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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

1

2

3

4

5

6

7

8

9

10

11

12 2

Lesson

Title

Pages

In this lesson:

1

How are you?

4-7

Introduce yourself

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

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

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

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

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

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

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

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

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

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

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

35

No problem

140 - 143

Discuss what to do about problems

36

Jazz is relaxing

144 - 147

Discuss the music you like

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

How are you? In this lesson - Introduce yourself Core activities - 1, 2, 5-9 Grammar - Articles: a/an Possessives: my/your/his/her Present simple form of be Examples: It’s a chair. It’s an umbrella. It’s my bag. I’m Dave. What’s your name? She’s Jane Robbins.

1How are you?

UNIT 1

UNIT 1

1

How are you?

Introduction

1 Look at the pictures. Ask and answer questions about the pictures. example

- What’s this in English?

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

Language focus a + consonant

an + vowel

a book

an eraser

a chair

an umbrella

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 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 picture of the umbrella. Direct attention to the Language focus box. Highlight 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 asking, ‘What’s this in English?’ Alternate between items starting with vowels and consonants. Use the opportunity to introduce ‘I don’t know.’ Model and drill the question. Drill the question and answer, first chorally, and then in open pairs. Learners continue practising in closed pairs. Direct attention to yourself. Point to an item (for instance, a book) and ask, ‘What’s this in English?’ When learners answer, make to write on the board and ask, ‘How do you spell (book)?’ Elicit the spelling, or, ‘I don’t know.’ Model and drill the question. Drill the question chorally. Learners ask you about the items on page 4. They write the answers you give. Practise in open, then closed, pairs.

4

Interact 1_Teacher’s Guide

4

lesson 1

Language focus Using your own and learners’ personal items, introduce, model and drill, ‘It’s my /your/his/her (pen),’ etc.

Practice 2

Put three things from your bag or pockets on the table. Have learners do the same. Encourage learners to check any items they don’t know, using, ‘What’s this in English?’ Model statements about the items on the table, using the possessive pronouns (‘It’s my/your/her...’). Elicit similar statements from individual learners. In pairs, learners practise, using the items on the table. Monitor. Make notes on good use of vocabulary and language, and errors and mistakes. Highlight good use of language and elicit corrections of any problems you noted.

4

In this lesson: Introduce yourself Grammar: Articles: a/an Possessives: my/your/his/her Present simple form of be

Language focus

his

Track 01

4 answers Clockwise from top left: a, d, c, g, b, e, f, h

Read and listen to the

a Open your book.

my It’s

Sounding natural sentences below.

my, your, his, her

your

3

In pairs, learners match the sentences from activity 3 with the pictures. Feedback as a class.

b How do you say this word? pen.

her

Model and drill sentences b, c, f, and h.

c What’s this in English? d Work with a partner. e Look at the example.

Suggestion After drilling, point at the pictures of b, c, f, and h as prompts for individual learners to produce the questions.

f Can you say that again, please? g Listen. h How do you spell ‘pencil’?

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. example

It’s my pen. It’s your eraser.

a

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

c Work with a partner.

Listen and read the

Practise the conversation below.

conversation below.

Direct attention to the background picture on the page. Introduce the people to the class – ‘Sheri’ and ‘Kate’. Point to Sheri (either woman will do) and elicit what she says (‘Hello’ or ‘Hi’).

Remember to use your names. Sheri: Hi, Kate. How are you? Kate: Fine, thanks, Sheri. And you?

A: Hi,

Sheri: Very well, thanks.

B: Fine, thanks,

. How are you? . And you?

A: Very well, thanks. b

5a

Track02

Listen again.

Practise the conversation in activity 5a.

Direct attention to the dialogue between Sheri and Kate in activity 5a. Indicate that learners should listen and read the conversation. Track 02 Learners listen and read the conversation.

Listening and writing 6a

Track 03

Listen and complete

Track 04

the conversations with the words in the grey box.

Track 02 (page 148, Student book) 0:15 Sheri - Hi, Kate. How are you? Kate - Fine, thanks, Sheri. And you? Sheri - Very well, thanks.

c Practise the conversations below. Use your own information.

thanks

great

OK

A: Hi,

fine

bad

not

B: Great, thanks,

. How are you? .

And you? A: I’m OK, thanks. Sheri: Hi, Kate. How are you? Kate:

5b

,

, Sheri. And A: Hi,

you? Sheri: I’m

Track 02 Learners look away from books. Play CD

, thanks.

. How are you?

B: Not bad, thanks,

.

And you?

again, pausing after each line for learners to repeat. Remodel and drill any problematic lines.

A: Fine, thanks. Sheri: Hi, Kate. How are you? Kate:

, thanks, Sheri. And you?

5c

Sheri:

In pairs, learners practise the conversation, using their own names. Encourage learners to look away from book and at each other when speaking.

Listening and writing

b

Track 03

, thanks.

Track 04

Listen again.

Practise the conversations in activity 6a.

6

lesson 1

6a

Direct attention to the conversations in activity 6a. Track 03 Track 04 Learners listen and read the conversations. They complete the conversations with words from the box. Feedback in pairs and then as a class. 6a answers See CD scripts for Tracks 03 and 04 Track 03 (page 148, Student book) 0:15 Sheri - Hi, Kate. How are you? Kate - Great, thanks, Sheri. And you? 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

6c

In pairs, learners practise the conversations, using their own names. Encourage learners to look away from book and at each other when speaking.

Language focus Direct attention to the Language focus box. Go over the example sentences with learners, highlighting the first and third person form of be. Elicit the second person form (you are – you’re). Also highlight the contracted forms (He’s, I’m).

8a

Language focus I He She

am is is

I’m He’s She’s

John Davies. David Bush. Kate Black.

Direct attention to the conversation between Ann and Mike. In pairs learners practise the conversation. Encourage learners to look away from book and at each other when speaking.

John Davies. David Bush. Kate Black.

Practice

7 Read the conversation below. Change the words in the brackets to the short form.

8b

David: Excuse me... Mr Brown?

Learners change partners and practise the conversation, using their own names. Encourage learners to look away from book and at each other when speaking.

John: Yes. Call me John, please. David: OK. Hello, John. My (name is) Ann Cox is my friend. John: Oh, (you are)

name’s

David.

David Black!

David: Yes, that’s right. John: Hi, David. Nice to meet you. David: Nice to meet you too, John. John: (How is)

8 a Work with a partner.

Interact

Ann?

David: Oh, (she is)

ne, thanks.

Tell learners that they are going to start a conversation and introduce themselves. Assign roles A and B to learners. Read through the instructions and table with learners. Elicit ideas for ‘Introduce yourself’ (For example, ‘I know (person)’, I study at (school)’). Check instructions (‘Who speaks first?’)

Practise the conversation in the blue box.

Person one: Hi, I’m Ann. What’s your name? Person two: Hi, my name’s Mike. David Black is my friend. Person one: Oh yes, David! How is he? Person two: He’s great, thanks. 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 use of vocabulary and language, and errors and mistakes. Feedback. Highlight good use of language and elicit corrections of any problems you noted.

Interact

9 a Work with a partner. Start a conversation and introduce yourself. Student A:

Student B:

You speak first. Use your partner’s name. Introduce yourself. Ask your partner how he / she is.

Answer your partner. Ask how he / she is.

example

9b

Learners change roles and do the roleplay again. Monitor and feedback as above.

Excuse me... Mr. Harman?

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

What do you do? In this lesson - Talk about yourself Core activities - 1-5, 9 Grammar - Second person (‘you’) questions and answers Examples: Do you live in London? Yes, I do. / No, I don’t. What do you do? I’m a doctor.

2What do you do?

UNIT 1

UNIT 1

2

What do you do?

Introduction

1 Look at the pictures. Track 05

Listen and read the texts below. Match the texts with the correct pictures.

a. I’m James.

b. I’m Sheila.

c. My name’s Mark.

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

a student, and I study

live in Auckland now.

an engineer. I work

at Glasgow University.

I’m a bank manager.

in Tokyo for a big

I like football, but I

I work for National

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. Write James, Sheila, and Mark on the whiteboard. Read the names with learners. Direct attention to the three texts in activity 1. Indicate that learners should listen, read and match the texts to the pictures.

Practice

2 a Make notes about yourself. My name: I’m from: I live in: 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

Feedback in pairs and then as a class. 1 answers Left to right: b, c, a Track 05 (page 148, Student book) 1:03 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 I don’t like baseball. b) I’m Sheila. I’m from Christchurch in New Zealand. I live in Auckland now. I’m a bank manager. I work for National Bank. I like green and blue clothes. c) My name’s Mark. I’m from England, but I live in Japan. I’m an engineer. I work in Tokyo for a big company. I like dance music.

Practice 2a

Focus attention on the box in activity 2. Indicate learners should make notes about themselves.

8

Interact 1_Teacher’s Guide

8

My name’s Anna. I’m from Ireland. I’m a ...

lesson 2

Demonstrate activity by writing some notes about you on the whiteboard. Allow learners time to think and make notes. Monitor and assist as necessary.

2b

Model activity with a confident learner. In pairs, learners tell their partners about themselves. Monitor. Feedback as a class. Learners introduce their partner to the class. Example: “This is Anna. She’s from Ireland. She’s a...” Highlight good use of language and elicit corrections of any problems you noted.

Reading and listening 3a

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.

4a

In this lesson: Talk about yourself Grammar: Second person (‘you’) questions and answers

In pairs, learners match the questions with the answers.

4b

Reading and listening

Track 07 Learners listen and check answers. Play again if necessary.

3 a Read the questions below and write James’s answers.

Sheila: James: Sheilla:

I’m from Scootland. Wheree do you live? Wh e?

Ja ame m s: s She eil ila: a:

in Gl Glas asgo as g w. go

Track 07 (page 148, Student book) 1:03 Interviewer - Where are you from, Mark? Mark - I’m from England. Interviewer - Where do you live? Mark - I live in Japan. Interviewer - What do you do? Mark - I’m an engineer. Interviewer - What music do you like? Mark - I like dance music.

Whe here re e do yo you u st stud u y? ud y

Jam ames e: es

b

4b answers See CD script for Track 07

Where are you from, Jame es?

at Gl Glas a go as gow w Un Univ iver ersi s ty si ty.

Listen and check your answers.

Track 06

4 Work with a partner. a Match the questions with the answers.

b

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.

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 5a

Write the conversation from activity 3 on the 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 four sentences are. Indicate learners should do the same for activity 5a. Go over the first two sentences as a class. Allow time for learners to think and complete the activity.

What do you do?

I’m an engineer.

What sports do you like?

(I like) tennis and baseball.

Where do you live?

(I live) in London.

Where do you work?

(I work) at a bank.

Practice

5 a Work with a partner. Put the sentences about Sheila in order. And do you live in Christchurch? I like green and blue.

5a answers See CD script for Track 08

6

I work at a bank. I’m a bank manager. I’m from Christchurch in New Zealand.

5b

4

Track 08 Play CD. Learners listen and check their

1

answers.

Track 08 (page 148, Student book) 0:31 Interviewer - Where are you from, Sheila? Sheila - I’m from Christchurch in New Zealand. Interviewer - And do you live in Christchurch? Sheila - No, I live in Auckland now. Interviewer - Where do you work? Sheila - I work at a bank. Interviewer - What do you do? Sheila - I’m a bank manager. Interviewer - What colours do you like? Sheila - I like green and blue.

5c

Learners practise the conversation in pairs.

No, I live in Auckland now. What colours do you like? Where are you from, Sheila? Where do you work?

7

b

What do you do?

Track 08

Listen and check your answers.

c Work with a partner. Practise the conversation.

10

lesson 2

8 Track 09 Learners listen again and copy the

pronunciation.

Interact 9a

Indicate to learners they should underline ‘do you’ in the questions. Demonstrate activity by writing an example on the whiteboard.

Learners write where, what or do to complete the questions. Demonstrate activity by writing the following on the whiteboard: “____’s your name?” Elicit “What’s” from learners. Indicate they should do the same for questions 1-6. Monitor and assist where necessary.

7

9b

Sounding natural 6a-c

Track 09 Play CD, pausing after each sentence.

Model the pronunciation for learners. Indicate that ‘do you’ tends to be contracted /dju /. Track 09 (page 148, Student book) 0:41 a) Where do you live? b) What food do you like? c) Do you like tennis?

10

Interact 1_Teacher’s Guide

Elicit possible questions and write on board. Monitor and assist as necessary. Teaching tip – Language reference If learners are struggling to think of questions, refer them to lessons 1 – 11 in the ‘Language reference’ section from pages 106 – 108 where they can find examples from past lessons to refresh their memories.

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

Where are you from?

1 2

do you live?

3

do you do?

4

do you work?

5

sports do you like?

6

you like music?

answers

I’m from Japan.

7 8

c Work with a partner. Ask and answer the questions from activity 9b. - Where are you from? - I’m from England.

example

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

What time do you get up? In this lesson - Ask and answer questions about your daily activities Core activities - 2-5, 7 and 8 Function - Telling the time and talking about routines Examples: 5:45/quarter to six What time do you eat lunch? What time does she go to bed? He gets up at quarter past seven.

3What time do you get up?

UNIT 1

UNIT 1

3

What time do you get up?

1

Introduction Track 10

Listen and match the conversations with the pictures. Letter the boxes (a-d).

a

Introduction Direct attention to the pictures in activity 1. Elicit each situation.

2 Work with a partner. Match the times with the clocks.

Answers Clockwise from top left: a train station; colleagues asking the time; people talking on the phone; TV news

a It’s one o’clock.

d It’s quarter to nine.

g It’s five to ten.

i It’s ten past seven.

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.

11

1

1 answers Clockwise from top left: b, a, d, c Track 10 (page 148, Student book) 0:49 a) A - Hey, Ian. What’s the time? B - Let me see... It’s twelve thirty. b) The train to Old Saybrook is at one o’clock from platform ten. c) This is the nine o’clock news for Wednesday, December the 11th. d) - See you at the restaurant. - What time? - At quarter past seven. - OK. See you later.

11

1 2

9

a

11

6 12

11 2

4 6

12

5

8

4 5

12

5

1

10

2

8

4

9

3 7

6

2

Draw a clock with no hands on the whiteboard. Next, draw hands set to one o’clock and write “It’s one o’clock” under it. Read the time with learners. Erase and repeat steps for different times. Drill chorally, then individually. Next, draw a line from the top to the bottom splitting the clock in half. Write ‘past’ on the right side of the clock. On the left side write ‘to’. Draw 1.10 on the clock, and then write “It’s ten past one.” Read the time with learners. Erase, and draw 2.10 and elicit the time from learners (It’s ten past two). Erase and repeat steps a few more times. Drill chorally, then individually. Show learners we say, “It’s quarter past ...”, and “It’s half past...”, not “It’s fifteen past...” or “It’s thirty past...”. Repeat steps for ‘to’. For example, “It’s ten to three.” Drill chorally, then individually.

Feedback as a class. Interact 1_Teacher’s Guide

6

lesson 3

In pairs, learners match the times with the clocks. Monitor and assist where necessary.

12

3

11 3

6

4

1 2

7

8 7

9

1 2

5

10 3

7

6

12

10 9

4 7

9

12

8

1

8

2 3

5

10

11

1

9

4 7

12

10 3

8

Track 10 Learners listen to the conversations and letter the pictures in the order they hear them (a – d). You may want to stop the CD after each conversation, allowing time for learners to think and letter the pictures. Play CD again if necessary.

Feedback in pairs, and then as a class.

12

10

5

In this lesson: Ask and answer questions about Function: Telling the time and talking about routines

4a answers Left to right: e, a, c, d, b

your daily activities

Track 11 (page 148, Student book) 0:49 a) - Excuse me. What’s the time? - It’s half past eleven. b) - What’s the time? - It’s twenty-five past six. c) - What’s the time? - It’s twenty-five to five. d) - What’s the time? - It’s ten to four. e) - What’s the time? - It’s quarter to nine.

Language focus

3 Look at the clock and write the missing words in the boxes. quarter to

twenty-five past

five to

0

55

ten past

five past

5

50

ten to

twenty to

10

45

15

40

20 35

twenty-five to

quarter past

30

twenty past

25

half past

Listening

4a

Track 11

Listen and match the conversations with the clocks. Letter the boxes (a-e).

11

12

1

10

11 2

9

3 8

a

4 7

6

5

12

4b

1

10

2

8

4

9

3 7

6

In pairs, learners ask and answer questions about the times in activity 4a. Read example and check learners understand activity. Monitor.

5

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

b Work with a partner. Ask and answer questions about the times in activity 4a. example

- Look at a. What’s the time?

- 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

Direct attention to the pictures and the phrases in the box. In pairs, learners write the phrases under the correct pictures.

get up

go to work

have a shower

have lunch

get dressed

get home

have breakfast

go to bed

b Number the pictures in the order you do them every day. c Read the article about Colin’s day.

Feedback as a class.

What does Colin do at the times below?

5a answers Clockwise from top left: get dressed, have breakfast, go to bed, go to work, get home, have lunch, have a shower, get up

quarter to seven. I get dressed, then I have

I get up at six. I have a shower at about

1

breakfast at seven. I have toast and coffee. I

get up

go to work at about half past seven. I have lunch at half past twelve. I buy a sandwich and read my newspaper at my 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 activities every day. Demonstrate activity by showing learners the order you do the actions.

6.00 a.m. 6.45 a.m.

get up

7.00 a.m. 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.

Draw attention to the article about Colin’s day and the list of times in activity 5c.

coffee

up

to work

In pairs, learners read the text and find out and write what Colin does at the other times. Feedback as a class. 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 12.30 p.m. - have lunch 5.50 p.m. - get home 11.45 p.m. - go to bed

lesson 3

Sounding natural 6a-h

5d

Track 12 Learners listen and read sentences a–h. Learners listen for the different ways ‘s’ is pronounced at the end of the verbs. Feedback in pairs, and then as a class.

Feedback in pairs, and then as a class.

6 answers /s/ works, likes, makes /z/ listens, drives, lives, /iz/ watches, brushes

Learners read about Colin again and complete the spidergrams with the correct words. Go over examples with learners and check understanding.

5d answers get - up, dressed, home have - a shower, toast, coffee, lunch, dinner , breakfast go - to work, go to bed

14

14

Interact 1_Teacher’s Guide

Track 12 (page 148, Student book) 1:12 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.

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. b She listens to music in the evening. c He drives his car to work.

/s/

/z/

/ɪz/

works

listens

watches

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. Write your partner’s times in the table.

What time

do you does he / she

get up?

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

This is my son, Tim In this lesson - Talk about your family Core activities - 2-5, 8 Grammar - this is possessive ’s / my / his / her Examples: This is my brother, Tom. Diana is Jane’s mother.

UNIT 2

UNIT 2

4

This is my son, Tim

4This is my son, Tim Introduction

1 Look at the words in the box. Write them in the correct column. father grandmother

sister mother

wife husband

brother son

male

daughter grandfather

female

Introduction Draw a male and female signs on the board and teach ‘male’ and ‘female’. Check understanding by pointing to yourself and asking, ‘Male or female?’

2 Look at the pictures of Tom’s family (below), and Jane’s family (on page 17). Complete the sentences with the words from activity 1. This is his

This is Tom.

, Tanya.

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. Feedback as a class. 1 answers male: father, brother, husband, son, grandfather female: sister, wife, daughter, grandmother, mother Extension Encourage learners to add to the family tree on the board, in order to ask for further family words (e.g. ‘uncle’, ‘cousin’). Encourage them to use, ‘What’s this in English?’

2

Direct attention to the family picture on page 16. Introduce Tom. Read through the box introducing Tom (‘This is Tom.’) Read through the example (This is his son, Tim.) In pairs, learners complete the other sentences with family names from activity 1. Feedback as a class. Have learners read out the completed sentences.

16

Interact 1_Teacher’s Guide

Tom’s family This is his

16

, Emma.

This is his son , Tim.

lesson 4

2 answers (clockwise from ‘This is Tom.’) This is his son, Tim. This is his daughter, Emma. This is his wife, Tanya. Follow the same procedure for the picture in page 17 (Jane’s family). 2 answers contd. (clockwise from ‘This is Jane.’) This is her mother, Diana. This is her father, Dennis. This is her grandfather, Mark. This is her grandmother, Mary. This is her brother, Jesse.

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

This is her

, Mary.

, 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

This

brother, Jesse.

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. Go over example sentences with learners. Highlight the fact that the ’s in ‘Tom’s daughter’ = ‘the daughter of Tom’. If necessary, illustrate further using learners and their possessions (Mika’s bag, Ryoko’s pen, etc.)

Who’s this? This is Tom. Emma is his daughter. Emma is Tom’s daughter.

Practice 5a

Direct attention to sentence a. Read it together with learners. Have learners look at the information about Tom’s family on page 16 to check if it is true or false.

Practice

5a

Look at Tom’s and Jane’s families in activity 2. Write T (True) or F (False) next to the sentences. a Tom is Tim’s father.

T

b Tim is Tanya’s husband.

Show how learners should write ‘T’ for ‘true’ next to the statement. Direct attention to sentence b. Have learners check the information on page 20. Elicit that the sentence is false. Show how learners should write ‘F’ for ‘false’ next to the sentence. In pairs, learners read and check the other sentences against information on pages 16 and 17, and write ‘T’ or ‘F’ next to them. Monitor and assist as necessary. Feedback.

c Emma is Tim’s sister. d Emma is Tom’s wife. e Dennis is Diana’s husband. f Mark is Jesse’s father. g Jane is Diana’s sister.

b Correct the false sentences.

b. Tim is Tanya’s son.

5a answers a-True, b-False, c-True, d-False, e-True, f-False, g-False

5b

Direct attention to sentence b in activity 5a. Elicit a corrected sentence and write it on the board: Tim is Tanya’s son. In pairs, learners write corrected versions of the false sentences in activity 5a. Monitor and assist as necessary. Feedback. Learners read their corrected sentences to the class. 5b answers b. Tim is Tanya’s son. d. Emma is Tom’s daughter. f. Mark is Jesse’s grandfather. g. Jane is Diana’s daughter.

18

lesson 4

Sounding natural 6

Elicit the pronunciation of the numbers on the grid. Model and drill as necessary. Pay attention to 15 / 50, 16 / 60, etc. Track 13 Play CD. Learners listen and repeat.

Track 13 (page 148, Student book) 1:09 13, 14, 15, 16, 18, 23, 26, 28, 29, 30, 31, 32, 40, 50, 60, 70, 80, 90, 99, 100

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

7

13

14

15

16

18

thirteen

fourteen

fteen

sixteen

eighteen

23

26

28

29

30

twenty-three

twenty-six

twenty-eight

twenty-nine

thirty

31

32

40

50

60

thirty-one

thirty-two

forty

fty

sixty

70

80

90

99

100

seventy

eighty

ninety

ninety-nine

a hundred

Track 14

a

Interact

Listen and repeat the numbers.

Track 13

8a

Demonstrate activity by drawing your family tree on the board. Draw stick figures on the tree, but leave out the names. - Encourage learners to point at the figures and ask, ‘Who’s this?’ - Answer (‘This is me. This is my father, George.’ etc.) Learners work on their own to draw their family trees. Monitor and assist as necessary.

8b

Listen and write the numbers in the spaces below. e

i

b

f

j

c

g

d

h

fifty

Ask a confident learner questions about their family tree with ‘Who’s this?’ As they answer, draw and label a copy of their tree on the board. When writing the names, ask, ‘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 copies of their partner’s trees for feedback. Monitor and assist as necessary.

Interact

8 a Draw your family tree below.

b Work with a partner. Ask and answer questions about your families. example - Who’s this?

- This is my daughter, Mary.

8c

Learners show the labelled copies they made of their partner’s family tree and explain them to the class: ‘This is Mika. Mika is Tomo’s daughter,’ etc.

c Tell the class about your partner’s family. example This is Nicole’s daughter, Mary.

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

She likes pizza In this lesson - Talk about what people like Core activities - 1-3, 6-12 Grammar - Subject-verb-object sentences Examples: I like orange juice. She doesn’t like cheese. Do you like cola?

Introduction

5She likes pizza

UNIT 2

UNIT 2

5

She likes pizza

Introduction

1 Read what the woman and man say. I don’t like milk! I like pizza!

2 Work with a partner. Write the names of the food and drink under the pictures.

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

beer

bread

carrots

bananas

eggs

orange juice

rice

spaghetti

tea

tomatoes

wine

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

3a

Using the items in activity 2, make a couple of sentences about things you like / don’t like as a model for learners. Point to various items and elicit one ‘like’ or ‘don’t like’ sentence from each learner.

3b

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. Extension Learners think of food and drink that is not on page 20. They tell the class about one item they like, and one item they don’t like.

20

lesson 5

Sounding natural 4

Model the two example words in the activity (‘rice’ and ‘cereal’), counting the syllables and showing the stress on your fingers as you do so. Show how the example words are written in the correct columns of the table. In pairs, learners write the other words from activity 2 in the correct columns of the table. Monitor and assist as necessary.

5 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

In this lesson: Talk about what people Grammar: Subject-verb-object sentences

6b answers Do you like soup? Yes, I do. / No, I don’t.

like

3 Work with a partner. a Make sentences about the food and drink in activity 2.

- I like bread. - I don’t like beer.

example

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

5

Track 15

cereal

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. No, I don’t.

Do you like chicken?

you

soup?

Yes,

.

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 page 22. Ask two or three learners: ‘Do you like (carrots)?’ Elicit answers and make notes on the board, using ticks for likes and crosses for dislikes. For example: Eri – carrots X; Tomo – eggs √ In pairs, learners ask each other yes/no questions about the items and note their partner’s answers. Monitor and assist as necessary.

example - Do you like rice?

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

Ami - carrots Tom - eggs

Language focus 8

Direct attention to the Language focus box. Elicit how the sentences under Susan and Kevin should be filled in.

Language focus

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

Teaching tip – Substitution drill Teacher says a phrase or part phrase. Learners respond by fitting the phrase into a longer item using appropriate intonation. Teacher - chicken Learner - He doesn’t like chicken. Teacher - carrots Learner - He doesn’t... Etc.

Listening 10a

Direct attention to the pictures in activity 10. Point out the boxes. Point out the examples, and show how learners should put a tick or cross next to the items. Track 16 Play the first exchange. Pause and check understanding.

10a answers See CD script for Track 16 Track 16 (page 149, Student book) 0:59 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

He

chicken.

He / She likes rice. He / She doesn’t like cheese.

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

22

lesson 5

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.

milk.

11

Use the answers from activity 10 for open pair practice of yes/no questions and answers.

Interact 12a

Learners think of and write the name of one person in their family, then think of and write three things that person likes and three things they dislike. Demonstrate on the board with a person in your family. You may like to extend topics beyond food and drink. For example: Father: likes – golf, wine, movies; doesn’t like... Allow learners time to think and write. Monitor and assist as necessary.

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

f. Amanda

c. John

b Check your answers with a partner. example

11

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

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

Which do you like? In this lesson -Talk about yourself Core activities - 1, 4-6 Skills - Extended speaking and listening

UNIT 2

UNIT 2

6

Which do you like?

6Which do you like? Introduction 1 a Read the words below. Write n (=noun) or v (=verb) next to the words. n

John play(s) baseball

Introduction 1a

dogs like(s) music

pizza Lisa hate(s)

yoga does homework

b Read the sentence below.

Go through the words with learners and check understanding. Learners write ‘n’ (noun) or ‘v’ (verb) next to the words. Monitor and assist as necessary.

John plays baseball. noun

verb

noun

Work with a partner. 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 John - n dogs - n pizza - n yoga - n play(s) - v like(s) - v Lisa - n does - v baseball - n music - n hate(s) - v homework - n

Sounding natural 2 Work with a partner. Match the words in the box with the stress patterns below. baseball between

bicycle engineer

expensive great

pork

a great b c d e f g

3a

Track 17

Listen and check your answers.

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 make a new sentence. Write the new sentence on the whiteboard. Example: Dogs play baseball. Explain to learners that they should change one or two words from the new sentence to make another sentence. Example: Dogs like baseball. In pairs, learners continue making new sentences until they use all the words or no longer can make correct sentences. Monitor and assist as necessary. Feedback. Learners compare their answers with the class. Highlight good use of vocabulary and language. Elicit correction of errors/mistakes.

24

Interact 1_Teacher’s Guide

1b suggested sentences: Dogs like music. Dogs like pizza. Lisa likes pizza. Lisa hates pizza. Lisa hates yoga. Lisa does yoga. Lisa does homework.

Sounding natural 2a-g

In pairs, learners match the words with the stress patterns.

2a-g answers a) great O b) engineer ooO c) expensive oOo d) between oO e) pork O f) baseball Oo g) bicycle Ooo

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. In pairs, learners guess if the information is true or false.

Listening

4a

Track 18

Listen to Wendy.

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

b

first name

Wendy

T

family name

Lewis

F

country

Australia

birthday

8th May

age

38

family

one son

live

Auckland, New Zealand

house

small house

job

doctor

workplace

high school

transport

bicycle

food

spaghetti

drink

tea

hobbies

cinema

sports

swimming

Track 18

Feedback. Pairs tell the class their guesses. Write the guesses on the whiteboard. Teaching tip – Speculation Encourage learners to speculate and make guesses before a reading or listening task. This activates their existing knowledge and gets them in the right frame of mind for the task. It also adds interest to the task because learners listen or read to see if they were right in what they guessed.

Her family name is Thomas.

4a Track 18 Play CD. Indicate that learners should write

T (true) or F (false) next to the information. Play CD again if necessary. Feedback in pairs, and then as a class. Check which pair had the most correct guesses. 4a answers T, F, T, T, T, F, T, T, F, T, F, T, F, T, T

Listen again. Correct the false information. Write true sentences in the table above.

lesson 6

25

3a Track 17 Learners listen and check answers.

Track 17 (page 149, Student book) 0:49 a) great b) engineer c) expensive d) between e) pork f) baseball g) bicycle

3b Track 17 Play CD again. Pause after each word. Drill chorally, then individually.

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 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 and I drive to work every day. I really like spaghetti. I drink five cups of coffee every day because I love it, so I sometimes can’t sleep at night! I love going to the cinema and watching films, and I go swimming with my daughter every weekend.

4b Track 18 Learners listen again and write true

sentences to correct the false information. Go through example and check understanding. 4b answers Her family name is Thomas. She has one daughter. She’s a teacher. 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 twentyeight. 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. Allow Learner A time to think and make questions. Monitor and assist as necessary. Monitor learners’ use of vocabulary and language. Make notes on good use of vocabulary and language, and errors and mistakes.

I don’t have any sisters. My family has a shoe shop, and I’m a shop assistant. My favourite food is lamb kebabs. I like listening to music.

b Answer Student A’s questions about Murat. - What’s Murat’s family name?

example

5c

- It’s Pasa.

Learner A answers Learners B’s questions about Nadine. Allow Learner B time to think and make questions. Monitor and assist as necessary. Monitor learners’ use of vocabulary and language. Make notes on good use of vocabulary and language, and errors and mistakes.

- How do you spell ‘Pasa’? - P-A-S-A. c Ask Student A questions about Nadine. Complete the table below. first name

Nadine

family name

Feedback. 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 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

age birthday country family live job food

26

lesson 6

My name is Nadine Bauer. I’m from Germany, and I’m eighteen years old. My birthday is on the 21st of December. I live in Berlin with my family – my mother, father, sister and brother. I’m a student, and I go to school by bus. I love German food and Italian food. I like dancing.

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

I love cooking In this lesson - Ask your partner about likes and dislikes Core activities –1-6, 8 Grammar - like and dislike + -ing Examples: I like playing chess. He can’t stand shopping.

7I love cooking

UNIT 3

UNIT 3

7

I love cooking

Introduction

1 Match the pictures with the hobbies in the box.

a

Learners are probably familiar with like and don’t like at this level. Following these items with verbs in the –ing form is less likely to be familiar.

a rock climbing

f birdwatching

b sailing

g gardening

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 members’ hobbies / interests. • Ask learners to suggest which family member does which hobby. • Learners work in pairs. Learners make lists of their family members and also their family members’ hobbies. • Learners then try to match the family members with the hobbies.

2 a Work with a partner. Match the words on the left with their opposites on the right. dangerous

boring

expensive

safe

fun / interesting / exciting

relaxing

stressful

cheap

b Work with a partner. Which words in activity 2a are positive? Which are negative?

3 Which words in activity 2 do you think describe the pictures in activity 1? Tell your partner. 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 1

Learners match the pictures of free time activities to the words. They write the letters in the spaces in the pictures. Feedback as a class. Drill and board any unfamiliar items. 1 answers Clockwise from top left: b, a, g, d, c, f, e, j, i, h

2a

Learners work in pairs. Learners match the adjectives with their opposites. Go through an example and check learners understand the activity. Feedback as a class. Drill and board any unfamiliar items. 2a answers dangerous – safe expensive - cheap fun / interesting / exciting – boring stressful – relaxing

28

Interact 1_Teacher’s Guide

28

lesson 7

2b

In pairs, learners look again at the adjectives in activity 2a and decide together whether the words have positive or negative meanings. Feedback as a class. 2b answers positive - safe, cheap, fun / interesting / exciting, relaxing negative - dangerous, expensive, boring, stressful

3

In pairs, learners use the adjectives in activity 2 to talk about the pictures in activity 1. Model the activity first by talking about one or two of the activities yourself, first. Go through an example and check learners understand the activity. Monitor learners’ use of vocabulary and language. Feedback – learners tell class about their partner.

In this lesson: Ask about likes Grammar: like and dislike + -ing

4

Track 19 (page 86, Student book) 0:48 I have a lot of hobbies. I love playing football, so at 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. I don’t mind sailing, it’s exciting but it’s expensive! I hate boring hobbies like collecting stamps, birdwatching, or gardening. I like cooking at weekends, so I usually invite my friends over for dinner. You should come over next weekend. I‘ll cook you my famous lasagne!

and dislikes

Listening Track 19

a Tick (

Listen to John talking about hobbies.

) the hobbies in activity 1 that he mentions.

b What does John like doing at weekends?

5

Track 19

Listen again and answer the questions below.

a How does John feel about the hobbies? Write them in the table below. b What four words from activity 2 does John use to describe the hobbies?

5a

Write them in the correct column of the table.

love

like

don’t mind

don’t like

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. Go through an example and check learners understand the activity. Feedback in pairs and then as a class.

hate

playing football

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.

lesson 7

29

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

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 noun or the –ing form of the verb.

I hate collecting stamps. I love shopping. I don’t like getting up early.

Extension Practise the different ways to express likes and dislikes by suggesting different activities and encouraging learners to describe their attitudes towards them using the target language. Example: Teacher - gardening Learner - I don’t mind gardening.

expressing likes and dislikes Use verb + -ing after love, like, don’t mind, don’t like and hate.

Sounding natural 7a Track 20 Learners write the words in the correct columns of the table according to their stress patterns.

7a (a-c) answers a) Ooo - birdwatching, gardening, skydiving b) OoOo - mountain climbing, playing football c) Oo - hiking, sailing, cooking

don’t mind

+ -ing form

We

don’t like

of the verb

They

can’t stand

He She John

likes doesn’t mind

+ -ing form

doesn’t like

of the verb

can’t stand hates

Practice

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. g I hate riding roller coasters. They’re relaxing / scary. h I like going to discos. They’re fun / boring.

30

lesson 7

Interact 8a

Go over the table and check meaning of headings. Demonstrate the activity by writing brief notes for yourself on the board. Learners work on their own to complete the section of the table marked “you” by writing one activity in each of the boxes. Allow learners time to think and make notes. Monitor and assist as necessary.

8b

7b Track 20 Learners listen again and check their

answers to activity 7a.

Play the recording again. Learners listen and practise the pronunciation of the words. Drill as necessary. Track 20 (page 149, Student book) 0:39 a) birdwatching, skydiving, gardening b) mountain climbing, playing football c) hiking, sailing, cooking 30

You

6 Underline the correct words to complete the sentences.

Learners underline the correct word to complete the sentences. This activity practises meaning rather than form. Go through an example and check learners understand the activity. Feedback as a class. 6a-h answers 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. g) I hate riding roller coasters. They’re relaxing / scary. h) I like going to discos. They’re fun / boring.

like

hate

Practice 6a-h

loves

love I

Interact 1_Teacher’s Guide

In pairs, learners ask and answer the questions about their likes and dislikes and complete the section of the table marked “your partner”. Go through an example and check learners understand the activity. Monitor learners’ use of vocabulary and language. Make notes on good use of vocabulary and language, and errors and mistakes.

Sounding natural

7a

Listen and write the words below in the correct column.

Track 20

hiking

sailing

birdwatching

mountain climbing gardening

a

skydiving

b

cooking playing football c

birdwatching

b

Listen again and copy the pronunciation.

Track 20

Interact

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

with friends

at weekends

for exercise

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

I don’t work in an office In this lesson - Talk about your job Core activities - 1-5, 7 Grammar - Present simple negative statements Examples: I don’t work in a bank. She doesn’t like her computer.

8I don’t work in an ofce

UNIT 3

UNIT 3

8

I don’t work in an office

1

Introduction Track 21

Listen to the people.

receptionist doctor teacher

What do they do? Write the jobs under the names.

waiter cook

Introduction a Tom

1a-e

Read through the jobs in the box with learners (you may want to drill ‘receptionist’).

2

Track 21

d Kim

c Tracey

e Michael

Listen again. Where do they work? Write the names on the pictures.

Track 21 Learners listen to the CD and write the people’s jobs under their names. Feedback in pairs, and then as a class.

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. d) Good afternoon. My name’s Kim. I’m a doctor. I work in a hospital. e) Hi. I’m Michael. I’m a waiter. I work in a restaurant.

b Martin

teacher

hotel

office

school

Tom

hospital

restaurant

3 Work with a partner. Ask and answer questions about the people in activity 1. example - What does Tom do?

- He’s a teacher. - Where does he work?

1a-e answers a) Tom - teacher, b) Martin - cook, c) Tracey - receptionist, d) Kim - doctor, e) Michael - waiter

2 Track 21 Run through the pictures with learners. Elicit where Tom in activity 1 works (school). Indicate to learners they’re going to listen again and write the names of the other people under the workplaces. Play CD again if necessary.

Feedback in pairs, and then as a class. 2 answers Clockwise from top left: hotel - Martin, office - Tracey, school - Tom, hospital - Kim, restaurant - Michael

3

In pairs, learners ask and answer questions about the people in activity 1. Demonstrate the activity by modeling with a confident learner. Monitor learners’ use of vocabulary and language. Feedback. Highlight good use of language and elicit corrections of any problems you noted.

32

Interact 1_Teacher’s Guide

- He works in a school. 32

lesson 8

Reading 4

Focus attention on the pictures of the three people. Ask learners to guess what their jobs are. In pairs, learners read through the interviews and match them with pictures. Feedback. Did learners guess correctly? Round off activity by asking and answering questions about the people (use same questions as activity 3). 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.

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.

a 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 You

Go over the examples of the present simple negative statements. Highlight the use of “doesn’t” in the third person.

He

Track 22 Play the CD. Learners listen and read the sentences. Draw attention to the contrastive stress. Model and drill.

Track 22 (page 149, Student book) 1:33 a) She doesn’t work in a hotel. She works in a cafe. b) She doesn’t like beer. She likes wine. c) He doesn’t have a brother. He has a sister. 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. g) He doesn’t make breakfast. He makes dinner. h) She isn’t a good swimmer. She’s a good dancer. i) They don’t eat meat. They only eat fish. j) I’m not angry. I’m hungry!

34

Interact 1_Teacher’s Guide

his her

job.

Waitress aShe works in a hotel.

She doesn’t work in a hotel. She works in a café. bShe cooks the food.

cShe hates her job.

Secretary aShe works in an office.

Feedback in pairs, then as a class.

6a-j

like

does not

Practice

Read the first sentence with learners (She works in a hotel). Ask learners if this is true or false (false). Draw attention to the correct sentences under it (She doesn’t work in a hotel. She works in a cafe). Go through the 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.

Sounding natural

doesn’t

in an office.

do not

=

5 Read the information in activity 4 and correct the sentences below.

5

5 answers Waitress 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. Secretary a) She doesn’t work in an office. She works in a school. b) She doesn’t teach children. She writes letters and answers the telephone. c) She doesn’t like her job. She thinks it’s boring. Taxi driver a) She doesn’t work in a factory. She drives her car. b) She doesn’t drive a bus. She drives a taxi. c) She doesn’t hate driving. She loves driving.

work

=

doesn’t

They

She

Practice

don’t

We

don’t

bShe teaches children.

She doesn’t teach children. She writes letters and answers the telephone. cShe likes her job.

Taxi driver aShe works in a factory.

bShe drives a bus.

cShe hates driving.

She doesn’t hate driving. She loves driving. 34

lesson 8

Track 22 Play the CD again, pausing after each sentence for learners to repeat. Model again and drill if necessary.

Extension Books closed. Read out a random sentence from activity 6. Elicit the corrections from learners. Remind learners to use the correct pronunciation. For example: Teacher - “She works in a hotel.” Learners - “She doesn’t work in a hotel. She works in a café.” Alternatively you can make it a team competition. Award a point to the first team to say the correct sentence.

Interact Books closed. Divide the class into two teams. Ask learners questions about the people in activity 4. Award a point to the first team to answer correctly. The team with the most points is the winner. Example: “What does Joan do?” “Does Akiko like her job?”

Sounding natural 6

Listen and read the sentences.

Track 22

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! Listen again and copy the pronunciation.

Track 22

Interact

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

example

What is your job?

Teacher

What do you do?

I teach French.

What don’t you do? Where do you work? What do you like? / What don’t you like?

you

your partner

I don’t teach children. I work in a college. I really like my job.

b Work with a partner. Ask and answer questions. Write the information in the table above. - What’s your job? - I’m a teacher. - What do you do? - I teach French, but I don’t teach children.

example

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

Could I have a cup of tea? In this lesson - Ask for things in a cafe or bar Core activities - 1-11, 14 Function - Ordering food and drink

9Could I have a cup of tea?

UNIT 3

UNIT 3

9

Could I have a cup of tea?

Introduction

1 What food and drink is in the pictures? Write the names under the pictures a cup of tea

Introduction

a hamburger

1

Direct attention to the pictures of food and drink on page 36. 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 side 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.

a glass of milk

a cup of tea a salad a cheese sandwich a cup of hot chocolate

2 Look at the pictures. Where are the people?

1 answers (Clockwise from top left): a cup of tea, a cup of hot chocolate, a salad, a glass of milk, a hamburger, a cheese sandwich

1

2

2

Direct attention to the pictures at the bottom of page 36. Elicit what the situations are (customers ordering food or drink in restaurants or cafes).

3

Listening Track23

Track24

Listen to the conversations. What do the people order?

Conversation one

Listening

36

3 Track 23

Track 24 Learners listen and note

what items from activity 1 the customers order. Feedback in pairs, then as a class, after each conversation. 3 answers Conversation one - a (cup of) tea, a (cup of) coffee Conversation two - two salads, a hamburger, a glass of milk Track 23 (page 149, Student book) 0:19 Conversation one Customer 1 - Could I have a cup of tea, please? Customer 2 - And I’d like a cup of coffee. Waitress - So, that’s one tea and one coffee. Track 24 (page 149, Student book) 0:19 Conversation two Customer 3 - Could I have a hamburger and a salad, please? Customer 4 - I’d like 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 like two salads! Waiter - Oh! Yes, sorry. Two salads, a hamburger and a glass of milk.

36

Interact 1_Teacher’s Guide

Conversation two

lesson 9

4 Track 23 Learners listen to conversation one again,

read the text, and fill in the missing words. Feedback in pairs and then as a class. 4 answers See CD script for Track 23 - answers underlined

5

Go over instructions and example and check understanding. Show learners how they can find the missing words from the text in the box in activity 4. In pairs, learners read the text of conversation 2 and complete it with words from the box. Monitor and assist as necessary.

6 Track 24 Learners listen and check their answers.

Feedback as a class. 6 answers See CD script for Track 24 - answers underlined

In this lesson: Ask for things in Function: Ordering food and drink

4

Listen to conversation one again. Write the missing words.

Track 23

I

Note – Drilling is important here, because the main difference between requests beginning ‘Could I...’ and ‘I’d like... is in the intonation, indicated by question marks when written.

a café or bar

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 Customer 4 I’d

a hamburger and a salad, please? 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

Listen and check your answers.

Track 24

Language focus

7 Match the phrases from column A with the phrases from column B. A

B

Could I have

I’d like

a cup of tea, please. a cup of coffee, please? a cheese sandwich, please? 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 example, and show how learners can find the names of the currencies in the box at the top left 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.

euro dollar

won

pound

9 answers Clockwise from top right: won, euro, dollar, pound, yen

Sounding natural 10a-e Track 25 Learners listen and circle the prices they hear. This activity gives learners practice at distinguishing word stress between, for example, 15 / 50. Feedback in pairs and then as a class. Model and drill any problematic items.

Sounding natural 10

10a-e answers See CD script for Track 25.

Track 25

Listen and underline the prices you hear.

a

£15.99

£50.99

b

$9.19

$9.90

c

¥350

¥315

d

£14.00

£40.00

e

$10.30

$10.13

11 Practise saying the prices with a partner.

Track 25 (page 149, Student book) 0:52 a) - That’s fifty pounds ninety-nine, please. - Here you are. - Thank you. b) - That’s nine dollars ninety, please. - Here you are. - Thank you. c) - That’s three hundred and fifty yen, please. - Here you are. - Thank you. d) - That’s fourteen pounds, please. - Here you are. - Thank you. e) - That’s ten dollars thirty, please. - Here you are. - Thank you.

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

38

lesson 9

Practice Direct attention to the pictures on page 39. Elicit what the places are. Answers Left to right: cafe, train station, newsagent Elicit the kind of things people ask for in these places. Write on the board in three columns (you will use these in activity 13) Suggested answers (accept any reasonable ideas): cafe – a coffee, a cappuccino, a sandwich train station – a train ticket (elicit ‘return’ and ‘single’) newsagent – a newspaper, magazines, cigarettes, chocolate, a lighter

Suggestions: ‘Good morning, sir / madam...’ ‘How can I help you?’ ‘Anything else?’ ‘No, that’s all, thank you.’

Practice

12 Match the conversations with the pictures. a

b

- Could I have a return ticket for London, please?

- I’d like three magazines and a lighter, please.

- That’s £45.

c - I’d like two cappuccinos and a latte, please.

- That’s £2.50, please.

- Here you are.

- Here you are.

- Here’s £5 change.

- Here’s $20.

- Thanks. Here’s your change.

- Thanks.

Learners do roleplay. Monitor. Note good use of vocabulary and language, and errors and mistakes.

- That’s $15.80, please. - Thank you. That’s $4.20 change.

- Thank you.

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.

- Thanks.

14b

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

14c

13 Work with a partner. Practise the conversations.

If possible, ask confident learners to perform their exchange in front of the class. Other learners say what the situation is.

Interact

14 a Work with a partner. Choose a situation below and do a roleplay. 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

She’s got short, brown hair In this lesson - Describe a friend Core activities - 1-4, 8, 9 Grammar - he / she has got he / she hasn’t got Example: Have you got blue eyes? No, I haven’t. Has she got curly hair? Yes, she has.

10She’s got short, brown hair

UNIT 4

UNIT 4

10

She’s got short, brown hair

Introduction

1 Write the words under the pictures. blonde

curly hair

dyed hair

overweight

good-looking

long hair

attractive

round face

short

tall

slim

Introduction 1

Direct attention to the pictures of people on page 40. Pick out one or two pictures and elicit the words. Draw 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 slim, round face, overweight

blonde

2 Write the opposites of these words: aoverweight

Note - You may want to point out that we often use ‘slim’ instead of skinny/thin, and ‘overweight’ instead of fat. Also, we tend to use ‘good-looking’ for men and ‘attractive’ for women.

2a-d

In pairs, learners match the words with their opposites in activity 1. Feedback as a class. 2a-d answers a) slim b) long hair c) short d) curly hair

bshort hair

40

slim

ctall dstraight hair

lesson 10

Reading 3

Explain to learners that they should read and match the descriptions with the pictures. Monitor and assist with any difficult vocabulary. Model and drill any problematic words. Feedback in pairs, then as a class.

3 answers 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.

attractive.

He’s tall and

young.

overweight.

4 Work with a partner. Use the prompts below to ask about the people in activity 3. A

example

overweight?

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?

- Is Fiona - No, she isn’t. - Who’s short? - Gordon is. lesson 10

41

Interact 1_Teacher’s Guide

41

Language focus

Language focus

Go over the example questions and sentences with learners. Highlight the contracted forms at the bottom of the page.

Practice 5a-g

Read the example sentence (a) with learners. Direct their attention to the matching pictures (1 and 3). The sentences can describe more than one picture. Allow learners time to read and match the other pictures. Monitor and assist as necessary.

6b

Learners change roles. Feedback. Highlight good use of language and elicit corrections of any problems you noted.

Are you overweight?

No, I haven’t.

No, I’m not.

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.

I haven’t got straight hair.

I’m not slim.

He hasn’t got short hair.

He isn’t good–looking. she’s got = she has got

I’m = I am

he’s = he is

Practice

5 Read the descriptions below. Write the number

1

2

3

4

of the pictures you think they match. a He’s got blue eyes.

1, 3

b She’s got long, dyed hair. c He’s got a round face. d She’s got brown eyes. e She’s got short hair.

5

f He’s got curly, blonde hair. g He’s got short, black hair.

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

In pairs, learners choose a picture. Their partner asks yes/no questions to find out who they chose. Go over the example and demonstrate with a confident learner. Monitor learners’ use of vocabulary and language. Make notes on good use of vocabulary and language, and errors and mistakes.

be + adjective

Have you got blue eyes?

I’ve got = I have got

Feedback in pairs, then as a class. 5a-g answers a) 1, 3 b) 2 c) 1 d) 4, 5 e) 4 f) 1 g) 3

have / has got + noun

example

- Has your person got brown hair? - Yes, he has. - Has he got big ears?

b Change roles.

42

lesson 10

Sounding natural 7a

Read through the words in columns A with learners. 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 notes on good use of vocabulary and language, and errors and mistakes.

Sounding natural 7 a Read the words in column A. Match them with the words in column B with the same sounds.

b

Track 26

A

B

red

noise

laugh

clean

kissed

say

green

said

foot

funny

whose

put

money

calf

they

knows

rose

list

boys

shoes

9b

Change roles.

9c

Learners tell the class about their partner’s friend. Feedback. Highlight good use of language and elicit corrections of any problems you noted. In a private lesson Think of a friend and briefly describe them to the learner. Encourage the learner to ask follow-up questions to get more information. Instead of making notes, get learner to draw the person you describe. Change roles. Monitor 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.

Listen and check your answers.

c Practise the pronunciation.

Interact

8 a Choose a person in your class. Make notes to describe them.

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

There’s a key on the table In this lesson - Describe your house Core activities - 3-5, 7a and b Grammar - there is / there isn’t there are / there aren’t 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.

11There’s a key on the table

UNIT 4

UNIT 4

11

There’s a key on the table

Introduction

1 Write the room names on the pictures below. bathroom

living room

dining room

kitchen

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

bedroom

2 Look at the pictures.

• In pairs, learners write down as many items that can be found in different rooms in a house as they can. • Give learners one minute to write down items found in the living room, one minute for the kitchen, one minute for the bathroom, etc. • Feedback as a class. Which pair has the most items?

Complete the sentences. bath

bed

cooker

table

sofa

a There’s a sofa in the living room.

44

b There’s a

in the bathroom.

c There’s a

in the bedroom.

d There’s a

in the kitchen.

e There’s a

in the dining room.

lesson 11

Introduction 1

In pairs, learners match words to pictures. Draw attention to the example and check learners understand the activity. Feedback as a class. Check pronunciation. Model and drill where necessary. 1 answers Clockwise from top left: living room, bedroom, kitchen, bathroom, dining room

2a-e

In pairs, learners complete sentences with words from the box. Feedback as a class.

44

Interact 1_Teacher’s Guide

Teaching tip – substitution drill Teacher says a phrase or part phrase. Learners respond by fitting the phrase into a longer item, using appropriate intonation. Teacher - sofa/living room Learner - There’s a sofa in the living room. Teacher - cooker/kitchen Learner - There’s a cooker in the kitchen. Etc. 2a-e answers a) There’s a sofa in the living room. b) There’s a bath in the bathroom. 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.

Teaching tip – listening for specific information (listening for keywords) This is 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 detailed listening tasks.

In this lesson: Describe your house Grammar: there is / there isn’t there are / there aren’t

Listening

3 a Look at the pictures below. What can you see?

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

b Billy is staying with his friend, Jeff, for two weeks. Listen to the conversation. Tick (

Track 27

4

Track 27

) the pictures that you hear.

Listen again. Complete the sentences with the words from the box below. ’s a

a There ‘s a

isn’t an

are some

are some

aren’t any

key on the table.

b There

blankets in the drawer.

c There

alarm clock.

d There

knives and forks in the top drawer.

e There

teabags.

lesson 11

45

Listening 3a

Elicit the names of the items on page 45. 3a answers Row by row from left to right: pyjamas – television – teabags towels – key – blankets cutlery / knives and forks – alarm clock – eggs

3b

Read through the situation and instructions in the Student book. Draw attention to the tick by the picture of the key and check learners understand the activity. Track 27 Learners listen for and tick the items

mentioned. Feedback in pairs and then as a class.

Track 27 (page 150, Student book) 0:56 Jeff - OK, Billy, here’s your room. There’s a key on the table and there are some blankets in the drawer. Billy - Thanks, Jeff. Are there any towels? Jeff - Yes, there are some in the top drawer. Billy - And is there an alarm clock I can use? Jeff - There isn’t an alarm clock in here, but I can lend you one. Billy - What about breakfast? Jeff - Well, we usually get up around seven, but if you 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? Jeff - There are some knives and forks in the top drawer. Oh, and do you like coffee? Billy - I prefer tea, actually. Jeff - Oh, I’m sorry, there aren’t any teabags.

4a-e Track 27

Learners listen again and complete the sentences using the words from the box. If necessary, pause the recording where appropriate to give learners enough time to write down their answers. Go through an example and check learners understand the activity. Feedback in pairs and then as a class. 4a-e answers 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 Language focus box. - Illustrate further with classroom objects. - Elicit there is/are sentences from learners using classroom objects.

There isn’t an alarm clock in your room. Is there an alarm clock? For plural (more than one) things, we say: There are some blankets in the drawer. There aren’t any teabags. Are there any towels?

Practice 5a-h

In pairs, learners look at the picture and complete the sentences. Draw attention to the question marks. Make sure learners understand that some sentences will be questions. (How many questions will you write? Which sentences are questions).

Practice

5 Look at the picture and complete the sentences. a Is there

a lamp?

e

pencil.

b

table.

f

books?

c

children.

g

CDs.

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. If learners aren’t already using contracted forms (There’s a, There aren’t, etc.) model and drill.

Sounding natural 6a

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

correct columns in the table. Pause the CD after each word to allow time to write. Feedback in pairs and then as a class. 6a answers /ɒ/ socks, box, clock /ɔ / floor, door, horse Track 28 (page 150, Student book) 0:25 floor socks box door clock horse

46

Interact 1_Teacher’s Guide

46

lesson 11

6b

Learners work in pairs. Learners practise saying the words in activity 6a. If you wish, play the recording again or model the words yourself to help learners with pronunciation.

Interact 7a

Go through an example and check learners understand the activity. Learners work on their own. They add three items to the list of household objects. Learners make notes in the box about the location of the objects in their homes. Monitor and assist where necessary.

7b

Go through an example and check learners understand the activity. In pairs, learners ask and answer the questions about each other’s houses. Monitor learners’ use of vocabulary and language. Make notes on good use of vocabulary and language, and errors and mistakes.

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

/ɑ /

horse /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.

- Is there a clock in your house? - Yes, there is a clock in the bedroom.

example

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

Hobbies In this lesson - Tell people about your hobby Core activities - 1, 2, 5-8 Skills - Extended speaking and vocabulary

UNIT 4

UNIT 4

12

Hobbies

12Hobbies 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. Example: “I went to the shops and I bought a hat.” • Now add one item of your own to the sentence: “I went to the shops and I bought a hat and a sausage.” • 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.

a photography b playing football c painting d cooking e gardening f flower arranging

a

g playing tennis h jogging

Introduction 2 Work with a partner. Discuss the questions below.

1

Direct attention to the pictures on page 48. As a class, elicit the names of the free time activities. Learners match the words to the pictures by writing the letters in the boxes. 1 answers Clockwise from top left: cooking, playing football, flower arranging, jogging, gardening, playing tennis, painting, photography

2a-d

In pairs, learners discuss the questions. Answer the questions yourself first, with gestures to convey meaning. Feedback as a class. Teaching tip Your learners may struggle with questions a and b. They are in the present perfect tense and may prove tricky at elementary level. If you think it will be difficult to convey the meaning, change these to ‘Which hobbies do you do?’ and ‘Which hobbies do you not do?’

3a-h

Go over the questions and check understanding. In pairs, learners match the hobbies to the questions. Feedback as a class.

a Which hobbies in activity 1 have you done? b Which hobbies in activity 1 haven’t you done? c Which hobbies in activity 1 would you like to do? d Which hobbies in activity 1 wouldn’t you like to do?

48

lesson 12

3a-h answers a) Which hobbies can you do on your own? cooking, flower arranging, gardening, painting, photography, jogging b) Which hobbies can you do with other people? cooking, playing football, flower arranging, gardening, playing tennis, painting, photography, jogging c) Which hobbies are expensive? Accept any reasonable answers. d) Which hobbies are cheap? Accept any reasonable answers. e) Which hobbies can you do outdoors? cooking, playing football, flower arranging, gardening, playing tennis, painting, photography, jogging f) Which hobbies can you do indoors? cooking, playing football, flower arranging, playing tennis, painting, photography, jogging g) Which hobbies are easy to do? Accept any reasonable answers. 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 hobby. Demonstrate the activity by making notes on the first couple of questions on the board.

My hobby is jogging. It’s a little difcult, but I enjoy it because it’s healthy. I also like it because it’s fun and I can spend time outdoors. I usually do my hobby in the park. I like doing 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 a) Jogging b) Because it’s healthy c) In the park d) By herself e) No, it’s cheap f) A little difficult

have to stretch my legs before I start. I then start jogging slowly. After about ten minutes I start running faster. Sometimes I run ve kilometres in the morning before work. I think jogging is a great hobby.

Answer the questions below. a What is her hobby? 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 and exchange information about the person they read about. First demonstrate the activity with a confident learner.

d Who does she do it with? e Is her hobby expensive? f Does she think the hobby is easy or difficult?

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 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

50

lesson 12

jogging

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

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51

Where’s my pen? In this lesson - Say where things are Core activities - 1-5, 8 Grammar - Where is the + singular? Where are the + plurals? Prepositions of place Examples: Where’s my phone? It’s under the sofa.

UNIT 5

UNIT 5

13

Where’s my pen?

13Where’s my pen? Introduction

1 a Match the sentences in the blue box with the pictures. Write the numbers in the boxes.

A 1 The pen is on the CD. 2 The pen is under the CD. 3 The pen is next to the CD.

Warmer

B

• Write a selection of nouns on the board that you think learners should know. For example: desk, cat, bookcase, candle, table, board, policeman

C

b Work with a partner. Ask and answer questions about the pictures in activity 1a. example

• Go around the class eliciting true sentences about the classroom for each item in turn. Examples: There are four desks. There isn’t a cat.

Introduction 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. Present, model and drill the question form, ‘Where’s the (pen)?’ Present and model, ‘It’s on the book.’ Extension You may like to extend to other prepositions, e.g. in, near Drill question and answers. Extend questions to other classroom objects. Choral drill and then drill in open pairs. Introduce the plural forms – ‘Where are the (chairs)?’ – ‘They’re under (the table).’ Model and drill in the same way. Board the questions and statements, highlighting the prepositions.

- Look at picture A. Where’s the pen?

- It’s...

Language focus

52

Where is Where’s

the pen?

Where are

the pens?

Interact 1_Teacher’s Guide

on under

They’re

the CD.

next to

lesson 13

Teaching tip – Open pairs In an ‘open pair’ drill, the teacher prompts learners to practise questions and responses in the target language, across the class. Pairs take turns to speak, allowing other learners to listen. This allows greater focus on accuracy and means that stronger learners can provide models for less confident learners. Be sensitive when using open pairs, since it can put a lot of pressure on learners to ‘perform’.

1a

Direct attention to activity 1, page 52 of the Student Book. 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

It’s

Track 29 Play CD. Feedback in pairs and then as a class.

In this lesson: Say where things are Grammar: Where is the + singular? Where are the + plurals? Prepositions of place

2a answers phone, keys, watch

Listening

2a

John is late for work.

Track 29

Listen and underline the items he asks about. pen b

keys

phone

watch

umbrella

Track 29 (page 150, Student book) 0:32 John - I’m late, Jane! Where’s my phone? 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!

Look at the pictures below.

Track 29

Listen again. Where are John’s things? Tick (

) the pictures.

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 detailed listening tasks.

3 Work with a partner. Ask and answer questions about the pictures in activity 2b.

2b

example - Where’s the phone?

- It’s on the table. lesson 13

53

1b

In pairs, learners ask and answer questions about the pictures in activity 1a. Extend to other objects in the classroom.

Track 29 Play CD again. Learners listen and tick (√) pictures. Feedback in pairs and then as a class.

2b answers phone – on the table; keys – next to the sofa; watch – under the briefcase

3

Language focus Direct attention to the Language focus box. Go over example sentences with learners.

Listening 2a

Demonstrate the activity with a confident learner. Point to a picture and ask a question (e.g. ‘Where are the keys?’) Elicit an answer. In pairs, learners point at different pictures in activity 3 and ask and answer questions about where the things are. Monitor and assist as necessary. Feedback. Highlight good use of language. Elicit correction of errors.

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.

4

Write the words on the picture.

Direct attention to the picture on page 54. Go over example and match one more item as a class to make sure learners understand what to do. In pairs, learners match the words in the box with the items in the picture. Monitor and assist as necessary. Feedback. Teach, drill and board any items unfamiliar to learners.

5 Look at the picture below. Complete the sentences with on / under / next to.

What do you see?

pencil notebook ruler pencil sharpener scissors eraser

aWhere’s the pencil? It’s

on

the notebook.

bWhere’s the eraser? It’s

the scissors.

cWhere’s the ruler? It’s

the notebook.

dWhere’s the pencil sharpener? It’s

the notebook.

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 b) next to c) under d) on

pencil

Sounding natural 6

Draw attention to the questions and answers in activity 6. Model the first set (a) and show how the stress patterns are marked. Indicate that learners should listen to the CD and mark the stress patterns on the rest of the sentences. Track 30 Play CD, pausing after each exchange to allow learners time to mark stress. Play again if necessary. Feedback in pairs and then as a class. Model and drill. Choral and then open pairs.

Track 30 (page 150, Student book) 0:33 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

In closed pairs, learners practise the conversations. Encourage learners to look away from the page when speaking.

54

Interact 1_Teacher’s Guide

54

lesson 13

Interact 8

Direct attention to the picture on page 55. Encourage learners to ask about items in the picture that they don’t know (‘What’s this in English?’). In pairs, learners ask and answer questions about where items in the picture are. 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.

9a

Learners write three questions about where things are in the classroom. Allow learners time to think and write. Monitor and assist as necessary.

9b

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.

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 2 3 b Work with a partner. Ask and answer your questions.

lesson 13

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55

I don’t have a video camera In this lesson - Talk about possessions Core activities - 1-4, 7, 8 Grammar - have / has, don’t have / doesn’t have Examples: She has three cats. I don’t have a car. Do you have a sister?

UNIT 5

UNIT 5

14

I don’t have a video camera

14I don’t have a video camera Introduction

1 a Read about Sean. Complete the table below. Hi. My name’s Sean. I have a big family. I have one brother and three sisters. My father has three brothers and a sister. My mother has a brother and a sister.

brothers

Introduction

Sean has

His mother has

b Read about Hillary. Complete the table below. Hello. I’m Hillary. I have a small family. I have a sister, but I don’t have a brother. My father has one brother. My mother doesn’t have a brother, and she doesn’t have a sister.

brothers

1a

1a answers: Sean has: 1 brother, 3 sisters His father has: 3 brothers, 1 sister His mother has: 1 brother, 1 sister

1b

Direct attention to the picture of Hillary. Complete the information about Hillary together as a class. In pairs, learners read the text and complete rest of the table. Monitor and assist as necessary. Feedback as a class. 1b answers: Hillary has: 0 brothers, 1 sister Her father has: 1 brother, 0 sisters (doesn’t say) Her mother has: 0 brothers, 0 sisters

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Interact 1_Teacher’s Guide

1

His father has

Books closed. Review family vocabulary: 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 have a sister.’ Ask a confident learner, ‘Do you have a father?’ and elicit a reply. Use the reply to model and drill a statement about the learner, e.g. ‘Tomoko has a father.’ Direct attention to the picture of Sean on page 56 and the accompanying text and table. Read through the text with the class. Go over the example. Show how learners 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 father and mother. Monitor and assist as necessary. Feedback as a class.

sisters

sisters

Hillary has Her father has Her mother has

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lesson 14

Language focus Direct attention to the Language focus box on page 57. Go over the example sentences. Highlight how we use has / doesn’t have with the third person (he / she).

Practice 2a

Learners work on their own to complete the information about themselves. Demonstrate first by noting information about yourself on the board. Monitor and assist as necessary.

2b

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.

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

3

Practice

sisters

have / don’t have

I have

I

a brother.

My father has

You

have

a phone.

My mother has

We

don’t have

a camera.

b Work with a partner. Talk about your family. example I have two brothers and one

They

c Tell the class about your partner.

3 answers: Left to right, top to bottom: backpack, video camera, briefcase, laptop, dictionary, pen, digital camera, mobile phone

a pet.

has / doesn’t have

sister. My father has one brother.

example

Go over instructions and example with learners. In pairs, learners match the words with the pictures. Feedback as a class. Teach, model and drill any problem items.

Language focus

2 a Write notes about your family. brothers

Vocabulary

He

has

She

doesn’t have

John has two brothers and one sister. His father has one brother.

a sister. a laptop. a briefcase.

Vocabulary

3 Match the words with the pictures. Write the words under the pictures. pen dictionary

laptop mobile phone

digital camera video camera

backpack 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.

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57

Language focus

Language focus

questions with do

Use the items in activity 3 to ask a confident learner, e.g. ‘Do you have a mobile phone?’ - Model and drill short answers (‘Yes, I do. / No, I don’t.’) - Model and drill the question form (‘Do you have a mobile phone?’) - Drill the question with a substitution drill Teaching tip – Substitution drill Teacher says a phrase or part phrase. Learners respond by fitting the phrase into a longer item using appropriate intonation. Teacher: “mobile phone” Learners: “Do you have a mobile phone?”

Do you have

Yes, I do.

a mobile phone?

No, I don’t.

questions with does

answer

Does he have

a camera?

Does she have

a dog?

Yes,

he does. she does.

No,

he doesn’t. she doesn’t.

Practice

4 a Work with a partner. Ask and answer questions about the items below. Complete the table with your partner’s answers. example

- Do you have a laptop? - Yes, I do. yes

no

laptop

Teacher: “backpack” Learners: “Do you have a backpack?” Etc.

mobile phone

digital camera

Drill questions and answers in open pairs (across the class).

video camera

backpack

Use learners’ previous answers to introduce third person questions and answers (‘Does Tomoko have a laptop?’ etc.) Model and drill in the same way.

briefcase

pen

Direct attention to the Language focus box. Go over example sentences with learners.

b Tell the class about your partner. example

Practice

answer a car?

58

Ken has a laptop. He doesn’t have a backpack.

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 about possessions and note their answers on this to demonstrate activity. In pairs, learners ask each other questions and complete the table. Monitor and assist as necessary. Make a note of good use of vocabulary and language, and errors and mistakes.

4b

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

Sounding natural 5a

Say ‘laptop’ slowly, counting each syllable on your fingers as you do so. Elicit how many syllables there are. Direct attention to the table and example. Show learners that they should listen to each word and write the number of syllables. Track 31 Play track. Pause after each word for learners to write the number of syllables. Feedback as a class.

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)

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Teaching tip – Disappearing dialogue Write conversation and leave on board for learners to refer to while practising. Learners can look at the writing, but must look away when they speak. Repeat several times, but erase portions of the conversation each time, leaving smaller and smaller prompts.

Listening and reading

6a

Sounding natural 5a

Track 31

Listen and read.

Track32

Listen.

John: Do you have a pen?

How many syllables do the words have?

Ann: No, I don’t. Sorry.

Write the number in the table below.

John: Do you have a pencil? words

syllables

a laptop

Ann: Yes, I do. Here you are.

2

John: Thanks.

b mobile phone c digital camera d video camera

b Practise the conversation.

Interact

7 a Work with a partner.

e backpack

his/her bag.

g dictionary

1. pen b

Track 31

Interact

Write five things you think your teacher has in

f briefcase

7a

Demonstrate the activity. Point at a learner’s bag, look thoughtful, and write five items on the board. Ask the 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 and assist as necessary.

1.

Listen again and practise the

pronunciation.

b Ask your teacher questions and check your guesses. example

7b

- Do you have a pen?

- Yes, I do.

Learners ask about the items on their lists. You may like to give points for each correct guess.

8 a Work on your own. Write five things you think your partner has in his/her bag.

8a

b Ask questions and check your guesses.

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.

c Tell the class about your partner.

8b lesson 14

59

5b Track 31 Learners listen again and repeat. Pause the

track after each word. Remodel and drill any problem words.

Listening and reading 6a Track 32 Learners listen, and read the conversation.

If you think it necessary, demonstrate ‘Here you are’ first.

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.

8c

Feedback. Learners tell class about their partner. In a private lesson Make the reporting stage into a memory game: After asking each other questions, you each have to remember what the other has without looking at notes. Highlight good use of language and elicit corrections of 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.

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Can I try it on? In this lesson - Roleplay shopping for clothes Core activities - 1-3, 5, 6 Function - Shopping for clothes

15Can I try it on?

UNIT 5

UNIT 5

15

Can I try it on?

Introduction

1 a Work with a partner. What are the names of the clothes? Write the words on the pictures.

Introduction

jeans T-shirt boots tie

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 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.

dress shorts trousers top

jacket shirt sweater trainers

shoes scarf skirt socks

T-shirt

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, boots, shoes, trousers, jeans, trainers, socks. Model a couple of statements saying what colour the clothes are. Use both a single item and a plural item, for example: ‘It’s an orange T-shirt.’ ‘They’re grey shorts.’ Drill each. Use the other pictures as prompts to elicit similar statements from individual learners. 1b answers It’s an orange T-shirt. They’re grey shorts. They’re black boots. It’s a yellow tie. They’re purple shoes. It’s a green 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. They’re white trainers. It’s a green dress. They’re pink socks. It’s a red skirt.

b What colour are the clothes? Tell the class. example - It’s a green dress. They’re blue jeans.

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lesson 15

Practice 2

Direct attention to the pictures on page 61 and the two texts at the top of the page. Ask a confident learner to read out text a. Elicit which picture the text is describing. Answer The woman on the far right. 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.

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Interact 1_Teacher’s Guide

In this lesson: Roleplay shopping Function: Shopping for clothes

for clothes

Practice

2 Work with a partner. Read the descriptions below. a. She has a grey skirt, black shoes and a pink shirt.

b. He has jeans, an orange 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.

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61

Sounding natural

Sounding natural 4a

Track 33

4a

Listen. Write the words in the correct column.

jeans

Direct attention to the clothes words in the box. Select a two-syllable word from the box (for example, ‘tracksuit’) and model it, counting the syllables on your fingers as you do so. Elicit how many syllables are in it. Do the same with a one-syllable word from the list (for example, ‘jeans’). Show how learners can put the words in the correct place in the table. Point out the stress pattern at the head of the two-syllable column.

b

sweater

shorts

top

tracksuit

shirt

tie

T-shirt

dress

jacket

boots

trousers

Track 33

jeans

tracksuit

Listen again. Practise the pronunciation.

Reading and listening

Track 33 Learners listen to CD and write words in the correct column of the table. Pause CD after each word to allow learners time to write. Feedback in pairs and then as a class.

5 Work with a partner.

a Look at the picture below. Where are they? b Complete the conversation with the sentences in the yellow box. Shop assistant: Can I help you, sir? Customer: Yes, I’d like a shirt.

4a answers One syllable: jeans, shorts, tie, dress, boots, top, shirt, Two syllables: tracksuit, sweater, T-shirt, jacket, trousers

Shop assistant: What size? Customer: Shop assistant: How about this one? Yes, I’d like a shirt.

Track 33 (page 150, Student book) 0:19 jeans, shorts, tracksuit, tie, dress, boots, sweater, top, shirt, T-shirt, jacket, trousers

Where are the changing rooms? Medium. Looks nice! Can I try it on?

4b

c

Learners listen again and repeat. Pause the track after each word. Remodel and drill any problematic words.

Track 34

Customer: Shop assistant: Yes, of course. Customer: Shop assistant: They’re over there.

Listen and check.

d Practise the conversation. example - Can I help you, sir?

- Yes, I’d like a shirt.

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lesson 15

Reading and listening 5a

Draw attention to the picture on page 62. Elicit what the place is and who the people are. Ask what they are looking at (point to the item and ask, ‘What’s this?’) 5a answers It’s a clothes shop, the woman is a shop assistant and the man is a customer. They are looking at a shirt.

5b

Direct attention to the conversation between the shop assistant and customer. Show how the customer’s lines are missing. Go over the example, and show how learners can find the missing lines in the small box under the picture. Highlight and elicit / explain the meaning of ‘changing rooms’. In pairs, learners complete the conversation with lines from the small box. Monitor and assist as necessary.

5c

Feedback. Elicit the conversation line by line and write on the board. Track 34 Learners listen to CD to check answers.

Elicit any necessary corrections to conversation on the board. 8a answers See CD script for Track 34 Track 34 (page 150, Student book) 0:22 Shop assistant - Can I help you, sir? Customer - Yes, I’d like a shirt. Shop assistant - What size? Customer - Medium. Shop assistant - How about this one? 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’.

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Interact 1_Teacher’s Guide

Language focus

Interact 6a

small

medium

Shop assistant

Explain that learners are going to roleplay shopping for clothes. Divide learners into As and Bs. Direct the As and Bs to the roleplay cards. Explain that first, Learner B will be the shop assistant. Elicit the kind of things that shop assistants say (Hello. How can I help you, Do you need any help? etc.) Write on board. Ask learners to look at their cards for roleplay 1 and think about what they’re going to say. Allow learners time to read and think. They don’t need to write anything. Monitor and assist as necessary.

large

Customer

Is the hat OK?

Yes, it’s fine. No, it’s too big.

Are the trousers OK?

Yes, they’re fine. No, they’re too short.

It’s small.

It’s big.

It’s too big.

Interact

6 Work with a partner. Students A and B, look below. Roleplay 1 A

You want: a sweater, a shirt, boots

You are a customer B

You are a shop assistant B

You have: (sweaters) red, blue and green (shirts) blue, green and yellow (boots) sizes 2 – 10

6b

Roleplay 2

You are a customer

Learners roleplay the situation. Monitor learners’ use of vocabulary and language. Make notes on good use of vocabulary and language, and errors and mistakes.

You want: a scarf, shorts, trainers You are a shop assistant

A

a Think about what you will say. Use the sentences in activity 5. b Roleplay the conversation.

You have: (scarfs) red, yellow and green (shorts) white, blue, black and yellow (trainers) sizes 2 – 10

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

c Think about what you will say. Use the sentences in activity 5.

6c+d

d Roleplay the conversation.

Follow the same procedure for Roleplay 2.

example - Can I help you, madam?

- 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

Can you cook, Maria? In this lesson - Talk about what you can do Core activities - 1-6, 9 Grammar - can for ability Examples: Can you drive a car? Yes, I can.

16Can you cook, Maria?

UNIT 6

UNIT 6

16

Can you cook, Maria?

Introduction

1 Look at the pictures below. Use the words in the blue box to complete the phrases. You can use some words more than once.

Introduction

drive

golf

a car

a foreign language

1

As a class. Look at the pictures and complete the phrases.

play cook

1 answers Clockwise from top left: drive a car, play golf, speak a foreign language, play the guitar, play tennis, ride a motorbike, ride a horse, cook dinner

ride drive speak dinner

the guitar

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.

2b

a horse

Listening 3

Draw attention to the picture on page 65. Introduce the women (Patricia and Nicole). Elicit what is happening (Are they colleagues? Friends? What are they doing? Where are they?) Explain that Patricia and Nicole are discussing food. Elicit some types of food and write on the board, for example: Italian, Caribbean, French, Chinese, British, Japanese (the first four of these are needed for the Listening activities). Encourage speculation on what types of food Patricia and Nicole are talking about. Suggestion You may also like to ask learners who speaks first – Nicole or Patricia (this will be useful for activity 4).

64

Interact 1_Teacher’s Guide

tennis

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. Note good use of vocabulary and language, and errors and mistakes. Highlight good use of language and elicit corrections of any problems you noted.

a motorbike

- Do you like driving? - Yes, I do. It’s fun.

example

b Tell the class about your partner.

64

lesson 16

Track 35 Learners listen to check their guesses. Feedback in pairs and then as a class.

3 answers They talk about: Italian, Caribbean, French and Chinese food. Patricia speaks first. Track 35 (page 150, Student book) 0:47 Patricia - Wow, Nicole! Looks like you can cook very well! Nicole - Hmm, not very well. But I can cook. How about you, Patricia? Can you cook? Patricia - I can cook Caribbean food, but I can’t cook Italian food at all. Nicole - My mother taught me how. She can cook Italian food very well. Patricia - I love going to Italian restaurants. Can you cook other kinds of food, Nicole? 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!

In this lesson: Talk about Grammar: can for ability

what you can do

Listening

3 Look at the picture below. What kinds of food do you think they are discussing?

4

Track35

Listen and check.

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)

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65

Language focus

Language focus

We use can and can’t to talk about abilities. can/can’t + base form of the verb

Draw attention to the Language focus box. Go through the explanations and examples as a class.

Write your answers. a Can you cook Italian food?

She can cook. I can’t ski very well. Questions and answers

Draw attention to the fact that we use the base form of the verb in this structure (‘She can cook.’).

Practice

6 Read the questions below.

Yes, I can. I can cook Italian food very well. b Can you play golf?

Can you cook? c Can you speak English?

Yes, I can.

5

No, I can’t.

Draw attention to the question, ‘Can you cook?’ and the possible responses in the box below it. In pairs, learners write the responses in the correct place in the table. Go through an example first, to check learners understand what to do.

d Can you play a musical instrument?

5 Read the answers in the blue box. Write them in the correct place in the table below. Can you cook?

e Can you ride a motorbike?

f Can you use a computer?

I can’t cook very well. No, I can’t. Yes, I can cook.

Feedback as a class. You may have to point out that ‘I can’t cook very well.’ still means that the person can cook.

g Can you drive?

Yes, I can. I can cook very well.

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. Feedback in pairs. Learners tell the class about their partner.

Sounding natural 7 Track 36 Learners listen for the different ways ‘can’ is

pronounced. 7 answers Can you cook? Yes, I can. No, I can’t. Track 36 (page 150, Student book) 0:18 Can you cook? /ə/ Yes, I can. /æ/ No, I can’t. /ɑ /

8 Track 36 Learners listen again and copy the pronunciation. Pause the track after each sentence. Substitution drill.

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66

lesson 16

Teaching tip –substitution drill Teacher says a phrase or part phrase. Learners respond by fitting the phrase into a longer item using appropriate intonation. Teacher - cook Learner - Can you cook? Teacher - drive a car Learner - Can you drive a car? Etc.

Interact 9a

Learners read the questions in the table and make notes about themselves in the ‘you’ column only. Go over the instructions and example. Check understanding, especially that learners only make notes in the middle column (‘Where do you write?’). Demonstrate the activity by writing brief notes for yourself on the board. Allow learners time to think and make notes.

7

Sounding natural 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

Can you drive?

Yes, I can. I can drive very well.

your partner

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.

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Sorry, but I can’t In this lesson - Invite a friend to the cinema Core activities - 2-5, 7 Grammar - let’s + verb for making suggestions Examples: Let’s have a coffee. Let’s go for a walk. Let’s eat out.

17Sorry, but I can’t

UNIT 6

UNIT 6

17

Sorry, but I can’t

Introduction

1 a Write the words in the box below the pictures. restaurant

concert

nightclub

cinema

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 (

Feedback in pairs, then as a class. 1b suggested answers (accept anything reasonable) Restaurant - talk, listen, eat, laugh Concert - dance, listen, watch Nightclub - talk, dance, listen, laugh Cinema - listen, eat, laugh, watch Extension Write four more places on the whiteboard. Example: language school, park, home, train In pairs, learners make a list of things they can do at each of those places (e.g. sleep, read, etc.). You may want to set a time limit (e.g. two minutes). Allow learners time to think and make notes. Monitor and assist as necessary. Learners read out their lists. The pair with the most things on their lists is the winner. Feedback. Highlight good use of vocabulary and language. Elicit correction of errors/mistakes.

Language focus Go through the example sentences with learners and check understanding. Highlight which phrases we use for ‘accepting’ and ‘refusing’ suggestions.

68

Interact 1_Teacher’s Guide

talk

dance

listen

) the boxes to complete the table below. eat

laugh

watch

restaurant concert nightclub cinema

68

lesson 17

Practice 2

In pairs. Leaners use the prompts in the table to make suggestions. Learner A - makes a suggestion Learner B - Accepts or refuses Go over the table and instructions and check understanding. Demonstrate by modeling the activity with a confident learner. Monitor learners’ use of vocabulary and language.

3

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 errors and mistakes. Feedback. Highlight good use of language and elicit corrections of any problems you noted.

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 visit a museum watch a baseball game go to the park

Student A accept refuse / have a Spanish lesson accept

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Reading

Reading

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

4a-l

A

Learners read and write ‘A’ for accept, and ‘R’ for refuse next to the responses. Go through the example and check understanding.

a Yes, let’s. Let’s get a pizza. b Sorry, but I can’t. I study Italian on Wednesdays. c OK. I can buy a new jumper. d Yes. I love listening to music.

Feedback in pairs, and then as a class. 4a-l answers a) A b) R c) A d) A e) R f) A g) R h) A i) R j) A k) R l) R

e Sorry, I don’t have any money. f Yes, I’m starving. g No, thanks. I don’t like classical music. h Yes, please. I love dancing. i No, thanks. I’m not hungry. j Yes, OK. Let’s see ‘The Sound of Music’. k No, thanks. I’m not very good at dancing. l When? Tomorrow? Sorry, I can’t. I start my computer course tomorrow.

5 Work with a partner. Use the prompts below. Take turns making suggestions to your partner. Give reasons for accepting or refusing. example - Let’s have lunch in a

restaurant tomorrow.

Write the following on the whiteboard: Let’s... have a meal, go to concert, go to a nightclub, see a film, go shopping 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 some responses).Demonstrate activity by writing an example on the whiteboard. Example: “Yes, let’s. Let’s get a pizza.” - have a meal Feedback as a class. Learners compare answers.

5

Pairwork. Indicate to learners that they should use the prompts in the box to make suggestions to their partner. Their partner should give reasons for accepting or refusing. Monitor and assist with vocabulary where 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.

- Yes, let’s. have lunch in a restaurant tomorrow go to a concert see a movie go to a nightclub

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lesson 17

Sounding natural 6a

Read through the words in the box with learners. Teach “syllable”. Say the example words while counting the syllables on your fingers. Show how they are written in the appropriate columns. Indicate to learners that they should write the other words in the correct column. Monitor and assist as necessary. Feedback in pairs, and then as a class.

6a answers one syllable 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

8

Sounding natural 6 a Read the words below. How many syllables are in each word? Write the words in the correct column.

b

cinema

nightclub

concert

popcorn

exercise

relax

hungry

restaurant

kiss

movie

laugh

shout

listen

shopping

middle

tablecloth

one syllable

two syllables

three syllables

kiss

concert

cinema

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

Listen and practise the pronunciation.

Track 37

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 eat out

let’s OK

go

Gary: Let’s

meet go

Sarah:

Let’s

‘The Sound of Music’. . It starts at 6 p.m., 8 p.m. and 10 p.m. see the 6 p.m. show.

Gary: And let’s Sarah: OK. Let’s

example - Let’s go to the cinema

tomorrow night. - I’d love to!

to the cinema tonight.

Sarah: Yes, Gary:

In different pairs. Learners practise the conversation in activity 7, but this time they use the information in the box. Monitor learners’ use of vocabulary and language. Make notes on good use of vocabulary and language, and errors and mistakes.

later.

cinema / tomorrow night The Night Watchman 3-D 7.45p.m., 8.45p.m., 9.45p.m. coffee and cake / later

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

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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.

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What’s on TV tonight? In this lesson - Discuss your favourite TV programmes Core activities - 1-3 or 4-5 Skills - Extended speaking and vocabulary

UNIT 6

UNIT 6

18

What’s on TV tonight?

18What’s on TV tonight? 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 programme they watched. Write the following on the board: What was the name of the show? What was it about? Who was in it? How was it?

Who’s your favourite presenter? b Tell the class about your partner.

Vocabulary 1

2 a Work with a partner.

Match the kinds of TV programmes below with the pictures. 1 comedy 2 soap opera 3 nature programme 4 sports programme 5 news 6 police drama

• Demonstrate the activity by briefly answering the questions yourself. • Feedback. Learners tell the class about their partner’s TV programme.

b What other kinds of TV programmes can you think of? Add two more to the list. 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.

Vocabulary 1 2a

In pairs, learners match the kinds of TV programmes with the pictures.

2a answers Clockwise from top to bottom: 1 comedy, 6 police drama, 5 news, 2 soap opera, 4 sports programme, 3 nature programme

2b

Ask learners to add two more kinds of TV programmes to the list, e.g. documentary, reality TV programme, travel programme, cooking programme, etc.

2c

Ask learners to think of an example of each type of programme from their country. Demonstrate by giving some examples of popular TV programmes of each type from your country.

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lesson 18

Extension In pairs, learners discuss the following questions: What was your favourite TV programme as a child? Do you watch any American TV programmes? If so, which ones? Demonstrate the activity by writing some examples about your favourite TV programmes and actors on the whiteboard. Learners tell the class about their partners.

Interact 1 3a

In pairs, learners look at the list of TV programmes in activity 2. Learners write one example of each kind of TV programme in the table. Monitor and assist as necessary.

3b

Learners rank the programmes from 1–6 (1 = they both most want to watch).

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Interact 1_Teacher’s Guide

In this lesson: Discuss your favourite TV Skills: Extended speaking and vocabulary

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

programmes

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?

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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 4a

Vocabulary 2

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

Learners match the people with the programmes.

actor

4a answers actor – drama newsreader – news programme presenter – sports programme

drama

presenter

news programme

b Make complete sentences. Match the words in the green column with the parts of the sentences in the pink column.

4b

Learners match the words in the left column with the parts of the sentences in the right column. 4b answers comedies – ... are funny. They make me laugh. nature programmes – ... are interesting. You can learn from them. the news – ... is important. I always watch it. police dramas – ... are exciting. I love the car chases.

comedies

... are exciting. I love the car chases.

nature programmes

... are funny. They make me laugh.

the news

... are interesting. You can learn from them.

police dramas

.... is important. I always watch it.

c Check your answers with a partner.

4c

Feedback in pairs and then as a class.

Interact 2 5a

Learners work on their own to think about their favourite TV programme. Allow learners time to think and make notes. Monitor and 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.

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sports programme

newsreader

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lesson 18

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.

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Having a lovely time In this lesson - Write a postcard about a holiday Core activities - 3-7, 9 Grammar - Present continuous for what is happening around now Examples: I’m drinking mango juice. We’re staying in a nice hotel. I’m looking for a new job. Are you enjoying the party? Yes, I am. / No, I’m not. Is he working today? Yes, he is. / No, he isn’t.

19Having a lovely time

UNIT 7

UNIT 7

19

Having a lovely time

Introduction

2 Work with a partner.

1 Look at these three people. What do they usually do in their lives and jobs?

Look at the words below. helps students

drives a bus

teaches English

Steven

eats school lunch

picks up passengers

Introduction

does homework every night

goes to school

1

Focus learners’ attention on the three pictures. Elicit the people’s jobs and what they usually do in their lives and jobs.

wears a bus driver’s uniform

gives homework

Judy

2

Which person does what? Write their names.

Go through the phrases in the table with learners. Ask learners which person ‘helps students’?

Can you think of any more things they do?

Answer Jamie In pairs, learners write the correct names under the rest of the phrases. 2 answers helps students – Jamie drives a bus – Steven teaches English – Jamie eats school lunch – Judy picks up passengers – Steven does homework every night – Judy goes to school – Judy / Jamie wears a bus driver’s uniform – Steven gives homework – Jamie Feedback as a class. Round off the activity by asking learners to think of some more things the people in the pictures do.

Reading 3

Ask learners to look at the three postcards. Elicit where they’re from. 3 answers From left to right: Canada, Thailand, London (England)

Jamie

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lesson 19

Extension Ask learners if they’ve been to any of the places in the postcards. How was it? If not, would they like to visit any of the places?

4

Tell learners to quickly read each postcard and match the pictures. Teaching tip - skim reading Skimming a text, also known as ‘reading for gist’, is where we cast our eyes over a text to get the main ideas – what kind of text it is (advertisement, article, etc.), what it is about, and so on. It is an essential reading skill. Asking learners to guess what a text is about by looking at pictures, layout and headlines, and setting a time limit for them to check, is a good way to get them thinking about what might come up in the text, and to train them to skim read.

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, I’m having a great time here in Thailand. Right now, I’m writing this postcard and drinking mango juice at the beach! I’m swimming every day in the beautiful sea and eating lots of fresh fruit. I’m meeting lots of nice people and enjoying my holiday. See you soon! Love Jamie

Dear Emma, I’m having a wonderful time here. I’m staying in the famous Ritz hotel with my mum and dad. I’m drinking lots of tea and eating scones and cream for lunch every day. I’m going to the theatre every night. There are so many things to do here. London is great! Lots of love Judy

Dear Jo, I love Canada! I’m hiking and climbing mountains every day. It’s a bit cold so I’m wearing a big jacket and gloves. I love the nature here. It’s so big and wild. I’m travelling to many new places. I’m taking lots of photos! Yesterday I saw a grizzly bear! Wish you were here. Steven

5 Work with a partner. Read Steven’s and Judy’s messages again. Complete the table below.

Steven

normally

now, on holiday

He drives a bus.

He’s hiking and climbing mountains.

Judy

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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

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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 present simple. Write some example sentences on the whiteboard about your life. Example: ‘I teach English. I play the guitar.’

I work in a company.

be + -ing form of the verb

He drives a bus.

I’m drinking mango juice at the beach.

She goes to school. 2. Talk about what is happening around now. be + -ing form of the verb I’m hiking and climbing mountains every day. We make questions like this:

Give learners a few minutes to think and write some sentences of their own. Finally, go through the explanations and example sentences about the present continuous.

6

In pairs, learners read Jamie’s postcard in activity 4 and underline examples of the present continuous.

Are you enjoying the party? Yes, I am. / No, I’m not.

6 Read Jamie’s postcard on page 77 again. Underline examples of the present continuous.

Is he working today? Yes, he is. / No, he isn’t.

Practice

7 Write present continuous sentences using the prompts. a I / eat / breakfast

I’m eating breakfast.

b I / drink / tea

6 answers I’m having, I’m writing, ...drinking, I’m swimming, ...eating, I’m meeting, ...enjoying

c She / do / exercise d I / do / homework 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. b) I’m drinking tea. c) She’s doing exercise. d) I’m doing homework. e) I’m listening to music. f) They’re cooking dinner. g) I’m wearing jeans. h) He’s speaking English.

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lesson 19

Sounding natural 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 about what they’re doing now or around now.

8a answers 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.

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Interact 1_Teacher’s Guide

9c

Sounding natural

8a

Track 38

Learners read their partner’s postcard to the class.

Listen and underline the words that you hear.

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.

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.

example

c Read your partner’s postcard to the class.

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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.

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Are there any apples? In this lesson - Talk about food Core activities - 1-5, 7, 9 Grammar - Countable and uncountable nouns Examples: Is there a tomato? There’s an egg. There isn’t an apple. Is there any pasta? There’s some butter. There isn’t any bacon. Are there any eggs? There are some apples. There aren’t any tomatoes.

20Are there any apples?

UNIT 7

UNIT 7

20

Are there any apples?

Introduction

1 Discuss these questions with a partner: a Do you like cooking? b What’s your favourite dish? c Do you prefer eating in restaurants or eating at home? Why?

2 Match the words with the pictures.

a

a pasta

1

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 Explain to learners that they’re going

to listen to Steve and Mary discuss lunch. Ask learners what food from activity 2 they think Steve and Mary will mention. Learners number the food in the order they hear them. 3 answers pasta – 1 rice – 2 chicken – 3 cheese – 4 tomatoes – 5 eggs – 6 garlic bread - 7

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Interact 1_Teacher’s Guide

Track 39 (page 150, Student book) 1:02 Steve - What would you like for lunch? Mary - Do we have any pasta? I’d like some Spaghetti Bolognese. Steve - Oh dear, there isn’t any pasta. Would you like some rice, instead? We could make a risotto. Mary - That sounds good. What do we need? Steve - We need some rice, some chicken and some tomato puree. We also need some onions, some garlic and some spices. Mary - Is there any cheese in it? Steve - No, there isn’t any cheese. I don’t like cheese! 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!

Extension 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.

In this lesson: Talk about food Grammar: Countable and uncountable nouns

3

Listening 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.

Are there any eggs?

We use are some in positive

We use are not (aren’t) any in

statements.

negative statements.

There are some apples.

There aren’t any tomatoes.

We use is some in positive

We use is not (isn’t) any in

With uncountable nouns: We use is... any in questions.

Is there any cheese?

statements.

negative statements.

There’s some milk.

There isn’t any cheese.

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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.

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Practice

Practice

5 Complete the sentences below with words from the box. any

5a-h

any

aDo we have

In pairs, learners use the words from the box to complete the sentences. Go over the example and check learners understand the activity.

some

spaghetti.

cThere

pasta.

dWould you like

rice, instead?

eWe need

Track 40 (page 151, Student book) 0:59 a) Do we have any pasta? b) I’d like some spaghetti. c) There isn’t any pasta. d) Would you like some rice, instead? e) We need some rice. f) There isn’t any cheese. g) There aren’t any tomatoes. h) Is there any garlic bread?

rice.

fThere

cheese.

gThere

tomatoes.

hIs there Track 40

Track 40 Learners listen and check answers.

garlic bread? Listen and check.

6 Work with a partner. Complete the table. Write C next to the countable nouns. Write U next to the uncountable nouns.

egg

ice cream

ham

apple

milk

beer

water

spaghetti

sandwich

hot dog

sushi

bacon

cherry

carrot

bWe need cDo we have dThere’s fThere aren’t gDo you want

Write ‘there’s a milk’ and ‘there’s some milk’ on the whiteboard. Elicit which is correct and why. Tell learners to write ‘c’ (countable) or ‘u’ (uncountable) next to the nouns in the box.

In pairs, learners write a , an, some, or any to complete the sentences. Go over the example and check learners understand the activity. 7a-j answers a) There isn’t any orange juice. b) We need some bananas. c) Do we have any cheese? d) There’s some milk in the cup. e) There isn’t any ham. f) There aren’t any eggs. g) Do you want an apple? h) Are there any melons? i) Do you have any butter? j) Do you have a pineapple?

banana

C

aThere isn’t any orange juice.

6

7a-j

U

7 Write a, an, some or any to complete the sentences.

eThere isn’t

6 answers From left to right: row 1: u, c, c, u, u row 2: c, u, u, u, c row 3: c, u, u, c, c

aren’t

pasta?

bI’d like

5a-h answers See CD script for Track 40 - answers underlined

isn’t

hAre there

bananas. cheese? milk in the cup. ham. eggs. apple? melons?

i Do you have

butter?

j Do you have

pineapple?

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?

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lesson 20

Sounding natural 8a Track 41 Go over the words and example with learners. Slowly break down ‘banana’ into syllables and count each with your fingers. Elicit how many syllables there are, and demonstrate which syllable has the main stress. Learners work in pairs to complete the table.

8a answers Ooo – pineapple, cucumber ooO– Bolognese oOo – banana, spaghetti, salami, pastrami Track 41 (page 151, Student book) 0:24 banana, Bolognese, spaghetti, pineapple, cucumber, salami, pastrami

8b

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

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Interact 1_Teacher’s Guide

9b

Sounding natural

8a

Track 41

banana

In pairs, learners discuss their dishes. Monitor learners’ use of vocabulary and language. Make notes on good use of vocabulary and language, and errors and mistakes.

Listen to the words below. Write them in the table under the correct stress patterns.

Bolognese

spaghetti

pineapple

cucumber

salami

pastrami

Feedback as a class.

banana

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.

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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

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How do I get to Green Hill? In this lesson -Tell people how to get to places Core activities - 5-8, 11 Function - Giving directions by train Examples: How do I get to Oxford by train? Take the northbound train.

21How do I get to Green Hill?

UNIT 7

UNIT 7

21

How do I get to Green Hill?

Introduction

1 Work with a partner. Match the words with the pictures. a taxi b bus 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 Clockwise from top left: 1, 2, 2, 2, 1, 1, 1

2 Are the words in activity 1 public transport (1) or private transport (2)? Write 1 or 2 next to each picture. 3 Work with a partner. Discuss the following questions. a What form of transportation in activity 1 do you use the most?

3

As a class, discuss questions a and b. Write some example answers to the questions on the whiteboard. Example: 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.

4

Learners tell the class about their partners. Monitor learners’ use of vocabulary and language. Make notes on good use of vocabulary and language, and errors and mistakes. Feedback as a class.

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

4 Tell the class about your partner. 84

lesson 21

Listening Focus learners’ attention on the train map. Read through the names of the different lines with them. Ask them the following questions: a) How many stops are on the Circle line? b) What line is Timperley on? 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

In this lesson: Tell people how to Function: Giving directions by train

Track 42 (page 151, Student book) 0:32 Conversation 1 A - Excuse me. B - Yes? A - How do I get to Spennel? B - Well, take the eastbound Bank Line from Timperley, and change at Sleaford. Then take the eastbound Circle Line. Spennel is the third stop. A - Thank you.

get to places

Listening

5 Look at the train map. Track 42

Track 43

Track 44

Listen to conversations 1-3.

Circle the names of the stations you hear.

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.

6

Track 42

Track 43

Track 44

Track 44 (page 151, Student book) 0:44 Conversation 3 A - Excuse me. B - Yes? A - How do I get from here to Yoxall? B - OK... take an eastbound train on the Coastal Line. 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.

Listen again.

Write the names of the stations in the table. now

transfer stations

wants to go to

1

Timperley

Sleaford

Spennel

2

Summerhill

3

Ruston

lesson 21

85

6 Teaching tip – listening for specific information (listening for key words) This is 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 key words develops this skill, and also helps them gain confidence for more detailed listening tasks. 5 answers Spennel Timperley Sleaford Croxton Summerhill Broadwater Yoxall Kinver

Track 42 Track 43 Track 44 Learners listen again and write the names of the stations they hear in the table.

6 answers Conversation 1 now: Timperley transfer stations: Sleaford wants to go to: Spennel Conversation 2 now: Summerhill transfer stations: Broadwater wants to go to: Croxton Conversation 3 now: Ruston transfer stations: Kinver, Spennel wants to go to: Yoxall

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. Encourage learners to look at each other when they’re speaking.

To give directions, we can use these expressions: Take the (Bank Line). 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

Learners look at the map on page 85 and complete the directions.

7 Look at the map on page 85. Complete the directions. Conversation 1 A: How do I get to West Bank from Shipmeadow? B: Take a

7 answers See CD scripts for Tracks 45, 46, and 47 - answers underlined

8

westbound

Next,

train on the

Circle

Line. Change at Sleaford.

a Bank Line train. West Bank is the

stop.

Conversation 2

Track 45

Track 46

and check their answers.

A: How do I get to Oxted from Martindale?

Track 47 Learners listen

Track 45 (page 151, Student book) 0:31 Conversation 1 A - How do I get to West Bank from Shipmeadow? B - Take a westbound train on the Circle Line. Change at Sleaford. Next, take a Bank Line train. West Bank is the second stop.

B: Take a westbound

Line train.

Line. Take a

at Tankersley to the train. Oxted is

stops from Tankersley.

Conversation 3 A: What’s the best way to get from Broadwater to Abbott’s Inn? B:

a southbound train on the Next, take the

Line to

Line. Change at

Coastal Line train. Abbott’s Inn is the

8

Track 45

Track 46

Track 47

.

. Change again and take a stop.

Listen and check your answers.

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

Track 46 (page 151, Student book) 0:31 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 is three stops from Tankersley. Track 47 (page 151, Student book) 0:39 Conversation 3 A - What’s the best way to get from Broadwater to Abbott’s Inn? B - Take a southbound train on the New Line. Change at Spennel. Next, take the Circle Line to Kinver. Change again and take a southbound Coastal Line train. Abbott’s Inn is the first stop.

9

In pairs, learners practise the conversations in activity 7.

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Interact 1_Teacher’s Guide

86

lesson 21

Sounding natural 10a Track 48 Learners listen and tick (√) the correct box

for the sounds /s/ and /z/.

10a answers /s/ eats, likes, makes, works, hates /z/ lives, tells, studies, drives, loves Track 48 (page 151, Student book) 0:46 eats, lives, tells, studies, likes, makes, works, drives, loves, hates

10b

Modal the pronunciation for the class. Drill chorally, then individually.

Monitor the learners’ use of vocabulary and language. Make notes on good use of vocabulary and language, and errors and mistakes.

Sounding natural

10 a

Track 48

Listen to the words in the table. Tick ( eats

lives

tells

studies

) the box with the correct sounds.

likes

makes

works

drives

loves

hates

/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

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I went to India last year 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.

22I went to India last year

UNIT 8

UNIT 8

22

I went to India last year

Warmer • Write ‘What did you do yesterday?’ on the whiteboard. • Roll a dice. If you roll a two, then tell the class two things you did yesterday. Pass the dice to a learner and ask them to do the same. • After they say what they did, they pass the dice on to the next learner. • You can change the question after everyone has had a go.

Introduction

1 Write the time expressions in the correct order. last year

yesterday

ten minutes ago

last Monday

five years ago

two weeks ago

in 1999

last month

a

b

c

d

e

f

g

h

ten minutes ago

now

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 1a-h

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. 1a-h answers From a – h: in 1999, five years ago, last year, last month, two weeks ago, last Monday, yesterday, ten minutes ago

2a-d

In pairs, learners discuss questions a – d. Write an example on the whiteboard and check learners understand the activity.

3

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

c What happened? d How did you fix the problems?

3 Tell the class about your partner.

88

lesson 22

5

Ask learners to look at the pictures and guess what problems Justin and Julia had on their trip. Teaching tip – speculation Encourage learners to speculate and make guesses before a reading or listening task. This activates their existing knowledge and gets them in the right frame of mind for the task. It also adds interest to the task because learners listen or read to see if they were right in what they guessed.

6

Reading 4

Focus learners’ attention on the big picture on page 89. Elicit the name of the famous building and what country it’s in. 4 answer Taj Mahal, India

88

Interact 1_Teacher’s Guide

In pairs, learners read the problems and match them to the pictures in activity 5. 6 answer From left to right and top to bottom: h, e, c, b g, a, d, f

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?

a

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 their luggage at the airport.

b Justin was sick. He stayed two nights in the hospital.

c At the airport, Justin and Julia couldn’t find their tickets and passports.

d A taxi hit Justin and broke his leg.

e Their bed was very uncomfortable, so they didn’t sleep well.

f The weather was very hot and they got sunburn.

g They stayed in a very old hotel.

h During the flight, the weather was very bad.

lesson 22

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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 sentences with learners. Ask learners to find some more examples in activity 6. Give learners a few minutes to find and underline examples.

stay > stayed He stayed two nights in the hospital. Irregular verbs have different past simple forms.

Feedback as a class.

break > broke

A taxi hit Justin and broke his leg.

go > went

I went to India.

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.

7a-h

Learners complete the sentences using the past simple form of the verbs in brackets.

Did you play tennis yesterday?

Yes, I did.

What did you do last year?

We went to India.

We often use the past simple with a time expression. Last year we went to India. On Friday I saw a film.

7a-h answers a) bought b) fell, broke c) played d) ate e) watched f) did, do, cooked g) did, go, went h) got

I met my friend three days ago. I graduated in 1990.

Practice

7 Complete the sentences using the past simple form of the verbs in the brackets. See the Language reference section for a list of irregular verbs. a (buy)

Sounding natural Track 49 Read the words in the activity with learners. Play the CD. Listen and copy the pronunciation.

Model and drill. Track 49 (page 151, Student book) 0:30 pit / bit pull / bull to / do ten / den

9a+b

Model the sentences for learners. Drill chorally, then individually. Teaching tip – back drilling Back drilling is a useful technique to practise connected speech. Drill a long utterance by building it up from the end. Increase its length each time you model it for learners to repeat.

Last Saturday I

c (play)

When I was at school, I

d (eat)

I

e (watch)

Bob

f (do, do)

- What

(cook) g (do, go)

8

I bought a new car on Friday.

b (fall, break)

(go) h (get)

90

Interact 1_Teacher’s Guide

my arm.

tennis every day.

pizza two days ago.

-I - Where -I We

four DVDs on Sunday. you

last Friday?

dinner for my friends. you

last week?

to New York with my girlfriend. married 13 years ago.

lesson 22

10 Track 50 Learners listen and copy the pronunciation.

Track 50 (page 151, Student book) 0:32 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.

Interact 11a

Explain to learners they’re going to talk about what they did last week. 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

off my bike and

8

Sounding natural Read the words below. Listen and copy the pronunciation.

Track 49

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

Listen and copy the pronunciation.

Track 50

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

I sing badly In this lesson - Discuss how your friends do things Core activities - 2 -9, 11 Grammar - Adverbs of manner Example: He slept quietly. He can swim well. Please speak slowly.

23I sing badly

UNIT 8

UNIT 8

23

I sing badly

Introduction

1 Look at the pictures below. Match the actions in the grey box with the machines. Write the letters in the boxes.

a

audio player

Introduction

microwave oven

vacuum cleaner

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 Clockwise from top left: d, a, e, b, f, c, g, h

f play games

dishwasher

g surf the internet 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

3

Learners tell the class about their partner.

washing machine

game console

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?

Reading 4

c What other machines do you use every day?

3 Tell the class about your partner. 92

example Emi uses her washing machine every day.

lesson 23

Learners read and guess what machines in activity 1 Michael and Sophia talk about. 4 answers Michael: mobile phone, games console Sophia: vacuum cleaner, laptop computer

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

5a-d answers a) Because he can send emails and make calls on the train. b) At home. c) Late at night. d) It is too slow.

In this lesson: Discuss how your Grammar: Adverbs of manner

friends do things

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

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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 check understanding.

She waited quietly. = She was quiet while she waited. We usually make adverbs by adding –ly to an adjective.

6

Ask learners to look at the Reading text in activity 4 again and underline all the adverbs of manner.

6 answers easily, quietly, loudly, angrily, slowly

quiet – quietly

slow – slowly

careful – carefully

bad – badly

There are some irregular forms. good – well

fast – fast

6 Look at the Reading in activity 4 again. Underline all the adverbs of manner.

Practice

7 Complete the table with the missing adjectives and adverbs. adjective

Practice

nicely easy

7

quiet loudly

Learners complete the table with the missing adjectives and adverbs.

7 answers quick – quickly nice – nicely easy – easily quiet – quietly loud – loudly angry – angrily slow – slowly beautiful – beautifully good – well

adverb

quick

angry slow beautifully good

8 Read the sentences below. Underline the correct words to complete the sentences. a He can swim very good / well. b The man was angry / angrily because the waitress spilled coffee on him. c Please speak slow / slowly because my English isn’t very good. d We must speak quiet / quietly, the baby’s asleep.

9 Answer the questions below using the prompts. a How do they act? (good)

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

d How does she speak? (very nice)

94

lesson 23

8a-d

Learners underline the correct word to complete the sentences.

8a-d answers a) well, b) angry, c) slowly, d) quietly Feedback in pairs and then as a class.

Sounding natural 10a Track 51 Learners listen and write the words they hear in the correct column.

9a-d

10a answers See CD script for Track 51.

9a-d answers a) They act well. b) She sings loudly. c) A tortoise moves slowly. d) She speaks very nicely.

Track 51 (page 151, Student book) 0:53 a) break, change, paper b) high, rice, write c) boat, home, know d) flower, mouth, town

Feedback in pairs and then as a class.

10b

Learners use the prompts to answer the questions in the activity. Go over the example and check understanding.

Track 51 Learners listen again and copy the pronunciation.

94

Interact 1_Teacher’s Guide

11d

Sounding natural

10 a

Track 51

boat

break

know

Learners tell the class about their partner’s friends or relatives.

Listen to the words below. Write them in the correct columns. change

mouth

paper

flower rice

a /eɪ/

high town

home write

b /aɪ/

c /əʊ/

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

d /aʊ/

break

b

Track 51

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.

Listen again and copy the pronunciation.

Interact

11 a Write the names of five friends or relatives. b Use the adverbs below to describe how your friends or relatives do things. quickly

nicely

easily

quietly

loudly

Names

How they do things

Marie

She swims very well.

angrily

slowly

well

beautifully

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

- Who’s Marie? - She’s my sister. She swims very well.

example

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

When we were young... In this lesson - Tell people a story about when you were young Core activities - 3-9 Skills - Extended speaking and vocabulary

UNIT 8

UNIT 8

24

When we were young...

24When we were young... Introduction

1 Think about when you were a child. 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 whiteboard. young adult toddler teenager elderly person child baby middle-aged person

2 Tell the class about your partner.

Vocabulary

3 Which words from the box can you see in the pictures? upset

escape

beach

broken wrist

rocks

wardrobe

hamster

frightened

older brothers cage

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 and write the age range for each group (e.g. baby: 0 months – 2 years). • Feedback to the class. • In different pairs. Learners discuss what are the good points about each age to be and why. • Feedback as a class.

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. story about a pet

story about a holiday

cage

5 96

Listening Track 52

Track 53

Listen and check.

lesson 24

Introduction 1a-d

Focus learners’ attention on questions a-d. Elicit some example answers and write on the whiteboard. Check learners understand the activity. In pairs, learners ask and answer the questions. Monitor and assist with vocabulary where necessary.

2

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.

96

Interact 1_Teacher’s Guide

Vocabulary 3

Ask learners which words from the box they can see in the pictures. 3 answers The pictures show (clockwise from the top): broken wrist rocks hamster wardrobe older brothers cage beach

4

Explain to learners that they’re going to 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 decide which story the words in activity 3 are from. They write the words in the table.

In this lesson: Tell people a story about Skills: Extended speaking and vocabulary

6

Track 52

Track 52 (page 151, Student book) 0:48 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 the room. One day, I took Errol out of his cage, but he ran under 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 wardrobe! After that, I was very careful, and he didn’t escape again.

when you were young

Listen to the first story again. Answer the questions.

a How old was the speaker when it happened?

b Where did the hamster live?

c Where did the hamster run?

d How did the speaker feel?

Track 53 (page 151, Student book) 0:48 Man - My parents took my brothers and me on holiday every summer. One year, we went on holiday to Cornwall. I was about nine and my brothers were much older – about 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.

e How long was the hamster missing?

f Who found the hamster?

g Where was the hamster?

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 – speculation Encourage learners to speculate and make guesses before a reading or listening task. This activates their existing knowledge and gets them in the right frame of mind for the task. It also adds interest to the task because learners listen or read to see if they were right in what they guessed.

Teaching tip – listening for specific information (listening for key words) This is 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 key words develops this skill, and also helps them gain confidence for more detailed listening tasks. Track 52 Play CD again. Learners listen and answer

4 answers story about a pet: cage, hamster, upset, wardrobe, escape story about a holiday: older brothers, beach, rocks, frightened, broken wrist

Listening 5 Track 52

answers.

Track 53 Learners listen and check

the questions. 6a-g answers a) She was about six. 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. e) Two days. f) The speaker’s mother. g) He was on top of the wardrobe. Feedback in pairs, then as a class, to check answers. How much did learners remember correctly?

Interact 1_Teacher’s Guide

97

7a-d

Do the same as activity 6. Ask learners if they can remember any answers from the second story. Write their answers on the whiteboard.

7

Track 53

Listen to the second story again.

Answer the questions.

8 Work with a partner. Look at the pictures from the second story. What happened? Make notes.

a How old was the speaker when it happened?

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 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.

d What did the speaker tell his father?

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. 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 any problems you noted. In a private lesson Retelling the story can be done as a kind of ‘disappearing dialogue’ activity. Elicit sentences about the pictures and write the learner’s responses on the whiteboard. Leave the sentences on the whiteboard for the learner to refer to while practising. Learners can look at sentences on the board, but must look away when they speak. Repeat several times, but erase a sentence each time, leaving smaller and smaller prompts.

98

lesson 24

Interact 9a

Explain to learners they’re going to tell a story from when they were young. Learners use the questions in the box to help them make notes for a story about their childhood. Give learners a few minutes to think and make notes. Monitor and assist with vocabulary where necessary.

9b

In pairs, learners tell their stories to each other. Monitor learners’ use of vocabulary and language. Make notes on good use of vocabulary and language, and errors and 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

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Interact 1_Teacher’s Guide

99

Do you have a receipt? In this lesson - Describe a problem in a shop Core activities - 3-8, 10 Grammar - too and not enough with adjectives Examples: These shoes are too small. These trousers aren’t long enough.

UNIT 9

UNIT 9

25

Do you have a receipt?

25Do you have a receipt?

Introduction

1 a When you go shopping, do you have any of the problems below? Tick ( You can never find the right size.

It’s always too crowded.

There is never enough time.

Things are too expensive.

) the problems you have.

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

1a

c scratched

d tight

e stained

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). 2 answers Clockwise from top left: e. stained a. torn c. scratched d. tight b. broken b. broken

3a-f

Learners complete the sentences by using the phrases in activity 2. 3a-f answers a) The computer is broken. b) The lens is scratched. c) The T-shirt is stained. d) The jeans are torn. e) The clock is broken. f) The shirt is tight.

3 Complete the sentences below by using the words in activity 2. a The computer

is broken.

b The lens c The T-shirt d The jeans e The clock f The shirt

100

lesson 25

4 answers Can I have a refund? – Money that is paid back to you. Can I exchange them? – Give something and get something in return. Can you give me a receipt? – A piece of paper that shows you paid for something. Can I have a guarantee? – A promise to repair or replace for free something broken. Can you repair it? – To fix a broken item.

Listening

4

In pairs, learners match the underlined words to their meanings. Go over the instructions and example with learners and check understanding. Feedback as a class.

5a Track 54

Track 55

Track 56

Tell learners they’re going to listen to four conversations. 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 57

In this lesson: Describe a problem in a shop Grammar: too and not enough with adjectives

4 Read the questions below. Match the underlined words in the questions with their meanings on the right. Can I have a refund?

A promise to repair or replace for free something broken.

Can I exchange them?

Give something and get something in return.

Can you give me a receipt?

Money that is paid back to you.

Can I have a guarantee?

A piece of paper that shows you paid for something.

Can you repair it?

To fix a broken item.

Track 57 (page 152, Student book) 1:03 Conversation 4 Customer - Excuse me. Shop assistant - Yes, sir. How can I help you? Customer - I bought these jeans here last week, but they’re not big enough. Can I have a refund?

Listening

5 a Listen to four conversations.

5b

Write what each person bought. Write the problem next to the item.

b

Track 54

conversation

item

problem

Track 54

1

shoes

too small

Track 55

2

Track 56

3

Track 57

4

Track 54

Track 55

Track 56 (page 152, Student book) 1:03 Conversation 3 Customer - Excuse me. Shop assistant - Yes, madam. How can I help you? Customer - I bought this clock here last month, but it’s broken. Can you repair it?

Track 55

Track 56

Track 57

Learners listen again and write what each person asked. 5b answers a) Can I exchange them? b) Can you replace it? c) Can you repair it? d) Can I have a refund?

Track 56

Track 57

Listen again.

Write what each person asked the shop assistant. 1

Can I exchange them?

2 3 4

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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 Go over the explanations and examples with learners and check understanding. Use whiteboard drawings to illustrate too (big) and not (big) enough.

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

This computer is broken.

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.)

To ask for something: Can + I + base form of the verb

Can I have a refund?

To ask someone to do something:

Practice 6a-e

Learners use be + too + adjective in the box to complete the sentences. Go over the instructions and example with learners and check understanding.

Can + you + base form of the verb

Can you repair it?

Practice

6 Look at the pictures below. Use be + too + the adjectives in the

long

heavy

big

crowded

fast

green box to complete the sentences.

6a-e answers a) The shoes are too big. b) The dress is too long. c) The suitcase is too heavy. d) The street is too crowded. e) The car is too fast.

a The shoes are too big.

b The dress

c The suitcase

Extension Elicit the opposite adjectives for the adjectives in the box (small, short, light, quiet, slow). Have learners make ‘...not (adjective) enough’ sentences. Example: The shoes aren’t small enough.

d The street

7a-d

e The car

Learners rewrite the sentences in the correct order.

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. d) I bought this computer last month, but it’s broken.

8

In pairs, learners write possible requests for each problem in activity 7. Write an example on the whiteboard and check learners understand the activity. More than one request is possible. 8 answers Learner’s own answers.

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lesson 25

Sounding natural 9a Track 58 Learners listen and mark the stressed words in the activity.

9a answers See CD script for Track 58 - answers in bold Track 58 (page 152, Student book) 0:29 Can I have a refund? 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 I have a guarantee?

Can you repair it?

Can you give me a receipt?

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

You should try to relax In this lesson - Give advice for health problems Core activities - 1-5, 7 Grammar - should / shouldn’t for advice Examples: You should do some exercise. You shouldn’t smoke.

26You should try to relax

UNIT 9

UNIT 9

26

You should try to relax

Introduction

1 Work with a partner. Look at the pictures below. What can you see? Use the words in the box to describe the pictures. example

- I think picture a is ‘my feet hurt’.

Warmer • Ask learners what problems they have learning English. • Demonstrate some examples you may have with learning languages, e.g. remembering vocabulary, listening. • In pairs, learners discuss their problems and ideas for improving. • Learners compare their problems and ideas for improving with the class.

a

b

c

My feet hurt. I’ve got a stiff shoulder. I’ve got a toothache. I’ve got a temperature. My eyes hurt. I’ve got a backache. I’ve got a headache.

d

My hands hurt.

e

Introduction 1

In pairs, learners match the words to the pictures. Go through an example and check learners understand the activity.

f

g

h

2 Did you have any of the problems in activity 1 in the past? If yes, which problems? When did you have the problems?

1 answers 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. Feedback as a class.

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lesson 26

Listening 3

2

Learners work with a different partner and discuss the questions.

Draw attention to the picture of Alex and Jackie. Elicit details about the picture. (What are they doing? Where 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 Grammar: should / shouldn’t for advice

3

problems

Listening 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. day. Also,

every 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

Learners complete the advice 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. f) You should use a cookbook.

Practice

5 Complete the advice below using should or shouldn’t.

a

You should

go to the dentist.

b

lift heavy objects.

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 where necessary.

c

see the doctor.

d

save your money.

e

study more.

f

use a cookbook.

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 6a

106

lesson 26

Track 60 Learners listen to the last sound in each

word and write them in the correct column. 6a answers /ns/ once, entrance, dance, pence /nd/ understand, thousand, find, friend /nt/ want, different, important, haven’t Track 60 (page 152, Student book) 0:45 understand once want different entrance important thousand find friend dance haven’t pence

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

106

Interact 1_Teacher’s Guide

Interact 7a

Explain to learners that they’re going to give advice for some problems. In pairs, learners choose one of the problems and write four pieces of advice. Demonstrate activity by writing an example on the whiteboard and check understanding. Monitor and assist as necessary.

7b

Learners read their advice to the class without saying what the problem is. The class tries to guess what the problem is. 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 any problems you noted.

Sounding natural

6a

Listen to the last sound in each word. Write them in the correct column.

Track 60

understand thousand

once find

want

friend

different dance

/ns/

entrance

haven’t /nd/

important

pence /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

What’s the matter? In this lesson - Roleplay a visit to the doctor Core activities - 1-4, 6, 7, 9 Function - Asking about problems and giving advice Examples: What’s wrong (with her)? What’s the matter? He has a toothache. You should go to the dentist.

27What’s the matter?

UNIT 9

UNIT 9

27

What’s the matter?

Introduction

1 Look at the pictures of the women.

bollocks

Write the words from the box in the spaces.

an arm

a back

a mouth

a tooth

a foot

a hand

a head

a stomach

a nose

a leg

an ear

an arm

an eye

bollocks

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 unknown items.

bollocks bollocks

Direct attention to the pictures on page 108. Go over example. Learners work in pairs to label the pictures with words from the box. 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 forms – feet, teeth. 1 answers (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

bollocks

bollocks

2 Work with a partner. Ask and answer questions about the different parts of the body.

bollocks

example - What’s this?

- It’s an arm.

108

lesson 27

Listening

2

Go over the example question and answer with learners. In pairs, learners ask for and give the names of body parts in English. You may want to get them to close books and point to their own bodies during this activity, so they aren’t just reading the labels.

3

Use picture 5 on page 109 to elicit ‘a cold’. Direct learners to the box at the top of the page and read over the list of ailments with them. In pairs, learners match the ailments to the pictures. Feedback as a class. Model, drill and board any unfamiliar items. 3 answers 1) a toothache 2) an earache 3) a backache 4) a headache 5) a cold 6) a stomachache 7) a cough

108

bollocks

Interact 1_Teacher’s Guide

4 Track 61 Direct attention to the pictures in activity 3. Read through the questions with learners. Learners listen and write the correct number next to each question. Pause CD after the first and second exchanges to check learners understand what to do. Feedback in pairs, and then as a class.

Track 61 (page 152, Student book) 1:04 a) What’s the matter with him? - He has a toothache. b) What’s the matter with her? - She has a headache. c) What’s wrong? - He has a stomachache. d) What’s wrong with him? - He has a cough. e) What’s the matter? - He has a backache. f ) What’s the matter with her? - She has a cold. g) What’s wrong with her? - She has an earache. 4 answers a-1, b-4, c-6, d-7, e-3, f-5, g-2

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 cough

a headache a backache

a stomachache a cold

an earache

a toothache

4

2

3

4

5

6

7

Listening 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 Draw a two-column table on the board. At the top of one column write ‘a good idea’, using gesture and tone to convey meaning. At the top of the other column write, ‘a bad idea’, again conveying meaning using gesture and tone.

Language focus To ask about problems, we use the following questions: What’s wrong? What’s wrong with him? What’s the matter?

He has a toothache. He has a cold. I have a stomachache.

To give advice, we can use should or shouldn’t. 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 running’ is a good idea or a bad idea (a bad idea). Write it in the correct place on the table. Follow the same procedure with ‘lie down’ – elicit that it is a good idea and write it in the correct place on the table. Introduce, model and drill ‘He should lie down.’ and ‘He shouldn’t go running.’ as ways of giving advice. 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.

Practice

6 Match the words with the pictures. b watch TV / use eye drops c go to a dentist / eat cake d take aspirin / listen to loud music

Possible suggestions: 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.

2

a go running / lie down

1

2

3

4

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. 6 answers 1 He has a toothache; 2 He has a backache; 3 He/She has a sore eye; 4 He has a headache

Read through the prompts a to d with learners and check understanding. Teach any unfamiliar items. Elicit which picture matches the prompts in activity 6a. Answer picture 2 – (this is the example). In pairs, learners match the other prompts to the pictures. Answer a=2 b=3 c=1 d=4

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

110

lesson 27

In pairs, learners use the prompts to make advice for the other pictures. Monitor and assist as necessary. Feedback as a class. Learners give advice for the problem in each picture. Extension With more confident learners, you may like to challenge them to come up with an additional piece of advice for each picture, using their own ideas. 7 answers a) You shouldn’t go running. You should lie down. b) He/She shouldn’t watch TV. He/She should use eye drops. c) He should go to a dentist. He shouldn’t eat cake. d) He should take aspirin. He shouldn’t listen to loud music.

Interact

Sounding natural 8a

Track 62

9a

What sounds are underlined in the words below?

Listen and tick (

).

/s/

/ʃ/

/z/

Direct attention to the mixed-up conversation in the yellow box. Explain to learners that they are going to put the sentences in the correct order. Go over the first two or three lines of the conversation together as a class. In pairs, learners put the rest of the conversation in order.

soup Chicago exercise smile guys decide easy ocean sheet

9b

music dice

Elicit the conversation line by line and write on the board.

relation

Track 63 Learners listen to check answers.

b Practise saying the words.

9b answers See CD script for Track 63

Interact

9 a Work with a partner. Put the conversation below in order.

Track 63 (page 152, Student book) 0:37 Doctor - Come in, Ms Jones. Please sit down. Now, what’s the matter? Sarah - I have a backache. Doctor - Oh dear! Do you have a headache, too? Sarah - Yes, I do. It’s really bad. Doctor - I see. Hmm. You should lie down all day. Don’t go to work tomorrow. Sarah - Thank you very much, doctor.

Oh dear! Do you have a headache, too?

1

Come in, Ms Jones. Please sit down. Now, what’s the matter? Thank you very much, doctor. Yes, I do. It’s really bad. I have a backache. I see. Hmm. You should lie down all day. Don’t go to work tomorrow.

b

Track 63

Listen and check your answers.

c Practise the conversation in activity 9a. d Change partners. Practise the conversation with your own different problems and advice.

9c

example - Come in, Emi. Please sit down. Now, what’s the matter?

- I have...

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

lesson 27

111

Sounding natural 8a Track 62 Learners listen for the sound of the

underlined letters and tick (√) the correct column. Pause after each of the first three words to go over the examples. Feedback in pairs and then as a class. Remodel and drill any problematic items.

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. Allow learners time to think and prepare what they will say before the roleplay. 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.

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

It’s next to the toy shop 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.

UNIT 10

UNIT 10

28

It’s next to the toy shop

28It’s next to the toy shop

Warmer

1

Introduction Track 64

Listen to June and Mary talking.

Where does Mary work? Tick (

• 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. • 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.

) the shops you hear.

chemist

shoe shop

florist

bookshop

bakery

café

souvenir shop

Queen Street

Introduction

garage

toy shop

sports shop

1

Draw attention to the map on page 112. Elicit/teach the different shops. Track 64 Play CD. Learners tick (√) the shops they hear. Play the CD again if necessary.

Feedback in pairs, then as a class. 1 answers See CD script for Track 64 - answers underlined Track 64 (page 152, Student book) 0:45 June - Hi, Mary! How are you? Where do you work now? Mary - Hi, June! I work in the new shoe shop in Queen Street. June - Really? Next to the bookshop? Mary - No, no. That’s the bakery. The shoe shop’s between the florist and the chemist. 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

112

lesson 28

Language focus Go over the examples in the box with learners and check understanding. Drill – choral and substitution. Teaching tip – substitution drill Teacher says a phrase or part phrase. Learners respond by fitting the phrase into a longer item using appropriate intonation. Teacher - opposite Learner - It’s opposite the toy shop. Teacher - next to Learner - It’s next to the toy shop. Etc.

3a-d answers a) rise b) fall c) rise d) fall

In this lesson: Ask people where places are Grammar: Prepositions: on the corner of / next to / between / opposite

Practice

Language focus

2 Work with a partner. Ask and answer questions about the places

It’s opposite the café.

Track 65 (page 152, Student book) 1:03 a) Excuse me. Is there a bank near here? b) Excuse me. Where’s the train station? c) Excuse me. Do you have the time? d) Excuse me. Where can I buy a stamp?

on Queen Street in activity 1. example - Where’s the shoe shop?

- It’s between the florist and the chemist.

café

3

opposite

Sounding natural Track 65

Listen to the sentences below.

Which sentences rise at the end? Which sentences fall?

It’s next to the café.

café

4

a Excuse me. Is there a bank near here?

Track 65 Learners listen again and practise the pronunciation. Drill chorally, then individually.

b Excuse me. Where’s the train station? c Excuse me. Do you have the time? d Excuse me. Where can I buy a stamp?

5a

next to It’s between the café and the bank.

4

Track 65

Listen again and practise the pronunciation.

bank

café

5 a Read the sentences below. Match them with the questions in activity 3.

In pairs, learners read the sentences and match them with questions in activity 3. Match the first sentence with learners to demonstrate activity. Feedback as a class.

Yes, it’s quarter to one. between You can buy a stamp at the post office.

It’s on the corner of Queen Street and King’s Lane.

King’s Lane

Queen Street

on the corner of

I’m sorry, I don’t know. Yes, there is. It’s opposite the hotel.

5b

In pairs, learners practise asking and answering the questions in activity 3. Encourage learners to look away from the book and at each other when speaking. Monitor learners’ use of vocabulary and intonation.

b Work with a partner. Practise asking and answering the questions in activity 3.

lesson 28

5a answers c, d, b, a

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 Look at the map. How many buildings are there?

police station

cinema

Listening

flower shop

7

post office

Direct learners’ attention to the ‘bookshop’ and ask what 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. First Street

hotel

clothes shop

book shop

garage

toy shop

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.

Track 66 (page 152, Student book) 0:27 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 opposite the cinema. A Thanks very much. B You’re welcome. Track 67 (page 152, Student book) 0:20 Conversation 2 A Excuse me. Where’s the ice cream shop? B It’s on Third Street, opposite the police station. A Thank you. You’re very kind.

camera shop

souvenir shop

Second Street

Draw attention to shop names in the box at the bottom of the page. Indicate to learners that they should listen and write the names of the shops they hear on the map.

7 answers See CD scripts for Tracks 66-68.

music shop

7

Fourth Street

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?

Third Street

6

department store

Listening Track 66

Track 67

Track 68

Listen to three conversations.

Write the names of the buildings on the map. shoe shop

114

ice cream shop

bank

lesson 28

8a Track 66

Track 67

Track 68 Learners listen

again and complete the conversations. Feedback in pairs, then as a class.

8a answers See CD scripts for Tracks 66-68 - answers underlined

8b

In pairs, learners practise the conversations.

9 Track 68 (page 152, Student book) 0:27 Conversation 3 A Excuse me. Is there a bank near here? B Yes, there is. On Fourth Street. A I’m sorry, Fourth Street, or Fifth Street? B Fourth. It’s between the cafe and the camera shop.

Track 69 Direct learners’ attention to the three

missing shops on the map in activity 6. Learners listen and write the shops on the map. Play CD again if necessary. Feedback in pairs, then as a class. 9 answers See CD script for Track 69.

114

Interact 1_Teacher’s Guide

café

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

1

A

shoe shop near here?

Excuse me. Is there a

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

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

Track 69

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.

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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

What time’s the party? In this lesson - Ask for more information Core activities - 2-6, 8 Function - Invitations with would you like to

UNIT 10

UNIT 10

29

What time’s the party?

29What time’s the party?

Introduction

1

Work with a partner. Look at the pictures below.

2

Put a tick (

Work with a partner. Invite them to do some of the activities in activity 1. Your partner will toss a coin.

Read the phrases in the yellow box. ) 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 out one or two pictures and elicit the activities. Draw attention to the example, and show how learners can find the activities in the box underneath the pictures. In pairs, learners tick (√) the phrases with pictures and write an ‘x’ next to the ones with no pictures. Monitor and assist as necessary.

example - Would you like to eat out?

(Heads)

- Yes. Let’s go to an Italian restaurant. - I’m sorry. I have an exam.

(Tails)

Listening

3

Track 70

Listen to the telephone conversation

between Micah and an employee in a cinema ticket office. Underline the correct answers.

1 answers √ a eat out, X b go for a walk, √ c watch TV, √ d relax at home, X e go to the cinema, √ f go dancing, X g go to a concert, √ h visit a museum, √ i go to the gym, √ j meet a friend, X k go for a drive, √ l go shopping, X m play tennis, √ n go for a ride

a eat out

h visit a museum

X b go for a walk

i go to the gym

c watch TV

j meet a friend

d relax at home

k go for a drive

e go to the cinema

l go shopping

f go dancing

m play tennis

g go to a concert

n go for a ride

cinema name

number of tickets

Go over the invitations with learners. Teach, model and drill. Elicit/teach ways to accept or refuse an invitation. Examples: “Certainly”, “That’s a good idea!”, “I’m sorry, I’m busy tonight.”

2

Show learners a coin (choose which side is “heads” and which side is “tails”). Indicate that “heads” equals ‘accept’ an invitation. “Tails” equals ‘refuse’ an invitation. Write an example invitation on the whiteboard (“Would you like to eat out?”). Toss the coin, and elicit a response based on the results of the toss. For example: Heads: “Yes. Let’s go to an Italian restaurant.” Tails: “I’m sorry. I have an exam.” In pairs. Learner A invites Learner B to some of the activities in activity 1. Learner B tosses a coin to accept or refuse the invitation. Change roles. Monitor. Note good use of vocabulary and language, and errors and mistakes. Feedback. Highlight good use of language and elicit corrections of any problems you noted.

116

Interact 1_Teacher’s Guide

Would you like to

The Sound of Music Black Snow Don’t Look Now!

time

4.00 6.00 9.00

seats

front middle back

116

go to the cinema? eat out?

2 3 4

film

Language focus Language focus

City Cinema New Cinema First Cinema

credit card number

7503 1782 1633 7503 2436 9901 7503 2728 1731

lesson 29

Listening 3

Go through the different items in the table. Explain to learners that they’re going to listen to a phone conversation between Micah and an employee in a cinema. Micah wants to book seats for a movie.

Track 70 Play CD. Learners listen and underline the correct answers. Play CD again if necessary.

Feedback in pairs, then as a class. 3 answers See CD script for Track 70 - answers underlined Track 70 (page 153, Student book) 1:27 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 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

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

• four

• one

• Coming Home Part 3

• Don’t Look Now!

• 10.00 p.m. • back • 3057 3462 1909 • Mr Len Murphy

• 7.30 p.m. • front • 9109 5073 2643 • Miss Mandy Foot

• Queen Street Cinema • six • Black Snow • 11.00 p.m. • back • 2249 6297 0105 • Mr Simon Welby

• First Cinema • three • Santa Is Missing! • 6.30 p.m. • middle • 1357 9246 8024 • Mrs Tara Martin

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

5

Track 73

Listen and match the people with the invitations.

Simon

Track 71

Track 72

Track 73 Go through

the names and activities in the top box with learners. Explain that they’re going to listen to three conversations. Learners should match the people with the invitations. Go through an example and check understanding. Play CD again if necessary.

go shopping

Lucy

come to a party

Fay

6a

Track 71

have a coffee

Listen again. Complete the conversation.

Gary: Hi, Simon. It’s Gary. Simon: Oh, hi, Gary. How are you? Gary: I’m ne. Listen. Would Simon:

,I

to a party at my house on Saturday? . What time does it start?

Gary: Come at about

Feedback as a class.

. Bring some wine, too.

Simon: OK. See you on Saturday.

5 answers Simon – come to a party, Lucy – have a coffee, Fay – go shopping

b

Track 72

Listen again. Complete the conversation.

Gary: Lucy! It’s Gary. How are you? Lucy: Not very well. I have a

.

Gary: Would you like to

Track 71 (page 153, Student book) 0:36 Conversation 1 Gary - Hi, Simon. It’s Gary. Simon - Oh, hi, Gary. How are you? Gary - I’m fine. Listen. Would you like to come to a party at my house on Saturday? Simon - Yes, I would. What time does it start? Gary - Come at about 8.30 p.m. Bring some wine, too. Simon - OK. See you on Saturday.

a coffee on Friday afternoon?

Lucy: I’m sorry, I can’t.

.

Gary: Oh no! Well, get well soon. Lucy: Thanks, Gary.

c

Track 73

Listen again. Complete the conversation.

Fay: Hello.

.

Gary: Hello. It’s Gary here. Fay: Oh, hi, Gary. Gary: Would you like to go shopping in town Fay: Yes, OK.

?

?

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

Track 72 (page 153, Student book) 0:30 Conversation 2 Gary - Lucy! It’s Gary. How are you? 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. Gary - Oh no! Well, get well soon. Lucy - Thanks, Gary. Track 73 (page 153, Student book) 0:33 Conversation 3 Fay - Hello. This is Fay. Gary - Hello. It’s Gary here. Fay - Oh, hi, Gary. Gary - Would you like to go shopping in town on Sunday? Fay - Yes, OK. What time? Gary - At about ten in the morning? Fay - Yes, OK. See you on Sunday morning. Gary - Bye.

6a-c Track 71 Track 72 Track 73 Learners listen again and complete the conversations. Pause CD after each conversation to allow time for learners to write the words they hear. 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

on Sunday morning.

Gary: Bye.

118

lesson 29

Language focus Go through the different ways to ask for more information about an invitation. Model and drill chorally, then individually.

Sounding natural Books closed. Write the following words on the whiteboard: “cried” “stamped” “rested” Read the words and elicit how the endings are different (cried /d/, stamped /t/, rested /Id/). Drill pronunciation chorally, then individually.

7 Track 74 Point to the different ‘ed’ sounds at the top of the table. Play CD. Learners listen and tick (√) the correct sound. Feedback in pairs, then as a class.

7 answers See CD script for Track 74

Examples: “What day is it?” “What time is it?” “Where is it?”

Interact

Language focus

8 Work with a partner. Do a roleplay. 1

To ask for more information about an invitation we can say:

• Listen to the invitation.

What time’s the film? It’s at seven o’clock.

• ‘Accept’ or ’refuse’.

When’s the party? It’s on Saturday.

• Ask about the day and time.

Write responses on the whiteboard. Highlight good use of language and elicit corrections of any problems you noted.

2

Think about: • What you want to invite your partner to

Where’s the restaurant? It’s on Fifth Avenue.

(go to a party / see a movie / have a coffee)

In pairs, learners roleplay inviting a friend somewhere.

• The day and time you want your partner

time’s = time is when’s = when is where’s = where is

to come

8a

Call your partner.

Read through the instructions with learners and check understanding. Allow learners time to think and make notes. Monitor and assist as necessary.

a Roleplay 1 Student A, read 1 . Take a call from your partner.

Sounding natural 7

Track 74

Listen and tick ( /Id/

sounded snowed cleaned

) the correct sound. /d/

/t/

Student B, read 2 . Invite your partner somewhere.

Learners do roleplay.

b Roleplay 2 Student B, read 2 . Invite your partner somewhere.

8b

Student A, read 1 . Take a call from your partner.

Learners change roles and do ‘Roleplay 2’. Monitor. Make notes on good use of vocabulary and language, and errors and mistakes.

fainted laughed raked wounded

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

faxed cooled

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

The food is cheap and the coffee is good In this lesson - Have lunch in a cafe Core activities - 4-11 Skills - Extended speaking and vocabulary

UNIT 10

UNIT 10

30

The food is cheap and the coffee is good

30

The food is cheap and the coffee is good

Introduction

1 Work with a partner. Write the words in the box under the pictures. nurse doctor

pilot receptionist

teacher mechanic

waiter secretary

cook hairdresser

priest

Introduction 1

Direct attention to the pictures of occupations on page 120. Pick out one or two pictures and elicit the items. 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 necessary. Feedback as a class.

doctor

Sounding natural 2 Work with a partner. How many syllables do the words in activity 1 have? Write them in the table below. one syllable

1 answers Left to right, top to bottom: doctor, pilot, teacher, nurse, priest, mechanic receptionist, secretary, hairdresser, waiter, cook

two syllables

doctor

three syllables

four syllables

Sounding natural 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 one of the words while counting its syllables on your fingers as you do so.

120

3a

Track 75

Listen and check your answers.

b

Track 75

Listen again and practise the pronunciation.

lesson 30

Listening and reading

3a Track 75 Learners listen and check answers.

3a answers See CD script for Track 75 Track 75 (page 153, Student book) 0:32 nurse, priest, cook (1 syllable) doctor, pilot, teacher, waiter (2 syllables) mechanic, secretary, hairdresser (3 syllables) receptionist (4 syllables)

3b Track 75 Learners listen again and practise the

pronunciation.

Direct attention to the picture (background) of Wendy and Gloria on page 121. Explain the situation – Gloria and Wendy are friends. They meet on the street in town at lunchtime. Show learners how Wendy and Gloria’s conversation is mixed up on the page. Read the first line (from Wendy) and find Gloria’s response as a class. 3b answers Wendy - Hi, Gloria. How are you? (line one - example) Gloria - Hello, Wendy. I’m fine, thanks. Is this your office? (line two) If needed, find the next line together as a class, too.

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 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.)

In this lesson: Have lunch in a café Skills: Extended speaking and vocabulary

Listening and reading

4 a Wendy meets Gloria on the street.

Extension Ask learners if Wendy wants to go to the cafe with Gloria.

Put the sentences in the correct order to make the conversation.

Wendy I don’t really like coffee. Do they have tea?

Answer Yes - Wendy shows she is interested because she asks if they have tea.

Wendy Yes, it is. Where do you work? Gloria Oh yes? I always go to the café on the corner. The food is cheap and the coffee is good. Gloria Hello, Wendy. I’m ne, thanks. Is this your ofce?

6

1 Wendy Hi, Gloria. How are you?

In pairs, learners practise the conversation.

Wendy Yes, it is. My lunch break is at one o’clock.

Suggestion Use the conversation you elicited onto the board as the basis for a ‘disappearing dialogue’.

I usually eat my sandwiches in the park. Gloria I work in the bank, next to the post ofce. Is this your lunch break?

b

Track 76

Listen and check your answers.

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.

5 Read the conversation again and answer the questions. a Where does Gloria work? b Where does Wendy usually eat lunch? c Where does Gloria want to go for lunch?

6 Work with a partner. Practise the conversation.

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 page122. Pick out one or two pictures and elicit the items. Draw attention to the example, and show how learners can find the names of the items in the menu at the top of the activity.

MENU spicy chicken sandwich cheese and tomato sandwich ham sandwich potato salad Italian salad tomato soup

£7.00 £6.50 £6.50 £3.00 £4.50 £4.50

chicken soup orange juice apple juice tea coffee

£5.00 £2.50 £2.50 £2.50 £3.00

7a

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

tea

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.

In pairs, learners use the menu to practise asking for and giving prices. Model and drill the question (‘How much is the...?’) first.

Listening 9

Explain that Gloria and Wendy are now in the cafe. Ask learners to listen for which items in activity 7 they order. Track 77 Learners listen and complete the table with the food and the prices of what they order.

Feedback in pairs and then as a class. 9 answers Wendy a cheese and tomato sandwich - £6.50, an apple juice – £2.50. Total - £9.00 Gloria a spicy chicken sandwich - £7.00, a potato salad - £3.00, a coffee - £3.00. Total - £13.00

example

- I like tomato soup, but I don’t like potato salad.

8 Work with a partner. Practise saying the prices. example - How much is the potato salad?

- That’s £3.00.

122

lesson 30

Track 77 (page 153, Student book) 1:08 Wendy - What do you want, Gloria? Gloria - I don’t know. I’ll look at the menu. Assistant - Good afternoon. How can I help you? Wendy - Can I have a cheese and tomato sandwich and an apple juice, please? Assistant - Here you are. One cheese and tomato sandwich, £6.50, and one apple juice, £2.50. That’s nine pounds, please. Gloria - And can I have a spicy chicken sandwich, a potato salad and a coffee, please? Assistant - Yes, here you are. That’s one sandwich, £7.00, a potato salad, £3.00, and a coffee, £3.00. So that’s £13.00, please. 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

9

Listening Listen to Wendy and Gloria in the café.

Track 77

What food from the menu in activity 7 do Wendy and Gloria order? How much is it? Complete the table below. Wendy order

Gloria 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

It’s freezing! In this lesson - Talk about what you do in different weather Core activities - 2-5, 8-10 Grammar - Weather words Using when in a sentence Example: What do you do when it’s windy? I stay at home when it’s windy.

UNIT 11

UNIT 11

31

It’s freezing!

31It’s freezing! Introduction

1 a Read the sentences in the yellow box. Write them under the correct thermometer. It’s 5 degrees – it’s cold.

It’s minus 10 degrees – it’s freezing!

It’s 30 degrees – it’s hot.

It’s 15 degrees – it’s warm.

Introduction 1a

1

Books closed. Draw a thermometer on the whiteboard. Elicit/teach what it is. Model and drill the word. Then write it on the whiteboard. Books open. Read through the sentences in the box with learners. Indicate that they should write each sentence under the correct thermometer.

Student B: Answer Student A. Take turns saying the temperatures. example - It’s minus 10 degrees!

- It’s freezing!

2 Match the symbols with the words in the box. raining cold windy cloudy hot sunny snowing

1b

2

Read through the words in the box with learners. Indicate that they should match the words with the symbols. Go over example and check understanding. Feedback in pairs, and then as a class. Drill chorally, then individually. 2 answers Left to right, top to bottom: sunny, snowing, windy, cold cloudy, hot, raining, warm

4

Student A: Say a temperature from activity 1a.

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

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

3

b Work with a partner.

Feedback in pairs, and then as a class.

In pairs. Learner A says a temperature from activity 1a (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.

2

warm

124

raining

lesson 31

Practice 3

Direct attention to the four pictures. Elicit the types of weather in the pictures.

3 suggested answers picture 1 - It’s cold and snowing. picture 2 - It’s cold and raining. picture 3 - It’s warm and windy. picture 4 - It’s hot and sunny.

Draw learners’ attention to the Language focus box on page 125. Go through the model question and answers. 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 Grammar: Weather words Using when in a sentence

Practice

do in different weather

Language focus

3 Look at the pictures below. Work with a partner.

What’s the weather like?

Ask and answer questions about the weather.

It’s

example - What’s the weather like?

- It’s cold and snowing.

1

2

3

4

cloudy. hot and sunny.

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 degrees sunny

5a answers See CD script for Track 78 Track 78 (page 153, Student book) 0:43 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. New Delhi is very warm, and it’s raining. Sydney is hot. It’s 28 degrees, but it’s also very windy.

5b

New Delhi Sydney

b What’s the weather like in your city? Write your information on the map.

6

Point to your home town on the map. Write the weather (or typical weather for this time of year) on the whiteboard. Indicate that learners should find where they live on the map and write the weather (or typical weather for this time of year).

Sounding natural Track 79

Language focus

Listen to the questions.

Mark the stressed words.

It’s warm and windy in New York.

a What’s the weather like in June?

What’s the weather like in London?

b What’s the weather like in London? c What’s the weather like in May?

7

Track 79

Listen again and practise the pronunciation.

It’s cold and raining. What’s the weather like in June? It’s hot and sunny.

Feedback in pairs, and then as a class. 126

lesson 31

Sounding natural Vocabulary

6 Track 79 Learners listen and mark the stressed words in the questions. Draw attention to the Language focus box next to the activity.

6 answers See CD script for Track 79 - answers in bold Track 79 (page 153, Student book) 0:27 a) What’s the weather like in June? b) What’s the weather like in London? c) What’s the weather like in May?

7 Track 79 Learners listen again and copy the

pronunciation. Drill chorally, then individually.

126

Interact 1_Teacher’s Guide

8

Direct attention to the pictures at the top of page 125. Point out the first letter in the box and indicate that learners should match the pictures with the rest of the words. Feedback in pairs, then as a class.

8 answers Clockwise from top left: f, a, b, c, d, e

Language focus Go through the examples with learners and check understanding.

10c

Vocabulary

In pairs, learners ask and answer questions from activities 10a and 10b. Go through the example with learners and check understanding. Monitor learners’ use of vocabulary and language. Make notes on good use of vocabulary and language, and errors and mistakes.

8 Match the words with the pictures. a go shopping

a

b read books c stay at home d watch TV

10d

e walk my dog f drink hot chocolate

Learners tell the class about their partners.

Reading

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

9 a Read the conversation below.

Language focus

Ann: What do you do when it’s cold and 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

It’s very cold! In this lesson - Say why you like things Core activities - 1, 4-6 Grammar - because Examples: I like Italian food because it’s delicious. I don’t like skiing because it’s cold.

32It’s very cold!

UNIT 11

UNIT 11

32

It’s very cold!

Introduction

1 a Look at the different kinds of holiday below. Write the words under the pictures. beach holiday cruise holiday

hiking holiday safari holiday

golfing holiday skiing holiday

Introduction 1a

beach holiday

Direct attention to the pictures of different kinds of holidays on page 128. Draw attention to the example, and show how learners can find the names in the box at the top of the activity. In pairs, learners match the holiday names to the pictures. Monitor and assist as necessary. Feedback as a class. Teach any problematic items.

b Work with a partner. Ask and answer the questions below.

Extension As a class. Brainstorm and write other kinds of holiday on the board.

notes What kinds of holiday do you like? 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, safari holiday, skiing holiday, cruise holiday, hiking holiday

1b

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 assist as necessary.

c Tell the class about your partner. example

128

Laura likes outdoor holidays, but she doesn’t like beach holidays...

lesson 32

Listening

1c

2

Learners tell the class about their partner. Note good use of vocabulary and language, and errors and mistakes.

Draw learners’ attention to the background pictures on page 129 and elicit the type of holidays (skiing / beach holiday).

Feedback. Highlight good use of vocabulary and language. Elicit correction of errors/mistakes.

Suggestion Track 80 once through first, Have learners listen to 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 Grammar: because

2

you like things

Listening Track 80

Listen to Antonia and Stephanie’s conversation.

Complete the sentences with the words below. Hawaii

hot

warm

skiing

Japan

freezing

holiday

Antonia: Hello. Stephanie: Hi, Antonia. It’s Stephanie. Antonia: Oh, hello. How are you?? Are you on n Stephanie: Yes, I’m in

now ow?

. 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 Ste tephanie e: Itt’s so o

jacket!

here. It’s 35 degrees. he

Anto An toni 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

Put learners into pairs, and assign roles, A and B. Direct attention to the information in the box. Learners use the information from the box to fill in the dialogue. Allow learners time to think and write. Monitor and assist as necessary. In pairs, learners roleplay the conversation. Encourage learners to look away from their books and at each other when speaking. Monitor.

3a answers Completed dialogue should look like this: A - Hello. B - Hi, (learner’s name). It’s (learner’s name). A - Oh, hello. How are you? Are you on holiday now? B - Yes, I’m in (a Brazil) . It’s really hot. It’s great! A - Wow! I’m on holiday, too. B - Where are you? A - I’m in (b Canada) . I’m on a (c camping) holiday. B - Is it (d cold)? A - (e No)! It’s (f warm). B - It sounds (g great)!

c camping

d cold

A: Hello. B: Hi,

. It’s

B: Yes, I’m in (a)

e no

f warm

g great

Language focus

.

A: Oh, hello. How are you? Are you on holiday now? . It’s really hot. It’s great!

We use because to give a reason.

A: Wow! I’m on holiday, too. I like / don’t like summer because it’s hot.

B: Where are you? A: I’m in (b)

. I’m on a (c)

holiday. B: Is it (d)

I like / don’t like winter because it’s cold.

?

A: (e)

! It’s (f)

B: It sounds (g)

. !

b Practise the conversation again. Use your own ideas.

4 Work with a partner. Match the questions on the left with the answers on the right. Complete the answers in activity 4 with words from the orange box below.

3b

Learners work on their own to fill in the dialogue with their own ideas. Allow learners time to think and write. Monitor and assist as necessary. In pairs, learners roleplay the conversation. Encourage learners to look away from their books and at each other when speaking. Monitor.

b Canada

a What’s your favourite sport?

I like Italian, because it’s

.

b What kind of music do you like?

No, I don’t, because it’s

!

c What kind of food do you not like?

I love classical music, because it’s

.

d What do you do in your free time?

I like hockey, because it’s

.

e Do you like skiing?

I don’t like fried food, because it’s

.

f What’s your favourite food?

I study English, because it’s

.

oily

130

relaxing

delicious

cold

exciting

exciting

interesting

lesson 32

Sounding natural Language focus Go through the explanation and the examples with learners and check understanding.

4a-f

Go over the example and check understanding. In pairs, learners draw lines to match the questions on the left with the answers on the right. They then complete the answers with an adjective from the box. Monitor and assist as necessary. Feedback as a class. 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

5a Track 81 Learners listen to the countries and

nationalities and write the number of syllables next to each word. Feedback in pairs, then as a class.

5b Track 81 Learners listen again and underline the stressed syllables. Feedback in pairs, then as a class.

5a+b answers See CD script for Track 81

Sounding natural

5a

Track 81

Listen to the countries and nationalities.

Write the number of syllables next to the words. b

Track 81

Listen again and underline the

stressed syllable for each word. c Practise the pronunciation.

Vietnam 3

Vietnamese 4

Italy

Italian

Japan

Japanese

Germany

German

Thailand

Thai

Interact 6a

Learners work on their own to read the questions and note their own answers.

6b

Interact

Learners work on their own to write three more questions about likes and dislikes. Monitor and assist as necessary.

6 a Read the questions. Make notes of your answers and reasons. You can use the words below or your own ideas. exciting

interesting

cold

delicious

relaxing

beautiful

hot

fun

6c

In pairs, learners ask and answer the questions from activities 6a and 6b. Monitor learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes.

• Do you like jazz? • What’s your favourite movie? • What food do you dislike? • What kinds of sport do you like? •

6d

• •

Learners tell class about their partner.

b Write three more questions above.

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

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

How much is the steak? In this lesson - Order in a restaurant Core activities - 5 -11 Function - Asking for prices

33How much is the steak?

UNIT 11

UNIT 11

33

How much is the steak?

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

Introduction

Italian

1

Indian

1

French

0

Chinese

2

Japanese

2

Mexican

-1

you

your partner

1a

Go over the different kinds of food in the table. Indicate to learners that they should decide how they feel about each kind of food. 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 learners to the Language focus box at the bottom of the page.

1b

In pairs, learners ask and answer questions about 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 about the food in activity 1a.

1c

- Do you like Italian food? - Yes, I love it. - Do you like Mexican food? - No, I don’t like it.

example

Feedback. Learners tell the class about their partner.

Practice

c Tell the class about your partner.

Feedback in pairs, then as a class. 2 answers Left to right: oily, healthy, sweet, spicy

Language focus Go through the examples with learners and check understanding. Extension Learners use the adjectives to describe the foods in activity 1.

132

Interact 1_Teacher’s Guide

Yes, I love it. Yes, I like it. ...is OK. No, I don’t like it.

Lisa likes Chinese food, but she doesn’t like Mexican food.

example

2

Focus learners’ attention on the pictures of food. Elicit the food in the pictures (fried chicken, green salad, chocolate cake, curry). Learners write the words from the green box below the correct pictures.

Language focus

132

lesson 33

Listening 3 Go over the names of the people in the pictures and the food in the box above them. Ask learners to listen for which food from the box they like. Track 82 Play CD. Learners listen and write the food

they hear under the correct picture. Pause CD after Jennifer speaks and check understanding of activity. Play CD again if necessary. Feedback in pairs, then as a class. 3 answers Jennifer – pork chops Warren – fish Sandra – vegetables Arthur – chocolate cake

4

In this lesson: Order in a restaurant Function: Asking for prices

Track 82 Learners listen again and complete the

sentences.

Vocabulary

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

Feedback in pairs, then as a class. 4 answers See CD script for Track 82 - answers underlined

oily

oily

Language focus Curry is spicy.

3

Salad is healthy.

Chocolate cake is sweet.

Fried chicken is oily.

Listening 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

Jennifer

chocolate cake

vegetables

Sandra

Arthur

Warren

pork chops

4

Track 82

Listen again. Complete the sentences.

a Arthur Jennifer, do you eat meat? Jennifer Yes, I do. I love it.

b Arthur Sandra, what’s your favourite kind of food? Sandra Umm, I meat or sh, but vegetables!

c Warren Let’s go to that new Indian restaurant. Jennifer Good idea! spicy food.

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

Language focus

7

Asking for prices

In the United Kingdom, people use pounds (£) and pence (p). There are 100 pence in one pound: £1 = 100p 25p = twenty-five pence £1.50 = one pound fifty (pence) £3.45 = three pounds forty-five (pence) £10 = ten pounds We often say p /piː/, not pence: 25p = twenty-five p example - How much is the ice cream?

Sounding natural 5

Go over the price list with learners. Model and drill the prices.

- It’s 95p.

Track 83

Track 84

Track 85

Listen and complete the table.

How much is the fish? How much are the mushrooms?

Go over the information in the box with learners. Model and drill the questions.

Listening What did he/she ask for?

What is the price?

fish

£5.40

a b c

8

Track 83

Track 84

Track 85

Listen again and check.

9 Listen to the two restaurant conversations. Complete the sentences. Track 86

Sounding natural

6

Pairwork. Direct attention to the example dialogues. Model activity with a confident learner and check understanding. Monitor.

5 Listen to your teacher. How do we say prices in English? THIS WEEK’S SPECIALS potatoes

mushrooms

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

garlic

orange juice

eggs

olive oil

butter

Listening

ice cream

7a-c Track 83

75p

20p

£1.50 67p

£1.38 99p

95p

6 Work with a partner.

Track 84

Use the information above to practise the dialogue

Track 85 Learners

below.

listen and complete the table. Go over the questions and examples with learners and check understanding. Pause CD after each conversation to allow time for learners to complete the table. Play again if necessary. Feedback in pairs, then as a class. 7a-c answers a) fish - £5.40 b) potatoes - 65p carrots - 40p mushrooms - 20p c) oranges - 20p (each) / £2 Track 83 (page 154, Student book) 0:27 a) - Good afternoon, madam. What can I get you? - Do you have any fresh fish? - Yes, of course. - How much is it? - £5.40. - £5.40! That’s very expensive. No, thank you.

example

- How much is the orange juice? - It’s £1.50. - How much are the eggs? - They’re...

134

Waiter Can I take your order? Customer Yes, I’d like the Italian spaghetti, please. and the Waiter Anything to drink? is the Customer Err... red wine? , and a bottle Waiter A glass is . is Customer I’d like a glass, please. Waiter Anything else? Customer No, thank you.

10 Work with a partner.

lesson 33

Track 84 (page 154, Student book) 0:38 b) - Excuse me. I’d like some potatoes and some carrots, please. How much are they? - The potatoes are 65p, and the carrots are 40p. - OK. I’ll take them. - Here you are, sir. Anything else? - Yes, how much are the mushrooms? - They’re 20p. - That’s good. Yes, I’d like some mushrooms, too, thanks. Track 85 (page 154, Student book) 0:25 c) - 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.

Track 83

again check.

Interact 1_Teacher’s Guide

Track87

Practise the conversations in activity 9.

8

134

£1.30

Waiter Can I take your order? soup Customer Yes, I’d like the soup with and the noodles, please. Waiter Anything to drink? , please. Customer I’d like mineral Waiter Anything else? Customer How much is the ? . Waiter It’s Customer Hmm, no, thanks. That’s all.

Track 84

Track 85 Learners listen

Starters

Side dishes

Bread and olive £3.50 oil

Roast potatoes

£2.40

Red wine

Roast parsnips

£2.80

Glass

Green beans with garlic

£3.00

Bottle

Baby peas and carrots

£2.20

Chicken salad

£5.50

Main courses Steak with mushrooms

£11.75

Track 86 (page 154, Student book) 0:27 Waiter - Can I take your order? Customer - Yes, I’d like the tomato soup and the chicken soup with noodles, please. Waiter - Anything to drink? Customer - I’d like mineral water, please. Waiter - Anything else? Customer - How much is the chocolate cake? Waiter - It’s £2.50. Customer - Hmm, no, thanks. That’s all.

Alcohol

White wine Glass Bottle

Fish and potato £9.40 pie

Desserts

Beer

Pork chops with £10.25 apple sauce

Daily selection £4.30 from dessert trolley

Lamb casserole £13.00

Chocolate sponge

£5.00

Ice cream and fresh fruit

£3.50

Cheesecake

£4.75

Spaghetti with tomato sauce

£7.50

Noodles with chicken, garlic and ginger

£10.60

Soft drinks Mineral water Fruit juice

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. Waiter - Anything to drink? Customer - Err... How much is the red wine? Waiter - A glass is £2, and a bottle is £10. Customer - I’d like a glass, please. Waiter - Anything else? Customer - No, thank you.

Interact

11 a Work with a partner. Student A, you are the waiter. Write the prices of drinks in the menu. Don’t show your partner.

Useful language customer

Student B, you are the customer. Look at the menu. Decide what you want. b Roleplay the situation.

I’d like... How much is the... ? That’s all, thanks.

waiter/waitress Can I take your order? Anything to drink? Any dessert? Anything else?

10

c Change roles and do it again.

In pairs, learners practise the conversations in activity 9. Encourage learners to look away from their books and at

lesson 33

135

Extension Elicit where the people in the conversation are (supermarket / fruit and vegetable stand). Ask learners about the prices of fruits and vegetables in their country (in their currency). Example: “apples are ¥120” “oranges are ¥150”

9

Track 86 Track 87 Learners listen and write the missing information to complete the conversations. Play CD again if necessary. Monitor and assist as necessary.

Feedback in pairs, then as a class. 9 answers See CD scripts for Tracks 86 and 87 - answers underlined

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 elicit corrections of any problems you noted.

Interact 11a

In pairs, learners roleplay a conversation in a restaurant. Student B is the customer. They look at the menu. Decide what they want. Student A is the waiter/waitress. They decide, and write, the missing prices of drinks on the menu. Refer learners to the Useful Language box. Demonstrate activity with a confident learner. Monitor and assist as necessary.

11b

Learners do roleplay.

11c

Learners change roles and do it again. Monitor. Note good use of vocabulary and language, and errors and mistakes. 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

When we meet someone for the first time... In this lesson - Say what usually happens in different situations Core activities - 2-6, 8 Grammar - Zero conditional 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.

UNIT 12

UNIT 12

34

When we meet someone for the first time...

34

When we meet someone for the rst time...

Introduction

1 Work with a partner.

a Discuss these pictures and questions.

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. Extension Compare learners’ answers with what is normal for you, or in your country. Discuss the differences or similarities.

What do you do when you visit someone’s home for the first time?

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

Carl on page 137. Tell learners to listen and tick (√) the situations in activity 1 he mentions. Feedback in pairs and then as a class. 2 answers meeting someone for the first time someone giving you a business card visiting someone’s home for the first time Track 88 (page 154, Student book) 0:50 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

136

lesson 34

3 answers a) T, b) F, c) T, d) T, e) F, f) T

Language focus Go over the explanation and examples with learners and check understanding. Ask learners to find more examples in the sentences in activity 3.

In this lesson: Say what usually Grammar: Zero conditional

2

happens in different situations

Listening Track 88

Listen to Carl.

What situations does he talk about? Tick (

3

) the pictures in activity 1.

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

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137

Practice

Practice

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

4

Learners complete the sentences in column A by matching them with the endings in column B. Go over the example and check understanding. 4 answers 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. 4) When I get paid, I go shopping and spend lots of money. 5) If I go to the beach, I swim all day. 6) When it snows, I go snowboarding.

6a

column B I go shopping and spend lots of money.

If I don’t feel very well,

I have a nice, relaxing bath.

When it’s very hot,

I drink lots of water.

When I get paid,

I go snowboarding.

If I go to the beach,

I swim all day.

When it snows,

I take some medicine.

5 Write about yourself to complete the sentences below. a When I get home after work, I switch on the TV. b If I don’t feel very well,

5a-f

Learners use prompts to write the sentences about themselves. Go over the instructions and check understanding. Demonstrate the activity by writing an example for yourself on the whiteboard. Monitor and assist with vocabulary where necessary.

column A When I get home after work,

c When it’s very hot, d When I get paid, e If I go to the beach, f When it snows,

6 a Compare your answers with a partner. 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.

Sounding natural 7a

Tell learners to circle the commas in the sentences. Teaching tip – noticing Encourage learners to notice features of language being used. This aids retention and helps learners study language more autonomously.

7b Track 89 Play the CD. Elicit from learners what happens at the comma when we speak naturally.

7b answer There is a slight pause, and the intonation doesn’t fall at the end of the clause. Track 89 (page 154, Student book) 0:27 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.

7c Track 89 Play CD again, pausing after each sentence for learners to repeat. Drill chorally, then individually.

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lesson 34

Interact 8a

Explain to learners that they’re going to discuss what usually happens in different situations in their country. Go over the instructions with learners and check understanding. Demonstrate the activity by noting some information for visitors to your country on the whiteboard. Allow learners time to think and make notes. Monitor and assist as necessary.

8b

Learners tell the class what they discussed. Make notes on good use of vocabulary and language, and errors and mistakes. Highlight good use of language and elicit corrections of any problems you noted.

Extension Write ‘wedding’, ‘funeral’ and ‘birth of a child’ on the whiteboard. Ask learners to work in pairs. Assign each pair a different situation. Learners make notes about what people usually do in their country for the situation they were assigned and tell the class. Learners tell the class about the notes they wrote.

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.

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f ) When he is busy, he always works late. g) If I go to bed early, I wake up early.

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No problem In this lesson - Discuss what to do about problems Core activities - 2-6, 8 Grammar - First conditional Examples: If it rains, I’ll take an umbrella. If we hurry, we won’t be late. What will you do if you lose your passport?

UNIT 12

UNIT 12

35

No problem

35No problem Introduction

1 Do you like barbecues and picnics? Why? 2 a Think about a barbecue or picnic you went to in the past. Make a note of your answers 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 or picnic you made notes on.

As a class, take brief responses to the question as a way of introducing the topic.

example

I went to a picnic in Preston Park…

2a

Go over the instructions to check understanding. You 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.

2b

c Tell the class about your partner. example

Billie went to a picnic in…

Reading

3 a Simone is planning a barbecue. She is thinking about possible problems. Work with a partner. Read the problems Simone thinks about, then use them to complete the phrases under the correct pictures in column A on the next page.

In pairs, learners tell their partner about the barbecue or 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

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Reading 3a

Draw attention to the picture of Simone and explain the situation – she is planning a barbecue and thinking about possible problems. Go over the instructions and example to check understanding. In pairs, learners read the problems Simone thinks about, then use them to complete the phrases under the correct pictures in column A. Monitor and assist as necessary. Feedback as a class.

3a answers From top: If the sausages burn; If someone is sick; If they finish all the wine; If it rains

3b

Go over the instructions to check understanding. In pairs, learners draw lines to match the situations in column A with what Simone decides to do for each problem in column B. Monitor and assist as necessary. Feedback as a class.

3b answers If the sausages burn, she’ll make sandwiches. If someone is sick, she’ll call a doctor. If they finish all the wine, they’ll drink beer. If it rains, they’ll use umbrellas.

4a

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.

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In this lesson: Discuss what Grammar: First conditional

column A

to do about problems

column B

If the sausages burn

,

If

,

she’ll make sandwiches.

If

,

they’ll use umbrellas.

If

,

she’ll call a doctor.

they’ll drink beer.

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.

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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 if + present simple

Go over the explanations and examples with learners. Highlight the position of the comma between the ifclause and will-clause.

If it rains, If she passes the exam, If I don’t work hard,

I’ll use an umbrella. she’ll be happy. I won’t* get a good job.

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 reversed: If it rains, I’ll take an umbrella. / I’ll take an umbrella if it rains. But it’s probably best not to go into this unless it is raised by a learner.

Practice

actions or results will + base form of the verb

If you finish early, you can go home. If I have the time, I might come to the party. In questions, we can put the will part of the sentence first and the if part second. When the will part comes first, we don’t use a comma. will + base form of the verb What will you do What will she do What will they do

if + present simple if it rains? if she goes to university? if they finish all the wine?

Practice

6 a Complete the sentences with the verbs from the box in the correct form. Use each word only once.

6a

Go over the instructions and example to check understanding. In pairs, learners complete the sentences with the verbs from the box in the correct form. Monitor and assist as necessary.

be

buy

feel

not study

rain

be

fail

go

play

stay

1 If it rains , he’ll 2 If it

at home and watch TV. sunny tomorrow, I’ll

3 If you

to bed early, you’ll

4 If she

hard, she’ll

5 If you

hungry, you can

tennis. better. the exam. lunch.

b Use the prompts to write questions.

Feedback as a class.

1 If I get lost, I’ll ask a policeman.

6a answers 1) If it rains, he’ll stay at home and watch TV. 2) If it’s sunny tomorrow, I’ll play tennis. 3) If you go to bed early, you’ll feel better. 4) If she doesn’t study hard, she’ll fail the exam. 5) If you’re hungry, you can buy lunch.

2 If I miss the train, I’ll get a taxi.

6b

Go over the instructions and example to check understanding. In pairs, learners use the prompts to write questions. Monitor and assist as necessary. Feedback as a class.

6b answers 1) If I get lost, I’ll ask a policeman. What will you do if you get lost? 2) If I miss the train, I’ll get a taxi. What will you do if you miss the train? 3) If I get hurt, I’ll go to a doctor. What will you do if you get hurt? 4) If I’m hungry, I’ll get a takeaway. What will you do if you’re hungry? 5) If I’m bored, I’ll read a book. What will you do if you’re bored?

What will you do if you get lost? What 3 If I get hurt, I’ll go to a doctor. What 4 If I’m hungry, I’ll get a takeaway. What 5 If I’m bored, I’ll read a book. What

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Sounding natural 7a Track 90 Learners listen for what happens to the

underlined ‘t’ in ‘what’ in connected speech.

7 answer It tends not to be pronounced. This is an example of elision. Track 90 (page 154, Student book) 0:28 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?

7b Track 90 Learners listen again and copy the pronunciation. Remodel and re-drill if necessary.

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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

Listen again and copy the pronunciation.

Track 90

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?

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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.

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Jazz is relaxing In this lesson - Discuss the music you like Core activities - 3-6, 8, 9 Skills - Extended speaking and vocabulary

UNIT 12

UNIT 12

36

Jazz is relaxing

36 Jazz is relaxing Introduction

1 Discuss the questions below.

Vocabulary 1

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’ effect, with lines radiating from the circle. • Count the number of words on the board, and erase all but the words inside the circle. • Challenge the learners to recall and write down as many of the brainstormed words as they can.

a classical b jazz c pop d rock e hip-hop f dance

a

g blues 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: Do learners sing any songs in English? What is the best time to go to karaoke? Who do they usually go with?

Vocabulary 1 2

Learners match the pictures with types of music.

2 answers Clockwise from top left: b, e, c, d, h, g, f, a

3

Ask learners which kind of music in activity 2 they listen to. Extension Elicit names of singers or bands for each type of music.

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lesson 36

Interact 1 4a-f

Explain to learners they’re going to talk about music. Go over the instructions with learners and check understanding. Demonstrate the activity by writing short answers for yourself on the whiteboard. Allow learners time to think and make notes for questions a - f. Monitor and assist as necessary. Teaching tip – note taking Encourage students to keep their notes brief, only writing key words or phrases. This will help them ‘speak’ rather than just read from their notes.

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.

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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.

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5c

Learners tell the class about their partner’s answers.

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Vocabulary 2 6a-e

Vocabulary 2 6 Complete the sentences with the adjectives in the box.

Learners complete the sentences with the adjectives in the box.

exciting

6a-e answers a) Taking a hot bath after a hard day is very relaxing. b) I cried because the movie was so moving. c) My professor is really boring I always fall asleep in his class. d) History is my favourite subject. Learning about our past is interesting. e) Motor racing is really exciting. I love the noise!

boring

relaxing

a Taking a hot bath after a hard day is very b I cried because the movie was so c My professor is really

interesting

relaxing

moving

. .

. I always fall asleep in his class.

d History is my favourite subject. Learning about our past is e Motor racing is really

.

. I love the noise!

7 Work with a partner. Use the words from activity 6 to describe the kinds of music on page 144. a Jazz

7

is relaxing.

b Classical c Pop

In pairs, learners use the adjectives from activity 6 to describe the kinds of music on page 144 of the Student book.

d Rock e Hip-hop 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. In pairs, learners add three more kinds of music to the list.

8b

Tell learners to read the list in activity 8a. Learners decide which kinds of music are good to listen to before going to bed, then rank them in column A from 1-10 (1 = the best). 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.

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lesson 36

8c

This time, learners decide which kinds of music are good to listen to in the morning, and rank them in column B from a-j (a = the best).

9a

In different pairs, learners share their lists from their first partners. Explain they should choose the best three kinds of music to listen to before going to bed, and in the morning. Monitor learners’ use of vocabulary and language.

9b

Learners share their ideas with the class. Highlight good use of language and elicit corrections of any problems you noted.

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.

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MEMO

148