table.
Reading
3 Look at the pictures on the three postcards. b
Which countries do you think they are from?
a
c
5 Work with a partner. Read Steven’s and Judy’s messages again. Complete the table below.
normally now, on holiday
Judy
lesson 19 77
5 answers
Steven
normally – drives a bus, wears a uniform, and picks up
passengers
now, on holiday – hiking and climbing mountains, wearing
a big jacket and gloves, travelling to many new places,
taking lots of photos
Judy
normally – eats school lunch, does homework every night,
goes to school
now, on holiday – she is having a wonderful time, staying in
the famous Ritz hotel, drinking lots of tea and eating scones,
going to the theatre every night
Go over the explanation and example sentences for the I work in a company. be + -ing form of the verb
He drives a bus.
present simple. Write some example sentences on the She goes to school.
I’m drinking mango juice at the beach.
whiteboard about your life. 2. Talk about what is happening around now.
‘I teach English. I play the guitar.’ I’m hiking and climbing mountains every day.
Finally, go through the explanations and example Underline examples of the present continuous. Yes, he is. / No, he isn’t.
6 Practice
In pairs, learners read Jamie’s postcard in activity 4 and 7 Write present continuous sentences using the prompts.
underline examples of the present continuous. a I / eat / breakfast I’m eating breakfast.
b I / drink / tea
g I / wear / jeans
Practice
h He / speak / English
Write three sentences about what you are doing now or around now.
7a-h I’m studying for an exam.
Learners use the prompts to write present continuous
sentences. Go over the example and check learners
understand the activity.
7a-h answers
a) I’m eating breakfast. 78 lesson 19
b) I’m drinking tea.
c) She’s doing exercise.
d) I’m doing homework.
e) I’m listening to music. Sounding natural
f) They’re cooking dinner.
g) I’m wearing jeans.
h) He’s speaking English.
8a
Track 38 Learners listen and underline the words
Feedback in pairs, then as a class. they hear.
8b
Drill the words chorally, then individually.
In pairs. One learner reads out a word from column
A or B, then their partner must circle the word they
hear. Partners change roles. Listen and monitor as they
complete the task.
b Work with a partner. Take turns to read a word from the table. Is the word you hear from A or B?
Interact
9 a Imagine you are on holiday and you want to write a postcard. Make notes.
lesson 19 79
Interact
9a
Ask learners to imagine that they are on holiday and they
want to write a postcard.
9b
Explain to learners they can’t write their postcard because
they hurt their hand. They have to ask their partner to
write their postcard for them. They use their notes from
activity 9a to tell their partner what to write. After they
finish, they change roles. Monitor the learners’ use of
vocabulary and language. Make notes on good use of
vocabulary and language, and errors and mistakes.
UNIT 7
In this lesson - Talk about food
Core activities - 1-5, 7, 9
Grammar - Countable and uncountable nouns Introduction
1 Discuss these questions with a partner:
Examples:
a Do you like cooking?
Is there a tomato? b What’s your favourite dish?
c butter
d mushrooms
Introduction e rice
f garlic bread
1a-c g tomatoes
i chicken
2
Pairwork. Learners match the pictures with the words.
2 answers
Clockwise: a, i, f, g, e, b, h, j, c, d
80 lesson 20
Listening
3 Track 39 (page 150, Student book) 1:02
Track 39 Explain to learners that they’re going Steve - What would you like for lunch?
to listen to Steve and Mary discuss lunch. Ask learners Mary - Do we have any pasta? I’d like some Spaghetti
what food from activity 2 they think Steve and Mary will Bolognese.
mention. Learners number the food in the order they Steve - Oh dear, there isn’t any pasta. Would you like some
hear them. rice, instead? We could make a risotto.
3 answers Mary - That sounds good. What do we need?
pasta – 1 Steve - We need some rice, some chicken and some tomato
rice – 2 puree. We also need some onions, some garlic and some
chicken – 3 spices.
cheese – 4
Mary - Is there any cheese in it?
tomatoes – 5
eggs – 6 Steve - No, there isn’t any cheese. I don’t like cheese!
garlic bread - 7 Mary - Oh, I forgot. Let’s make a salad as well.
Steve - OK, there’s a lettuce, some tomatoes and a couple of
eggs.
Mary - Is there any dressing?
Steve - Yes, there’s some French and Italian dressing at the
back of the fridge.
Mary - Shall we make some garlic bread?
Steve - Oh yes - mmm!
Listening
3 Track 39 Listen to Steve and Mary discuss lunch. 4 Track 39 Listen again and answer the questions.
What kinds of food in activity 2 do they mention? a What does Mary want to eat?
Number the words in the order they mention them. b What does Steve suggest?
c Do they decide on rice or pasta?
Language focus
In English, some nouns (e.g. tomatoes, eggs) are countable.
Other nouns (e.g. milk, cheese) are uncountable.
We use are... any in questions. We use are some in positive We use are not (aren’t) any in
statements. negative statements.
Are there any eggs? There are some apples. There aren’t any tomatoes.
We use is... any in questions. We use is some in positive We use is not (isn’t) any in
statements. negative statements.
Is there any cheese? There’s some milk. There isn’t any cheese.
lesson 20 81
4a-c
Track 39 Learners listen again and answer the
questions. Play CD again if necessary.
4a-c answers
a) Spaghetti Bolognese
b) risotto
c) rice
Language focus
5
Go over the explanation and examples with learners.
Write on the board countable and uncountable in two
columns. Tell learners to look at the food in activity 2.
Elicit which column each word goes in. Write learners’
responses in the correct column.
c) There isn’t any pasta. hot dog sushi bacon cherry carrot
6
fThere aren’t eggs.
gDo you want apple?
Write ‘there’s a milk’ and ‘there’s some milk’ on the hAre there melons?
8b
Model the words for the class with the correct stress. Drill
chorally, then individually.
Interact
9 Think about a dish you like.
a What do you need to cook it? Can you cook it? Make notes.
lesson 20 83
Interact
9a
Explain to learners that they’re going to talk about a dish
they like. They don’t need to be able to cook it, only say
the ingredients. Learners make notes about their
Example:
My favourite dish is Spaghetti Bolognese.
To make it, you need:
some garlic
some tomato sauce
an onion
some minced beef
a green pepper
UNIT 7
In this lesson -Tell people how to get to places
Core activities - 5-8, 11
Function - Giving directions by train Introduction
1 Work with a partner. Match the words with the pictures.
Examples:
a taxi
How do I get to Oxford by train?
b bus
Take the northbound train.
c underground train
d car
Introduction e bicycle
f motorbike
1
g train
In pairs, learners match the pictures with the words.
1 answers
Clockwise from top left:
b, d, e, f, g, c, a a 1
2
Ask learners if the words in activity 1 are public transport
(1) or private transport (2). They should write 1 or 2 next
to the pictures.
2 answers 2 Are the words in activity 1 public transport (1) or private transport (2)? Write 1 or 2 next to each picture.
Clockwise from top left:
1, 2, 2, 2, 1, 1, 1 3 Work with a partner. Discuss the following questions.
a What form of transportation in activity 1 do you use the most?
Answers
a) 8
b) Bank Line
c) 7
5
Track 42 Track 43 Track 44 Learners listen
to the three conversations and circle the names of the
stations they hear.
6
Track 42 Track 43 Track 44 Learners listen
Teaching tip – listening for specific information again and write the names of the stations they hear in
(listening for key words) the table.
This is where learners have an idea of the words, or kinds 6 answers
of words, they are listening for. We listen like this in Conversation 1
everyday life when we listen for information in airports or now: Timperley
transfer stations: Sleaford
stations. This is the listening skills equivalent of scanning
wants to go to: Spennel
a text. Asking learners to listen for key words develops Conversation 2
this skill, and also helps them gain confidence for more now: Summerhill
detailed listening tasks. transfer stations: Broadwater
wants to go to: Croxton
Conversation 3
5 answers now: Ruston
Spennel transfer stations: Kinver, Spennel
Timperley wants to go to: Yoxall
Sleaford
Croxton
Summerhill
Broadwater
Yoxall
Kinver
Read through the expressions in the boxes with learners. What’s the best way to get to... ?
How do I get from... to... ?
In pairs, practise the three conversations in activity 5. To give directions, we can use these expressions:
Encourage learners to look at each other when they’re Take the (Bank Line).
Practice
Practice
7 7 Look at the map on page 85. Complete the directions.
Learners look at the map on page 85 and complete the
directions. Conversation 1
A: How do I get to West Bank from Shipmeadow?
B: Take a westbound train on the Circle Line. Change at Sleaford.
7 answers Next, a Bank Line train. West Bank is the stop.
See CD scripts for Tracks 45, 46, and 47 - answers underlined
8
Conversation 2
A: How do I get to Oxted from Martindale?
Track 45 Track 46 Track 47 Learners listen B: Take a westbound Line train. at Tankersley to the
and check their answers. Line. Take a train. Oxted is stops from Tankersley.
Conversation 1 A: What’s the best way to get from Broadwater to Abbott’s Inn?
B: a southbound train on the Line. Change at .
A - How do I get to West Bank from Shipmeadow? Next, take the Line to . Change again and take a
B - Take a westbound train on the Circle Line. Change Coastal Line train. Abbott’s Inn is the stop.
9
In pairs, learners practise the conversations in activity 7. 10b
Modal the pronunciation for the class. Drill chorally, then
individually.
b Work with a partner. Show each other the places you wrote down.
Ask for and give directions how to get to the places by train.
lesson 21 87
Interact
11a
Learners think about where they live.
Ask them to write two places where they often go to by
train.
Example:
Yokohama
Shinjuku
11b
In pairs, learners show their partner the two places they
wrote down. Allow learners a few minutes to think and
make notes for directions to those places by train.
In a private lesson
Do a roleplay with the learner. Stay ‘in character’ during
the roleplay. Resist temptation to take the lead in the
activity. Alternatively, do the activity twice, agreeing with
the learner that, the first time, you will take the lead, but
that they will take the lead the second time.
UNIT 8
In this lesson - Tell your partner about your week
Core activities - 1-7, 11
Grammar - Past simple with regular and irregular
verbs and time expressions
Examples:
Yesterday we stayed at home all day.
The lamp fell down and broke.
Warmer
• Write ‘What did you do yesterday?’ on the whiteboard.
• Roll a dice. If you roll a two, then tell the class two
Introduction
things you did yesterday. Pass the dice to a learner and 1 Write the time expressions in the correct order.
ask them to do the same. last year yesterday ten minutes ago last Monday
• After they say what they did, they pass the dice on to five years ago two weeks ago in 1999 last month
• You can change the question after everyone has had a ten now
minutes
ago
go.
2 Work with a partner. Discuss the questions below.
a What kinds of problem do people have when they go on holiday?
b Have you ever had any problems on holiday?
Introduction c What happened?
d How did you fix the problems?
1a-h
3 Tell the class about your partner.
Write a timeline similar to the one in activity 1 of the
Student book. Elicit the order of the time expressions and
write them in the correct place on the timeline. 88 lesson 22
1a-h answers
From a – h: in 1999, five years ago, last year, last month, two
weeks ago, last Monday, yesterday, ten minutes ago 5
Ask learners to look at the pictures and guess what
2a-d problems Justin and Julia had on their trip.
In pairs, learners discuss questions a – d. Write an Teaching tip – speculation
example on the whiteboard and check learners Encourage learners to speculate and make guesses
understand the activity. before a reading or listening task. This activates their
existing knowledge and gets them in the right frame of
3 mind for the task. It also adds interest to the task because
Learners tell the class about their partners. Highlight learners listen or read to see if they were right in what
good use of language and elicit corrections of any they guessed.
problems you noted.
6
In pairs, learners read the problems and match them to
Reading the pictures in activity 5.
4 6 answer
Focus learners’ attention on the big picture on page 89. From left to right and top to bottom:
Elicit the name of the famous building and what country h, e, c, b
it’s in. g, a, d, f
4 answer
Taj Mahal, India
Reading
4 Last year Justin and Julia went on holiday. Where did they go?
a They didn’t find b Justin was sick. He c At the airport, Justin d A taxi hit Justin and
their luggage at the stayed two nights in and Julia couldn’t broke his leg.
airport. the hospital. find their tickets
and passports.
e Their bed was very f The weather was g They stayed in a h During the flight,
uncomfortable, so very hot and they very old hotel. the weather was
they didn’t sleep got sunburn. very bad.
well.
lesson 22 89
We add –ed to the base form of regular verbs to make the past simple form.
Go over the past simple forms and the example stay > stayed
sentences with learners. Ask learners to find some more He stayed two nights in the hospital.
examples in activity 6. Give learners a few minutes to Irregular verbs have different past simple forms.
find and underline examples. break > broke A taxi hit Justin and broke his leg.
go > went I went to India.
Feedback as a class.
To make past simple verbs negative, we use didn’t (did not) + base form of the verb.
Practice To make questions in the past simple, we use did + subject + base form of the verb.
7a-h
What did you do last year? We went to India.
Learners complete the sentences using the past simple We often use the past simple with a time expression.
8
(go) -I to New York with my girlfriend.
h (get) We married 13 years ago.
Examples:
I went shopping.
I ate some sushi.
pit / bit
pull / bull
to / do
ten / den
Interact
11 a Write down ten things you did last week.
b Work with a partner. Ask each other questions about last week.
Use the question words below.
• Where • What • Why • When • Who • How long
lesson 22 91
11b
In pairs, learners use the prompts to ask each other
questions about last week. Read example and check
learners understand the activity. Monitor the learners’ use
of vocabulary and language. Make notes on good use of
vocabulary and language, and errors and mistakes.
11c
Learners tell the class about their partner.
Feedback as a class
UNIT 8
In this lesson - Discuss how your friends do things
Core activities - 2 -9, 11
Grammar - Adverbs of manner Introduction
1 Look at the pictures below.
Example: Match the actions in the grey box with the machines. Write the letters in the boxes.
He slept quietly.
a
He can swim well.
Please speak slowly.
Introduction
a cook food
1 b talk to friends
c wash clothes
Learners match the pictures with the actions in the box. d listen to music
e clean the carpet
2a-c
In pairs, learners ask and answer the questions a-c.
Learners should make brief notes about their partner’s
answers.
laptop computer washing machine game console
3
Learners tell the class about their partner. 2 Work with a partner. Ask and answer the questions below.
a How many of these machines did you use today?
b Which of these machines do you use most?
c What other machines do you use every day?
Reading
3 Tell the class about your partner. example Emi uses her washing machine every day.
4 92 lesson 23
Reading
4 Read about Michael and Sophia. They’re each talking about two machines.
Guess which machines from activity 1 they are talking about.
Write the names under the descriptions.
Michael Sophia
5 Read Michael and Sophia’s descriptions in activity 4 again and answer the questions.
a Why does Michael like his machine one?
b Where does he use machine two?
c When does Sophia use her machine one?
d Why does she want a new machine two?
lesson 23 93
Go over the explanations and examples with learners and She waited quietly. = She was quiet while she waited.
Practice
quick
nicely
easy
7 quiet
loudly
Learners complete the table with the missing adjectives angry
and adverbs. slow
beautifully
7 answers good
quick – quickly
8 Read the sentences below.
nice – nicely Underline the correct words to complete the sentences.
easy – easily a He can swim very good / well.
quiet – quietly b The man was angry / angrily because the waitress spilled coffee on him.
loud – loudly c Please speak slow / slowly because my English isn’t very good.
d We must speak quiet / quietly, the baby’s asleep.
angry – angrily
slow – slowly
9 Answer the questions below using the prompts.
beautiful – beautifully a How do they act? (good) They act well.
good – well b How does she sing? (loud)
c How does a tortoise move? (slow)
Feedback in pairs and then as a class. Point out how the d How does she speak? (very nice)
8a-d
Learners underline the correct word to complete the
sentences.
Sounding natural
8a-d answers 10a
a) well, b) angry, c) slowly, d) quietly
Track 51 Learners listen and write the words they
Feedback in pairs and then as a class. hear in the correct column.
c Work with a partner. Ask and answer questions about the people on your lists.
lesson 23 95
Interact
11a
Explain to learners they’re going to discuss how their
friends do things.
Learners write names of five friends or relatives.
11b
Go over the instructions and example with learners and
check understanding.
Demonstrate the activity by briefly talking about how
some of your friends do things. Allow learners time to
think and make notes. Monitor and assist as necessary.
11c
In pairs, learners ask and answer the questions about
the people in their lists. Read example and check
learners understand the activity. Monitor learners’ use of
vocabulary and language. Note good use of vocabulary
and language, and errors and mistakes.
UNIT 8
In this lesson - Tell people a story about when you were
young
Core activities - 3-9 Introduction
1 Think about when you were a child.
Skills - Extended speaking and vocabulary Work with a partner. Ask and answer these questions.
a Where did you go to school? Who was your best friend at school?
Warmer c Did you have a pet? What was it? What was its name?
middle-aged person
4 You will hear two people tell stories about when they were young.
One story is about a pet. One story is about a holiday.
• In pairs, learners put the words into the correct order Before you listen, work with a partner to decide which story the words in the box are from.
Write the words in the table below.
and write the age range for each group (e.g. baby: 0 story about a pet story about a holiday
months – 2 years). cage
Introduction
1a-d Vocabulary
Focus learners’ attention on questions a-d. Elicit some
example answers and write on the whiteboard. Check 3
learners understand the activity. Ask learners which words from the box they can see in
In pairs, learners ask and answer the questions. Monitor the pictures.
and assist with vocabulary where necessary.
3 answers
2 The pictures show (clockwise from the top):
Learners tell the class about their partners. broken wrist
rocks
Highlight good use of language and elicit corrections of hamster
any problems you noted. wardrobe
older brothers
Teaching tip – monitoring and error correction cage
When learners do speaking activities, it’s a good idea beach
to take some notes of how they use the language. This
includes correct as well as incorrect use. 4
Explain to learners that they’re going to hear two people
After the activity, write on the board an incorrect and
tell stories about when they were young. One story is
correct sentence you heard. Then elicit which one is about a pet. One story is about a holiday.
correct, which one is incorrect as well as how to correct In pairs, learners decide which story the words in activity
the mistake. 3 are from. They write the words in the table.
Never pick out one learner who made a mistake. Always
correct as a class.
Feedback as a class.
6a-g
Go over the questions with learners. Ask learners if they
can remember any answers from the first story. Write
their responses on the whiteboard.
8
Focus learners’ attention on the pictures in the activity.
Ask learners which story in activity 5 the pictures are
from.
8 answer
Second story
Tell learners to change partners, and then retell the story. 98 lesson 24
9c
Learners tell the class about their partner’s story.
• What happened?
lesson 24 99
UNIT 9
In this lesson - Describe a problem in a shop
Core activities - 3-8, 10
Grammar - too and not enough with adjectives Introduction
1 a When you go shopping, do you have any of the problems below? Tick ( ) the problems you have.
Examples:
You can never find the right size. It’s always too crowded.
These shoes are too small. There is never enough time. Things are too expensive.
These trousers aren’t long enough. b Tell the class about your problems.
2 Match the words in the box with the pictures (one of the words matches with two pictures).
1a a
Go over the instructions with learners and check they
understand the activity. Give the learners a minute to
think.
1b
Learners tell the class about their problems. Share some
of your own experiences with learners.
2
Learners match the words with the pictures (one word
matches with two pictures).
3 Complete the sentences below by using the words in activity 2.
2 answers a The computer is broken.
f The shirt
d. tight
b. broken 100 lesson 25
b. broken
3a-f
4 answers
Learners complete the sentences by using the phrases in
Can I have a refund? – Money that is paid back to you.
activity 2.
Can I exchange them? – Give something and get something
3a-f answers in return.
Can you give me a receipt? – A piece of paper that shows
a) The computer is broken.
you paid for something.
b) The lens is scratched. Can I have a guarantee? – A promise to repair or replace for
c) The T-shirt is stained. free something broken.
d) The jeans are torn. Can you repair it? – To fix a broken item.
e) The clock is broken.
f) The shirt is tight.
4 Listening
In pairs, learners match the underlined words to their
meanings. Go over the instructions and example with 5a
learners and check understanding. Track 54 Track 55 Track 56 Track 57
Tell learners they’re going to listen to four conversations.
Feedback as a class.
Learners listen and write what each person bought and
what the problems are.
Track 55 2 5b answers
a) Can I exchange them?
Track 56 3
b) Can you replace it?
Track 57 4
c) Can you repair it?
d) Can I have a refund?
b Track 54 Track 55 Track 56 Track 57 Listen again.
Write what each person asked the shop assistant.
lesson 25 101
5a answers
conversation 1: shoes – too small
conversation 2: sunglasses – scratched
conversation 3: clock – broken
conversation 4: jeans – not big enough
Go over the explanations and examples with learners and be + too + adjective These shoes are too small. (= I want bigger shoes.)
be + not + adjective + enough These trousers aren’t long enough. (= I want longer trousers.)
check understanding.
Use whiteboard drawings to illustrate too (big) and not To ask for something:
(big) enough. Can + I + base form of the verb Can I have a refund?
Practice
Can + you + base form of the verb Can you repair it?
6a-e
Practice
Learners use be + too + adjective in the box to complete 6 Look at the pictures below.
the sentences. Go over the instructions and example with Use be + too + the adjectives in the long heavy big crowded fast
learners and check understanding. green box to complete the sentences.
c The suitcase
Extension
Elicit the opposite adjectives for the adjectives in the box
(small, short, light, quiet, slow).
d The street
Have learners make ‘...not (adjective) enough’ sentences.
Example: The shoes aren’t small enough.
9b
Model the sentences for the class. Drill chorally, then
individually.
8 Write what the person might request for each problem in activity 7.
a
b
c
d
Sounding natural
9a Track 58 Listen to the sentences below. Mark ( ) the stressed words.
Can I have a refund? Can I exchange them? Can you give me a receipt?
Interact
10 Work with a partner.
Take turns to choose a picture below.
Explain the problem to your partner.
Can your partner guess the picture?
lesson 25 103
Interact
10
In pairs, learners take turns choosing a picture and
describing the problem. Their partner guesses which
picture they are talking about.
Feedback.
Highlight good use of vocabulary and language.
Elicit correction of errors and mistakes.
UNIT 9
In this lesson - Give advice for health problems
Core activities - 1-5, 7
Grammar - should / shouldn’t for advice Introduction
1 Work with a partner. Look at the pictures below.
Examples: What can you see?
You should do some exercise. Use the words in the box to describe the pictures.
example - I think picture a is ‘my feet hurt’.
You shouldn’t smoke.
Warmer
• Ask learners what problems they have learning English. a b c
Introduction
1 f g h
In pairs, learners match the words to the pictures. Go
through an example and check learners understand the 2 Did you have any of the problems in activity 1 in the past?
activity. If yes, which problems?
When did you have the problems?
3 answers
stiff shoulders, hands hurt, eyes hurt
Listening
3 Track 59 Alex and Jackie are co-workers.
Listen to the conversation.
Which problems in activity 1 does Jackie mention?
Jackie: I like it, but I’m sitting in front of a computer all day. I’ve got stiff
shoulders and my hands hurt.
Jackie: I see. I’ll try doing that. Also, I sometimes feel tired and my eyes hurt.
lesson 26 105
4
In pairs, learners read and complete the conversation
with the phrases in the box.
4 answers
See CD script for Track 59 - answers underlined
5a-f answers
a) You should go to the dentist.
b) You shouldn’t lift heavy objects.
c) You should see the doctor.
d) You should save your money.
e) You should study more. a You should go to the dentist. b lift heavy objects.
Extension
Ask learners to think of some advice for problems a, b, d,
e, and g in activity 1. Monitor and assist with vocabulary
c see the doctor. d save your money.
where necessary.
6a
106 lesson 26
6b
Track 60 Learners listen again and copy the
pronunciation.
understand
Interact
7 a Work with a partner. Choose one of the problems below, and write four pieces of advice.
4 I had a really big ght with my wife. Now she isn’t talking to me.
b Read your advice to the class, but don’t say what the problem was. Can the class guess?
lesson 26 107
In a private lesson
Roleplay visiting a doctor’s office. Take turns playing the
doctor.
Stay ‘in character’ during roleplay. Resist temptation to
take the lead in the activity. Alternatively, do the activity
twice, agreeing with the learner that, the first time, you
will take the lead, but that they will take the lead the
second time.
UNIT 9
In this lesson - Roleplay a visit to the doctor
Core activities - 1-4, 6, 7, 9
Function - Asking about problems and giving advice Introduction bollocks
1 Look at the pictures of the women.
Examples: Write the words from the box in the spaces.
an arm
What’s wrong (with her)?
What’s the matter? an arm a back an eye
Introduction
bollocks
1 bollocks
Point to two or three parts of your body and ask, ‘What’s
this in English?’ Elicit answers. Model, drill and board any bollocks
unknown items.
bollocks
1 answers
108 lesson 27
(from the top)
a hand, an arm, a head, a mouth, a back, an eye, a stomach,
a nose, a tooth, an ear (to the left of a tooth), a leg, a foot
2 Listening
Go over the example question and answer with learners.
In pairs, learners ask for and give the names of body parts
4
in English. You may want to get them to close books and Track 61 Direct attention to the pictures in activity
point to their own bodies during this activity, so they 3. Read through the questions with learners.
aren’t just reading the labels. Learners listen and write the correct number next to each
question. Pause CD after the first and second exchanges
3 to check learners understand what to do.
Use picture 5 on page 109 to elicit ‘a cold’. Direct learners
Feedback in pairs, and then as a class.
to the box at the top of the page and read over the list of
ailments with them. Track 61 (page 152, Student book) 1:04
In pairs, learners match the ailments to the pictures. a) What’s the matter with him? - He has a toothache.
Feedback as a class. Model, drill and board any unfamiliar
b) What’s the matter with her? - She has a headache.
items.
c) What’s wrong? - He has a stomachache.
3 answers d) What’s wrong with him? - He has a cough.
1) a toothache e) What’s the matter? - He has a backache.
2) an earache f ) What’s the matter with her? - She has a cold.
3) a backache
g) What’s wrong with her? - She has an earache.
4) a headache
5) a cold
6) a stomachache 4 answers
7) a cough a-1, b-4, c-6, d-7, e-3, f-5, g-2
a toothache
2 3 4
5 6 7
Listening
4 Track 61 Look at the pictures in activity 3. Listen and write the numbers in the boxes.
b What’s the matter with her? f What’s the matter with her?
5 Work with a partner. Ask and answer questions about the pictures in activity 3.
example - Look at 1. What’s the matter with him?
- He has a toothache.
lesson 27 109
5
Model and drill the answers (He has a / She has a cold,
etc.)
Model and drill the questions one at a time.
Drill questions and responses chorally, and then in open
pairs.
In closed pairs. Learners use the pictures in activity 3 to
practise asking what the problems are and responding to
the questions.
Draw a two-column table on the board. At the top of one What’s wrong? He has a toothache.
column write ‘a good idea’, using gesture and tone to What’s wrong with him? He has a cold.
What’s the matter? I have a stomachache.
convey meaning. At the top of the other column write,
‘a bad idea’, again conveying meaning using gesture and To give advice, we can use should or shouldn’t.
Follow the same procedure with ‘lie down’ – elicit that it is b watch TV / use eye drops
c go to a dentist / eat cake
a good idea and write it in the correct place on the table. d take aspirin / listen to loud music
Introduce, model and drill ‘He should lie down.’ and ‘He
shouldn’t go running.’ as ways of giving advice. 1 2
Do the same with one or two more pictures, offering
suggestions and getting learners to say if the people
should or shouldn’t do those things.
Possible suggestions: 3 4
Practice
You shouldn’t go running.
You should lie down.
6
Direct attention to the pictures and elicit what the
problems are in each. 110 lesson 27
6 answers
1 He has a toothache; 2 He has a backache; 3 He/She has a
sore eye; 4 He has a headache In pairs, learners use the prompts to make advice for the
other pictures.
Monitor and assist as necessary.
Read through the prompts a to d with learners and check Feedback as a class. Learners give advice for the problem
understanding. Teach any unfamiliar items. in each picture.
Elicit which picture matches the prompts in activity 6a.
Extension
Answer With more confident learners, you may like to challenge
picture 2 – (this is the example). them to come up with an additional piece of advice for each
picture, using their own ideas.
In pairs, learners match the other prompts to the pictures.
Answer 7 answers
a=2 a) You shouldn’t go running. You should lie down.
b=3 b) He/She shouldn’t watch TV. He/She should use eye drops.
c=1 c) He should go to a dentist. He shouldn’t eat cake.
d=4 d) He should take aspirin. He shouldn’t listen to loud music.
7
Use the prompts in activity 6a to elicit advice for the
problem in picture 2.
Suggested answer
You shouldn’t go running. You should lie down. (This is the
example in the Student Book).
9b answers
Interact See CD script for Track 63
9 a Work with a partner.
Put the conversation below in order.
1
Doctor - Come in, Ms Jones. Please sit down. Now, what’s
Come in, Ms Jones. Please sit down. Now, what’s the matter?
8a answers
See CD script for Track 62.
8b
Learners practise saying the words.
UNIT 10
In this lesson - Ask people where places are
Core activities - 2, 6-10
Grammar - Prepositions: on the corner of / next to /
between / opposite
Examples:
It’s opposite the toy shop.
It’s next to the toy shop.
It’s between the toy shop and the bank.
It’s on the corner of Queen Street and King’s Lane.
Warmer 1
Introduction
Track 64 Listen to June and Mary talking.
Where does Mary work?
Tick ( ) the shops you hear.
• Books closed. In pairs, learners make a list of as many
places in town (e.g. post office, restaurant, chemist, etc.)
as they can in two minutes.
• Learners share their lists with the class. chemist shoe shop florist bookshop bakery
• Write their lists on the whiteboard. Award one point for
every place not on the other pairs’ lists. The pair with
the most points wins. Queen Street
1
Draw attention to the map on page 112. Elicit/teach the
112 lesson 28
different shops.
Track 64 Play CD. Learners tick (√) the shops they
hear. Play the CD again if necessary.
Language focus
Feedback in pairs, then as a class.
Go over the examples in the box with learners and check
1 answers understanding. Drill – choral and substitution.
See CD script for Track 64 - answers underlined
Teaching tip – substitution drill
Teacher says a phrase or part phrase. Learners respond
Track 64 (page 152, Student book) 0:45
by fitting the phrase into a longer item using appropriate
June - Hi, Mary! How are you? Where do you work now?
intonation.
Mary - Hi, June! I work in the new shoe shop in Queen
Teacher - opposite
Street.
Learner - It’s opposite the toy shop.
June - Really? Next to the bookshop?
Teacher - next to
Mary - No, no. That’s the bakery. The shoe shop’s between
Learner - It’s next to the toy shop.
the florist and the chemist.
Etc.
June - Oh yes. I see – opposite the toy shop?
Mary - Yes, that’s the one. I like my job. Come in and see me
sometime.
June - OK. Maybe next week.
Mary - Great! See you then.
June - Bye.
Queen Street
It’s on the corner Yes, there is. It’s opposite the hotel.
of Queen Street
and King’s Lane.
5b
b Work with a partner. In pairs, learners practise asking and answering the
on the corner of
Practise asking and answering the questions in questions in activity 3. Encourage learners to look away
activity 3.
from the book and at each other when speaking. Monitor
learners’ use of vocabulary and intonation.
lesson 28 113
Practice
2
Model and drill the question. (‘Where’s the...?’)
In pairs. Go over the instructions and example with
learners and check understanding. Demonstrate activity
with a confident learner. Learners ask and answer
about the places in activity 1. Monitor learners’ use of
vocabulary and language.
Sounding natural
3a-d
Track 65 Learners listen for which sentences rise at
the end, and which sentences fall.
(Wh- questions usually end in falling intonation. Yes/no
questions usually end in rising intonation.)
Feedback in pairs, then as a class.
7
Direct learners’ attention to the ‘bookshop’ and ask what Second Street
street it’s on (First Street). Drill “It’s on First Street” and
write on the whiteboard. Elicit the streets for a few more
shops.
Fourth Street
Third Street
First Street
Draw attention to shop names in the box at the bottom hotel
clothes
shop garage
of the page.
Indicate to learners that they should listen and write the
book
names of the shops they hear on the map. shop
café
Conversation 1
A Excuse me. Is there a shoe shop near here?
B Yes, there is. It’s on First Street. It’s called ‘Feet First’. It’s 8a
opposite the cinema. Track 66 Track 67 Track 68 Learners listen
A Thanks very much. again and complete the conversations.
B You’re welcome.
Feedback in pairs, then as a class.
Track 67
Track 68
9 Track 69 Look at the map again. Listen and write the three missing shops on the map.
Interact
10 Work with a partner. Look at the map again. Ask and give directions to places on the map.
example - Excuse me, Is there a café near here?
- Yes, there is. It’s next to the bank.
- Where’s the bank?
- It’s on Fourth Street.
lesson 28 115
Extension
Books closed. In pairs or small teams. Ask learners about
places on the map. The first pair or team to answer correctly
gets a point.
Interact
10
Go over instructions and example. Check understanding.
Pairwork. Learners look at the map again. Learners
should choose three places each and ask where they are.
Monitor learners’ use of vocabulary and language. Make
notes on good use of vocabulary and language, and
errors and mistakes.
UNIT 10
In this lesson - Ask for more information
Core activities - 2-6, 8
Function - Invitations with would you like to Introduction
1 Work with a partner. Look at the pictures below. 2 Work with a partner. Invite them to do some of the
Read the phrases in the yellow box. activities in activity 1. Your partner will toss a coin.
Put a tick ( ) next to phrases with a picture and a
cross ( X ) next to phrases with no pictures.
Introduction
1 “Heads” = Accept the invitation.
“Tails” = Refuse the invitation.
Direct attention to the pictures on page 116. Pick
example - Would you like to eat out?
out one or two pictures and elicit the activities. Draw (Heads) - Yes. Let’s go to an Italian
attention to the example, and show how learners can find (Tails)
restaurant.
- I’m sorry. I have an exam.
the activities in the box underneath the pictures.
In pairs, learners tick (√) the phrases with pictures and Listening
write an ‘x’ next to the ones with no pictures. Monitor and 3 Track 70 Listen to the telephone conversation
2
Show learners a coin (choose which side is “heads” and
which side is “tails”). Indicate that “heads” equals ‘accept’
Listening
an invitation. “Tails” equals ‘refuse’ an invitation.
Write an example invitation on the whiteboard (“Would 3
you like to eat out?”). Go through the different items in the table. Explain
Toss the coin, and elicit a response based on the results of to learners that they’re going to listen to a phone
the toss. conversation between Micah and an employee in a
For example: cinema. Micah wants to book seats for a movie.
Heads: “Yes. Let’s go to an Italian restaurant.” Track 70 Play CD. Learners listen and underline the
Tails: “I’m sorry. I have an exam.” correct answers. Play CD again if necessary.
In pairs. Learner A invites Learner B to some of the Feedback in pairs, then as a class.
activities in activity 1. Learner B tosses a coin to accept or
refuse the invitation. 3 answers
Change roles. Monitor. Note good use of vocabulary and See CD script for Track 70 - answers underlined
language, and errors and mistakes.
Track 70 (page 153, Student book) 1:27
Feedback. Highlight good use of language and elicit
Cinema - Hello. First Cinema. How can I help you?
corrections of any problems you noted.
Micah - I’d like two tickets for The Sound of Music, please.
Cinema - Certainly. Is that for tonight?
Micah - Yes, tonight at six o’clock, please.
Cinema - OK. Two seats for tonight at six o’clock. Where would you
like to sit?
Micah - At the back. Is that OK?
Cinema - At the back? Yes, that’s fine. Can I have your credit card
Micah: I’d like two tickets for The Sound of Music, please.
Cinema: OK. Two seats for tonight at 6.00. Where would you like to sit?
Cinema: At the back? Yes, that’s ne. Can I have your credit card number, please?
Cinema: Thank you, Mr Jensen. You can pick up your tickets any time.
lesson 29 117
number, please?
Micah - Yes, it’s 75-03-24-36-99-01.
Cinema - That’s 75-03-24-36-99-01.
Micah - That’s right!
Cinema - And your name, please?
Micah - Micah Jensen.
Cinema - Thank you, Mr Jensen. You can pick up your tickets any
time.
Micah - Thanks very much.
Cinema - You’re welcome. Please call again.
4a
Track 70 Learners listen and read the conversation,
then practise in pairs. Encourage learners to look away
from their books and at each other when speaking
4b
In pairs, learners practise the conversation again,
replacing the underlined words with information from
the boxes. Encourage learners to look away from their
books and at each other when speaking.
5 Simon go shopping
Go through an example and check understanding. Play Simon: Oh, hi, Gary. How are you?
CD again if necessary. Gary: I’m ne. Listen. Would to a party at my house on Saturday?
Simon: ,I . What time does it start?
Gary: Come at about . Bring some wine, too.
Feedback as a class.
Simon: OK. See you on Saturday.
5 answers
b Track 72 Listen again. Complete the conversation.
Simon – come to a party, Lucy – have a coffee, Fay – go
shopping Gary: Lucy! It’s Gary. How are you?
Lucy: Not very well. I have a .
Gary: Would you like to a coffee on Friday afternoon?
Track 71 (page 153, Student book) 0:36 Lucy: I’m sorry, I can’t. .
Conversation 1 Gary: Oh no! Well, get well soon.
Conversation 2
Gary - Lucy! It’s Gary. How are you? 118 lesson 29
6a-c answers
See CD scripts for Tracks 71-73 - answers underlined
lesson 29 119
Interact
30
The food is cheap and the coffee is good
The food is cheap
UNIT 10
In this lesson - Have lunch in a cafe
Core activities - 4-11 and the coffee is good
Skills - Extended speaking and vocabulary Introduction
1 Work with a partner. Write the words in the box under the pictures.
nurse pilot teacher waiter cook priest
doctor receptionist mechanic secretary hairdresser
Introduction
1
Direct attention to the pictures of occupations on page
120. Pick out one or two pictures and elicit the items. doctor
four syllables
2
In pairs, learners decide how many syllables each word in
activity 1 has, and write them in the correct row of the
table. Check understanding of syllable by pronouncing 120 lesson 30
lesson 30 121
4a answers
See CD script for Track 76
4b
Track 76 Learners listen to check their answers. Elicit
any corrections to the conversation written on the board.
5a-c
Learners read the conversation again and answer the
questions.
Feedback in pairs and then as a class.
7a
In pairs, learners match the names to the items and
write the words under the pictures. Monitor and assist as tea
necessary.
7a answers
Top to bottom, left to right:
tea, potato salad, coffee, cheese and tomato sandwich,
Italian salad, chicken soup, spicy chicken sandwich, ham
sandwich, tomato soup, orange juice, apple juice
7b
Learners tell the class which items on the menu they like
or dislike.
8
b Do you like these things? Tell the class.
example - I like tomato soup, but I don’t like potato salad.
In pairs, learners use the menu to practise asking for and 8 Work with a partner. Practise saying the prices.
giving prices. Model and drill the question (‘How much is example - How much is the potato salad?
- That’s £3.00.
the...?’) first.
122 lesson 30
Listening
9 Track 77 (page 153, Student book) 1:08
Explain that Gloria and Wendy are now in the cafe.
Ask learners to listen for which items in activity 7 they Wendy - What do you want, Gloria?
order. Gloria - I don’t know. I’ll look at the menu.
Assistant - Good afternoon. How can I help you?
Track 77 Learners listen and complete the table with
the food and the prices of what they order. Wendy - Can I have a cheese and tomato sandwich and an
apple juice, please?
Feedback in pairs and then as a class. Assistant - Here you are. One cheese and tomato sandwich,
£6.50, and one apple juice, £2.50. That’s nine pounds, please.
9 answers
Gloria - And can I have a spicy chicken sandwich, a potato
Wendy
a cheese and tomato sandwich - £6.50, an apple juice – salad and a coffee, please?
£2.50. Total - £9.00 Assistant - Yes, here you are. That’s one sandwich, £7.00,
Gloria a potato salad, £3.00, and a coffee, £3.00. So that’s £13.00,
a spicy chicken sandwich - £7.00, a potato salad - £3.00, a please.
coffee - £3.00. Total - £13.00 Gloria - Here you are.
Assistant - Thanks very much.
10
In pairs, learners look at the phrases and decide if workers
or customers say them in a cafe.
Feedback as a class.
You may like to elicit / teach one or two more phrases
and board these for use in activity 11. For example: What
would you like? Eat in or takeaway? Anything to drink?
Wendy Gloria
customer worker
Interact
11 Work with a partner.
a Practise ordering food and drink in a café.
One student is the customer. One student is the worker.
Customer:
Look at the menu in activity 7. Decide what you want.
Worker:
Listen to the customer. Ask for the money.
lesson 30 123
10 answers
Good morning / Good afternoon – both; How can I help you?
– worker; Can I have a...? – customer; That’s £13.00, please.
– worker
Interact
11a
In pairs. Divide pairs into ‘customers’ and ‘workers’. Go
over the instructions and check understanding. Elicit who
should speak first (usually the worker – to welcome the
customer into the shop).
Allow learners a little time to think and prepare what they
are going to say.
11b
Learners change roles and do it again. Monitor and
feedback as above.
31It’s freezing!
It’s freezing!
UNIT 11
In this lesson - Talk about what you do in different
weather
Core activities - 2-5, 8-10 Introduction
1 a Read the sentences in the yellow box. Write them under the correct thermometer.
Grammar - Weather words
It’s 5 degrees – it’s cold. It’s minus 10 degrees – it’s freezing!
Using when in a sentence It’s 30 degrees – it’s hot. It’s 15 degrees – it’s warm.
Example:
What do you do when it’s windy?
I stay at home when it’s windy.
Introduction
1a 1 2 3 4
Books closed. Draw a thermometer on the whiteboard.
Elicit/teach what it is. Model and drill the word. Then b Work with a partner.
1b warm
raining
In pairs. Learner A says a temperature from activity 1a
124 lesson 31
(e.g. ‘It’s minus ten degrees!’). Learner B responds with an
appropriate comment (e.g. ‘It’s freezing!’). Go through
the example and check understanding. Learners take
turns to say the temperatures. Monitor and assist as
necessary.
Practice
Practice
3 Look at the pictures below. Language focus
Work with a partner.
What’s the weather like?
Ask and answer questions about the weather.
cloudy.
example - What’s the weather like? It’s
hot and sunny.
- It’s cold and snowing.
1 2
3 4
lesson 31 125
4
In pairs. Ask and answer about today’s weather. Monitor
learners’ use of vocabulary and language.
5a London
Sounding natural
6 Vocabulary
Track 79 Learners listen and mark the stressed
8
words in the questions. Draw attention to the Language Direct attention to the pictures at the top of page 125.
focus box next to the activity. Point out the first letter in the box and indicate that
6 answers learners should match the pictures with the rest of the
See CD script for Track 79 - answers in bold words.
Feedback in pairs, then as a class.
e walk my dog
Interact
10 a Read the questions and write your answers.
question you your partner
lesson 31 127
Reading
9a
Read through the conversation with learners and check
understanding.
9b
In pairs, learners practise the conversation. Encourage
learners to look away from their books ans at each other
when speaking.
Interact
10a
Read through the two questions in the table with
learners. Write answers that are true for you on the
whiteboard. Indicate to learners that they should
write their answers in the table. Monitor and assist as
necessary.
10b
Learners write two more questions in the table. Monitor
and assist with vocabulary where necessary.
UNIT 11
In this lesson - Say why you like things
Core activities - 1, 4-6
Grammar - because Introduction
1 a Look at the different kinds of holiday below. Write the words under the pictures.
Examples:
beach holiday hiking holiday golfing holiday
I like Italian food because it’s delicious. cruise holiday safari holiday skiing holiday
Introduction
1a beach holiday
Direct attention to the pictures of different kinds of
holidays on page 128. Draw attention to the example,
and show how learners can find the names in the box at
the top of the activity.
In pairs, learners match the holiday names to the pictures.
Monitor and assist as necessary.
Extension notes
As a class. Brainstorm and write other kinds of holiday on What kinds of holiday do you like?
the board.
What kinds of holiday do you nott like?
safari holiday, skiing holiday, cruise holiday, hiking holiday example Laura likes outdoor holidays,
but she doesn’t like beach holidays...
1b 128 lesson 32
Read through the questions in the table with learners
and check understanding.
In pairs, learners ask and answer the questions. Learners
note their partner’s responses in the table. Monitor and Listening
assist as necessary.
1c 2
Learners tell the class about their partner. Note good use Draw learners’ attention to the background pictures on
of vocabulary and language, and errors and mistakes. page 129 and elicit the type of holidays (skiing / beach
holiday).
Feedback. Highlight good use of vocabulary and
Suggestion
language. Elicit correction of errors/mistakes.
Have learners listen to Track 80 once through first,
with books closed, and say which holiday Antonia is on and
which holiday Stephanie is on.
(Stephanie is on a beach holiday – in Hawaii; Antonia is on a
skiing holiday – in Japan).
2 answers
See CD script for Track 80 - answers underlined
Listening
2 Track 80 Listen to Antonia and Stephanie’s conversation.
Complete the sentences with the words below.
Antonia: Hello.
Antonia: I’
I m in . I’’m on a holiday.
Stephan
nie
ie:: Is it co
cold?
A toniia:: Ye
An Yes! It’
ts !
Stepha
ani
n e: It sounds terrible!!
Antonia: It
An It’ss OK. I have a real
a ly
y jacket!
Ste
tephanie
e: Itt’s so
o here. It’s 35 degrees.
he
Anto
Antoni
nia:
a: Oo
O h, tha
hat’
t’ss to
too
o hot!
ho !
lesson 32 129
A - Oh, hello. How are you? Are you on holiday now? I like Italian,
B - Yes, I’m in (a Brazil) . It’s really hot. It’s great! a What’s your favourite sport?
because it’s .
A - I’m in (b Canada) . I’m on a (c camping) holiday. c What kind of food do you not like?
I love classical music,
because it’s .
B - Is it (d cold)?
I like hockey,
A - (e No)! It’s (f warm). d What do you do in your free time?
because it’s exciting .
B - It sounds (g great)! I don’t like fried food,
e Do you like skiing?
because it’s .
I study English,
3b f What’s your favourite food?
because it’s .
Sounding natural
Language focus 5a
Go through the explanation and the examples with Track 81 Learners listen to the countries and
learners and check understanding. nationalities and write the number of syllables next to
each word.
4a-f Feedback in pairs, then as a class.
Go over the example and check understanding.
In pairs, learners draw lines to match the questions 5b
on the left with the answers on the right. They then
Track 81 Learners listen again and underline the
complete the answers with an adjective from the box.
stressed syllables.
Monitor and assist as necessary.
Feedback in pairs, then as a class.
Feedback as a class. 5a+b answers
See CD script for Track 81
4a-f answers
a) What’s your favourite sport? – I like hockey, because it’s
exciting.
b) What kind of music do you like? – I love classical music,
because it’s relaxing.
c) What kind of food do you not like? – I don’t like fried food,
because it’s oily.
d) What do you do in your free time? – I study English,
because it’s interesting.
e) Do you like skiing? – No, I don’t, because it’s cold!
f) What’s your favourite food? – I like Italian, because it’s
delicious.
Japan
Italian
Japanese
6a
b Track 81 Listen again and underline the Learners work on their own to read the questions and
stressed syllable for each word. Germany German
note their own answers.
c Practise the pronunciation. Thailand Thai
6b
Interact Learners work on their own to write three more questions
6 a Read the questions. Make notes of your answers and reasons. about likes and dislikes.
You can use the words below or your own ideas.
Monitor and assist as necessary.
exciting interesting cold delicious relaxing beautiful hot fun
6c
• Do you like jazz?
In pairs, learners ask and answer the questions from
• What’s your favourite movie?
activities 6a and 6b.
• What food do you dislike?
Monitor learners’ use of vocabulary and language. Note
• What kinds of sport do you like?
good use of vocabulary and language, and errors and
mistakes.
•
•
6d
•
Learners tell class about their partner.
b Write three more questions above.
Highlight good use of language and elicit corrections of
c Work with a partner. Ask and answer the questions.
any problems you noted.
d Tell the class about your partner.
lesson 32 131
5c
Learners listen again and practise the pronunciation.
Model and drill.
UNIT 11
In this lesson - Order in a restaurant
Core activities - 5 -11
Function - Asking for prices Introduction
1 a Look at the different kinds of food in the table below.
Write 2 if you love it, 1 if you like it, 0 if it’s OK, and -1 if you don’t like it.
Introduction Italian 1
1a
Go over the different kinds of food in the table. Indicate Indian 1
1b
In pairs, learners ask and answer questions about Mexican -1
the food in activity 1a. Demonstrate activity with a
confident learner. Monitor. Note good use of vocabulary
and language, and errors and mistakes. b Work with a partner. Ask and answer questions
Language focus
about the food in activity 1a.
Feedback. Learners tell the class about their partner. - Do you like Mexican food? Yes, I like it.
- No, I don’t like it.
...is OK.
Practice
c Tell the class about your partner.
Focus learners’ attention on the pictures of food. Elicit the 132 lesson 33
food in the pictures (fried chicken, green salad, chocolate
cake, curry). Learners write the words from the green box
below the correct pictures.
Listening
Feedback in pairs, then as a class.
2 answers
3
Go over the names of the people in the pictures and the
Left to right: oily, healthy, sweet, spicy
food in the box above them. Ask learners to listen for
which food from the box they like.
Language focus Track 82 Play CD. Learners listen and write the food
they hear under the correct picture. Pause CD after
Go through the examples with learners and check Jennifer speaks and check understanding of activity. Play
understanding. CD again if necessary.
Extension
Feedback in pairs, then as a class.
Learners use the adjectives to describe the foods in activity
1.
3 answers
Jennifer – pork chops
Warren – fish
Sandra – vegetables
Arthur – chocolate cake
oily
Language focus
Curry is spicy. Salad is healthy. Chocolate cake is sweet. Fried chicken is oily.
Listening
3 Track 82 Listen to the conversation. What food do the people below like?
Use the words in the orange box. Write them below the pictures.
pork chops
a b c
Arthur Jennifer, do you Arthur Sandra, what’s your Warren Let’s go to that new
eat meat? favourite kind of food? Indian restaurant.
Jennifer Yes, I do. Sandra Umm, I Jennifer Good idea!
I love it. meat or sh, but
spicy food.
vegetables!
lesson 33 133
Model and drill the questions. In the United Kingdom, people use pounds (£) a fish £5.40
and pence (p).
There are 100 pence in one pound: £1 = 100p
b
25p = twenty-five pence
Sounding natural
6 5 Listen to your teacher.
Waiter Can I take your order?
Customer Yes, I’d like the soup
Pairwork. Direct attention to the example dialogues. How do we say prices in English?
and the
noodles, please.
soup with
Model activity with a confident learner and check Waiter Anything to drink?
THIS WEEK’S SPECIALS Customer I’d like mineral , please.
understanding. Monitor. Waiter Anything else?
potatoes £1.30
Customer How much is the
mushrooms 75p ?
Feedback. Highlight good use of language and elicit garlic 20p Waiter It’s .
corrections of any problems you noted. orange juice £1.50 Customer Hmm, no, thanks. That’s all.
eggs 67p
Track87
olive oil £1.38
butter 99p Waiter Can I take your order?
Listening ice cream 95p Customer Yes, I’d like the Italian
and the spaghetti, please.
Waiter Anything to drink?
7a-c
Customer Err... is the
6 Work with a partner. red wine?
Use the information above to practise the dialogue Waiter A glass is , and a bottle
Track 83 Track 84 Track 85 Learners below. is .
listen and complete the table. Go over the questions and example - How much is the orange juice?
Customer I’d like a glass, please.
Waiter Anything else?
examples with learners and check understanding. Pause - It’s £1.50. Customer No, thank you.
- How much are the eggs?
CD after each conversation to allow time for learners to - They’re... 10 Work with a partner.
complete the table. Play again if necessary. Practise the conversations in activity 9.
134 lesson 33
Feedback in pairs, then as a class.
7a-c answers
a) fish - £5.40 Track 84 (page 154, Student book) 0:38
b) potatoes - 65p b)
carrots - 40p
- Excuse me. I’d like some potatoes and some carrots, please.
mushrooms - 20p
c) oranges - 20p (each) / £2 How much are they?
- The potatoes are 65p, and the carrots are 40p.
- OK. I’ll take them.
Track 83 (page 154, Student book) 0:27
- Here you are, sir. Anything else?
a)
- Yes, how much are the mushrooms?
- Good afternoon, madam. What can I get you?
- They’re 20p.
- Do you have any fresh fish?
- That’s good. Yes, I’d like some mushrooms, too, thanks.
- Yes, of course.
- How much is it?
Track 85 (page 154, Student book) 0:25
- £5.40.
c)
- £5.40! That’s very expensive. No, thank you.
- Hello. Do you have any oranges?
- Let me see... Umm, yes we do. They’re 20p each.
- OK. I’ll take 10.
- That’s £2, please.
- Here you are.
8
Track 83 Track 84 Track 85 Learners listen
again check.
Bread and olive £3.50 Roast potatoes £2.40 Red wine Waiter - Can I take your order?
oil
Extension Interact
Elicit where the people in the conversation are (supermarket 11a
/ fruit and vegetable stand). In pairs, learners roleplay a conversation in a restaurant.
Ask learners about the prices of fruits and vegetables in their Student B is the customer. They look at the menu. Decide
country (in their currency). what they want.
Example: Student A is the waiter/waitress. They decide, and write,
“apples are ¥120” the missing prices of drinks on the menu.
“oranges are ¥150” Refer learners to the Useful Language box. Demonstrate
activity with a confident learner.
9 Monitor and assist as necessary.
Track 86 Track 87 Learners listen and write the
11b
missing information to complete the conversations. Play Learners do roleplay.
CD again if necessary. Monitor and assist as necessary.
11c
Feedback in pairs, then as a class. Learners change roles and do it again. Monitor. Note
good use of vocabulary and language, and errors and
9 answers mistakes.
See CD scripts for Tracks 86 and 87 - answers underlined Feedback. Learners tell the class what their partner
ordered. Highlight good use of vocabulary and language.
Elicit correction of errors/mistakes.
34
When we meet someone for the first time...
UNIT 12
In this lesson - Say what usually happens in different
When we meet someone
situations for the rst time...
Core activities - 2-6, 8 Introduction
1 Work with a partner.
Grammar - Zero conditional a Discuss these pictures and questions.
Examples:
When someone gives me a business card, I read it carefully.
If I visit someone’s house for the first time, I take a present.
1a
Go over the instructions and check understanding. Allow
learners time to think and make notes. Monitor and assist
as necessary.
In pairs, learners discuss what they do in the situations.
Listening
What do you do when
it’s your mum’s birthday?
2
Track 88 Focus learners’ attention on the picture of 136 lesson 34
Carl on page 137. Tell learners to listen and tick (√) the
situations in activity 1 he mentions.
3 answers
Feedback in pairs and then as a class. a) T, b) F, c) T, d) T, e) F, f) T
2 answers
meeting someone for the first time
someone giving you a business card
Language focus
visiting someone’s home for the first time Go over the explanation and examples with learners and
check understanding.
Track 88 (page 154, Student book) 0:50 Ask learners to find more examples in the sentences in
activity 3.
Carl:
When I meet someone for the first time, I usually shake
hands with them and say, ‘Nice to meet you’. I think saying,
‘How do you do?’ is quite old-fashioned. If someone gives
me a business card, I read it carefully and put it in my wallet.
I don’t have my own business card, so I can’t give one back.
If I visit someone’s house for the first time, I always arrive
on time. I usually take a little present... maybe flowers, or a
bottle of wine.
3
Track 88 Learners listen again and write T (true) or F
(false) next to the sentences.
Listening
2 Track 88 Listen to Carl.
What situations does he talk about?
Tick ( ) the pictures in activity 1.
a When he meets someone for the first time, he usually shakes hands. T
b When he meets someone for the first time, he says, ‘How do you do?’
e If he visits someone’s house for the first time, he arrives a little late.
Language focus
We can use when or if to talk about what usually happens in a situation.
lesson 34 137
4
column A column B
When I get home after work, I go shopping and spend lots of money.
Learners complete the sentences in column A by If I don’t feel very well, I have a nice, relaxing bath.
matching them with the endings in column B. When it’s very hot, I drink lots of water.
Go over the example and check understanding. When I get paid, I go snowboarding.
If I go to the beach, I swim all day.
Learners use prompts to write the sentences about d When I get paid,
6b
Learners tell the class about their partners.
138 lesson 34
Sounding natural
7a
Tell learners to circle the commas in the sentences. Interact
7b answer 8b
There is a slight pause, and the intonation doesn’t fall at the Learners tell the class what they discussed. Make notes
end of the clause. on good use of vocabulary and language, and errors and
mistakes.
Track 89 (page 154, Student book) 0:27 Highlight good use of language and elicit corrections of
any problems you noted.
If I go shopping, I take my bag with me.
When I drive my car, I wear my glasses.
Extension
When a friend visits my house, I offer them a drink. Write ‘wedding’, ‘funeral’ and ‘birth of a child’ on the
whiteboard. Ask learners to work in pairs. Assign each pair a
7c different situation.
Track 89 Play CD again, pausing after each sentence Learners make notes about what people usually do in their
for learners to repeat. Drill chorally, then individually. country for the situation they were assigned and tell the
class.
Learners tell the class about the notes they wrote.
b Track 89 Listen to the sentences. What happens to the comma when we speak naturally?
Interact
8 a Work with a partner. Think about and discuss what information is useful for a visitor to your country.
Make notes about what people usually do in the different situations below.
• Using trains
• Eating food
lesson 34 139
35No problem
No problem
UNIT 12
In this lesson - Discuss what to do about problems
Core activities - 2-6, 8
Grammar - First conditional
Introduction
Examples: 1 Do you like barbecues and picnics? Why?
If it rains, I’ll take an umbrella. 2 a Think about a barbecue or
If we hurry, we won’t be late. picnic you went to in the past.
Make a note of your answers
What will you do if you lose your passport? to the questions below.
Introduction
4 Did you enjoy it?
5 Were there any problems?
Feedback. Learners tell the class about their partner. they finish all the wine
140 lesson 35
Reading
3a 3b
Draw attention to the picture of Simone and explain Go over the instructions to check understanding. In pairs,
the situation – she is planning a barbecue and thinking learners draw lines to match the situations in column
about possible problems. A with what Simone decides to do for each problem in
Go over the instructions and example to check column B. Monitor and assist as necessary.
understanding. In pairs, learners read the problems
Simone thinks about, then use them to complete the Feedback as a class.
phrases under the correct pictures in column A. Monitor
3b answers
and assist as necessary.
If the sausages burn, she’ll make sandwiches.
If someone is sick, she’ll call a doctor.
Feedback as a class.
If they finish all the wine, they’ll drink beer.
3a answers If it rains, they’ll use umbrellas.
From top:
If the sausages burn; If someone is sick; If they finish all the 4a
wine; If it rains In pairs, learners read the phrases in activity 3 again and
circle the main verbs. Make sure learners understand
they should circle these in both columns. Monitor and
assist as necessary.
Feedback as a class.
4a answers
See activity 3b answers - answers underlined.
column A column B
4 a Read the phrases in activity 3 again and circle the main verbs in both columns.
b Underline the correct option to answer the questions.
1 Are the situations in column A in the present or the future? ........... present / future
2 Are the situations in column A sure to happen or only possible? .... sure to happen / possible
3 What tense are the phrases in column A? ................................... present simple / past simple
4 What form are the verbs in column B? ...................................... base form / past form
5 Do you think Simone has good ideas about what to do for each problem?
lesson 35 141
4b
Go over the instructions and questions to check
understanding.
Answer each question as a class and have learners
underline the correct option for each in their books.
4b answers
1) future
2) possible
3) present simple
4) base form
5
Take brief responses to the question as a class as a way to
round off this section of the lesson.
We can use other modal verbs, such as can, might and may, instead of will.
You will be aware that the order of the clauses may be If you finish early, you can go home.
reversed: If I have the time, I might come to the party.
If it rains, I’ll take an umbrella. / I’ll take an umbrella if it In questions, we can put the will part of the sentence first and the if part second.
rains. When the will part comes first, we don’t use a comma.
will + base form of the verb if + present simple
But it’s probably best not to go into this unless it is raised by What will you do if it rains?
a learner. What will she do
What will they do
if she goes to university?
if they finish all the wine?
Practice
Practice 6 a Complete the sentences with the verbs from the box in the correct form.
Use each word only once.
Go over the instructions and example to check 1 If it rains , he’ll at home and watch TV.
understanding. 2 If it sunny tomorrow, I’ll tennis.
In pairs, learners complete the sentences with the verbs 3 If you to bed early, you’ll better.
from the box in the correct form. Monitor and assist as 4 If she hard, she’ll the exam.
5 If you hungry, you can lunch.
necessary.
b Use the prompts to write questions.
1 If I get lost, I’ll ask a policeman.
Feedback as a class.
What will you do if you get lost?
2 If I miss the train, I’ll get a taxi.
6a answers What
1) If it rains, he’ll stay at home and watch TV. 3 If I get hurt, I’ll go to a doctor.
142 lesson 35
6b
Go over the instructions and example to check
understanding. In pairs, learners use the prompts to write
questions. Monitor and assist as necessary. Sounding natural
Feedback as a class. 7a
6b answers Track 90 Learners listen for what happens to the
1) If I get lost, I’ll ask a policeman. underlined ‘t’ in ‘what’ in connected speech.
What will you do if you get lost?
2) If I miss the train, I’ll get a taxi. 7 answer
What will you do if you miss the train? It tends not to be pronounced. This is an example of elision.
3) If I get hurt, I’ll go to a doctor.
What will you do if you get hurt?
Track 90 (page 154, Student book) 0:28
4) If I’m hungry, I’ll get a takeaway.
What will you do if you’re hungry? 1) What will you do if you get lost?
5) If I’m bored, I’ll read a book. 2) What will you do if you miss the train?
What will you do if you’re bored? 3) What will you do if you get hurt?
7b
Track 90 Learners listen again and copy the
pronunciation. Remodel and re-drill if necessary.
Interact
You are going to roleplay two situations discussing problems.
Work in two groups, A and B.
1
You are a parent. Your partner is your son or daughter. Your partner wants to go hiking in the mountains.
You are worried. Read the possible problems below and add two more of your own ideas.
• get lost
• there is heavy snow
• the pack is too heavy
•
•
Talk to your son / daughter. Tell them what you are worried about.
2
Your partner is your mother or father. You are their son or daughter.
You want to go hiking in the mountains. Your partner is worried.
What will you do if...
• you get lost?
• there is heavy snow?
• your pack is too heavy?
Talk to your mother / father. Say goodbye and tell them not to worry.
lesson 35 143
Interact
Divide the class into two groups, A and B. Have group A
and B look further down the page at activity 8.
8a
Go over the instructions for roleplay with learners to
check understanding.
You may like to have learners work together in their
groups at this stage to think of what to say in their roles.
Monitor and assist as necessary.
8b
Put learners into A / B pairs to do roleplay. You may like
to model the activity first with a more confident learner.
Go over the instructions and example to check
understanding. In pairs, learners do roleplay.
36 Jazz is relaxing
Jazz is relaxing
UNIT 12
In this lesson - Discuss the music you like
Core activities - 3-6, 8, 9
Skills - Extended speaking and vocabulary Introduction Vocabulary 1
1 Discuss the questions below. 2 Work with a partner.
Match the kinds of music with the pictures.
a Do you enjoy karaoke? Why?
b What’s your favourite song at karaoke? 3 Which kinds of music in activity 2 do you listen to?
c Why do you like it?
Warmer
• Books closed. Write ‘pop music’ in a circle in the middle
of the whiteboard.
• Ask the class to suggest all the words they associate
with ‘pop music’, e.g. dance, concert, microphone.
• Write the suggested words around the circle, connected
to it with straight lines. You should end up with a ‘sun’
a classical
effect, with lines radiating from the circle. b jazz
• Count the number of words on the board, and erase all c pop
d rock
but the words inside the circle. e hip-hop
Introduction
1a-c
In pairs, learners discuss the questions in the activity.
Feedback as a class.
Extension
As a class, discuss the following questions: 144 lesson 36
Do learners sing any songs in English?
What is the best time to go to karaoke?
Who do they usually go with?
Interact 1
Vocabulary 1 4a-f
Explain to learners they’re going to talk about music.
2 Go over the instructions with learners and check
Learners match the pictures with types of music. understanding. Demonstrate the activity by writing short
answers for yourself on the whiteboard. Allow learners
2 answers time to think and make notes for questions a - f. Monitor
Clockwise from top left: b, e, c, d, h, g, f, a and assist as necessary.
5b
In pairs, learners ask and answer the questions in
activities 4 and 5. Learners make notes about their
partner’s answers.
Interact 1
4 Work on your own.
Read the questions below.
Make notes on your answers.
f Do you go to concerts?
b Work with a partner. Ask and answer the questions above. Make a note of your partner’s answers.
lesson 36 145
5c
Learners tell the class about their partner’s answers.
6a-e answers a Taking a hot bath after a hard day is very relaxing .
a) Taking a hot bath after a hard day is very relaxing. b I cried because the movie was so .
b) I cried because the movie was so moving. c My professor is really . I always fall asleep in his class.
c) My professor is really boring I always fall asleep in his d History is my favourite subject. Learning about our past is .
e Motor racing is really . I love the noise!
class.
d) History is my favourite subject. Learning about our past is
interesting. 7 Work with a partner.
e) Motor racing is really exciting. I love the noise! Use the words from activity 6 to describe the kinds of music on page 144.
a Jazz is relaxing.
7
b Classical
c Pop
In pairs, learners use the adjectives from activity 6 to d Rock
book. f Dance
g Blues
h Opera
Feedback. Learners tell the class about their partner.
7 answers
Learner’s own answers.
Interact 2
8a
Explain to learners they’re going to talk about music they
like.
146 lesson 36
In pairs, learners add three more kinds of music to the list.
8b
Tell learners to read the list in activity 8a. Learners
8c
This time, learners decide which kinds of music are good
decide which kinds of music are good to listen to before
to listen to in the morning, and rank them in column B
going to bed, then rank them in column A from 1-10 (1 =
from a-j (a = the best).
the best).
A B
classical
jazz
pop
rock
hip-hop
dance
blues
b Read the list above. Which kinds of music are good to listen
to before you go to bed?
Rank them in column A from 1-10 (1 = the best).
c Which kinds of music are good to listen to in the morning?
Rank them in column B from a-j (a = the best).
lesson 36 147
148