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2 1s t C e n t u r y C o m m u n i c a t i o n S k i l l s

1
Unit Lesson Title Pages In this lesson:

1 How are you? 4-7 Introduce yourself

1 2 What do you do? 8 - 11 Talk about yourself

3 What time do you get up? 12 - 15 Ask and answer questions about your daily activities

4 This is my son, Tim 16 - 19 Talk about your family

2 5 She likes pizza 20 - 23 Talk about what people like

6 Which do you like? 24 - 27 Talk about yourself

7 I love cooking 28 - 31 Ask your partner about likes and dislikes

3 8 I don’t work in an office 32 - 35 Talk about your job

9 Could I have a cup of tea? 36 - 39 Ask for things in a café or bar

10 She’s got short, brown hair 40 - 43 Describe a friend

4 11 There’s a key on the table 44 - 47 Describe your house

12 Hobbies 48 - 51 Tell people about your hobby

13 Where’s my pen? 52 - 55 Say where things are

5 14 I don’t have a video camera 56 - 59 Talk about possessions

15 Can I try it on? 60 - 63 Roleplay shopping for clothes

16 Can you cook, Maria? 64 - 67 Talk about what you can do

6 17 Sorry, but I can’t 68 - 71 Invite a friend to the cinema

18 What’s on TV tonight? 72 - 75 Discuss your favourite TV programmes

19 Having a lovely time 76 - 79 Write a postcard about a holiday

7 20 Are there any apples? 80 - 83 Talk about food

21 How do I get to Green Hill? 84 - 87 Tell people how to get to places

22 I went to India last year 88 - 91 Tell your partner about your week

8 23 I sing badly 92 - 95 Discuss how your friends do things

24 When we were young… 96 - 99 Tell people a story about when you were young

25 Do you have a receipt? 100 - 103 Describe a problem in a shop

9 26 You should try to relax 104 - 107 Give advice for health problems

27 What’s the matter? 108 - 111 Roleplay a visit to the doctor

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

33 How much is the steak? 132 - 135 Order in a restaurant

34 When we meet someone for the first time… 136 - 139 Say what usually happens in different situations

12 35 No problem 140 - 143 Discuss what to do about problems

36 Jazz is relaxing 144 - 147 Discuss the music you like


2 Interact 1_Teacher’s Guide
Language CD tracks

Grammar Present simple form of be Articles: a/an Possessives: my/your/his/her Track 01- 04

Grammar Second person (you) questions and answers Track 05 - 09

Function Telling the time and talking about routines Track 10 - 12

Grammar This is possessive’s my/his/her Track 13 - 14

Grammar Subject-verb-object sentences Track 15 - 16

Skills Extended speaking and listening Track 17 - 18

Grammar like and dislike + ing Track 19 - 20

Grammar Present simple negative statements Track 21 - 22

Function Ordering food and drink Track 23 - 25

Grammar He/she has got, He/she hasn’t got Track 26

Grammar there is/there isn’t, there are/there aren’t Track 27 - 28

Skills Extended speaking and vocabulary -

Grammar Where is the +singular?, Where are the + plurals?, Prepositions of place Track 29 - 30

Grammar Have/has/don’t have/doesn’t have Track 31 - 32

Function Shopping for clothes Track 33 - 34

Grammar can for ability Track 35 - 36

Grammar Let’s + verb for making suggestions Track 37

Skills Extended speaking and vocabulary -

Grammar Present continuous for what is happening around now Track 38

Grammar Countable and uncountable nouns Track 39 - 41

Function Giving directions by train Track 42 - 48

Grammar Past simple with regular and irregular verbs and time expressions Track 49 - 50

Grammar Adverbs of manner Track 51

Skills Extended speaking and vocabulary Track 53 - 53

Grammar too and not enough with adjectives Track 54 - 58

Grammar should/shouldn’t for advice Track 59 - 60

Function Asking about problems and giving advice Track 61 - 63

Grammar Prepositions: on the corner of/next to/between/opposite Track 64 - 69

Grammar Invitations with would you like to Track 70 - 74

Skills Extended speaking and vocabulary Track 75 - 77

Grammar Weather words Using 'when' in a sentence Track 78 - 79

Grammar Because Track 80 - 81

Function Asking for prices Track 82 - 87

Grammar Zero conditional Track 88 - 89

Grammar First conditional Track 90

Skills Extended speaking and vocabulary -


Interact 1_Teacher’s Guide 3
1
UNIT 1
How are you?

1How are you?


How are you?

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

It’s a chair. It’s an umbrella. - It’s a book. a chair an umbrella


- How do you spell ‘book’?
It’s my bag. - B-O-O-K.

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.

4 Interact 1_Teacher’s Guide


In this lesson: Introduce yourself
4
Grammar: Articles: a/an Possessives: my/your/his/her In pairs, learners match the sentences from activity 3
Present simple form of be
with the pictures.
Feedback as a class.
Sounding natural
Language focus 3 Track 01 Read and listen to the
4 answers
sentences below.
my, your, his, her
a Open your book.
Clockwise from top left: a, d, c, g, b, e, f, h
my
b How do you say this word?
your
It’s
his
pen. c What’s this in English? Model and drill sentences b, c, f, and h.
d Work with a partner.
her
e Look at the example.
f Can you say that again, please? Suggestion
g Listen. After drilling, point at the pictures of b, c, f, and h as
h How do you spell ‘pencil’?
prompts for individual learners to produce the questions.
4 Match the sentences in activity 3 with the
pictures below.

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.

It’s his book.

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.

Track 01 (page 148, Student book) 1:07


a) Open your book.
b) How do you say this word?
c) What’s this in English?
d) Work with a partner.
e) Look at the example.
f) Can you say that again, please?
g) Listen.
h) How do you spell ‘pencil’?

Interact 1_Teacher’s Guide 5


Listening and reading
Listening and reading 5a Track02 Listen and read the c Work with a partner.
conversation below. Practise the conversation below.

Direct attention to the background picture on the page. Remember to use your names.

Sheri: Hi, Kate. How are you?


Introduce the people to the class – ‘Sheri’ and ‘Kate’. Point Kate: Fine, thanks, Sheri. And you? A: Hi, . How are you?
to Sheri (either woman will do) and elicit what she says Sheri: Very well, thanks. B: Fine, thanks, . And you?
(‘Hello’ or ‘Hi’). A: Very well, thanks.

b Track02 Listen again.

5a Practise the conversation in activity 5a.

Direct attention to the dialogue between Sheri and Kate


in activity 5a. Indicate that learners should listen and
Listening and writing
read the conversation. 6a Track 03 Track 04 Listen and complete c Practise the conversations below.

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?

Kate: , , Sheri. And

5b
you? A: Hi, . How are you?

Sheri: I’m , thanks. B: Not bad, thanks, .


Track 02 Learners look away from books. Play CD And 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?

Kate: , thanks, Sheri.


And you?

5c Sheri: , thanks.

In pairs, learners practise the conversation, using their


own names. Encourage learners to look away from book
and at each other when speaking. b Track 03 Track 04 Listen again.
Practise the conversations in activity 6a.

Listening and writing 6 lesson 1

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.

Track 04 (page 148, Student book) 0:15


Sheri - Hi, Kate. How are you?
Kate - Not bad, thanks, Sheri. And you?
Sheri - Fine, 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.

6 Interact 1_Teacher’s Guide


Language focus
8a
Direct attention to the conversation between Ann and
I
He
am
is
John
Davies.
I’m
He’s
John
Davies.
Mike.
She is David Bush. She’s David Bush. In pairs learners practise the conversation. Encourage
Kate Black. Kate Black.
learners to look away from book and at each other when
Practice speaking.
7 Read the conversation below. Change the words in the brackets to the short form.
David: Excuse me... Mr Brown?
8b
John: Yes. Call me John, please. Learners change partners and practise the conversation,
David: OK. Hello, John. My (name is)
Ann Cox is my friend.
name’s David.
using their own names. Encourage learners to look away
John: Oh, (you are) David Black! from book and at each other when speaking.
David: Yes, that’s right.
John: Hi, David. Nice to meet you.
David: Nice to meet you too, John.
John: (How is)
David: Oh, (she is)
Ann?
ne, thanks. Interact
8 a Work with a partner. Practise the conversation in the blue box.
Tell learners that they are going to start a conversation
and introduce themselves.
Person one: Hi, I’m Ann. What’s your name?
Assign roles A and B to learners. Read through the
Person two: Hi, my name’s Mike. David Black is my friend.
Person one: Oh yes, David! How is he?
instructions and table with learners. Elicit ideas for
Person two: He’s great, thanks. ‘Introduce yourself’ (For example, ‘I know (person)’, I study
at (school)’). Check instructions (‘Who speaks first?’)
b Work with a different partner.

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.

Interact 1_Teacher’s Guide 7


2
UNIT 1
What do you do?

2What do you do?


What do you do?

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.

Do you live in London?


a. I’m James. b. I’m Sheila. c. My name’s Mark.
Yes, I do. / No, I don’t. I’m from Scotland. I’m from Christchurch I’m from England, but
I live in Glasgow. I’m in New Zealand. I I live in Japan. I’m
What do you do? a student, and I study live in Auckland now. an engineer. I work

I’m a doctor. at Glasgow University.


I like football, but I
I’m a bank manager.
I work for National
in Tokyo for a big
company. I like dance
don’t like baseball. Bank. I like green and music.
blue clothes.

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:

Track 05 Play CD. Learners match pictures with I like:

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.

8 Interact 1_Teacher’s Guide


In this lesson: Talk about yourself
4a
Grammar: Second person (‘you’) questions and answers In pairs, learners match the questions with the answers.

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.

Sheila: Where are you from, Jame


es? 4b answers
James: I’m from Scootland. See CD script for Track 07
Sheilla: Wheree do you live?
Wh e?

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.

Where are you from, Mark? I live in Japan.

What do you do? I like dance music.


Where do you live? I’m from England.

What music do you like? I’m an engineer.

b Track 07 Listen and check your answers.

lesson 2 9

3b
Track 06 Play CD. Learners listen and check their
answers.

3b answers
See CD script for Track 06 - answers underlined

Track 06 (page 148, Student book) 0:22


Sheila - Where are you from, James?
James - I’m from Scotland.
Sheila - Where do you live?
James - I live in Glasgow.
Sheila - Where do you study?
James - I study at Glasgow University.

Extension
Read through the conversation with learners.
In pairs. Have learners practise the conversation. Encourage
learners to look at each other when speaking.

Interact 1_Teacher’s Guide 9


Language focus
Language focus
Yes / No questions

Do you live in Tokyo?


Go over the questions and answers in the Language
focus box. Yes, I do.

No, I don’t.

Information questions

Practice What do you do? I’m an engineer.

What sports do you like? (I like) tennis and baseball.


5a Where do you live? (I live) in London.
Write the conversation from activity 3 on the
Where do you work? (I work) at a bank.
whiteboard, but with order of the lines mixed-up. Write
1 next to “Where are you from, James?”, then write 2 next
to “I’m from Scotland.” Elicit what the order of the next Practice
four sentences are. Indicate learners should do the same 5 a Work with a partner. Put the sentences about Sheila in order.
for activity 5a. Go over the first two sentences as a class.
Allow time for learners to think and complete the activity. And do you live in Christchurch?

I like green and blue.

5a answers 6 I work at a bank.

See CD script for Track 08 I’m a bank manager.

I’m from Christchurch in New Zealand.

5b 4 No, I live in Auckland now.

What colours do you like?


Track 08 Play CD. Learners listen and check their 1 Where are you from, Sheila?
answers. Where do you work?

Track 08 (page 148, Student book) 0:31 7 What do you do?

Interviewer - Where are you from, Sheila?


b
Sheila - I’m from Christchurch in New Zealand. Track 08 Listen and check your answers.

c Work with a partner. Practise the conversation.


Interviewer - And do you live in Christchurch?
Sheila - No, I live in Auckland now.
Interviewer - Where do you work? 10 lesson 2

Sheila - I work at a bank.


Interviewer - What do you do?
Sheila - I’m a bank manager. 8
Interviewer - What colours do you like? Track 09 Learners listen again and copy the
Sheila - I like green and blue. pronunciation.

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?

10 Interact 1_Teacher’s Guide


Sounding natural
6 Underline ‘do you’ in the questions below.
a Where do you live?

b What food do you like?

c Do you like tennis?

7 Track 09 Listen. How do we say ‘do you’ when we speak naturally?

8 Track 09 Listen again and practise the pronunciation.

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

1 Where are you from? I’m from Japan.

2 do you live?

3 do you do?

4 do you work?

5 sports do you like?

6 you like music?

c Work with a partner. Ask and answer the questions from activity 9b.

example - Where are you from?


- I’m from England.

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.

Teaching tip – Monitoring and error correction


After the activity, write on the board an incorrect and
correct sentence you heard. Then elicit which one is
correct, which one is incorrect as well as how to correct
the mistake.
Never pick out one learner who made a mistake. Always
correct as a class. This is especially true for lower level
learners who may be easily discouraged. It’s important to
make an effort to highlight good use of vocabulary and
language.

Interact 1_Teacher’s Guide 11


3
UNIT 1
What time do you get up?

3What time do you get up?


What time do you get up?

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

Track 10 Learners listen to the conversations and 7 5 7 5 7 5


a 6 6 6
letter the pictures in the order they hear them (a – d).
12 12 12
You may want to stop the CD after each conversation, 10
11 1
2 10
11 1
2 10
11 1
2
allowing time for learners to think and letter the pictures. 9 3 9 3 9 3

Play CD again if necessary. 8


7 5
4 8
7 5
4 8
7 5
4

6 6 6

Feedback in pairs, and then as a class.


12 lesson 3

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.

In pairs, learners match the times with the clocks.


Monitor and assist where necessary.

Feedback as a class.

12 Interact 1_Teacher’s Guide


4a answers
In this lesson: Ask and answer questions about your daily activities
Function: Telling the time and talking about routines
Left to right: e, a, c, d, b

Track 11 (page 148, Student book) 0:49


Language focus
3 Look at the clock and write the missing words in the boxes.
a)
- Excuse me. What’s the time?
quarter to twenty-five past five to twenty to ten past
- It’s half past eleven.
b)
0 five past - What’s the time?
55 5
- It’s twenty-five past six.
ten to 50 10
c)
45 15 quarter past - What’s the time?
40 20 twenty past
- It’s twenty-five to five.
35 25 d)
twenty-five to 30 - What’s the time?
half past - It’s ten to four.
e)
- What’s the time?
Listening - It’s quarter to nine.
4a Track 11 Listen and match the conversations with the clocks. Letter the boxes (a-e).

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.

Feedback in pairs, and then as a class.

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

box. have breakfast go to bed

In pairs, learners write the phrases under the correct b Number the pictures in the order you do them

pictures. every day.

c Read the article about Colin’s day.


What does Colin do at the times below?
Feedback as a class.
I get up at six. I have a shower at about
1
5a answers quarter to seven. I get dressed, then I have
breakfast at seven. I have toast and coffee. I
Clockwise from top left: get dressed, have breakfast, go to go to work at about half past seven.
get up

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.

d Read about Colin again.

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.

14 Interact 1_Teacher’s Guide


Sounding natural
6 Track 12 Listen and read the sentences below.
Write the underlined words in the columns in the table.

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.

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.

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

8a Work with a partner.


Ask and answer questions about your daily Language focus
activities.
do you
Write your partner’s times in the table. What time get up?
does he / she

b Tell the class about your partner.

example Kevin gets up at half past ten. He has breakfast at...

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.

Feedback. Highlight good use of language and elicit


corrections of any problems you noted.

Interact 1_Teacher’s Guide 15


4
UNIT 2
This is my son, Tim

4This is my son, Tim


This is my son, Tim

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

This is my brother, Tom.


Diana is Jane’s mother. male female

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.

Draw a simple family tree on the board and elicit / teach


family words (mother, father, etc.).
With each word, elicit, model and drill if necessary, then
write on the board. Check each by asking, ‘Male or
female?’

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

Feedback as a class. This is his , Emma. This is his son , Tim.

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.

16 Interact 1_Teacher’s Guide


In this lesson: Talk about your family
Grammar: this is
possessive ‘s / my / his / her

This is her , Dennis. This is her , Mark.

This is her , Mary.

This is her , Diana.

This is her , Jesse.

This is Jane.
Jane’s family

Practice
3 Complete what Jane says about her family.

This is my , Dennis.

This is mother, Diana.

is brother, Jesse.

This grandmother, Mary.

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.

Interact 1_Teacher’s Guide 17


Language focus
Language focus
Direct attention to the Language focus box. Who’s this?

Go over example sentences with learners. Highlight the This is Tom.

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.

Tom’s family on page 16 to check if it is true or false. a Tom is Tim’s father. T


b Tim is Tanya’s husband.
Show how learners should write ‘T’ for ‘true’ next to the
c Emma is Tim’s sister.
statement. d Emma is Tom’s wife.
Direct attention to sentence b. Have learners check the e Dennis is Diana’s husband.
information on page 20. Elicit that the sentence is false. f Mark is Jesse’s father.
Show how learners should write ‘F’ for ‘false’ next to the g Jane is Diana’s sister.
sentence.
In pairs, learners read and check the other sentences b Correct the false 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:

Tim is Tanya’s son. Sounding natural


In pairs, learners write corrected versions of the false 6
sentences in activity 5a. Elicit the pronunciation of the numbers on the grid.
Monitor and assist as necessary. Model and drill as necessary.
Feedback. Learners read their corrected sentences to the Pay attention to 15 / 50, 16 / 60, etc.
class.
Track 13 Play CD. Learners listen and repeat.
5b answers
b. Tim is Tanya’s son. Track 13 (page 148, Student book) 1:09
d. Emma is Tom’s daughter. 13, 14, 15, 16, 18, 23, 26, 28, 29, 30, 31, 32, 40, 50, 60, 70,
f. Mark is Jesse’s grandfather. 80, 90, 99, 100
g. Jane is Diana’s daughter.
7
Track 14 Learners listen and write the numbers. You
may need to pause after numbers to give learners time to
write.

7 answers
See CD script for Track 14

18 Interact 1_Teacher’s Guide


Sounding natural
6 Track 13 Listen and repeat the numbers. Interact
13 14 15 16 18 8a
thirteen fourteen fteen sixteen eighteen
Demonstrate activity by drawing your family tree on the
23 26 28 29 30 board. Draw stick figures on the tree, but leave out the
twenty-three twenty-six twenty-eight twenty-nine thirty names.
- Encourage learners to point at the figures and ask,
31 32 40 50 60 ‘Who’s this?’
thirty-one thirty-two forty fty sixty
- Answer (‘This is me. This is my father, George.’ etc.)
Learners work on their own to draw their family trees.
70 80 90 99 100
seventy eighty ninety ninety-nine a hundred Monitor and assist as necessary.

7 Track 14 Listen and write the numbers in the spaces below. 8b


a fifty e i Ask a confident learner questions about their family tree
b f j
with ‘Who’s this?’ As they answer, draw and label a copy
c g
of their tree on the board. When writing the names, ask,
d h
‘How do you spell (Ryoko)?’ etc.
In pairs, learners ask and answer questions about each
other’s family trees. Make sure that learners build labelled
Interact
8 a Draw your family tree below. b Work with a partner. copies of their partner’s trees for feedback.
Ask and answer questions about your families. Monitor and assist as necessary.
example - Who’s this?
- This is my daughter, Mary.
8c
c Tell the class about your partner’s family. Learners show the labelled copies they made of their
example This is Nicole’s daughter, Mary.
partner’s family tree and explain them to the class: ‘This is
Mika. Mika is Tomo’s daughter,’ etc.

Feedback. Highlight good use of language and elicit


corrections of any problems you noted.

lesson 4 19

Track 14 (page 148, Student book) 1:06


a) fifty
b) thirty
c) eighteen
d) forty
e) seventy
f) thirteen
g) fourteen
h) seventeen
i) eighty
j) nineteen

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.

Interact 1_Teacher’s Guide 19


5
UNIT 2
She likes pizza

5She likes pizza


She likes pizza

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!

I like orange juice. I like pizza!

She doesn’t like cheese.


Do you like cola?

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

bread, spaghetti, beer, wine, orange juice, carrots, tea,


bananas

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.)

20 Interact 1_Teacher’s Guide


6b answers
In this lesson: Talk about what people like
Grammar: Subject-verb-object sentences
Do you like soup?
Yes, I do. / No, I don’t.

3 Work with a partner.


a Make sentences about the food and drink in activity 2.
example - I like bread.
- I don’t like beer.
b Think of food and drink that you like. Tell the class.

Sounding natural
4 Work with a partner.
Write the words from activity 2 in the correct column.

a b c d

rice cereal

5 Track 15 Listen and check your answers. Practise the pronunciation.

Language focus
6 a Write Kevin and Susan’s answers in the speech bubbles. Do you like milk?

Do you like chicken?

b Complete the table.

Yes, I do.
Do you like chicken?
No, I don’t.

Yes, .
you soup?
No, .

lesson 5 21

Track 15 (page 149, Student book) 0:40


a) beer, bread, tea, eggs, wine
b) carrots
c) bananas, spaghetti, tomatoes
d) orange juice

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.

Interact 1_Teacher’s Guide 21


Practice
Practice 7 Work with a partner.
Look at the pictures of food and drink.

7 Ask your partner questions.


Make notes of your partner’s answers.
Direct attention to the pictures of food and drink on example - Do you like rice?
page 22. - Yes, I do.

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

Tomo – eggs √ Tom - eggs


In pairs, learners ask each other yes/no questions about
the items and note their partner’s answers. Monitor and
assist as necessary.

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.

Teaching tip – Substitution drill He / She likes rice.

Teacher says a phrase or part phrase. Learners respond He / She doesn’t like cheese.

by fitting the phrase into a longer item using appropriate


intonation. 9 Tell the class four things about your partner.
Teacher - chicken example Sachiko likes rice. She doesn’t like tea.

Learner - He doesn’t like chicken. 22 lesson 5


Teacher - carrots
Learner - He doesn’t...
Etc. 10b
Track 16 Feedback in pairs and then as a class.
9
Learners look at their notes from activity 7 and tell the
class about things their partner likes and doesn’t like. 11
Use the answers from activity 10 for open pair practice
of yes/no questions and answers.
Listening
10a Interact
Direct attention to the pictures in activity 10. Point out
the boxes. 12a
Point out the examples, and show how learners should Learners think of and write the name of one person in
put a tick or cross next to the items. their family, then think of and write three things that
Track 16 Play the first exchange. Pause and check person likes and three things they dislike.
understanding. Demonstrate on the board with a person in your family.
You may like to extend topics beyond food and drink. For
10a answers example:
See CD script for Track 16 Father: likes – golf, wine, movies; doesn’t like...
Allow learners time to think and write. Monitor and assist
Track 16 (page 149, Student book) 0:59 as necessary.
a) Giles likes chicken, but he doesn’t like tomato juice.
b) Emma doesn’t like cereal, but she likes coffee.
c) John likes potatoes and carrots.
d) Robert likes spaghetti, but he doesn’t like rice.
e) Lucy doesn’t like wine, and she doesn’t like beer.
f) Amanda likes eggs and cheese.

22 Interact 1_Teacher’s Guide


Listening
10 a Track 16 Listen. Put a tick ( ) for ‘likes’, or a cross ( ) for ‘doesn’t like’ in the box for each picture.

d. Robert
a. Giles

e. Lucy
b. Emma

c. John f. Amanda

b Check your answers with a partner.


example Giles likes chicken. He doesn’t like tomato juice.

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.

b Work with a partner.


Ask your partner yes/no questions about his/her family.

example - Does your father like potatoes?


- Yes, he does.

c Tell the class about your partner.


example - Dave’s father likes potatoes
and carrots. He doesn’t like beer.

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.

Monitor. Note good use of vocabulary and language, and


errors and mistakes.

12c
Feedback. Learners tell class about their partner.

Highlight good use of language and elicit corrections of


any problems you noted.

Interact 1_Teacher’s Guide 23


6
UNIT 2
Which do you like?

6Which do you like?


Which do you like?

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

1a b Read the sentence below.

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?

Feedback in pairs, then as a class. c Tell the class your sentences.

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

“John plays baseball.”

Change one word with a word from activity 1a to 1b suggested sentences:


make a new sentence. Write the new sentence on the Dogs like music.
whiteboard. Dogs like pizza.
Lisa likes pizza.
Example: Lisa hates pizza.
Dogs play baseball. Lisa hates yoga.
Lisa does yoga.
Explain to learners that they should change one or two Lisa does homework.
words from the new sentence to make another sentence.

Example:
Dogs like baseball. Sounding natural

In pairs, learners continue making new sentences until


2a-g
In pairs, learners match the words with the stress patterns.
they use all the words or no longer can make correct
sentences. Monitor and assist as necessary. 2a-g answers
a) great O
Feedback. Learners compare their answers with the class. b) engineer ooO
Highlight good use of vocabulary and language. Elicit c) expensive oOo
correction of errors/mistakes. d) between oO
e) pork O
f) baseball Oo
g) bicycle Ooo

24 Interact 1_Teacher’s Guide


In this lesson: Talk about yourself
Skills: Extended speaking and listening Listening
Pre – listening activity. Focus attention on the picture of
Wendy on page 25. Read through the table with learners.
Listening
4a Track 18 Listen to Wendy.
In pairs, learners guess if the information is true or false.
Write T (True) or F (False) next to the information.
Feedback. Pairs tell the class their guesses. Write the
guesses on the whiteboard.
first name Wendy T
Teaching tip – Speculation
family name Lewis F Her family name is Thomas. Encourage learners to speculate and make guesses
country Australia
before a reading or listening task. This activates their
existing knowledge and gets them in the right frame of
birthday 8th May
mind for the task. It also adds interest to the task because
age 38 learners listen or read to see if they were right in what
family one son
they guessed.
Auckland,
live
New Zealand 4a
house small house
Track 18 Play CD. Indicate that learners should write
job doctor
T (true) or F (false) next to the information. Play CD again
workplace high school if necessary.
transport bicycle
Feedback in pairs, and then as a class. Check which pair
food spaghetti
had the most correct guesses.
drink tea

hobbies cinema 4a answers


T, F, T, T, T, F, T, T, F, T, F, T, F, T, T
sports swimming

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.

Interact 1_Teacher’s Guide 25


Reading Reading
5 a Work with a partner.
Student A, go to read the text below.
5a Student B, read the text for 5c.

Pairwork. Learner A reads the text for 5a. Learner B reads


the text for 5c. Monitor and assist with vocabulary. My name is Murat Pasa. I’m twenty-
eight. My birthday is on the rst of

5b July. I’m from Turkey, and I live in


Istanbul. I have two brothers, but
Learner B answers Learners A’s questions about Murat. I don’t have any sisters. My family

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.

example - What’s Murat’s family name?


5c - It’s Pasa.

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

Feedback. Highlight good use of language and elicit age

corrections of any problems you noted. birthday

Teaching tip – Monitoring and error correction country


My name is Nadine Bauer. I’m from
Germany, and I’m eighteen years
family
When learners do speaking activities it’s a good idea old. My birthday is on the 21st of
December. I live in Berlin with my
live
to take some notes of how they use the language. This family – my mother, father, sister
and brother. I’m a student, and I
job
includes correct as well as incorrect use. go to school by bus. I love German
food and Italian food. I like dancing.
food
After the activity, write on the board an incorrect and
correct sentence you heard. Then elicit which one is
correct, which one is incorrect as well as how to correct
the mistake. 26 lesson 6

Never pick out one learner who made a mistake. Always


correct as a class.

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.

Feedback. Highlight good use of language and elicit


corrections of any problems you noted.

26 Interact 1_Teacher’s Guide


Interact
6 a Write about yourself in the table below.

you your partner

first name

family name

age

birthday

country

family

live

job

b Work with a partner. Ask and answer questions to complete the table.

example - What’s your family name?


-It’s Jones.
- How do you spell ‘Jones’?
- J-O-N-E-S.

c Tell the class about your partner.

example - What’s his family name?


- It’s Jones.

lesson 6 27

Interact 1_Teacher’s Guide 27


7
UNIT 3
I love cooking

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

• On the board write a list of 4 family members (e.g.


brother, mother) and, in random order, your family
2 a Work with a partner. Match the words on the left with their opposites on the right.
members’ hobbies / interests.
dangerous boring
• Ask learners to suggest which family member does expensive safe

which hobby. fun / interesting / exciting relaxing

• 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.

- I don’t think it’s boring. I think it’s interesting.

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

28 Interact 1_Teacher’s Guide


Track 19 (page 86, Student book) 0:48
In this lesson: Ask about likes and dislikes I have a lot of hobbies. I love playing football, so at
Grammar: like and dislike + -ing
weekends I play with my friends in the park. I don’t mind
hiking, but I don’t like rock climbing, because it’s dangerous.
Listening I don’t mind sailing, it’s exciting but it’s expensive! I hate
4 Track 19 Listen to John talking about hobbies.
a Tick ( ) the hobbies in activity 1 that he mentions. boring hobbies like collecting stamps, birdwatching,
b What does John like doing at weekends? or gardening. I like cooking at weekends, so I usually invite
5 Track 19 Listen again and answer the questions below.
my friends over for dinner. You should come over next
a How does John feel about the hobbies? weekend. I‘ll cook you my famous lasagne!
Write them in the table below.
b What four words from activity 2 does John use to describe the hobbies?
Write them in the correct column of the table. 5a
Track 19 Draw attention to the table. Ask learners
to listen and write the activities John talks about in the
correct places in the table.
love like don’t mind don’t like hate
Go through an example and check learners understand
playing football the activity.
Feedback in pairs and then as a class.

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.

Feedback in pairs and then as a class.

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

Interact 1_Teacher’s Guide 29


Language focus
Language focus We can use the –ing form of the verb as a kind of noun (some grammar books call this the gerund).

I like mountain climbing.


Go over explanation and examples with learners.
Highlight the fact that we follow these items with either a I hate collecting stamps.

noun or the –ing form of the verb. I love shopping.

I don’t like getting up early.

Extension expressing likes and dislikes

Practise the different ways to express likes and dislikes by Use verb + -ing after love, like, don’t mind, don’t like and hate.

suggesting different activities and encouraging learners love loves

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

Example: We don’t like of the verb


John
doesn’t like of the verb

Teacher - gardening They can’t stand can’t stand

Learner - I don’t mind gardening. hate hates

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.

activity. e I love reading. It’s relaxing / boring.

Feedback as a class. f I like playing golf. It’s very interesting / dangerous.

g I hate riding roller coasters. They’re relaxing / scary.


6a-h answers
h I like going to discos. They’re fun / boring.
a) I love / hate swimming. It’s very healthy.
b) I don’t mind / dislike cooking. It’s relaxing.
c) I like / hate skiing. It’s too dangerous.
d) I love / don’t like watching baseball. It’s really boring.
e) I love reading. It’s relaxing / boring.
f) I like playing golf. It’s very interesting / dangerous. 30 lesson 7

g) I hate riding roller coasters. They’re relaxing / scary.


h) I like going to discos. They’re fun / boring.
Interact
Sounding natural
8a
Go over the table and check meaning of headings.
7a Demonstrate the activity by writing brief notes for
Track 20 Learners write the words in the correct yourself on the board.
columns of the table according to their stress patterns. Learners work on their own to complete the section of
the table marked “you” by writing one activity in each of
7a (a-c) answers the boxes.
a) Ooo - birdwatching, gardening, skydiving
b) OoOo - mountain climbing, playing football Allow learners time to think and make notes. Monitor and
c) Oo - hiking, sailing, cooking assist as necessary.

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

30 Interact 1_Teacher’s Guide


Sounding natural
7a Track 20 Listen and write the words below in the correct column.

hiking sailing mountain climbing cooking


birdwatching gardening skydiving playing football

a b c

birdwatching

b Track 20 Listen again and copy the pronunciation.

Interact
8 a What do you like doing? What don’t you like doing? Write one thing in each box.

at home with friends at weekends for exercise

like doing watching films


you
don’t like
doing

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.

example - Do you like watching films at home?


- Yes, I love it. It’s relaxing.

c Tell the class about your partner.

example - Nobuyuki loves watching films at home because it’s relaxing.

lesson 7 31

8c
Learners tell the class about their partners.

Highlight good use of language and elicit corrections of


any problems you noted.

Interact 1_Teacher’s Guide 31


8
UNIT 3
I don’t work in an office

8I don’t work in an ofce


I don’t work in an office

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

She doesn’t like her computer.

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

d) Good afternoon. My name’s Kim. I’m a doctor. I work in a


hospital. 3 Work with a partner. Ask and answer questions about the people in activity 1.
example - What does Tom do?
e) Hi. I’m Michael. I’m a waiter. I work in a restaurant. - He’s a teacher.
- Where does he work?
- He works in a school.
1a-e answers
32 lesson 8
a) Tom - teacher, b) Martin - cook, c) Tracey - receptionist,
d) Kim - doctor, e) Michael - waiter

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.

Feedback. Highlight good use of language and elicit


corrections of any problems you noted.

32 Interact 1_Teacher’s Guide


In this lesson: Talk about your job
Grammar: Present simple negative statements

Reading
4 Read about the people talking about their jobs.
Write the letters in the boxes on the pictures.

Interviewer: What do you do?

Joan: I’m a taxi driver. I don’t work in an ofce,


I drive my car.

Interviewer: Do you like your job?

Joan: Yes, I do. I love driving.

b
Interviewer: What do you do?

Emma: I’m a secretary. I write letters and answer


the telephone.

Interviewer: Where do you work?

Emma: I don’t work in an ofce. I work in a school.

Interviewer: Is it interesting?

Emma: No, I think it’s boring. I don’t like my job.

c
Interviewer: What do you do?

Akiko: I’m a waitress. I serve customers in a café.


I don’t cook the food.

Interviewer: Do you like your job?

Akiko: Yes, I do. The customers are interesting.

lesson 8 33

Interact 1_Teacher’s Guide 33


Language focus
Language focus I don’t = do not
You doesn’t = does not
don’t work in an office.
Go over the examples of the present simple negative We

statements. Highlight the use of “doesn’t” in the third They

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

aShe works in a hotel.


Read the first sentence with learners (She works in a
She doesn’t work in a hotel. She works in a café.
hotel). Ask learners if this is true or false (false). Draw
bShe cooks the food.
attention to the correct sentences under it (She doesn’t
work in a hotel. She works in a cafe). Go through the cShe hates her job.
other examples and check understanding. Learners work
in pairs to correct the other sentences for the people in
activity 4. Monitor and assist as necessary. Secretary

aShe works in an office.


Feedback in pairs, then as a class.
bShe teaches children.
5 answers She doesn’t teach children. She writes letters and answers the telephone.
Waitress cShe likes her job.

a) She doesn’t work in a hotel. She works in a cafe.


b) She doesn’t cook the food. She serves customers.
c) She doesn’t hate her job. She likes her job. Taxi driver

Secretary aShe works in a factory.

a) She doesn’t work in an office. She works in a school.


b) She doesn’t teach children. She writes letters and answers bShe drives a bus.

the telephone.
c) She doesn’t like her job. She thinks it’s boring. cShe hates driving.

She doesn’t hate driving. She loves driving.


Taxi driver
a) She doesn’t work in a factory. She drives her car. 34 lesson 8
b) She doesn’t drive a bus. She drives a taxi.
c) She doesn’t hate driving. She loves driving.
Track 22 Play the CD again, pausing after each
sentence for learners to repeat. Model again and drill if
Sounding natural necessary.
6a-j Extension
Track 22 Play the CD. Learners listen and read the Books closed. Read out a random sentence from activity 6.
sentences. Draw attention to the contrastive stress. Elicit the corrections from learners. Remind learners to use
Model and drill. the correct pronunciation.
For example:
Track 22 (page 149, Student book) 1:33 Teacher - “She works in a hotel.”
a) She doesn’t work in a hotel. She works in a cafe. Learners - “She doesn’t work in a hotel. She works in a café.”
b) She doesn’t like beer. She likes wine.
Alternatively you can make it a team competition. Award a
c) He doesn’t have a brother. He has a sister. point to the first team to say the correct sentence.
d) He isn’t a teacher. He’s a doctor.
e) They don’t live in London. They live in Manchester.
f) We aren’t from England. We’re from Scotland. Interact
g) He doesn’t make breakfast. He makes dinner.
h) She isn’t a good swimmer. She’s a good dancer. Books closed. Divide the class into two teams.
Ask learners questions about the people in activity 4.
i) They don’t eat meat. They only eat fish.
Award a point to the first team to answer correctly. The
j) I’m not angry. I’m hungry! team with the most points is the winner.
Example:
“What does Joan do?”
“Does Akiko like her job?”

34 Interact 1_Teacher’s Guide


Sounding natural
6 Track 22 Listen and read the sentences.
aShe doesn’t work in a hotel. She works in a café.
bShe doesn’t like beer. She likes wine.
cHe doesn’t have a brother. He has a sister.
dHe isn’t a teacher. He’s a doctor.
eThey don’t live in London. They live in Manchester.
fWe aren’t from England. We’re from Scotland.
gHe doesn’t make breakfast. He makes dinner.
hShe isn’t a good swimmer. She’s a good dancer.
iThey don’t eat meat. They only eat fish.
jI’m not angry. I’m hungry!

Track 22 Listen again and copy the pronunciation.

Interact
7 a Think about your job or what you do every day.
Make notes in the table.

questions example you your partner

What is your job? Teacher

What do you do? I teach French.

I don’t teach
What don’t you do?
children.

I work in a
Where do you work?
college.

What do you like? / What I really like my


don’t you like? job.

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.

c Tell the class about your partner.


example - Ben’s a teacher. He teaches French, but
he doesn’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.

Feedback. Highlight good use of language and elicit


corrections of any problems you noted.

Interact 1_Teacher’s Guide 35


9
UNIT 3
Could I have a cup of tea?

9Could I have a cup of tea?


Could I have a cup of tea?

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

Draw attention to the example, and show how learners


a cheese
can find the names in the box at the side of the activity. sandwich
In pairs, learners match the names to the items and
write the words under the pictures. Monitor and assist as a cup of hot
chocolate
necessary.
Feedback. Teach, model and drill any problematic items.
Write on the board. 2 Look at the pictures. Where are the people?

1 answers 1 2

(Clockwise from top left):


a cup of tea, a cup of hot chocolate, a salad, a glass of milk,
a hamburger, a cheese sandwich

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?

Conversation one Conversation two

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

Track 23 (page 149, Student book) 0:19 5


Conversation one Go over instructions and example and check
Customer 1 - Could I have a cup of tea, please? understanding. Show learners how they can find the
Customer 2 - And I’d like a cup of coffee. missing words from the text in the box in activity 4.
Waitress - So, that’s one tea and one coffee. In pairs, learners read the text of conversation 2 and
complete it with words from the box.
Monitor and assist as necessary.
Track 24 (page 149, Student book) 0:19
Conversation two
Customer 3 - Could I have a hamburger and a salad,
6
please? Track 24 Learners listen and check their answers.
Customer 4 - I’d like a glass of milk and a salad. Feedback as a class.
Waiter - So that’s one hamburger, one salad and a glass of
milk. 6 answers
Customer 4 - Sorry, we’d like two salads! See CD script for Track 24 - answers underlined
Waiter - Oh! Yes, sorry. Two salads, a hamburger and a glass
of milk.

36 Interact 1_Teacher’s Guide


Note – Drilling is important here, because the main
In this lesson: Ask for things in a café or bar
Function: Ordering food and drink
difference between requests beginning ‘Could I...’ and ‘I’d
like... is in the intonation, indicated by question marks when
written.
4 Track 23 Listen to conversation one again. Write the missing words.

I could have like I’d

Customer 1 Could a cup of tea, please?


Customer 2 And a cup of coffee.
Waitress So, that’s one tea and one coffee.

5 Work with a partner. Write the missing words from conversation two.

Customer 3 Could I a hamburger and a salad, please?


Customer 4 I’d a glass of milk and a salad.
Waiter So that’s one hamburger, one salad and a glass of milk.
Customer 4 Sorry, we’d two salads!
Waiter Oh! Yes, sorry. Two salads, a hamburger and a glass of milk.

6 Track 24 Listen and check your answers.

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.’

example - Could I have a salad, please?


- 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.

Interact 1_Teacher’s Guide 37


Vocabulary
Vocabulary 9 Write the names of the money under the pictures.

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

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.

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

Model and drill any problematic items. b $9.19 $9.90


c ¥350 ¥315

10a-e answers d £14.00 £40.00


e $10.30 $10.13
See CD script for Track 25.
11 Practise saying the prices with a partner.

Track 25 (page 149, Student book) 0:52


a) 38 lesson 9

- That’s fifty pounds ninety-nine, please.


- Here you are.
- Thank you. Practice
b)
- That’s nine dollars ninety, please. Direct attention to the pictures on page 39. Elicit what
- Here you are. the places are.
- Thank you.
Answers
c)
Left to right:
- That’s three hundred and fifty yen, please. cafe, train station, newsagent
- Here you are.
- Thank you. Elicit the kind of things people ask for in these places.
d) Write on the board in three columns (you will use these in
- That’s fourteen pounds, please. activity 13)
- Here you are.
Suggested answers
- Thank you.
(accept any reasonable ideas):
e) cafe – a coffee, a cappuccino, a sandwich
- That’s ten dollars thirty, please. train station – a train ticket (elicit ‘return’ and ‘single’)
- Here you are. newsagent – a newspaper, magazines, cigarettes,
- Thank you. chocolate, a lighter

11
Feedback as a class, and then In pairs, learners take turns
saying the prices in activity 10. Classmates point to the
correct column.

38 Interact 1_Teacher’s Guide


Suggestions:
Practice
12 Match the conversations with the pictures.
‘Good morning, sir / madam...’ ‘How can I help you?’
‘Anything else?’ ‘No, that’s all, thank you.’
a b c
- Could I have a return - I’d like three magazines - I’d like two cappuccinos
ticket for London, please? and a lighter, please. and a latte, please. Learners do roleplay. Monitor. Note good use of
- That’s £45. - That’s £2.50, please. - That’s $15.80, please.
- Here you are. - Here you are. - Here’s $20. vocabulary and language, and errors and mistakes.
- Here’s £5 change. - Thanks. Here’s your - Thank you. That’s $4.20
change. change.
- Thanks.
- Thank you. - Thanks. Feedback. Ask the waiters what the customer ordered.
Ask the customers how much they paid.
Highlight good use of language and elicit corrections of
any problems you noted.

14b
Learners change roles and do the roleplay again. Monitor
and feedback as before.

13 Work with a partner. Practise the conversations.


14c
If possible, ask confident learners to perform their
Interact exchange in front of the class. Other learners say what the
14 a Work with a partner. Choose a situation below and do a roleplay. situation is.
Student A, you are the customer. Think about what you want.
Student B, you are the worker. Help the customer.

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

b Changes roles and repeat.

c Act out your conversation for the class. Can they guess where you are?

example - I’d like a coffee and a hot chocolate, please.


- That’s £6.

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.

Interact 1_Teacher’s Guide 39


10
UNIT 4
She’s got short, brown hair

10She’s got short, brown hair


She’s got short, brown hair

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

instead of skinny/thin, and ‘overweight’ instead of fat. Also,


40 lesson 10
we tend to use ‘good-looking’ for men and ‘attractive’ for
women.

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.

Feedback. Highlight good use of language and elicit


corrections of any problems you noted.

40 Interact 1_Teacher’s Guide


In this lesson: Describe a friend
Grammar: he / she has got
he / she hasn’t got

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

Interact 1_Teacher’s Guide 41


Language focus Language focus
have / has got + noun be + adjective

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.

the page. Has she got curly hair? Is she attractive?


Yes, she has. Yes, she is.

I’ve got black eyes. I’m short.


She’s got blonde hair. She’s tall.

Practice I haven’t got straight hair. I’m not slim.


He hasn’t got short hair. He isn’t good–looking.

5a-g I’ve got = I have got she’s got = she has got I’m = I am he’s = he is

Read the example sentence (a) with learners. Direct


their attention to the matching pictures (1 and 3). The Practice
sentences can describe more than one picture. Allow 5 Read the descriptions below. Write the number 1 2

learners time to read and match the other pictures. of the pictures you think they match.

Monitor and assist as necessary. a He’s got blue eyes. 1, 3

b She’s got long, dyed hair.


Feedback in pairs, then as a class. 3 4

c He’s got a round face.


5a-g answers
a) 1, 3 d She’s got brown eyes.

b) 2 e She’s got short hair.


5
c) 1
d) 4, 5 f He’s got curly, blonde hair.

e) 4 g He’s got short, black hair.


f) 1
g) 3 6 a Work with a partner.
Student A, choose a person from activity 5.
Student B, ask yes/no questions to find out who Student A chose.
6a example - Has your person got brown hair?
- Yes, he has.
In pairs, learners choose a picture. Their partner asks - Has he got big ears?
yes/no questions to find out who they chose. Go over b Change roles.
the example and demonstrate with a confident learner.
Monitor learners’ use of vocabulary and language. Make
42 lesson 10
notes on good use of vocabulary and language, and
errors and mistakes.

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.

Track 26 (page 149, Student book) 0:56


red, said
laugh, calf
kissed, list
green, clean
foot, put
whose, shoes
money, funny
they, say
rose, knows
boys, noise

7b
Track 26 Learners listen and check answers.

7c
Learners practise the pronunciation.

42 Interact 1_Teacher’s Guide


Monitor learners’ use of vocabulary and language. Make
Sounding natural
notes on good use of vocabulary and language, and
7 a Read the words in column A.
Match them with the words in column B with the same sounds.
errors and mistakes.
A B
red noise 9b
laugh clean Change roles.
kissed say
green
foot
said
funny
9c
Learners tell the class about their partner’s friend.
whose put
money calf
they knows Feedback. Highlight good use of language and elicit
rose list corrections of any problems you noted.
boys shoes
In a private lesson
b Track 26 Listen and check your answers.
Think of a friend and briefly describe them to the learner.
c Practise the pronunciation.
Encourage the learner to ask follow-up questions to get
more information. Instead of making notes, get learner
Interact to draw the person you describe. Change roles. Monitor
8 a Choose a person in your class. Make notes to describe them. learner’s use of vocabulary and language.
Feedback. Compare the pictures you drew and Highlight
good use of language and elicit corrections of any
problems you noted.

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.

9 a Work with a partner.


Student A, think of a friend and describe him or her. Student B, listen and make notes.

b Student B, think of a friend and describe him or her. Student A, listen and make notes.

c Tell the class about your partner’s friend.

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.

Interact 1_Teacher’s Guide 43


11
UNIT 4
There’s a key on the table

11There’s a key on the table


There’s a key on the table

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.

for the bathroom, etc. d There’s a in the kitchen.


e There’s a in the dining room.
• Feedback as a class. Which pair has the most items?
44 lesson 11

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

2a-e 2a-e answers


In pairs, learners complete sentences with words from a) There’s a sofa in the living room.
the box. b) There’s a bath in the bathroom.
Feedback as a class. c) There’s a bed in the bedroom.
d) There’s a cooker in the kitchen.
e) There’s a table in the dining room.

44 Interact 1_Teacher’s Guide


Teaching tip – listening for specific information
In this lesson: Describe your house
Grammar: there is / there isn’t
(listening for keywords)
there are / there aren’t
This is where learners have an idea of the words, or kinds
of words, they are listening for. We listen like this in
Listening everyday life when we listen for information in airports or
3 a Look at the pictures below. What can you see?
stations. This is the listening skills equivalent of scanning
a text. Asking learners to listen for keywords develops
this skill, and also helps them gain confidence for more
detailed listening tasks.

3b answers
They mention the following items:
towels
key
blankets
alarm clock
eggs
knives and forks
teabags

Track 27 (page 150, Student book) 0:56


Jeff - OK, Billy, here’s your room. There’s a key on the
b Billy is staying with his friend, Jeff, for two weeks.
Track 27 Listen to the conversation. Tick ( ) the pictures that you hear.
table and there are some blankets in the drawer.
4 Track 27 Listen again. Complete the sentences with the words from the box below.
Billy - Thanks, Jeff. Are there any towels?
Jeff - Yes, there are some in the top drawer.
’s a isn’t an are some are some aren’t any
Billy - And is there an alarm clock I can use?
a There ‘s a key on the table.
b There blankets in the drawer.
Jeff - There isn’t an alarm clock in here, but I can lend
c There alarm clock. you one.
d There knives and forks in the top drawer.
e There teabags.
Billy - What about breakfast?
Jeff - Well, we usually get up around seven, but if you
lesson 11 45
want to make breakfast, you can. There are some
eggs in the fridge if you want to cook.
Billy - Where are the knives and forks?
Listening Jeff - There are some knives and forks in the top
drawer. Oh, and do you like coffee?
3a Billy - I prefer tea, actually.
Elicit the names of the items on page 45.
Jeff - Oh, I’m sorry, there aren’t any teabags.
3a answers
Row by row from left to right: 4a-e
pyjamas – television – teabags Track 27
towels – key – blankets
Learners listen again and complete the sentences using
cutlery / knives and forks – alarm clock – eggs
the words from the box.
3b If necessary, pause the recording where appropriate to
Read through the situation and instructions in the give learners enough time to write down their answers.
Student book. Go through an example and check learners understand
Draw attention to the tick by the picture of the key and the activity.
check learners understand the activity.
Feedback in pairs and then as a class.
Track 27 Learners listen for and tick the items
mentioned. 4a-e answers
Feedback in pairs and then as a class. a) There’s a key on the table.
b) There are some blankets in the drawer.
c) There isn’t an alarm clock.
d) There are some knives and forks in the top drawer.
e) There aren’t any teabags.

Interact 1_Teacher’s Guide 45


Language focus
Language focus For a singular (only one) thing, we say:

There’s a key on the table.


Read through the explanation and examples in the
There isn’t an alarm clock in your room.
Language focus box.
Is there an alarm clock?
- Illustrate further with classroom objects.
For plural (more than one) things, we say:
- Elicit there is/are sentences from learners using
There are some blankets in the drawer.
classroom objects.
There aren’t any teabags.

Are there any towels?

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?

understand that some sentences will be questions. c children. g CDs.


(How many questions will you write? Which sentences are
questions). d plant. h a cat.

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.

46 Interact 1_Teacher’s Guide


Sounding natural
6a Track 28 Listen to the words below.
Which words have the / ɑ/ sound? Which words have the / c/ sound?
Write the words in the columns.

floor socks box door clock horse

/ɑ / /c /

floor

b Practise saying the words with a partner.

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.

sofa - living room

b Work with a partner. Ask about your partner’s house.

example - Is there a clock in your house?


- Yes, there is a clock in the bedroom.

c Tell the class about your partner.

example - There’s a clock in Emma’s bedroom.

lesson 11 47

Highlight good use of language and elicit corrections of


any problems you noted.

7c
Feedback. Learners tell the class about their partner.
Highlight good use of language and elicit corrections of
any problems you noted.

Interact 1_Teacher’s Guide 47


12
UNIT 4
Hobbies

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

• On the board, write “I went to the shops and I bought... “


• Encourage a confident learner to complete the
sentence. a photography
b playing football
Example: c painting

“I went to the shops and I bought a hat.” d cooking


e gardening
• Now add one item of your own to the sentence: “I went f flower arranging

to the shops and I bought a hat and a sausage.” a


g playing tennis
h jogging
• Encourage the next learner to add one more item, and
so on.
• Add fun by having learners mime out each item on the
list as they say them.

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?

Learners match the words to the pictures by writing the


letters in the boxes. 48 lesson 12

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.

48 Interact 1_Teacher’s Guide


In this lesson: Tell people about your hobby
Skills: Extended speaking and vocabulary

3 Work with a partner. Answer the questions about the hobbies in activity 1.

a Which hobbies can you do on your own?

b Which hobbies can you do with other people?

c Which hobbies are expensive?

d Which hobbies are cheap?

e Which hobbies can you do outdoors?

f Which hobbies can you do indoors?

g Which hobbies are easy to do?

h Which hobbies are difficult to do?

4 Tell your answers to the class.

lesson 12 49

Interact 1_Teacher’s Guide 49


Reading Reading
5 Read about Jane’s hobby.
Answer the questions below.
5
Draw attention to the information about Jane and her My hobby is jogging. It’s a little difcult, but

hobby. I enjoy it because it’s healthy. I also like it


because it’s fun and I can spend time outdoors.
Demonstrate the activity by making notes on the first I usually do my hobby in the park. I like doing
couple of questions on the board. it there because it’s very quiet. I always go
jogging by myself because it gives me time to

Monitor and assist as necessary. think. Jogging is very cheap. Sometimes I buy
a bottle of water to drink. To do my hobby, I

Possible notes have to stretch my legs before I start. I then start

a) Jogging jogging slowly. After about ten minutes I start


running faster. Sometimes I run ve kilometres
b) Because it’s healthy
in the morning before work. I think jogging is a
c) In the park great hobby.
d) By herself
e) No, it’s cheap
f) A little difficult Answer the questions below.

a What is her hobby? jogging


b Why does she enjoy her hobby?
6 c Where does she do her hobby?
In pairs, learners ask the questions a-f to their partner d Who does she do it with?

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.

Teaching tip – note taking


Encourage learners to keep their notes brief. Tell them
to just write short phrases and key words. This will help
them to speak more rather than just reading straight
from their notes.

8
In pairs, learners tell their partner about their hobbies
and/or free time activities.

Monitor learners’ use of vocabulary and language. Make


notes on good use of vocabulary and language, and
errors and mistakes.

Feedback. Learners tell the class about their partner.

Highlight good use of language and elicit corrections of


any problems you noted.

50 Interact 1_Teacher’s Guide


Interact
7 Think about your hobby. Make notes using the questions below.

Why do you enjoy doing it?

Where do you do it?

Who do you do it with?

How much does it cost?

Is it easy or difficult?

What equipment do you need?

8 Tell the class about your hobby.

lesson 12 51

Interact 1_Teacher’s Guide 51


13
UNIT 5
Where’s my pen?

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

Where’s my phone? 1 The pen is on the CD.

It’s under the sofa. 2 The pen is under the CD.

3 The pen is next to the CD.

Warmer B C

• Write a selection of nouns on the board that you think


learners should know.
For example:
desk, cat, bookcase, candle, table, board, policeman
b Work with a partner. Ask and answer questions about the pictures in activity 1a.
example - Look at picture A. Where’s the pen?

• Go around the class eliciting true sentences about the - It’s...

classroom for each item in turn.


Examples:
Language focus
There are four desks. Where is on
the pen? It’s
Where’s
There isn’t a cat. under the CD.
Where are the pens? They’re next to

Introduction
52 lesson 13

Books closed. Using two classroom objects, for example


a pen and a book, present the structure, ‘The (pen) is (on /
under / next to) (the book).’ Model and drill. Teaching tip – Open pairs
Present, model and drill the question form, ‘Where’s the
In an ‘open pair’ drill, the teacher prompts learners to
(pen)?’
Present and model, ‘It’s on the book.’ practise questions and responses in the target language,
across the class. Pairs take turns to speak, allowing other
Extension
learners to listen. This allows greater focus on accuracy
You may like to extend to other prepositions, e.g. in, near
and means that stronger learners can provide models for
Drill question and answers. Extend questions to other less confident learners.
classroom objects. Choral drill and then drill in open Be sensitive when using open pairs, since it can put a lot
pairs.
of pressure on learners to ‘perform’.
Introduce the plural forms – ‘Where are the (chairs)?’ –
‘They’re under (the table).’
Model and drill in the same way.
1a
Direct attention to activity 1, page 52 of the Student
Board the questions and statements, highlighting the
Book.
prepositions.
In pairs, learners match the sentences to the pictures.
Feedback as a class:
Teacher - Picture A: Where’s the pen?
Learner - It’s on the CD.

1a answers
1-A; 2-C; 3-B

52 Interact 1_Teacher’s Guide


In this lesson: Say where things are Track 29 Play CD.
Grammar: Where is the + singular? Where are the + plurals?
Prepositions of place Feedback in pairs and then as a class.

2a answers
Listening
2a Track 29 John is late for work.
phone, keys, watch
Listen and underline the items he asks about.

pen keys phone watch umbrella


Track 29 (page 150, Student book) 0:32
b Track 29 Look at the pictures below.
John - I’m late, Jane! Where’s my phone?
Listen again. Where are John’s things?
Tick ( ) the pictures. Jane - It’s on the table.
John - And my keys! Where are my keys?
Jane - They’re next to the sofa.
John - And my watch? Where’s my watch?
Jane - It’s under your briefcase.
John - Oh yes! Thanks. Bye!

Teaching tip – Listening for specific information


(listening for keywords)
This where learners have an idea of the words, or kinds
of words, they are listening for. We listen like this in
everyday life when we listen for information in airports or
stations. This is the listening skills equivalent of scanning
a text. Asking learners to listen for keywords develops
this skill, and also helps them gain confidence for more
3 Work with a partner. detailed listening tasks.
Ask and answer questions about the pictures in activity 2b.

example - Where’s the phone? 2b


- It’s on the table.
Track 29 Play CD again. Learners listen and tick (√)
lesson 13 53 pictures.
Feedback in pairs and then as a class.

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.

Interact 1_Teacher’s Guide 53


Practice
Practice 4 Look at the picture below. 5 Look at the picture below.
What do you see? Complete the sentences with on / under / next to.

4 Write the words on the picture.


aWhere’s the pencil?

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?

items in the picture. scissors It’s the notebook.

dWhere’s the pencil sharpener?


Monitor and assist as necessary. eraser
It’s the notebook.
Feedback. Teach, drill and board any items unfamiliar to
learners.

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.

54 Interact 1_Teacher’s Guide


Sounding natural
6 Track 30 Listen to the questions and answers.
Mark ( ) the stressed words.

a - Where’s my phone?

- It’s on the table.

b - Where are my keys?

- They’re next to the sofa.

c - Where’s my watch?

- It’s under the briefcase.

7 Practise the conversations with a partner.

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

b Work with a partner. Ask and answer your questions.

lesson 13 55

Interact 1_Teacher’s Guide 55


14
UNIT 5
I don’t have a video camera

14I don’t have a video camera


I don’t have a video camera

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

Introduction Sean has 1

His father has


Books closed. Review family vocabulary:
His mother has
Draw a stick figure of yourself on the board. Build up
a family tree from this, eliciting the words for family
members as you go.
Indicate family members on the board and say (for
instance), ‘I have a father... I have two brothers... I don’t b Read about Hillary. Complete the table below.

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.

learner, e.g. ‘Tomoko has a father.’


brothers sisters
1a
Hillary has
Direct attention to the picture of Sean on page 56 and
the accompanying text and table. Read through the text Her father has

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

father and mother.


Monitor and assist as necessary.
Feedback as a class.
Language focus
1a answers:
Sean has: 1 brother, 3 sisters Direct attention to the Language focus box on page 57.
His father has: 3 brothers, 1 sister Go over the example sentences. Highlight how we use
His mother has: 1 brother, 1 sister has / doesn’t have with the third person (he / she).

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.

56 Interact 1_Teacher’s Guide


In this lesson: Talk about possessions
Grammar: have / has
don’t have / doesn’t have
Vocabulary

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.

sister. His father has one brother.

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

Monitor learners’ use of vocabulary and language. Make


a note of good use of vocabulary and language, and
errors and mistakes.

2c
Feedback. Learners tell the class about their partners.
Highlight good use of language and elicit corrections of
any problems you noted.

Teaching tip – Monitoring and error correction


When learners do speaking activities it’s a good idea
to take some notes of how they use the language. This
includes correct as well as incorrect use.
After the activity, write on the board an incorrect and
correct sentence you heard. Then elicit which one is
correct, which one is incorrect, as well as how to correct
the mistake.
Never pick out one learner who made a mistake. Always
correct as a class.

Interact 1_Teacher’s Guide 57


Language focus
Language focus questions with do answer

a car? Yes, I do.


Use the items in activity 3 to ask a confident learner, e.g. Do you have
a mobile phone? No, I don’t.
‘Do you have a mobile phone?’ questions with does answer
- Model and drill short answers (‘Yes, I do. / No, I don’t.’) he does.
Does he have a camera? Yes,
- Model and drill the question form (‘Do you have a Does she have a dog?
she does.

mobile phone?’) No,


he doesn’t.
she doesn’t.
- Drill the question with a substitution drill

Teaching tip – Substitution drill Practice


4 a Work with a partner.
Teacher says a phrase or part phrase. Learners respond Ask and answer questions about the items below.

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: “mobile phone” yes no

Learners: “Do you have a mobile phone?” laptop

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.

4b Track 31 Play track. Pause after each word for


Feedback. Learners tell the class about their partners. learners to write the number of syllables.
Highlight good use of language and elicit corrections of Feedback as a class.
any problems you noted.
5a answers
See CD script for Track 31

Track 31 (page 150, Student book) 0:50


(Number of syllables in brackets)
a) laptop (2)
b) mobile phone (3)
c) digital camera (5)
d) video camera (5)
e) backpack (2)
f ) briefcase (2)
g) dictionary (3)

58 Interact 1_Teacher’s Guide


Teaching tip – Disappearing dialogue
Listening and reading
Sounding natural 6a Track32 Listen and read. Write conversation and leave on board for learners to
5a Track 31 Listen. refer to while practising.
John: Do you have a pen?
How many syllables do the words have?
Write the number in the table below. Ann: No, I don’t. Sorry.
Learners can look at the writing, but must look away
John: Do you have a pencil? when they speak.
words syllables Ann: Yes, I do. Here you are. Repeat several times, but erase portions of the
a laptop 2 John: Thanks.
b mobile phone
conversation each time, leaving smaller and smaller
c digital camera b Practise the conversation. prompts.
d video camera
Interact
7 a Work with a partner.
Interact
e backpack

f briefcase Write five things you think your teacher has in


his/her bag.

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.

b Ask questions and check your guesses. 8a


c Tell the class about your partner.
Learners work on their own to write a list of five items
they think may be in their partner’s bag. Monitor and
assist as necessary.

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.

Track 32 (page 150, Student book) 0:19


John - Do you have a pen?
Ann - No, I don’t. Sorry.
John - Do you have a pencil?
Ann - Yes, I do. Here you are.
John - Thanks.

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.

Interact 1_Teacher’s Guide 59


15
UNIT 5
Can I try it on?

15Can I try it on?


Can I try it on?

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.

Model a couple of statements saying what colour the


clothes are. Use both a single item and a plural item, for 60 lesson 15
example:
‘It’s an orange T-shirt.’
‘They’re grey shorts.’
Drill each. Practice
Use the other pictures as prompts to elicit similar
statements from individual learners. 2
Direct attention to the pictures on page 61 and the two
1b answers
texts at the top of the page.
It’s an orange T-shirt. They’re grey shorts. They’re black
Ask a confident learner to read out text a. Elicit which
boots. It’s a yellow tie. They’re purple shoes. It’s a green
picture the text is describing.
sweater. They’re black trousers. It’s a purple top. It’s a black
jacket. It’s a yellow scarf. They’re blue jeans. It’s a black shirt. Answer
They’re white trainers. It’s a green dress. They’re pink socks. The woman on the far right.
It’s a red skirt.
In pairs, learners read text b and match it to one of the
other pictures.
Feedback as a class.

2 answer
The man standing second from the left.

As a class. Elicit a description of one of the other pictures


and write it on the board. Write any suggestions and elicit
any corrections needed from learners as you go.

In pairs, learners write a similar description of the


remaining picture. Monitor and assist as necessary.
Feedback. Learners read the descriptions they wrote to
the class. Elicit any corrections needed.

60 Interact 1_Teacher’s Guide


In this lesson: Roleplay shopping for clothes
Function: Shopping for clothes

Practice
2 Work with a partner. Read the descriptions below.

a. She has a grey skirt, black b. He has jeans, an orange


shoes and a pink shirt. T-shirt and white trainers.

Match them with two of the pictures.

3 Choose a person in your class.


a Write a description of his / her clothes.

She has a red sweater. She has brown boots.

b Read your description to the class. Who is it?

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.

Interact 1_Teacher’s Guide 61


Sounding natural
Sounding natural 4a Track 33 Listen. Write the words in the correct column.

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?

Customer: Yes, I’d like a shirt.

4a answers Shop assistant: What size?

One syllable: jeans, shorts, tie, dress, boots, top, shirt, Customer:

Two syllables: tracksuit, sweater, T-shirt, jacket, trousers Shop assistant: How about this one?

Yes, I’d like a shirt. Customer:

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

4b c Track 34 Listen and check.

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

Reading and listening


5a 5c
Draw attention to the picture on page 62. Elicit what Feedback. Elicit the conversation line by line and write on
the place is and who the people are. Ask what they are the board.
looking at (point to the item and ask, ‘What’s this?’)
Track 34 Learners listen to CD to check answers.
5a answers Elicit any necessary corrections to conversation on the
It’s a clothes shop, the woman is a shop assistant and the board.
man is a customer. They are looking at a shirt.
8a answers
5b See CD script for Track 34
Direct attention to the conversation between the shop
assistant and customer. Show how the customer’s lines are Track 34 (page 150, Student book) 0:22
missing. Go over the example, and show how learners can Shop assistant - Can I help you, sir?
find the missing lines in the small box under the picture.
Customer - Yes, I’d like a shirt.
Highlight and elicit / explain the meaning of ‘changing
rooms’. Shop assistant - What size?
In pairs, learners complete the conversation with lines Customer - Medium.
from the small box. Shop assistant - How about this one?
Monitor and assist as necessary. Customer - Looks nice! Can I try it on?
Shop assistant - Yes, of course.
Customer - Where are the changing rooms?
Shop assistant - They’re over there.

5d
In pairs, learners practise the conversation as a
‘disappearing dialogue’.

62 Interact 1_Teacher’s Guide


Language focus
Interact
6a
Explain that learners are going to roleplay shopping for
small medium large clothes.
Shop assistant Customer
Divide learners into As and Bs.
Is the hat OK?
Yes, it’s fine. Direct the As and Bs to the roleplay cards.
No, it’s too big.
Explain that first, Learner B will be the shop assistant.
Are the trousers OK?
Yes, they’re fine.
No, they’re too short.
Elicit the kind of things that shop assistants say (Hello.
How can I help you, Do you need any help? etc.) Write on
board.
It’s small. It’s big. It’s too big.
Ask learners to look at their cards for roleplay 1 and think
about what they’re going to say.
Interact Allow learners time to read and think. They don’t need to
6 Work with a partner. write anything. Monitor and assist as necessary.
Students A and B, look below.

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.

b Roleplay the conversation. d Roleplay the conversation.


6c+d
example - Can I help you, madam? Follow the same procedure for Roleplay 2.
- Yes, I’d like some boots.
- What colour?
- Black.
- How about these ones?

lesson 15 63

Teaching tip – Disappearing dialogue


Leave conversation on board for learners to refer to while
practising.
Learners can look at conversation on board, but must
look away when they speak.
Repeat several times, but erase portions of the
conversation each time, leaving smaller and smaller
prompts.

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).

Interact 1_Teacher’s Guide 63


16
UNIT 6
Can you cook, Maria?

16Can you cook, Maria?


Can you cook, Maria?

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.

Can you drive a car?


Yes, I can.

Introduction drive a car golf


a foreign
language

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!

64 Interact 1_Teacher’s Guide


In this lesson: Talk about what you can do
Grammar: can for ability

Listening
3 Look at the picture below.
What kinds of food do you think they are discussing?
Track35 Listen and check.

4 Track 35 Listen again.


Read the sentences below. Are they true or false? Write T (true) or F (false) in the boxes.

a Nicole can cook very well. F

b Patricia can cook Caribbean food.

c Patricia can cook Italian food very well.

d Nicole’s mother can’t cook Italian food at all.

e Patricia loves going to French restaurants.

f Nicole can cook Chinese food.

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)

Interact 1_Teacher’s Guide 65


Language focus Practice
Language focus We use can and can’t to talk about abilities.
6 Read the questions below.
Write your answers.
can/can’t + base form of the verb
Draw attention to the Language focus box. She can cook.
a Can you cook Italian food?

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

Feedback in pairs. Learners tell the class about their


partner. Teaching tip –substitution drill
Teacher says a phrase or part phrase. Learners respond
by fitting the phrase into a longer item using appropriate
Sounding natural intonation.
7 Teacher - cook
Track 36 Learners listen for the different ways ‘can’ is Learner - Can you cook?
pronounced. Teacher - drive a car
Learner - Can you drive a car?
7 answers Etc.
Can you cook?
Yes, I can.
No, I can’t.
Interact
Track 36 (page 150, Student book) 0:18 9a
Can you cook? /ə/ Learners read the questions in the table and make notes
Yes, I can. /æ/ about themselves in the ‘you’ column only.
No, I can’t. /ɑ / Go over the instructions and example. Check
understanding, especially that learners only make notes
in the middle column (‘Where do you write?’).
8 Demonstrate the activity by writing brief notes for
yourself on the board.
Track 36 Learners listen again and copy the
pronunciation. Pause the track after each sentence.
Allow learners time to think and make notes.
Substitution drill.

66 Interact 1_Teacher’s Guide


Sounding natural
7 Track 36 Listen to the question and answers below.
How does the pronunciation of ‘can’ change in the two answers?

Can you cook?


Yes, I can.
No, I can’t.

8 Track 36 Listen again and copy the pronunciation.

Interact
9 a Read the questions in the table below. Make notes about your answers.

questions you your partner

Can you drive? Yes, I can. I can drive very well.

Can you sing?

Can you paint?

Can you cook?

Can you speak English?

b Write two more ‘can’ questions in the table.


c Ask and answer the questions with a partner. Make notes of your partner’s answers.

example - Can you drive?


- Yes, I can. I can drive very well.

d Tell the class about your partner.

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.

Feedback. Learners tell the class about their partner.

Highlight good use of language and elicit corrections of


any problems you noted.

9d
Learners tell the class about their partner.

Interact 1_Teacher’s Guide 67


17
UNIT 6
Sorry, but I can’t

17Sorry, but I can’t


Sorry, but I can’t

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.

Feedback. Highlight good use of vocabulary and language. 3


Elicit correction of errors/mistakes. Learners change roles and do the same as in activity 2.
Monitor learners’ use of vocabulary and language. Make
notes on good use of vocabulary and language, and
Language focus errors and mistakes.

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.

68 Interact 1_Teacher’s Guide


In this lesson: Invite a friend to the cinema
Grammar: let’s + verb for making 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

watch a film accept

go for a meal refuse / busy

go to a concert accept

3 Change roles. Use the table below.


Student B Student A

visit a museum accept

refuse / have a Spanish


watch a baseball game
lesson

go to the park accept

lesson 17 69

Interact 1_Teacher’s Guide 69


Reading
Reading 4 Read the responses below.
Write A for accept, and R for refuse.

4a-l A a Yes, let’s. Let’s get a pizza.


Learners read and write ‘A’ for accept, and ‘R’ for refuse b Sorry, but I can’t. I study Italian
next to the responses. Go through the example and on Wednesdays.

check understanding. c OK. I can buy a new jumper.

d Yes. I love listening to music.

Feedback in pairs, and then as a class. e Sorry, I don’t have any money.

f Yes, I’m starving.


4a-l answers g No, thanks. I don’t like classical music.
a) A h Yes, please. I love dancing.
b) R i No, thanks. I’m not hungry.
c) A j Yes, OK. Let’s see ‘The Sound of Music’.
d) A k No, thanks. I’m not very good at
e) R dancing.

f) A l When? Tomorrow? Sorry, I can’t. I start

g) R my computer course tomorrow.

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.

Write the following on the whiteboard: - Yes, let’s.

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.

Track 37 (page 150, Student book) 0:56


cinema, concert, exercise, hungry, kiss, laugh, listen,
middle, nightclub, popcorn, relax, restaurant, movie, shout,
shopping, tablecloth

70 Interact 1_Teacher’s Guide


Sounding natural
8
6 a Read the words below. How many syllables are in each word? In different pairs. Learners practise the conversation in
Write the words in the correct column. activity 7, but this time they use the information in the
cinema nightclub
box. Monitor learners’ use of vocabulary and language.
concert popcorn
one syllable two syllables three syllables
Make notes on good use of vocabulary and language,
exercise relax
kiss concert cinema and errors and mistakes.
hungry restaurant
kiss movie Feedback. Highlight good use of language and elicit
laugh shout
corrections of any problems you noted.
listen shopping
middle tablecloth

b Track 37 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.

see let’s meet Let’s example - Let’s go to the cinema


eat out OK go tomorrow night.
- I’d love to!

Gary: Let’s go to the cinema tonight. cinema / tomorrow night


Sarah: Yes, ‘The Sound of Music’.
The Night Watchman 3-D
Gary: . It starts at 6 p.m., 8 p.m. and 10 p.m.

Sarah: see the 6 p.m. show. 7.45p.m., 8.45p.m., 9.45p.m.

Gary: And let’s later. coffee and cake / later


Sarah: OK. Let’s at 5.45.

Gary: Great! cinema / weekend

One More Dance Part 3


b Practise the conversation with your partner.
12p.m., 3p.m., 7p.m.

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.

Interact 1_Teacher’s Guide 71


18
UNIT 6
What’s on TV tonight?

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

How was it? 3 nature programme


4 sports programme
5 news
6 police drama
• Demonstrate the activity by briefly answering the
questions yourself.
b What other kinds of TV programmes can you think of?
• Feedback. Learners tell the class about their partner’s TV Add two more to the list.

programme. c As a class, think of some examples of each type of


programme from your country.

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.

2b Learners tell the class about their partners.


Ask learners to add two more kinds of TV programmes to
the list, e.g. documentary, reality TV programme, travel
programme, cooking programme, etc. Interact 1
2c 3a
Ask learners to think of an example of each type of In pairs, learners look at the list of TV programmes in
programme from their country. Demonstrate by giving activity 2. Learners write one example of each kind of TV
some examples of popular TV programmes of each type programme in the table. Monitor and assist as necessary.
from your country.
3b
Learners rank the programmes from 1–6 (1 = they both
most want to watch).

72 Interact 1_Teacher’s Guide


Highlight good use of language and elicit corrections of
In this lesson: Discuss your favourite TV programmes any problems you noted.
Skills: Extended speaking and vocabulary

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.

kind of TV programme TV programme ranking

comedy

soap opera
nature programme
sports programme

news
police drama

b Which programmes would you both most like to watch?


Rank the programmes from 1-6 (1 = you both most want to watch).

c Change partners and compare your lists.


Choose the top three programmes in your lists.

d Share your top three list with the class.


Can you choose the top programme for the whole class?

lesson 18 73

Teaching tip – ranking activities


Ranking activities encourage learners to use language
interactively. They have to compare, explain or defend
their choices. Asking learners to add items to the list
of things to be ranked makes the second stage of the
activity (where learners change partners, discuss choices
and make a new decision) fresh, since learners will not
know what their new partners may have chosen to add
to the original list.
Set a time limit on the first stage of the activity (the initial
ranking) because learners often vary in the time they
take to decide. This will also force them to keep their
notes brief and encourage them to ‘speak’ rather than
just read straight from their notes in the second stage.

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.

Interact 1_Teacher’s Guide 73


Vocabulary 2
Vocabulary 2
4a 4 a Draw lines to match the people with the programmes.

Learners match the people with the programmes.


actor sports programme

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.

... are interesting.


4b answers the news
You can learn from them.

comedies – ... are funny. They make me laugh. .... is important.


police dramas
nature programmes – ... are interesting. You can learn from I always watch it.

them.
the news – ... is important. I always watch it. c Check your answers with a partner.

police dramas – ... are exciting. I love the car chases.

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.

Highlight good use of language and elicit corrections of


any problems you noted.

Teaching tip – checking instructions


Asking questions with specific answers is a useful way
of checking instructions. Formulate questions for which
there is only one answer. (‘Are you writing or talking?’,
‘Where can you find the information?’, ‘Where do you
write the information?’)
Checking instructions before an activity in this way also
builds learner confidence – as they answer the questions
correctly, they can see that they understand what they
are being asked to do.

74 Interact 1_Teacher’s Guide


Interact 2
5 Work on your own. Think of your favourite TV programme.
a Make notes below.

name of the programme

when it’s on

actors / presenters

kind of programme

why you like it

b Tell the class about the programme you chose.

example - My favourite programme is the six o’clock news.

lesson 18 75

Interact 1_Teacher’s Guide 75


19
UNIT 7
Having a lovely time

19Having a lovely time


Having a lovely time

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.

Examples: helps students


I’m drinking mango juice.
We’re staying in a nice hotel. drives a bus

I’m looking for a new job. teaches English

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

people’s jobs and what they usually do in their lives and


jobs. gives homework

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.

76 Interact 1_Teacher’s Guide


In this lesson: Write a postcard about a holiday
Grammar: Present continuous for what is happening around now

Reading
3 Look at the pictures on the three postcards. b
Which countries do you think they are from?

a
c

4 Read the messages from the people in activity 1.


Match the pictures with the messages.

Dear Amy, Dear Emma, Dear Jo,


I’m having a great time here I’m having a wonderful I love Canada!
in Thailand. time here. I’m hiking and climbing
Right now, I’m writing I’m staying in the famous mountains every day. It’s a bit
this postcard and drinking Ritz hotel with my mum cold so I’m wearing a big jacket
mango juice at the beach! I’m and dad. and gloves. I love the nature here.
swimming every day in the I’m drinking lots of tea It’s so big and wild.
beautiful sea and eating lots and eating scones and I’m travelling to many new
of fresh fruit. I’m meeting cream for lunch every day. places. I’m taking lots of photos!
lots of nice people and I’m going to the theatre Yesterday I saw a grizzly bear!
enjoying my holiday. every night. There are so Wish you were here.
See you soon! many things to do here. Steven
Love Jamie London is great!
Lots of love
Judy

5 Work with a partner. Read Steven’s and Judy’s messages again. Complete the table below.
normally now, on holiday

He drives a bus. He’s hiking and climbing mountains.


Steven

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

Interact 1_Teacher’s Guide 77


Language focus
Language focus When we talk about what usually happens We use the present continuous for the following:
in our lives, we use the present simple. 1. Talk about what’s happening now.

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.

Example: be + -ing form of the verb

‘I teach English. I play the guitar.’ I’m hiking and climbing mountains every day.

We make questions like this:


Give learners a few minutes to think and write some Are you enjoying the party?

sentences of their own. Yes, I am. / No, I’m not.

6 Read Jamie’s postcard on page 77 again. Is he working today?

Finally, go through the explanations and example Underline examples of the present continuous. Yes, he is. / No, he isn’t.

sentences about the present continuous.

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

6 answers c She / do / exercise

I’m having, I’m writing, ...drinking, I’m swimming, ...eating, d I / do / homework

I’m meeting, ...enjoying e I / listen to / music

f They / cook / dinner

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.

Give learners a few minutes to write three sentences 8a answers


about what they’re doing now or around now. See CD script for Track 38.

Feedback to the class. Give everybody a chance to read


their sentences to the class. Track 38 (page 150, Student book) 0:22
shut
hurt
curt
bun

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.

78 Interact 1_Teacher’s Guide


Sounding natural
9c
8a Track 38 Listen and underline the words that you hear. Learners read their partner’s postcard to the class.
A B
shut shirt
hut hurt
cut curt
bun burn

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.

• Who do you want to write the postcard to?

• Where are you staying?

• What are you doing every day?

• What are you doing now?

• How are you feeling?

b Work with a partner.


You have a problem. You have hurt your hand and you can’t write.
Ask your partner to write the postcard for you. Use your notes.
Take turns to tell your partner what to write.
example Dear Emi,
How are you? I’m having a lovely time.
I’m lying by the beach drinking cocktails.
I’m staying in a lovely hotel by the beach.
c Read your partner’s postcard to the class.

lesson 19 79

Interact
9a
Ask learners to imagine that they are on holiday and they
want to write a postcard.

Give learners a few minutes to think and make notes


about the questions in the box. Monitor and assist with
vocabulary where necessary.

Model an example on the whiteboard. Write down a few


simple notes.
Example:
Emi / beach in Bali / drinking cocktails / eating pineapple
and reading a book / having wonderful time

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.

Highlight good use of vocabulary and language.

Interact 1_Teacher’s Guide 79


20
UNIT 7
Are there any apples?

20Are there any apples?


Are there any apples?

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?

There’s an egg. c Do you prefer eating in restaurants or eating at home? Why?

There isn’t an apple. 2 Match the words with the pictures.


Is there any pasta?
There’s some butter.
There isn’t any bacon.
Are there any eggs? a

There are some apples.


a pasta 1
There aren’t any tomatoes. b cheese

c butter

d mushrooms

Introduction e rice

f garlic bread

1a-c g tomatoes

In pairs, learners discuss questions a-c. h eggs

i chicken

Feedback. Learners tell the class about their partner. j bacon

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!

80 Interact 1_Teacher’s Guide


Extension
In this lesson: Talk about food
Grammar: Countable and uncountable nouns
Ask learners what they had for dinner last night. Ask
learners what went in each dish. Are the ingredients
countable or uncountable? Write them in the correct
column on the whiteboard.

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?

Would you like to try the risotto?

Language focus
In English, some nouns (e.g. tomatoes, eggs) are countable.
Other nouns (e.g. milk, cheese) are uncountable.

With singular countable nouns, we use a or an.

Is there a tomato? There’s an egg. There isn’t an apple.

With plural countable nouns:

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.

With uncountable nouns:

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

Student’s own answer.

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.

Interact 1_Teacher’s Guide 81


Practice
Practice 5 Complete the sentences below with words from the box.
any some isn’t aren’t
5a-h aDo we have any pasta?
In pairs, learners use the words from the box to complete bI’d like spaghetti.
the sentences. Go over the example and check learners cThere pasta.

understand the activity. dWould you like rice, instead?


eWe need rice.

5a-h answers fThere


gThere
cheese.
tomatoes.
See CD script for Track 40 - answers underlined hIs there garlic bread?

Track 40 Listen and check.

Track 40 Learners listen and check answers.


6 Work with a partner. Complete the table.
Write C next to the countable nouns. Write U next to the uncountable nouns.
Track 40 (page 151, Student book) 0:59
a) Do we have any pasta? milk banana egg ice cream ham
U C
b) I’d like some spaghetti. apple beer water spaghetti sandwich

c) There isn’t any pasta. hot dog sushi bacon cherry carrot

d) Would you like some rice, instead?


e) We need some rice. 7 Write a, an, some or any to complete the sentences.
f) There isn’t any cheese. aThere isn’t any orange juice.
bWe need bananas.
g) There aren’t any tomatoes. cDo we have cheese?
h) Is there any garlic bread? dThere’s milk in the cup.
eThere isn’t ham.

6
fThere aren’t eggs.
gDo you want apple?
Write ‘there’s a milk’ and ‘there’s some milk’ on the hAre there melons?

whiteboard. Elicit which is correct and why. i Do you have butter?


j Do you have pineapple?
Tell learners to write ‘c’ (countable) or ‘u’ (uncountable)
next to the nouns in the box.
When we offer or ask for things we use “some” (we do not use “any”).
Would you like some chicken? Can I have some milk?
6 answers
From left to right:
82 lesson 20
row 1: u, c, c, u, u
row 2: c, u, u, u, c
row 3: c, u, u, c, c
Sounding natural
7a-j 8a
In pairs, learners write a , an, some, or any to complete
the sentences. Track 41 Go over the words and example with
Go over the example and check learners understand the learners. Slowly break down ‘banana’ into syllables and
activity. count each with your fingers. Elicit how many syllables
there are, and demonstrate which syllable has the main
7a-j answers stress.
a) There isn’t any orange juice. Learners work in pairs to complete the table.
b) We need some bananas.
c) Do we have any cheese? 8a answers
d) There’s some milk in the cup. Ooo – pineapple, cucumber
e) There isn’t any ham. ooO– Bolognese
f) There aren’t any eggs. oOo – banana, spaghetti, salami, pastrami
g) Do you want an apple?
h) Are there any melons? Track 41 (page 151, Student book) 0:24
i) Do you have any butter? banana, Bolognese, spaghetti, pineapple, cucumber, salami,
j) Do you have a pineapple?
pastrami

8b
Model the words for the class with the correct stress. Drill
chorally, then individually.

82 Interact 1_Teacher’s Guide


Sounding natural
9b
8a Track 41 Listen to the words below. Write them in the table under the correct stress patterns. In pairs, learners discuss their dishes. Monitor learners’
banana Bolognese spaghetti pineapple cucumber salami pastrami
use of vocabulary and language. Make notes on good
use of vocabulary and language, and errors and mistakes.

banana Feedback as a class.

Highlight good use of language and elicit corrections of


any problems you noted.

b Practise saying the words with the correct stress.

Interact
9 Think about a dish you like.
a What do you need to cook it? Can you cook it? Make notes.

b Work with a partner. Discuss your favourite dishes.

example - I love curry. You need some onions and...


- Do you need any potatoes?

c Tell the class about your partner’s favourite dish.

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

favourite dish and ingredients in the space provided.


Monitor and assist with vocabulary where necessary.
Demonstrate by telling learners about a dish you like.
As you speak, write the ingredients on the whiteboard.
using countable and uncountable nouns.

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

Interact 1_Teacher’s Guide 83


21
UNIT 7
How do I get to Green Hill?

21How do I get to Green Hill?


How do I get to Green Hill?

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?

3 b How much time do you spend on public transportation a week?


As a class, discuss questions a and b. Write some example
answers to the questions on the whiteboard. 4 Tell the class about your partner.
Example: 84 lesson 21
I use the train the most because it’s fast, reliable and cheap.
I usually spend more than 10 hours per week. About one
hour each way.
Listening
4
Learners tell the class about their partners. Monitor Focus learners’ attention on the train map. Read through
learners’ use of vocabulary and language. Make notes the names of the different lines with them.
on good use of vocabulary and language, and errors and Ask them the following questions:
mistakes. a) How many stops are on the Circle line?
b) What line is Timperley on?
Feedback as a class. c) How many stations have two lines?

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.

84 Interact 1_Teacher’s Guide


Track 42 (page 151, Student book) 0:32
In this lesson: Tell people how to get to places Conversation 1
Function: Giving directions by train
A - Excuse me.
B - Yes?
Listening
5 Look at the train map.
A - How do I get to Spennel?
Track 42 Track 43 Track 44 Listen to conversations 1-3. B - Well, take the eastbound Bank Line from Timperley, and
Circle the names of the stations you hear.
change at Sleaford. Then take the eastbound Circle Line.
Spennel is the third stop.
A - Thank you.

Track 43 (page 151, Student book) 0:41


Conversation 2
A - Excuse me. What’s the best way to get to Croxton?
B - Go to Summerhill station and take the southbound
train on the New Line. Change at Broadwater and take a
westbound Central Line train. Croxton is the second stop.

Track 44 (page 151, Student book) 0:44


Conversation 3
6 Track 42 Track 43 Track 44 Listen again. A - Excuse me.
Write the names of the stations in the table.
B - Yes?
now transfer stations wants to go to A - How do I get from here to Yoxall?
1 Timperley Sleaford Spennel
B - OK... take an eastbound train on the Coastal Line.
2 Summerhill

3 Ruston Change at Kinver to an eastbound Circle Line train. Go one


stop to Spennel then change again. This time you want
an eastbound New Line train. Yoxall Is the first stop from
Spennel.
lesson 21 85

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

Interact 1_Teacher’s Guide 85


Language focus
Language focus To ask for directions by train, we can use these expressions:

How do I get to... ?

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).

speaking. Take a (northbound / southbound / westbound / eastbound) train.


Change at (Kinver).
(Roseland) is the (first / second / last) stop.
(Roseland) is (two) stops from (Kinver).

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.

Track 45 (page 151, Student book) 0:31 Conversation 3

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.

at Sleaford. Next, take a Bank Line train. West Bank is the


second stop. 8 Track 45 Track 46 Track 47 Listen and check your answers.

9 Work with a partner. Practise the conversations in activity 7.

Track 46 (page 151, Student book) 0:31


86 lesson 21
Conversation 2
A - How do I get to Oxted from Martindale?
B - Take a westbound Central Line train. Change at
Tankersley to the Circle Line. Take a westbound train. Oxted Sounding natural
is three stops from Tankersley.
10a
Track 48 Learners listen and tick (√) the correct box
Track 47 (page 151, Student book) 0:39 for the sounds /s/ and /z/.
Conversation 3
A - What’s the best way to get from Broadwater to Abbott’s 10a answers
/s/ eats, likes, makes, works, hates
Inn?
/z/ lives, tells, studies, drives, loves
B - Take a southbound train on the New Line. Change at
Spennel. Next, take the Circle Line to Kinver. Change again
Track 48 (page 151, Student book) 0:46
and take a southbound Coastal Line train. Abbott’s Inn is
eats, lives, tells, studies, likes, makes, works, drives, loves,
the first stop.
hates

9
In pairs, learners practise the conversations in activity 7. 10b
Modal the pronunciation for the class. Drill chorally, then
individually.

86 Interact 1_Teacher’s Guide


Sounding natural Monitor the learners’ use of vocabulary and language.
10 a Track 48 Listen to the words in the table. Tick ( ) the box with the correct sounds. Make notes on good use of vocabulary and language,
eats lives tells studies likes makes works drives loves hates and errors and mistakes.
/s/
/z/
Feedback as a class.
b Practise the pronunciation.

Highlight good use of language and elicit corrections of


any problems you noted.
Interact
11 Think about where you live.
a Write two places you often go to by train.

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.

example - How do you get to Brighton from here?


- Well, take the southbound train on the...

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.

Learners give directions to the places. Read example and


check learners understand the activity. Monitor and assist
with vocabulary where necessary.

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.

Interact 1_Teacher’s Guide 87


22
UNIT 8
I went to India last year

22I went to India last year


I went to India last year

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

the next learner. a b c d e f g h

• 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

88 Interact 1_Teacher’s Guide


In this lesson: Tell your partner about your week
Grammar: Past simple with regular and irregular verbs and time expressions

Reading
4 Last year Justin and Julia went on holiday. Where did they go?

5 Justin and Julia had a lot of problems on holiday.


Look at the pictures. What problems do you think they had?

6 Work with a partner.


Read Justin’s and Julia’s problems below. Match them with the pictures. Write the letters in the boxes.

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

Interact 1_Teacher’s Guide 89


Language focus
Language focus We can talk about the past with the past simple form of verbs.

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.

They didn’t find their luggage at the airport.

Practice To make questions in the past simple, we use did + subject + base form of the verb.

Did you play tennis yesterday? Yes, I did.

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.

form of the verbs in brackets. Last year we went to India.


On Friday I saw a film.

7a-h answers I met my friend three days ago.


I graduated in 1990.
a) bought
b) fell, broke
c) played
Practice
d) ate 7 Complete the sentences using the past simple form of the verbs in the brackets.
e) watched See the Language reference section for a list of irregular verbs.
f) did, do, cooked a (buy) I bought a new car on Friday.
g) did, go, went b (fall, break) Last Saturday I off my bike and my arm.

h) got c (play) When I was at school, I tennis every day.


d (eat) I pizza two days ago.
e (watch) Bob four DVDs on Sunday.
f (do, do) - What you last Friday?

Sounding natural (cook)


g (do, go)
-I
- Where
dinner for my friends.
you last week?

8
(go) -I to New York with my girlfriend.
h (get) We married 13 years ago.

Track 49 Read the words in the activity with


90 lesson 22
learners. Play the CD. Listen and copy the pronunciation.

Model and drill.


10
Track 49 (page 151, Student book) 0:30
Track 50 Learners listen and copy the pronunciation.
pit / bit
pull / bull Track 50 (page 151, Student book) 0:32
to / do a) Den dared Tim to dial ten two ten, but Tim didn’t do it, he
ten / den dialled two ten two.
b) Bill patted the pit bull on the back, but the pit bull pulled
9a+b at Bill’s bag, and bit Bill back.
Model the sentences for learners. Drill chorally, then
individually.

Teaching tip – back drilling Interact


Back drilling is a useful technique to practise connected
11a
speech. Drill a long utterance by building it up from Explain to learners they’re going to talk about what they
the end. Increase its length each time you model it for did last week.
learners to repeat. Learners write ten things they did last week in the box.
Write an example on the whiteboard and check learners
understand the activity.

Examples:
I went shopping.
I ate some sushi.

90 Interact 1_Teacher’s Guide


Sounding natural
8 Track 49 Read the words below. Listen and copy the pronunciation.

pit / bit
pull / bull
to / do
ten / den

9 Read the sentences below.


a Den dared Tim to dial ten two ten, but Tim didn’t do it, he dialled two ten two.
b Bill patted the pit bull on the back, but the pit bull pulled at Bill’s bag, and bit Bill back.

10 Track 50 Listen and copy the pronunciation.

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

example - What did you do last week?


- I saw a film on Tuesday.
- Did you like it?
- Yes, I did. / No, I didn’t.

c Tell the class about your partner.

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

Highlight good use of language and elicit corrections of


any problems you noted.

Interact 1_Teacher’s Guide 91


23
UNIT 8
I sing badly

23I sing badly


I sing badly

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.

audio player microwave oven vacuum cleaner

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

1 answers f play games


g surf the internet
Clockwise from top left: d, a, e, b, f, c, g, h dishwasher
h do the washing-up
mobile phone

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

Learners read and guess what machines in activity 1


Michael and Sophia talk about.
5a-d answers
4 answers
a) Because he can send emails and make calls on the train.
Michael: mobile phone, games console
b) At home.
Sophia: vacuum cleaner, laptop computer
c) Late at night.
d) It is too slow.
5a-d
Learners read the descriptions again in activity 4 and
answer the questions.
Alternatively, this can be done as a scanning activity.

Teaching tip – scan reading


We scan to get particular details or information from
a text, for instance when searching for the time a TV
programme starts in a newspaper listing.
Encourage scanning skills in learners by:
• Setting a time limit to a reading activity (you can
present this as a race to find the information)
• Assuring learners that they do not need to read every
word every time.

92 Interact 1_Teacher’s Guide


In this lesson: Discuss how your friends do things
Grammar: Adverbs of manner

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

I like this machine because I can My neighbours always look at me


easily make calls and send emails angrily, because I clean my carpet
when I’m on the train. Of course, with this machine late at night.
I have to do this quietly. The other The other machine I like is in the
machine I love is at home. I can living room. I can do all kinds of
play all my favourite games as things with it - surf the internet,
loudly as I want because I live by watch DVDs, and do my work. I
myself. need a new one, though. This one
works slowly.

machine one machine one

machine two machine two

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

Interact 1_Teacher’s Guide 93


Language focus
Language focus Adverbs of manner describe the verbs they go with.

We use adverbs of manner to describe how something is done.

Go over the explanations and examples with learners and She waited quietly. = She was quiet while she waited.

check understanding. We usually make adverbs by adding –ly to an adjective.

quiet – quietly slow – slowly

6 careful – carefully bad – badly

There are some irregular forms.


Ask learners to look at the Reading text in activity 4
good – well fast – fast
again and underline all the adverbs of manner.
6 Look at the Reading in activity 4 again. Underline all the adverbs of manner.
6 answers
easily, quietly, loudly, angrily, slowly Practice
7 Complete the table with the missing adjectives and adverbs.
adjective adverb

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)

‘y’ in easy and angry changes to an ‘i’.


94 lesson 23

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.

9a-d 10a answers


Learners use the prompts to answer the questions in the See CD script for Track 51.
activity. Go over the example and check understanding.
Track 51 (page 151, Student book) 0:53
9a-d answers
a) They act well. a) break, change, paper
b) She sings loudly. b) high, rice, write
c) A tortoise moves slowly. c) boat, home, know
d) She speaks very nicely. d) flower, mouth, town
Feedback in pairs and then as a class. 10b
Track 51 Learners listen again and copy the
pronunciation.

94 Interact 1_Teacher’s Guide


Sounding natural
11d
10 a Track 51 Listen to the words below. Write them in the correct columns. Learners tell the class about their partner’s friends or
boat break change flower high home
relatives.
know mouth paper rice town write

Highlight good use of language and elicit corrections of


a /eɪ/ b /aɪ/ c /əʊ/ d /aʊ/
any problems you noted.
break

Teaching tip – monitoring and error correction


When learners do speaking activities, it’s a good idea
b Track 51 Listen again and copy the pronunciation.
to take some notes of how they use the language. This
includes correct as well as incorrect use.
Interact After the activity, write on the board an incorrect and
11 a Write the names of five friends or relatives. correct sentence you heard. Then elicit which one is
b Use the adverbs below to describe how your friends or relatives do things.
correct, which one is incorrect as well as how to correct
quickly nicely easily quietly loudly angrily slowly well beautifully
the mistake.
Never pick out one learner who made a mistake. Always
Names How they do things

Marie She swims very well.


correct as a class.

c Work with a partner. Ask and answer questions about the people on your lists.

example - Who’s Marie?


- She’s my sister. She swims very well.

d Tell the class about your partner’s friends or relatives.

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.

Interact 1_Teacher’s Guide 95


24
UNIT 8
When we were young...

24When we were young...


When we were young...

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?

b What was your favourite toy?

Warmer c Did you have a pet? What was it? What was its name?

d Do you remember a family holiday? Where did you go?


• Write the following words in random order on the
2 Tell the class about your partner.
whiteboard.
young adult Vocabulary
3 Which words from the box can you see in the pictures?
toddler
teenager upset escape

beach broken wrist


elderly person
rocks wardrobe
child
hamster frightened
baby older brothers cage

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

• Feedback to the class.


• In different pairs. Learners discuss what are the good
points about each age to be and why. Listening
5 Track 52 Track 53 Listen and check.
• Feedback as a class.
96 lesson 24

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.

96 Interact 1_Teacher’s Guide


Track 52 (page 151, Student book) 0:48
In this lesson: Tell people a story about when you were young
Skills: Extended speaking and vocabulary
Woman - When I was about six, I had a pet hamster. His
name was Errol and he lived in a cage in my bedroom. I
sometimes took Errol out of his cage and let him run around
6 Track 52 Listen to the first story again. Answer the questions.
the room.
a How old was the speaker when it happened?
One day, I took Errol out of his cage, but he ran under
b Where did the hamster live?
my bed. I couldn’t find him anywhere. I was really upset.
Two days later, my mum found him. He was on top of the
c Where did the hamster run? wardrobe! After that, I was very careful, and he didn’t escape
again.
d How did the speaker feel?

Track 53 (page 151, Student book) 0:48


e How long was the hamster missing?
Man - My parents took my brothers and me on holiday
f Who found the hamster? every summer. One year, we went on holiday to Cornwall. I
was about nine and my brothers were much older – about
g Where was the hamster?
15 and16. We stayed near the sea and my brothers and I
played on the beach every morning – my brothers really
loved climbing the rocks on the beach.
One day, I decided to climb the rocks too but I got really
frightened. I fell and broke my wrist. I told my dad that my
brothers pushed me.

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.

lesson 24 97 Teaching tip – listening for specific information


(listening for key words)
This is where learners have an idea of the words, or kinds
Teaching tip – speculation of words, they are listening for. We listen like this in
Encourage learners to speculate and make guesses everyday life when we listen for information in airports or
before a reading or listening task. This activates their stations. This is the listening skills equivalent of scanning
existing knowledge and gets them in the right frame of a text. Asking learners to listen for key words develops
mind for the task. It also adds interest to the task because this skill, and also helps them gain confidence for more
learners listen or read to see if they were right in what detailed listening tasks.
they guessed.
Track 52 Play CD again. Learners listen and answer
4 answers the questions.
story about a pet:
cage, hamster, upset, wardrobe, escape 6a-g answers
story about a holiday: a) She was about six.
older brothers, beach, rocks, frightened, broken wrist b) In a cage in the speaker’s bedroom.
c) Around the speaker’s room. / Under the speaker’s bed.
d) She was really upset.
Listening e) Two days.
f) The speaker’s mother.
5 g) He was on top of the wardrobe.
Track 52 Track 53 Learners listen and check
answers. Feedback in pairs, then as a class, to check answers.
How much did learners remember correctly?

Interact 1_Teacher’s Guide 97


7a-d 7 Track 53 Listen to the second story again. 8 Work with a partner.
Do the same as activity 6. Ask learners if they can Answer the questions. Look at the pictures from the second story.
remember any answers from the second story. Write their What happened? Make notes.
a How old was the speaker when it happened?
answers on the whiteboard. Practise telling the story.

b Where did they go on holiday?

Track 53 Play CD again. Learners listen and answer


the questions. c What happened on the beach?

7a-d answers d What did the speaker tell his father?

a) He was about nine.


b) To Cornwall.
c) The speaker tried to copy his older brothers by climbing
some rocks but he got frightened, fell and broke his wrist.
d) He told his father that his brothers had pushed him.

Feedback in pairs, then as a class to check answers.


How much did the learners remember correctly?

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

Explain to learners they’re going to retell the story.


In pairs, learners use the pictures to help them tell
the story. Give learners a few minutes to think and
make notes. Monitor and assist with vocabulary where
necessary.

Tell learners to change partners, and then retell the story. 98 lesson 24

Monitor learners’ use of vocabulary and language. Make


notes on good use of vocabulary and language, and
errors and mistakes.
Highlight good use of language and elicit corrections of Interact
any problems you noted.
9a
In a private lesson Explain to learners they’re going to tell a story from when
Retelling the story can be done as a kind of ‘disappearing they were young.
Learners use the questions in the box to help them make
dialogue’ activity. Elicit sentences about the pictures and
notes for a story about their childhood. Give learners a
write the learner’s responses on the whiteboard. few minutes to think and make notes. Monitor and assist
Leave the sentences on the whiteboard for the learner to with vocabulary where necessary.
refer to while practising.
Learners can look at sentences on the board, but must
9b
In pairs, learners tell their stories to each other. Monitor
look away when they speak. learners’ use of vocabulary and language. Make notes on
Repeat several times, but erase a sentence each time, good use of vocabulary and language, and errors and
leaving smaller and smaller prompts. mistakes.

9c
Learners tell the class about their partner’s story.

Highlight good use of language and elicit corrections of


any problems you noted.

98 Interact 1_Teacher’s Guide


Interact
9 a Think about a story from when you were young.
Use the questions below to make notes.

• How old were you?

• Where did the story happen?

• Who was there?

• What happened?

• How did you feel?

b Work with a partner. Tell your stories.

c Tell the class about your partner’s story.

lesson 24 99

Interact 1_Teacher’s Guide 99


25
UNIT 9
Do you have a receipt?

25Do you have a receipt?


Do you have a receipt?

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).

Introduction a torn b broken c scratched d tight e stained

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.

Clockwise from top left: b The lens

e. stained c The T-shirt

a. torn d The jeans

c. scratched e The clock

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.

Feedback in pairs, and then as a class.

100 Interact 1_Teacher’s Guide


Track 56 (page 152, Student book) 1:03
In this lesson: Describe a problem in a shop
Grammar: too and not enough with adjectives
Conversation 3
Customer - Excuse me.
Shop assistant - Yes, madam. How can I help you?
4 Read the questions below. Match the underlined words in the questions with their meanings on the right.
Customer - I bought this clock here last month, but it’s
Can I have a refund? A promise to repair or replace for free something broken. broken. Can you repair it?
Can I exchange them? Give something and get something in return.

Track 57 (page 152, Student book) 1:03


Can you give me a receipt? Money that is paid back to you.
Conversation 4
Can I have a guarantee? A piece of paper that shows you paid for something. Customer - Excuse me.
Can you repair it? To fix a broken item. Shop assistant - Yes, sir. How can I help you?
Customer - I bought these jeans here last week, but they’re
Listening not big enough. Can I have a refund?
5 a Listen to four conversations.
Write what each person bought.
Write the problem next to the item.
5b
Track 54 Track 55 Track 56 Track 57
conversation item problem
Learners listen again and write what each person asked.
Track 54 1 shoes too small

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.

1 Can I exchange them?


2

lesson 25 101

5a answers
conversation 1: shoes – too small
conversation 2: sunglasses – scratched
conversation 3: clock – broken
conversation 4: jeans – not big enough

Track 54 (page 151, Student book) 1:12


Conversation 1
Customer - Excuse me.
Shop assistant - Yes, sir. How can I help you?
Customer - I bought these shoes yesterday, but they’re too
small. Can I exchange them?

Track 55 (page 151, Student book) 1:03


Conversation 2
Customer - Excuse me.
Shop assistant - Yes, madam. How can I help you?
Customer - I bought these sunglasses here today, but when
I got home I saw the lens is scratched. Can you replace it?

Interact 1_Teacher’s Guide 101


Language focus
Language focus To explain a problem in a shop, we can use these patterns:

be + adjective This computer is broken.

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?

To ask someone to do something:

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.

6a-e answers a The shoes are too big.


a) The shoes are too big.
b) The dress is too long.
c) The suitcase is too heavy.
d) The street is too crowded. b The dress

e) The car is too fast.

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.

7a-d e The car

Learners rewrite the sentences in the correct order.


102 lesson 25
7a-d answers
a) I bought this jacket last week, but it is torn.
b) I bought this watch yesterday, but it doesn’t work.
c) I bought this shirt today, but it is stained. Sounding natural
d) I bought this computer last month, but it’s broken.
9a
8 Track 58 Learners listen and mark the stressed words
In pairs, learners write possible requests for each problem in the activity.
in activity 7. Write an example on the whiteboard and
check learners understand the activity. 9a answers
More than one request is possible. See CD script for Track 58 - answers in bold

Track 58 (page 152, Student book) 0:29


8 answers
Can I have a refund?
Learner’s own answers.
Can I exchange them?
Can you give me a receipt?
Can I have a guarantee?
Can you repair it?

9b
Model the sentences for the class. Drill chorally, then
individually.

102 Interact 1_Teacher’s Guide


7 Rewrite the sentences in the correct order.
a this / jacket / torn / last / it / is / week / bought / I / but
I bought this jacket last week, but it is torn.
b I / watch / yesterday / doesn’t / but / this / work / it / bought

c shirt / I / bought / stained / it / is / this / today / but

d computer / last / month / I / bought / but / broken / is / it / this

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?

Can I have a guarantee? Can you repair it?

b Practise saying the sentences.

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.

Interact 1_Teacher’s Guide 103


26
UNIT 9
You should try to relax

26You should try to relax


You should try to relax

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

• Demonstrate some examples you may have with


learning languages, e.g. remembering vocabulary, My feet hurt.
I’ve got a stiff shoulder.
listening. I’ve got a toothache.
I’ve got a temperature.
• In pairs, learners discuss their problems and ideas for My eyes hurt.
I’ve got a backache.
improving. I’ve got a headache.
d e
• Learners compare their problems and ideas for My hands hurt.

improving with the class.

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?

1 answers 104 lesson 26


a) My feet hurt. b) I’ve got a toothache. c) My eyes hurt. d)
I’ve got a backache. e) I’ve got a temperature. f) I’ve got a
stiff shoulder. g) I’ve got a headache. h) My hands hurt.
Listening
Feedback as a class.
3
2 Draw attention to the picture of Alex and Jackie. Elicit
Learners work with a different partner and discuss the details about the picture. (What are they doing? Where
questions. are they?)
Feedback as a class. Learners tell the class about their
partners. Track 59 Play CD. Learners listen and write the
problems Jackie mentions.

Feedback in pairs and then as a class.

3 answers
stiff shoulders, hands hurt, eyes hurt

104 Interact 1_Teacher’s Guide


In this lesson: Give advice for health problems
Grammar: should / shouldn’t for advice

Listening
3 Track 59 Alex and Jackie are co-workers.
Listen to the conversation.
Which problems in activity 1 does Jackie mention?

4 Work with a partner.


Read Alex and Jackie’s conversation below.
Write the phrases from the yellow box in the spaces.

you shouldn’t have


You should relax
you should clean it
you should stand up
you shouldn’t sit down

Alex: Hi, Jackie.

Jackie: Oh, hi Alex.

Alex: How’s everything with your new job?

Jackie: I like it, but I’m sitting in front of a computer all day. I’ve got stiff
shoulders and my hands hurt.

Alex: Hmm. your shoulders and hands.


for long periods of time.

Jackie: I see. I’ll try doing that. Also, I sometimes feel tired and my eyes hurt.

Alex: That happens to me, too. If you work on a computer, I think


a dirty screen. every
day. Also, when you’re tired.

Jackie: Thanks for your help. See you at lunch?

Alex: Yeah, OK.

lesson 26 105

Track 59 (page 152, Student book) 0:55


Alex - Hi, Jackie.
Jackie - O h, hi Alex.
Alex - How’s everything with your new job?
Jackie - I like it, but I’m sitting in front of a computer all day.
I’ve got stiff shoulders and my hands hurt.
Alex - Hmm. You should relax your shoulders and hands.
You shouldn’t sit down for long periods of time.
Jackie - I see. I’ll try doing that. Also, I sometimes feel tired
and my eyes hurt.
Alex - That happens to me, too. If you work on a computer, I
think you shouldn’t have a dirty screen. You should clean it
every day. Also, you should stand up when you’re tired.
Jackie - Thanks for your help. See you at lunch?
Alex - Yeah, OK.

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

Track 59 Learners listen and check answers.

Interact 1_Teacher’s Guide 105


Language focus
Language focus We use should when we think something is a good idea.

should + base form of the verb


Go over the explanation and examples with learners. You should relax your shoulders and hands.

We use shouldn’t when we think something is a bad idea.

You shouldn’t sit down for long periods of time.


Practice
5a-f Practice
Learners complete the advice using should or shouldn’t. 5 Complete the advice below using should or shouldn’t.

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.

f) You should use a cookbook.

Feedback in pairs and then as a class.

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.

Feedback as a class. Write learners’ responses on the


whiteboard. Highlight good use of language and elicit
corrections of any problems you noted.

Sounding natural e study more. f use a cookbook.

6a
106 lesson 26

Track 60 Learners listen to the last sound in each


word and write them in the correct column.
Interact
6a answers
/ns/ once, entrance, dance, pence 7a
/nd/ understand, thousand, find, friend Explain to learners that they’re going to give advice for
/nt/ want, different, important, haven’t some problems.
In pairs, learners choose one of the problems and write
four pieces of advice. Demonstrate activity by writing an
Track 60 (page 152, Student book) 0:45 example on the whiteboard and check understanding.
understand Monitor and assist as necessary.
once
7b
want Learners read their advice to the class without saying
different what the problem is. The class tries to guess what the
entrance problem is. Monitor learners’ use of vocabulary and
important language. Make notes on good use of vocabulary and
thousand language, and errors and mistakes.
find
Highlight good use of language and elicit corrections of
friend any problems you noted.
dance
haven’t
pence

6b
Track 60 Learners listen again and copy the
pronunciation.

106 Interact 1_Teacher’s Guide


Sounding natural
6a Track 60 Listen to the last sound in each word. Write them in the correct column.

understand once want different entrance important


thousand find friend dance haven’t pence

/ns/ /nd/ /nt/

understand

b Check your answers with a partner.

Interact
7 a Work with a partner. Choose one of the problems below, and write four pieces of advice.

1 I’m really tired all the time, but I can’t sleep!

2 I never remember people’s names – it’s really embarrassing!

3 I work really hard, but I never have enough money.

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.

Interact 1_Teacher’s Guide 107


27
UNIT 9
What’s the matter?

27What’s the matter?


What’s the matter?

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

a mouth a tooth a foot


He has a toothache. a hand a head a stomach
bollocks

You should go to the dentist. a nose a leg an ear


bollocks

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

Direct attention to the pictures on page 108. Go over bollocks


bollocks
example.
Learners work in pairs to label the pictures with words
from the box. bollocks
Monitor and assist as necessary.
Feedback as a class. Model, drill and board any unfamiliar
items.
Check learners understand the difference between ‘head’
and ‘face’. You may want to point out the irregular plural 2 Work with a partner. Ask and answer questions about the different parts of the body. bollocks

forms – feet, teeth. example - What’s this?


- It’s an arm.

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

108 Interact 1_Teacher’s Guide


In this lesson: Roleplay a visit to the doctor
Function: Asking about problems and giving advice

3 What’s the matter with the people in the pictures? 1


Match the words with the pictures.

a toothache a headache a stomachache


a cough a backache a cold an earache

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.

a What’s the matter with him? 1 e What’s the matter?

b What’s the matter with her? f What’s the matter with her?

c What’s wrong? g What’s wrong with her?

d What’s wrong with him?

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.

Interact 1_Teacher’s Guide 109


Language focus Language focus
To ask about problems, we use the following 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.

tone. You should go to bed.


You shouldn’t eat sweet things.

Point to picture 3 in activity 3. Ask what the mater is (He


has a backache).
Using gesture and the table on the board, elicit if ‘go Practice
running’ is a good idea or a bad idea (a bad idea). Write it 6 Match the words with the pictures.
in the correct place on the table. a go running / lie down 2

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

Picture 5 (a cold) – wear a mask;


picture 6 (a stomachache) drink beer.

Direct attention to the Language focus box on page


110. Go over the example sentences with learners. 7 Work with a partner. Use the words in activity 6.
Give advice.
example Picture 2.

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).

110 Interact 1_Teacher’s Guide


Sounding natural Interact
8a
9a
Track 62 What sounds are underlined in the words below?
Listen and tick ( ).
/s/ /ʃ/ /z/ Direct attention to the mixed-up conversation in the
soup
Chicago
yellow box. Explain to learners that they are going to put
exercise the sentences in the correct order.
smile
guys
Go over the first two or three lines of the conversation
decide together as a class.
easy
In pairs, learners put the rest of the conversation in order.
ocean
sheet
music
dice
9b
relation
Elicit the conversation line by line and write on the board.
Track 63 Learners listen to check answers.
b Practise saying the words.

9b answers
Interact See CD script for Track 63
9 a Work with a partner.
Put the conversation below in order.

Track 63 (page 152, Student book) 0:37


Oh dear! Do you have a headache, too?

1
Doctor - Come in, Ms Jones. Please sit down. Now, what’s
Come in, Ms Jones. Please sit down. Now, what’s the matter?

Thank you very much, doctor.


the matter?
Yes, I do. It’s really bad. Sarah - I have a backache.
I have a backache. Doctor - Oh dear! Do you have a headache, too?
I see. Hmm. You should lie down all day. Don’t go to work tomorrow. Sarah - Yes, I do. It’s really bad.
Doctor - I see. Hmm. You should lie down all day. Don’t go to
b Track 63 Listen and check your answers.
work tomorrow.
c Practise the conversation in activity 9a.
d Change partners. Sarah - Thank you very much, doctor.
Practise the conversation with your own different problems and advice.
example - Come in, Emi. Please sit down. Now, what’s the matter?
- I have...
9c
In pairs, learners practise the conversation as a
‘disappearing dialogue’.
lesson 27 111
9d
Ask learners to choose two problems from activity 6.
In pairs learners roleplay a visit to a doctor, taking it in
turns to play both roles.
Sounding natural Allow learners time to think and prepare what they will
8a say before the roleplay.
Monitor learners’ use of vocabulary and language. Make
Track 62 Learners listen for the sound of the notes on good use of vocabulary and language, and
underlined letters and tick (√) the correct column. Pause errors and mistakes.
after each of the first three words to go over the examples. Feedback. Highlight good use of language and elicit
Feedback in pairs and then as a class. Remodel and drill corrections of any problems you noted.
any problematic items.

8a answers
See CD script for Track 62.

Track 62 (page 152, Student book) 0:37


(answers in brackets)
soup /s/, Chicago /∫/, exercise /z/, smile /s/, guys /z/,
decide /s/, easy /z/, ocean /∫/, sheet /∫/, music /z/, dice
/s/, relation /∫/

8b
Learners practise saying the words.

Interact 1_Teacher’s Guide 111


28
UNIT 10
It’s next to the toy shop

28It’s next to the toy shop


It’s next to the toy shop

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

Introduction garage toy shop sports shop café souvenir shop

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.

112 Interact 1_Teacher’s Guide


3a-d answers
In this lesson: Ask people where places are
Grammar: Prepositions: on the corner of / next to / between / opposite
a) rise
b) fall
c) rise
Practice d) fall
Language focus 2 Work with a partner.
Ask and answer questions about the places
It’s opposite
the café. on Queen Street in activity 1. Track 65 (page 152, Student book) 1:03
example - Where’s the shoe shop?
- It’s between the florist a) Excuse me. Is there a bank near here?
and the chemist.
café b) Excuse me. Where’s the train station?
Sounding natural c) Excuse me. Do you have the time?
opposite 3 Track 65 Listen to the sentences below.
Which sentences rise at the end?
d) Excuse me. Where can I buy a stamp?
Which sentences fall?
café
It’s next to
the café. a Excuse me. Is there a bank near here?
4
b Excuse me. Where’s the train station? Track 65 Learners listen again and practise the
c Excuse me. Do you have the time? pronunciation. Drill chorally, then individually.
d Excuse me. Where can I buy a stamp?
next to
5a
It’s between the café and the bank. 4 Track 65 Listen again and practise the pronunciation. In pairs, learners read the sentences and match them
café bank with questions in activity 3. Match the first sentence with
5 a Read the sentences below. learners to demonstrate activity.
Match them with the questions in activity 3.

Yes, it’s quarter to one. Feedback as a class.


between
You can buy a stamp at the post office.
5a answers
I’m sorry, I don’t know.
c, d, b, a
King’s Lane

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.

Feedback. Highlight good use of language and elicit


corrections of any problems you noted.

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.

Interact 1_Teacher’s Guide 113


6 6 Look at the map. How many buildings are there?
Look at the map with learners. Elicit the number of
buildings (20).
Go over the street names and buildings on the map with
learners. Ask some questions to establish where the
buildings are.
For example:
Where’s the hotel? cinema police
station
music
shop

Listening flower camera


shop post office souvenir shop shop

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

toy shop department store

Track 66 Track 67 Track 68 Play CD,


pausing after each conversation to allow learners time to
find and write the names.
Feedback in pairs, and then as a class.
Listening
7 Track 66 Track 67 Track 68 Listen to three conversations.
7 answers Write the names of the buildings on the map.

See CD scripts for Tracks 66-68.


shoe shop ice cream shop bank

Track 66 (page 152, Student book) 0:27 114 lesson 28

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 (page 152, Student book) 0:20 8a answers


Conversation 2 See CD scripts for Tracks 66-68 - answers underlined
A Excuse me. Where’s the ice cream shop?
B It’s on Third Street, opposite the police station. 8b
In pairs, learners practise the conversations.
A Thank you. You’re very kind.
9
Track 68 (page 152, Student book) 0:27 Track 69 Direct learners’ attention to the three
Conversation 3 missing shops on the map in activity 6. Learners
A Excuse me. Is there a bank near here? listen and write the shops on the map. Play CD again if
B Yes, there is. On Fourth Street. necessary.
A I’m sorry, Fourth Street, or Fifth Street?
Feedback in pairs, then as a class.
B Fourth. It’s between the cafe and the camera shop.
9 answers
See CD script for Track 69.

114 Interact 1_Teacher’s Guide


8 a Listen again. Complete the conversations below.
Track 66

1 A Excuse me. Is there a shoe shop near here?


B Yes, there is. It’s . It’s called ‘Feet First’. It’s the cinema.
A Thanks very much.
B You’re welcome.

Track 67

2 A Excuse me. Where’s the ice cream shop?


B It’s Third Street, the police station.
A Thank you. You’re very kind.

Track 68

3 A Excuse me. Is there a near here?


B Yes, there is. On Fourth Street.
A I’m sorry, Fourth Street, or Fifth Street?
B Fourth. It’s the café and the shop.

b Work with a partner. Practise the conversations.

9 Track 69 Look at the map again. Listen and write the three missing shops on the map.

sports shop bar chemist

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

Track 69 (page 153, Student book) 0:28


The sports shop is on Third Street, opposite the clothes shop.
The bar is next to the camera shop. It’s on the corner of
Fourth Street.
The chemist is between the flower shop and the bookshop
on First Street.

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.

Feedback. Highlight good use of language and elicit


corrections of any problems you noted.

Interact 1_Teacher’s Guide 115


29
UNIT 10
What time’s the party?

29What time’s the party?


What time’s the party?

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

assist as necessary. between Micah and an employee in a cinema


ticket office. Underline the correct answers.

1 answers City Cinema


√ a eat out, X b go for a walk, √ c watch TV, a eat out h visit a museum cinema name New Cinema
First Cinema
√ d relax at home, X e go to the cinema, √ f go dancing, X b go for a walk i go to the gym
2
X g go to a concert, √ h visit a museum, √ i go to the gym, c watch TV j meet a friend number of tickets 3
4
√ j meet a friend, X k go for a drive, √ l go shopping, d relax at home k go for a drive
The Sound of Music
X m play tennis, √ n go for a ride e go to the cinema l go shopping film Black Snow
Don’t Look Now!
f go dancing m play tennis
4.00
g go to a concert n go for a ride time 6.00
9.00
Language focus front
Language focus seats middle
back
Go over the invitations with learners. Teach, model and go to the cinema?
7503 1782 1633
drill. Would you like to
eat out? credit card number 7503 2436 9901
7503 2728 1731
Elicit/teach ways to accept or refuse an invitation.
Examples: “Certainly”, “That’s a good idea!”, “I’m sorry, I’m
116 lesson 29
busy tonight.”

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

116 Interact 1_Teacher’s Guide


In this lesson: Ask for more information
Function: Invitations with would you like to

4 a Track 70 Listen again and read.


Practise the conversation with a partner.

Cinema: Hello. First Cinema. How can I help you?

Micah: I’d like two tickets for The Sound of Music, please.

Cinema: Certainly. Is that for tonight?

Micah: Yes, tonight at 6.00, please.

Cinema: OK. Two seats for tonight at 6.00. Where would you like to sit?

Micah: At the back. Is that OK?

Cinema: At the back? Yes, that’s ne. Can I have your credit card number, please?

Micah: Yes, it’s 7503 2436 9901.

Cinema: That’s 7503 2436 9901.

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.

b Change partners. Practise the conversation again.


Replace the underlined phrases with the information below.

• City Cinema • New Cinema • Queen Street • First Cinema


Cinema
• four • one • three
• six
• Coming Home • Don’t Look Now! • Santa Is Missing!
Part 3 • Black Snow
• 7.30 p.m. • 6.30 p.m.
• 10.00 p.m. • 11.00 p.m.
• front • middle
• back • back
• 9109 5073 2643 • 1357 9246 8024
• 3057 3462 1909 • 2249 6297 0105
• Miss Mandy Foot • Mrs Tara Martin
• Mr Len Murphy • Mr Simon Welby

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.

Interact 1_Teacher’s Guide 117


Listening
Listening 5 Gary telephones three friends with invitations.
Track 71 Track 72 Track 73 Listen and match the people with the invitations.

5 Simon go shopping

Lucy come to a party


Track 71 Track 72 Track 73 Go through Fay have a coffee
the names and activities in the top box with learners.
6a Track 71 Listen again. Complete the conversation.
Explain that they’re going to listen to three conversations.
Learners should match the people with the invitations. Gary: Hi, Simon. It’s Gary.

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.

Gary - Hi, Simon. It’s Gary. Lucy: Thanks, Gary.

Simon - Oh, hi, Gary. How are you?


c Track 73 Listen again. Complete the conversation.
Gary - I’m fine. Listen. Would you like to come to a party at
my house on Saturday? Fay: Hello. .
Gary: Hello. It’s Gary here.
Simon - Yes, I would. What time does it start? Fay: Oh, hi, Gary.
Gary - Come at about 8.30 p.m. Bring some wine, too. Gary: Would you like to go shopping in town ?

Simon - OK. See you on Saturday. Fay: Yes, OK. ?


Gary: At about ten in the morning?
Fay: Yes, OK. on Sunday morning.

Track 72 (page 153, Student book) 0:30 Gary: Bye.

Conversation 2
Gary - Lucy! It’s Gary. How are you? 118 lesson 29

Lucy - Not very well. I have a backache.


Gary - Would you like to have a coffee on Friday afternoon?
Lucy - I’m sorry, I can’t. I’m sick. Language focus
Gary - Oh no! Well, get well soon.
Lucy - Thanks, Gary. Go through the different ways to ask for more
information about an invitation. Model and drill chorally,
then individually.
Track 73 (page 153, Student book) 0:33
Conversation 3
Fay - Hello. This is Fay. Sounding natural
Gary - Hello. It’s Gary here.
Books closed. Write the following words on the
Fay - Oh, hi, Gary. whiteboard: “cried” “stamped” “rested”
Gary - Would you like to go shopping in town on Sunday? Read the words and elicit how the endings are different
Fay - Yes, OK. What time? (cried /d/, stamped /t/, rested /Id/). Drill pronunciation
Gary - At about ten in the morning? chorally, then individually.
Fay - Yes, OK. See you on Sunday morning.
Gary - Bye.
7
Track 74 Point to the different ‘ed’ sounds at the
6a-c top of the table. Play CD. Learners listen and tick (√) the
correct sound.
Track 71 Track 72 Track 73 Learners listen
Feedback in pairs, then as a class.
again and complete the conversations. Pause CD after
each conversation to allow time for learners to write the 7 answers
words they hear. See CD script for Track 74
Feedback in pairs, then as a class.

6a-c answers
See CD scripts for Tracks 71-73 - answers underlined

118 Interact 1_Teacher’s Guide


Examples:
Interact
Language focus 8 Work with a partner. Do a roleplay.
“What day is it?”
1
“What time is it?”
To ask for more information about an
invitation we can say:
• Listen to the invitation. “Where is it?”
• Ask about the day and time.
What time’s the film? • ‘Accept’ or ’refuse’.
It’s at seven o’clock. Write responses on the whiteboard. Highlight good use
When’s the party? 2 of language and elicit corrections of any problems you
Think about:
It’s on Saturday.
• What you want to invite your partner to
noted.
Where’s the restaurant? (go to a party / see a movie / have a coffee)
It’s on Fifth Avenue.
• The day and time you want your partner In pairs, learners roleplay inviting a friend somewhere.
time’s = time is
when’s = when is to come
where’s = where is
Call your partner.
8a
a Roleplay 1 Read through the instructions with learners and check
Sounding natural
Student A, read 1 . understanding. Allow learners time to think and make
Take a call from your partner.
7 Track 74 Listen and tick ( ) the correct sound. Student B, read 2 .
notes. Monitor and assist as necessary.
Invite your partner somewhere.
/Id/ /d/ /t/
b Roleplay 2 Learners do roleplay.
sounded
Student B, read 2 .
snowed Invite your partner somewhere.
Student A, read 1 .
8b
cleaned
Take a call from your partner. Learners change roles and do ‘Roleplay 2’.
fainted Monitor.
laughed Make notes on good use of vocabulary and language,
raked and errors and mistakes.
wounded

faxed Feedback. Highlight good use of language and elicit


cooled corrections of any problems you noted.

lesson 29 119

Track 74 (page 153, Student book) 0:27


sounded /Id/
snowed /d/
cleaned /d/
fainted /Id/
laughed /t/
raked /t/
wounded /Id/
faxed /t /
cooled /d/

Track 74 Learners listen again and practise the


pronunciation.

Interact

Write the following on the whiteboard:


“Would you like to go to a concert?”

Explain to learners that a friend invited you to go to a


concert with them. Elicit some questions you should ask
your friend to get more information.

Interact 1_Teacher’s Guide 119


30
UNIT 10
The food is cheap and the coffee is good

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

Draw attention to the example, and show how learners


can find the names of the occupations in the box at the
top of the activity. This is a review activity, so should not
present too many problems.
In pairs, learners match the names to the items and
write the words under the pictures. Monitor and assist as Sounding natural
necessary. 2 Work with a partner. How many syllables do the words in activity 1 have?
Write them in the table below.
Feedback as a class.
one syllable
1 answers
Left to right, top to bottom: two syllables doctor
doctor, pilot, teacher, nurse, priest, mechanic
receptionist, secretary, hairdresser, waiter, cook three syllables

four syllables

Sounding natural 3a Track 75 Listen and check your answers.


b Track 75 Listen again and practise the pronunciation.

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

one of the words while counting its syllables on your


fingers as you do so.

3a Listening and reading


Track 75 Learners listen and check answers. Direct attention to the picture (background) of Wendy
and Gloria on page 121.
3a answers Explain the situation – Gloria and Wendy are friends. They
See CD script for Track 75 meet on the street in town at lunchtime. Show learners
how Wendy and Gloria’s conversation is mixed up on the
Track 75 (page 153, Student book) 0:32 page. Read the first line (from Wendy) and find Gloria’s
nurse, priest, cook (1 syllable) response as a class.
doctor, pilot, teacher, waiter (2 syllables) 3b answers
mechanic, secretary, hairdresser (3 syllables) Wendy - Hi, Gloria. How are you? (line one - example)
receptionist (4 syllables) Gloria - Hello, Wendy. I’m fine, thanks. Is this your office? (line
two)
3b If needed, find the next line together as a class, too.
Track 75 Learners listen again and practise the
pronunciation. 4a
In pairs, learners read the dialogue and put the lines in
order.
Monitor and assist as necessary.
Take feedback by eliciting the conversation, line by line,
onto the board.

120 Interact 1_Teacher’s Guide


5a-c answers
In this lesson: Have lunch in a café
Skills: Extended speaking and vocabulary
a) Gloria works in a bank.
b) Wendy usually eats lunch (sandwiches) in the park.
c) Gloria wants to go to the cafe on the corner. (She doesn’t
say this, but it is implied.)
Listening and reading
4 a Wendy meets Gloria on the street.
Put the sentences in the correct order to make the conversation. Extension
Ask learners if Wendy wants to go to the cafe with Gloria.
Wendy I don’t really like coffee. Do they have tea?

Wendy Yes, it is. Where do you work? Answer


Gloria Oh yes? I always go to the café on the corner. Yes - Wendy shows she is interested because she asks if they
The food is cheap and the coffee is good. have tea.
Gloria Hello, Wendy. I’m ne, thanks. Is this your ofce?

1 Wendy Hi, Gloria. How are you?


6
In pairs, learners practise the conversation.
Wendy Yes, it is. My lunch break is at one o’clock.
I usually eat my sandwiches in the park.
Suggestion
Gloria I work in the bank, next to the post ofce. Use the conversation you elicited onto the board as the
Is this your lunch break?
basis for a ‘disappearing dialogue’.

b Track 76 Listen and check your answers.


Teaching tip – Disappearing dialogue
5 Read the conversation again and answer the questions. Leave conversation on board for learners to refer to while
a Where does Gloria work? practising.
b Where does Wendy usually eat lunch?
c Where does Gloria want to go for lunch? Learners can look at conversation on board, but must
look away when they speak.
6 Work with a partner. Practise the conversation.
Repeat several times, but erase portions of the
conversation each time, leaving smaller and smaller
prompts.

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.

Track 76 (page 153, Student book) 0:50


Wendy - Hi, Gloria. How are you?
Gloria - Hello, Wendy. I’m fine, thanks. Is this your office?
Wendy - Yes, it is. Where do you work?
Gloria - I work in the bank, next to the post office. Is this
your lunch break?
Wendy - Yes, it is. My lunch break is at one o’clock. I usually
eat my sandwiches in the park.
Gloria - Oh yes? I always go to the cafe on the corner. The
food is cheap and the coffee is good.
Wendy - I don’t really like coffee. Do they have tea?

5a-c
Learners read the conversation again and answer the
questions.
Feedback in pairs and then as a class.

Interact 1_Teacher’s Guide 121


Vocabulary Vocabulary
7 a Write the words from the menu under the pictures.

Direct attention to the pictures of food and drink on MENU


spicy chicken sandwich £7.00 chicken soup £5.00
page122. Pick out one or two pictures and elicit the cheese and tomato sandwich £6.50 orange juice £2.50
ham sandwich £6.50 apple juice £2.50
items. Draw attention to the example, and show how potato salad £3.00 tea £2.50
learners can find the names of the items in the menu at Italian salad
tomato soup
£4.50
£4.50
coffee £3.00

the top of the activity.

7a
In pairs, learners match the names to the items and
write the words under the pictures. Monitor and assist as tea
necessary.

Feedback as a class. Model and drill any problematic


items.

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?

122 Interact 1_Teacher’s Guide


Listening
9 Track 77 Listen to Wendy and Gloria in the café.
What food from the menu in activity 7 do Wendy and Gloria order?
How much is it? Complete the table below.

Wendy Gloria

order price order price

10 Work with a partner.


Who says the words in the table – customer or worker?
Tick ( ) the correct column.

customer worker

Good morning / Good afternoon.


How can I help you?
Can I have a...?
That’s £13.00, please.

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.

b Change roles and do it again.

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.

Learners roleplay the situation in pairs.

Monitor. Note good use of vocabulary and language, and


errors and mistakes.
Feedback. What did learners find easy about the activity?
What did they find difficult?
Highlight good use of language and elicit corrections of
any problems you noted.

11b
Learners change roles and do it again. Monitor and
feedback as above.

Interact 1_Teacher’s Guide 123


31
UNIT 11
It’s freezing!

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.

write it on the whiteboard. Student A: Say a temperature from activity 1a.


Student B: Answer Student A.
Books open. Read through the sentences in the box with Take turns saying the temperatures.
learners. Indicate that they should write each sentence example - It’s minus 10 degrees!
- It’s freezing!
under the correct thermometer.
2 Match the symbols with the words in the box.

Feedback in pairs, and then as a class.


raining
cold
1a answers windy
(1) It’s 5 degrees – it’s cold. (2) It’s 15 degrees – it’s warm. (3) cloudy
It’s minus 10 degrees – it’s freezing! (4) It’s 30 degrees – it’s hot
hot. sunny
snowing

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

Feedback. Highlight good use of language and elicit 3


corrections of any problems you noted. Direct attention to the four pictures. Elicit the types of
weather in the pictures.
2
Read through the words in the box with learners. Indicate 3 suggested answers
that they should match the words with the symbols. Go picture 1 - It’s cold and snowing.
over example and check understanding. picture 2 - It’s cold and raining.
picture 3 - It’s warm and windy.
Feedback in pairs, and then as a class. Drill chorally, then picture 4 - It’s hot and sunny.
individually.

2 answers Draw learners’ attention to the Language focus box on


Left to right, top to bottom: page 125. Go through the model question and answers.
sunny, snowing, windy, cold
cloudy, hot, raining, warm In pairs, learners ask and answer questions about the
weather.

Go through the example with learners and check


understanding. Monitor and assist as necessary.

Feedback. Highlight good use of language and elicit


corrections of any problems you noted.

124 Interact 1_Teacher’s Guide


In this lesson: Talk about what you do in different weather
Grammar: Weather words
Using when in a sentence

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

4 Work with a partner. Ask about today’s weather.

lesson 31 125

4
In pairs. Ask and answer about today’s weather. Monitor
learners’ use of vocabulary and language.

Feedback. Highlight good use of language and elicit


corrections of any problems you noted.

Interact 1_Teacher’s Guide 125


Listening
Listening 5a Track 78 Listen to the weather forecast.
Write the information on the map. Your city

5a London

Track 78 Indicate to learners that they’re going to


listen to the weather forecast. Learners listen and write
the weather they hear on the map. Go through example
and check understanding. Play CD, pausing after each
city to allow time for learners to think and write.

Feedback in pairs, and then as a class. New York


minus five
5a answers degrees
See CD script for Track 78 sunny

Track 78 (page 153, Student book) 0:43 New Delhi


Sydney

New York. It’s minus five, but sunny.


It’s now winter in London. The temperature is five degrees.
It’s snowing and very cold.
b What’s the weather like in your city?
New Delhi is very warm, and it’s raining. Write your information on the map.
Sydney is hot. It’s 28 degrees, but it’s also very windy.
Sounding natural Language focus
5b 6 Track 79 Listen to the questions.
Mark the stressed words. It’s warm and windy in New York.
Point to your home town on the map. Write the What’s the weather like in London?
a What’s the weather like in June?
weather (or typical weather for this time of year) on the b What’s the weather like in London?
It’s cold and raining.
whiteboard. Indicate that learners should find where they c What’s the weather like in May?
What’s the weather like in June?
live on the map and write the weather (or typical weather
for this time of year). 7 Track 79 Listen again and practise the pronunciation.
It’s hot and sunny.

Feedback in pairs, and then as a class.


126 lesson 31

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.

Track 79 (page 153, Student book) 0:27 8 answers


a) What’s the weather like in June? Clockwise from top left: f, a, b, c, d, e
b) What’s the weather like in London?
c) What’s the weather like in May?
Language focus
7 Go through the examples with learners and check
Track 79 Learners listen again and copy the understanding.
pronunciation. Drill chorally, then individually.

126 Interact 1_Teacher’s Guide


Vocabulary
10c
8 Match the words with the pictures. In pairs, learners ask and answer questions from
activities 10a and 10b. Go through the example with
a go shopping learners and check understanding. Monitor learners’ use
b read books a
of vocabulary and language. Make notes on good use of
c stay at home
vocabulary and language, and errors and mistakes.
d watch TV

e walk my dog

f drink hot chocolate


10d
Learners tell the class about their partners.
Reading
9 a Read the conversation below. Feedback. Highlight good use of language and elicit
corrections of any problems you noted.
Ann: What do you do when it’s cold and Language focus
wet, Dave?
I go to the park when it’s sunny.
Dave: I go shopping. How about you?
What do you do when it’s raining?
Ann: I stay at home and watch TV.

b Practise the conversation.

Interact
10 a Read the questions and write your answers.
question you your partner

What do you do when it’s hot?

What do you do when it’s raining?

b Write two more questions.

c Work with a partner. Ask and answer the questions.


example - What do you do when it’s hot?
- I eat ice cream.
d Tell the class about 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.

Interact 1_Teacher’s Guide 127


32
UNIT 11
It’s very cold!

32It’s very cold!


It’s very cold!

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

I don’t like skiing because it’s cold.

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.

Feedback as a class. Teach any problematic items. b Work with a partner.


Ask and answer the questions below.

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?

What do you like to do on holiday?


1a answers
Clockwise from top left: golfing holiday, beach holiday, c Tell the class about your partner.

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).

Track 80 Learners listen to Antonia and Stephanie’s


conversation and complete the sentences with words
from the box. Play CD again if necessary.

Feedback in pairs, then as a class.

2 answers
See CD script for Track 80 - answers underlined

128 Interact 1_Teacher’s Guide


In this lesson: Say why you like things
Grammar: because

Listening
2 Track 80 Listen to Antonia and Stephanie’s conversation.
Complete the sentences with the words below.

Hawaii hot warm holiday


skiing Japan freezing

Antonia: Hello.

Stephanie: Hi, Antonia. It’s Stephanie.

Antonia: Oh, hello. How are you?? Are you on


n now
ow?

Stephanie: Yes, I’m in . It’s really hot


ot.. It
It’s
’s gre
reat
at!!
at

Antonia: Wow! I’m on holiday, to


oo.

Stephanie: Where aree you?

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

Track 80 (page 153, Student book) 0:46


Antonia - Hello.
Stephanie - Hi, Antonia. It’s Stephanie.
Antonia - Oh, hello. How are you? Are you on holiday now?
Stephanie - Yes, I’m in Hawaii. It’s really hot. It’s great!
Antonia - Wow! I’m on holiday, too.
Stephanie - Where are you?
Antonia - I’m in Japan. I’m on a skiing holiday.
Stephanie - Is it cold?
Antonia - Yes! It’s freezing!
Stephanie - It sounds terrible!
Antonia - It’s OK. I have a really warm jacket!
Stephanie - It’s so hot here. It’s 35 degrees.
Antonia - Ooh, that’s too hot!

Interact 1_Teacher’s Guide 129


Practice
Practice 3 a Complete the conversation with the words from the box.
Practise the conversation.

3a a Brazil b Canada c camping d cold e no f warm g great

Put learners into pairs, and assign roles, A and B.


Direct attention to the information in the box. A: Hello.
Language focus
Learners use the information from the box to fill in the B: Hi, . It’s .
A: Oh, hello. How are you? Are you on holiday now?
dialogue. B: Yes, I’m in (a) . It’s really hot. It’s great!
We use because to give a
reason.
Allow learners time to think and write. Monitor and assist A: Wow! I’m on holiday, too.
I like / don’t like summer
as necessary. B: Where are you?
A: I’m in (b) . I’m on a (c) because it’s hot.
In pairs, learners roleplay the conversation. holiday. I like / don’t like winter
Encourage learners to look away from their books and at B: Is it (d) ? because it’s cold.
A: (e) ! It’s (f) .
each other when speaking. Monitor. B: It sounds (g) !

3a answers b Practise the conversation again. Use your own ideas.

Completed dialogue should look like this:


A - Hello. 4 Work with a partner. Match the questions on the left with the answers on the right.
B - Hi, (learner’s name). It’s (learner’s name). Complete the answers in activity 4 with words from the orange box below.

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 - Wow! I’m on holiday, too. b What kind of music do you like?


No, I don’t,
B - Where are you? 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 .

Learners work on their own to fill in the dialogue with


their own ideas. oily relaxing delicious cold exciting interesting
Allow learners time to think and write. Monitor and assist
as necessary.
In pairs, learners roleplay the conversation. 130 lesson 32

Encourage learners to look away from their books and at


each other when speaking. Monitor.

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.

130 Interact 1_Teacher’s Guide


Sounding natural Vietnam 3 Vietnamese 4
Interact
5a Track 81 Listen to the countries and nationalities.
Write the number of syllables next to the words.
Italy

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.

example Rick likes jazz because it’s interesting.

lesson 32 131

Track 81 (page 154, Student book) 0:29


stress patterns and syllables next to each word
Vietnam ooO
Vietnamese oooO
Italy Ooo
Italian oOoo
Japan oO
Japanese ooO
Germany Ooo
German Oo
Thailand Oo
Thai O

5c
Learners listen again and practise the pronunciation.
Model and drill.

Interact 1_Teacher’s Guide 131


33
UNIT 11
How much is the steak?

33How much is the steak?


How much is the steak?

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.

example you your partner

Introduction Italian 1

1a
Go over the different kinds of food in the table. Indicate Indian 1

to learners that they should decide how they feel about


each kind of food. French 0
Learners write 2 if they love it, 1 if they like it, 0 if it’s OK,
and -1 if they don’t like it, in the column for you. Refer
Chinese 2
learners to the Language focus box at the bottom of the
page.
Japanese 2

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.

1c example - Do you like Italian food?


- Yes, I love it.
Yes, I love it.

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.

No, I don’t like it.

Practice
c Tell the class about your partner.

example Lisa likes Chinese food,


but she doesn’t like
2 Mexican food.

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

132 Interact 1_Teacher’s Guide


4
In this lesson: Order in a restaurant
Function: Asking for prices Track 82 Learners listen again and complete the
sentences.

Vocabulary Feedback in pairs, then as a class.


2 Look at the pictures. What are these foods like? Use the words in the green box. Write them below the correct pictures.
spicy sweet healthy oily 4 answers
See CD script for Track 82 - answers underlined

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.

fish pork chops chocolate cake vegetables

Jennifer Warren Sandra Arthur

pork chops

4 Track 82 Listen again. Complete the sentences.

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

Track 82 (page 154, Student book) 1:15


Arthur - Alright everybody. Let’s choose a restaurant.
Jennifer, do you eat meat?
Jennifer - Yes, I do. I love it. Pork chops are my favourite.
Pork chops with apple sauce. Yum, yum!
Arthur - And what about you, Warren? Do you like meat?
Warren - Well, it’s OK, but I really like fish.
Arthur - And you, Sandra, what’s your favourite kind of
food?
Sandra - Umm, I don’t like meat or fish, but I love
vegetables!
Arthur - Oh, you like healthy food! That’s great!
Sandra - Yes, but I like sweet food, too!
Arthur - So do I. I love chocolate cake.
Warren - I’m hungry now. Let’s go to that new Indian
restaurant.
Jennifer - Good idea! I love spicy food, and they have meat,
fish and vegetable dishes.
Sandra - Let’s have something sweet after dinner.
Arthur - OK! Let’s go!

Interact 1_Teacher’s Guide 133


Language focus Listening
Language focus Asking for prices 7 Track 83 Track 84 Track 85

Listen and complete the table.


How much is the fish?
What did
Go over the information in the box with learners. How much are the mushrooms?
he/she ask for? What is the price?

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 £1.50 = one pound fifty (pence)


£3.45 = three pounds forty-five (pence) c
£10 = ten pounds
We often say p /piː/, not pence:
8
5
Track 83 Track 84 Track 85
25p = twenty-five p
example - How much is the ice cream? Listen again and check.
Go over the price list with learners. Model and drill the - It’s 95p.
9 Listen to the two restaurant conversations.
prices. Complete the sentences.
Track 86

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.

134 Interact 1_Teacher’s Guide


Track 86 (page 154, Student book) 0:27
Starters Side dishes Alcohol

Bread and olive £3.50 Roast potatoes £2.40 Red wine Waiter - Can I take your order?
oil

Chicken salad £5.50


Roast parsnips £2.80 Glass Customer - Yes, I’d like the tomato soup and the chicken
Green beans
with garlic
£3.00 Bottle
soup with noodles, please.
White wine
Main courses Baby peas and
carrots
£2.20 Waiter - Anything to drink?
Glass
Steak with
mushrooms
£11.75
Bottle
Customer - I’d like mineral water, please.
Fish and potato £9.40
pie
Desserts
Beer Waiter - Anything else?
Daily selection £4.30
Pork chops with £10.25
apple sauce
from dessert
trolley
Customer - How much is the chocolate cake?
Lamb casserole £13.00 Chocolate £5.00
Soft drinks
Waiter - It’s £2.50.
sponge Mineral water
Spaghetti with
tomato sauce
£7.50
Ice cream and £3.50 Fruit juice
Customer - Hmm, no, thanks. That’s all.
fresh fruit
Noodles with £10.60
chicken, garlic Cheesecake £4.75
and ginger
Track 87 (page 154, Student book) 0:30
Waiter - Can I take your order?
Customer - Yes, I’d like the Italian salad and the tomato
spaghetti, please.
Interact
11 a Work with a partner.
Waiter - Anything to drink?
Student A, you are the waiter. Customer - Err... How much is the red wine?
Write the prices of drinks in the menu. Useful language
Don’t show your partner.
Waiter - A glass is £2, and a bottle is £10.
customer waiter/waitress
Student B, you are the customer.
Can I take your order?
Customer - I’d like a glass, please.
Look at the menu. I’d like...
Decide what you want. How much is the... ?
Anything to drink? Waiter - Anything else?
Any dessert?
b Roleplay the situation.
That’s all, thanks.
Anything else?
Customer - No, thank you.
c Change roles and do it again.
10
In pairs, learners practise the conversations in activity 9.
Encourage learners to look away from their books and at

each other when speaking. Monitor. Note good use of


vocabulary and language, and errors and mistakes.
Feedback as a class. Highlight good use of language and
lesson 33 135 elicit corrections of any problems you noted.

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.

Interact 1_Teacher’s Guide 135


34
UNIT 12
When we meet someone for the first time...

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.

What do you do when you meet


someone for the first time?

Introduction What do you do when you meet


someone at the airport?

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.

1b What do you do when someone


gives you a business card?
Feedback as a class. Learners compare answers.
What do you do when you visit
someone’s home for the first time?
Extension
Compare learners’ answers with what is normal for you, or
in your country. Discuss the differences or similarities. b Compare your answers with the class.

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.

136 Interact 1_Teacher’s Guide


In this lesson: Say what usually happens in different situations
Grammar: Zero conditional

Listening
2 Track 88 Listen to Carl.
What situations does he talk about?
Tick ( ) the pictures in activity 1.

3 Track 88 Listen again.


Write T (True) or F (False) next to the sentences.

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?’

c If someone gives him a business card, he reads it carefully.

d If someone gives him a business card, he puts it in his wallet.

e If he visits someone’s house for the first time, he arrives a little late.

f If he visits someone’s house for the first time, he takes a present.

Language focus
We can use when or if to talk about what usually happens in a situation.

When / If + present simple, present simple

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.

lesson 34 137

Interact 1_Teacher’s Guide 137


Practice
Practice 4 Complete the sentences in column A by matching them with the endings in column B.

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.

4 answers When it snows, I take some medicine.

1) When I get home after work, I have a nice, relaxing bath.


2) If I don’t feel very well, I take some medicine.
3) When it’s very hot, I drink lots of water. 5 Write about yourself to complete the sentences below.
4) When I get paid, I go shopping and spend lots of money.
5) If I go to the beach, I swim all day. a When I get home after work, I switch on the TV.

6) When it snows, I go snowboarding. b If I don’t feel very well,

5a-f c When it’s very hot,

Learners use prompts to write the sentences about d When I get paid,

themselves. Go over the instructions and check e If I go to the beach,

understanding. Demonstrate the activity by writing an f When it snows,


example for yourself on the whiteboard. Monitor and
assist with vocabulary where necessary.
6 a Compare your answers with a partner.
6a b Tell the class about your partner.

Learners compare answers in pairs.

6b
Learners tell the class about their partners.

As a class, decide who have the most in common, and


who have the least.

138 lesson 34
Sounding natural
7a
Tell learners to circle the commas in the sentences. Interact

Teaching tip – noticing 8a


Encourage learners to notice features of language Explain to learners that they’re going to discuss what
being used. This aids retention and helps learners study usually happens in different situations in their country.
language more autonomously. Go over the instructions with learners and check
understanding.
Demonstrate the activity by noting some information for
7b visitors to your country on the whiteboard.
Track 89 Play the CD. Elicit from learners what Allow learners time to think and make notes. Monitor and
happens at the comma when we speak naturally. assist as necessary.

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.

138 Interact 1_Teacher’s Guide


Sounding natural
7 a Circle the commas in the sentences below.
If I go shopping, I take my bag with me.

When I drive my car, I wear my glasses.

When a friend visits my house, I offer them a drink.

b Track 89 Listen to the sentences. What happens to the comma when we speak naturally?

c Track 89 Listen again and copy the pronunciation.

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.

• Meeting people for the first time

• Visiting someone’s home

• Using trains

• Eating food

example When we meet people for the first time, we usually...


If we visit someone’s home, we...

b Tell the class what you discussed.

lesson 34 139

f ) When he is busy, he always works late.


g) If I go to bed early, I wake up early.

Interact 1_Teacher’s Guide 139


35
UNIT 12
No problem

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.

1 Where was it?


2 Who was there?
3 What did you eat?

Introduction
4 Did you enjoy it?
5 Were there any problems?

1 b Work with a partner.


Tell them about the barbecue
As a class, take brief responses to the question as a way of or picnic you made notes on.

introducing the topic. example


I went to a picnic in Preston
Park…

2a c Tell the class about your partner.

Go over the instructions to check understanding. You example


Billie went to a picnic in…
may like to briefly make a note of your own answers to
the questions on the whiteboard as a model.
Learners work on their own to make a note of their
answers to the questions. Monitor and assist as necessary. Reading
3 a Simone is planning a barbecue.
2b She is thinking about possible problems.
Work with a partner. Read the problems Simone thinks
In pairs, learners tell their partner about the barbecue or about, then use them to complete the phrases under
the correct pictures in column A on the next page.
picnic they made notes on.
it rains
the sausages burn
2c someone is sick

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.

140 Interact 1_Teacher’s Guide


In this lesson: Discuss what to do about problems
Grammar: First conditional

column A column B

If the sausages burn , they’ll drink beer.

If , she’ll make sandwiches.

If , they’ll use umbrellas.

If , she’ll call a doctor.

b Draw lines to match the situations in column A with


what Simone decides to do for each problem in 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.

Interact 1_Teacher’s Guide 141


Language focus
Language focus We can use the first conditional to talk about actions or results in possible situations in the future.
possible situation in the future actions or results
if + present simple will + base form of the verb
Go over the explanations and examples with learners. If it rains, I’ll use an umbrella.
Highlight the position of the comma between the if- If she passes the exam,
If I don’t work hard,
she’ll be happy.
I won’t* get a good job.
clause and will-clause. Notice: we put a comma ( , ) between the if and will parts of the sentences. *won’t = will not

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.

be buy feel not study rain


6a be fail go play stay

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.

2) If it’s sunny tomorrow, I’ll play tennis. What


4 If I’m hungry, I’ll get a takeaway.
3) If you go to bed early, you’ll feel better. What
4) If she doesn’t study hard, she’ll fail the exam. 5 If I’m bored, I’ll read a book.
5) If you’re hungry, you can buy lunch. What

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.

142 Interact 1_Teacher’s Guide


Sounding natural
7a Track 90 Listen. What happens to the underlined letter in each sentence when we speak naturally?
1 What will you do if you get lost?

2 What will you do if you miss the train?

3 What will you do if you get hurt?

b Track 90 Listen again and copy the pronunciation.

Interact
You are going to roleplay two situations discussing problems.
Work in two groups, A and B.

8a Group A, read 1 for Roleplay and think about what to say.


Group B, read 2 for Roleplay and think about what to say

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.

b Do the roleplay with your partner.


example - Are you leaving now?
- Yes, I am. See you tomorrow.
- But I’m worried. What will you do if you get lost?

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.

Interact 1_Teacher’s Guide 143


36
UNIT 12
Jazz is relaxing

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

• Challenge the learners to recall and write down as many f dance


g blues
of the brainstormed words as they can. a
h opera

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.

3 Teaching tip – note taking


Ask learners which kind of music in activity 2 they listen Encourage students to keep their notes brief, only writing
to. key words or phrases. This will help them ‘speak’ rather
than just read from their notes.
Extension
Elicit names of singers or bands for each type of music.
5a
Learners add two more questions about music to the list.

5b
In pairs, learners ask and answer the questions in
activities 4 and 5. Learners make notes about their
partner’s answers.

144 Interact 1_Teacher’s Guide


In this lesson: Discuss the music you like
Skills: Extended speaking and vocabulary

Interact 1
4 Work on your own.
Read the questions below.
Make notes on your answers.

a What was the first album or CD you owned?

b What kind of music did you listen to in high school?

c How many CDs do you have?

d Do you play a musical instrument? What is it?

e When do you usually listen to music?

f Do you go to concerts?

5 a Write two more questions about music.

b Work with a partner. Ask and answer the questions above. Make a note of your partner’s answers.

c Tell the class about your partner.

lesson 36 145

5c
Learners tell the class about their partner’s answers.

Interact 1_Teacher’s Guide 145


Vocabulary 2
6a-e Vocabulary 2
Learners complete the sentences with the adjectives in 6 Complete the sentences with the adjectives in the box.

the box. exciting boring relaxing interesting moving

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

describe the kinds of music on page 144 of the Student e Hip-hop

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).

Teaching tip – ranking activities 9a


Ranking activities encourage learners to use language In different pairs, learners share their lists from their first
partners.
interactively. They have to compare, explain or defend
Explain they should choose the best three kinds of music
their choices. Asking learners to add items to the list to listen to before going to bed, and in the morning.
of things to be ranked makes the second stage of the Monitor learners’ use of vocabulary and language.
activity (where learners change partners, discuss choices
and make a new decision) fresh, since learners will not 9b
know what their new partners may have chosen to add Learners share their ideas with the class.
to the original list.
Highlight good use of language and elicit corrections of
Set a time limit on the first stage of the activity (the initial any problems you noted.
ranking) because learners often vary in the time they take
to decide. This will also force them to keep their notes
brief and encourage them to ‘speak’ rather than just read
straight from their notes in the second stage.

146 Interact 1_Teacher’s Guide


Interact 2
8 Work with a partner.
a Look at the list of kinds of music.
Add three more kinds of music to the list.

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).

9 Change partners and compare your lists.


a Choose the best three kinds of music for listening to before you
go to bed, and the best three for listening to in the morning.
b Share your ideas with the class.

lesson 36 147

Interact 1_Teacher’s Guide 147


MEMO

148

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