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Welcome to Cambridge English Empower A unique mix of learning and assessment

For Students

Cambridge English Empower is a new general English adult course that combines course content from Cambridge University Press with validated assessment from Cambridge English Language EMPOWER Assessment. ONLINE ACCESS

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

cambridgelms.org/empower

This unique mix of engaging classroom material and reliable assessment, with personalised online practice, enables learners to make consistent and measurable progress. This unique mix of engaging classroom materials and reliable assessment, with personalised online practice, enables learners to make consistent and measurable progress. The course provides:

• intriguing images, texts and video designed to arouse curiosity and get students talking

• unit progress tests and mid-course and end-of-course competency tests delivered through the Cambridge Learning Management System (CLMS)

• manageable learning with a syllabus informed by English Profile and the Cambridge English Corpus, ensuring students encounter the most relevant language at the right point in their learning

A1

English Profile www.englishprofile.org

C1

Advanced

B2

Upper Intermediate

B1+

Intermediate

B1

Pre-Intermediate

A2

Elementary

A1

Starter

Doff, Thaine, Puchta, Stranks, Lewis-Jones

978-1-107-46596-1 • Doff, Thaine, Puchta, Stranks, Lewis-Jones • Empower A1 Student’s Book with Online Access C M Y K

Cambridge English Empower is a general English course for adult and young adult learners that combines course content from Cambridge University Press with validated assessment from Cambridge English Language Assessment.

Includes access to: • tests from Cambridge English Language Assessment • personalised practice • online workbook

EMPOWER A1 STARTER STUDENT’S BOOK WITH ONLINE ACCESS

A1 STARTER STUDENT’S BOOK

cambridge.org/empower Other components include:

Teacher’s Book Presentation Plus DVD-ROM Class Audio CDs Class DVD

STARTER BOOK STUDENT’S E ACCESS WITH ONLIN

A1

System Requirements: This product is optimised for use on the following systems and browsers: Windows Vista, Windows 7, Windows 8, Windows 8.1. Supported browsers: Internet Explorer 10 and 11, most recent version of Chrome, most recent version of Firefox Mac OSX 10.8 and 10.9. Supported browsers: Safari 6.0 and 7.0 JavaScript must be enabled in the browser

Minimum internet speed: 3Mbps download and 512 Kbps upload speed per user Firewall: Must allow delivery of content from multiple IP addresses

What could your students achieve with

Adrian Doff, Craig Thaine Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

Hardware requirements: Minimum screen resolution: 1024x768px Microphone for voice recording activities

Online Assessment Online Practice Online Workbook

Student’s Book with online access

Cambridge English Empower?

Teacher’s Book contents Introduction Welcome

Rachel Godfrey Cambridge English Empower is a general English course for adult and young adult learners that combines course content from Cambridge University Press with validated assessment from Cambridge English Language Assessment.

Course methodology

Page 7

Learning Oriented Assessment The course provides:

A1

eBook

English Profile www.englishprofile.org

• intriguing images, texts and video designed to arouse curiosity and get students talking

C1

Advanced

B2

Upper Intermediate

Syllabus

Unit 1

Page 28

Unit 2

Page 38

Unit 3

Page 48

Unit 4

Page 58

Unit 5

Page 69

Unit 6

Page 79

Unit 7

Page 90

Unit 8

Page 101

Unit 9

Page 112

Unit 10

Page 123

Unit 11

Page 134

Unit 12

Page 146

Teaching plus

tests delivered through the Cambridge Learning Management System (CLMS) • manageable learning with a syllabus informed by English Profile and the Cambridge English Corpus, ensuring students encounter the

B1+

Intermediate

B1

Pre-Intermediate

A2

Elementary

A1

Starter

most relevant language at the right point in their learning The Workbook includes: • practice of all grammar, vocabulary and Everyday English • downloadable audio

cambridge.org/empower Other components include: Student’s Book Teacher’s Book Presentation Plus DVD-ROM Class Audio CDs Class DVD

Rachel Godfrey

Print Workbook with answers, with downloadable audio and video

For Teachers

STARTER ’S BOOK TEACHER

Photocopiable activities CMYK Class Audio CDs Empower A1 Starter ISBN: 978-1-107-46597-8

Pronunciation

A1 Adrian Doff, Craig Thaine Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

Class Audio CDs

2

STARTER CLASS DVD

Presentation Plus can be used with all types of interactive whiteboard, or with a computer and projector.

A1 STARTER

System requirements:

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

Mac® OS X 10.6, 10.7, 10.8 and 10.9

Cambridge English Empower Presentation Plus classroom presentation software allows you to conveniently present all of the Student’s Book, Class Audio and Video content in a lively and interactive way at the front of the classroom. It also includes the Workbook with Answers, the Workbook Audio and Video content, and the Photocopiable Activities from the Teacher’s Book.

A1

Cambridge English Empower Presentation Plus uses a great range of tools to enhance your learners’ classroom experience. You can: • play Audio and Video clips and display scripts • display answer keys • highlight, write, draw and erase • hide and reveal text and images • zoom in and out • create notes and save annotations • attach your own web links • connect to Cambridge Dictionaries Online

K DENT’S BOO WITH STU WORKBOOK AND

1GB of RAM; 128 MB of graphics memory 3GB of free disc space

A1

English Profile www.englishprofile.org

CEFR chart C1

Advanced

50mm wide, height variable B2

B1+

Upper Intermediate Intermediate

B1

Pre-Intermediate

A2

Elementary

A1

Starter

Adrian Doff, Craig Thaine Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

Class DVD

STARTER DVD-ROM

Microsoft® Windows® XP/Vista/7/8

Doff, Thaine, Puchta, Stranks, Lewis-Jones

Vocabulary

STARTER IO CDs

CLASS AUD

EMPOWER A1 STARTER

Grammar

AUDIO CD SET

Doff, Thaine, Puchta, Stranks, Lewis-Jones

Teacher’s notes

Page 174

Teacher’s Book with photocopiable activities and online access

EMPOWER

Page 151

Rachel Godfrey with Julian Oakley and Wayne Rimmer

AUDIO CD SET

Doff, Thaine, Puchta, Stranks, Lewis-Jones

Overview

A1

EMPOWER

Page 148

• Print Workbook without answers, with downloadable audio and video

• extra reading and listening practice

978-1-107-46608-1 • Doff, Thaine, Puchta, Stranks, Lewis-Jones • Empower A1 Presentation Plus C M Y K

Unit overview

Page 18

Page 222

A1

• unit progress tests and mid-course and end-of-course competency

Teaching notes

Page 198

• Student’s Interactive

This unique mix of engaging classroom materials and reliable assessment, with personalised online practice, enables learners to make consistent and measurable progress.

978-1-107-46614-2 • Anderson • Empower A1 Starter Workbook with Answers C M Y K

Page 14

online access

STARTER OK WORKBO ERS WITH ANSW

A1 STARTER WORKBOOK

Page 4 Page 9

• Student’s Book without

EMPOWER

978-1-107-46609-8 • Godfrey, Gairns, Redman, Rimmer • Empower A1 Starter Teacher’s Book C M Y K

Page 2

Also available

A1 Adrian Doff, Craig Thaine Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

Presentation Plus

Introduction

Student’s Book with online access

Online Assessment

• Comes complete with access to Online Assessment, Online Practice and Online Workbook – delivered via the Cambridge Learning Management System (CLMS)

• Validated and reliable assessment throughout the course – developed by experts at Cambridge English Language Assessment

• Syllabus informed by English Profile, the Cambridge English Corpus, and benchmarked to the Common European Framework of Reference (CEFR)

• A learning-oriented approach – assessment that regularly informs teaching and learning

English Profile www.englishprofile.org Interactive eBook • With the Interactive eBook, you can do the Student’s Book activities in interactive form (specially designed for tablets), play all Class Audio and Video, check and display answers, control audio speed, create text and voice notes, and more. • The Interactive eBook can be accessed with the Cambridge Bookshelf iPad app, or using the Cambridge Bookshelf Web

• A Unit Progress Test for every unit (automatically marked) – covering grammar, vocabulary and functional language – plus a Unit Speaking Test • Mid-course and end-of-course competency tests that cover all four skills and generate a CEFR report, which reliably benchmarks learners to the target level For more details about the Cambridge English Empower assessment package, and Learning Oriented Assessment, please see pages 7–8.

Online Practice • Personalised practice – automatically assigned according to each student’s score in the Unit Progress Test, so their time is spent on what they need most

Reader on a desktop or laptop computer. With the iPad app

• Language presentations, practice activities and skills-based extension activities for every unit

it can be used offline (after initial download).

• Automatically marked

Online Workbook • Extra practice of all the grammar, vocabulary and functional language, plus extra writing • Automatically marked

Teacher’s Book

Presentation Plus

• Detailed teacher’s notes for every lesson, including extra tips, ideas and support, and answer keys • Photocopiable activities – a range of communicative extra practice activities for every unit, including grammar, vocabulary and pronunciation

• With Presentation Plus, you can display all Student’s Book material, play all Class Audio and Video, show answer keys, and more. • Presentation Plus can be used with all types of interactive whiteboards, or with a computer and projector.

Online access for teachers

Class DVD

• To access Cambridge English Empower’s unique online assessment and practice package, please go to cambridgelms.org/empower, select ‘Register’ and follow the instructions.

• All the video material for the Student’s Book, plus Video Extra

Class Audio CDs • All the listening material for the Student’s Book

Print tests • Downloadable from cambridge.org/empower

For more information and extra resources, go to:

cambridge.org/empower 3

Course methodology Key methodological principles A learner-centred approach Cambridge English Empower, with its unique mix of learning and assessment, places the learner at the centre of the learning process. This learnercentred approach also applies to the course methodology – the Student’s Book and additional resources provide a range of classroom materials that motivate learners, address their language needs, and facilitate the development of their skills.

Supporting the teacher Cambridge English Empower also supports the teacher through classroom methodology that is familiar and easy to use, and at the same time is flexible and creative. A number of key methodological principles underpin the course, enhancing the interface between learners and their learning, and between learners and teachers. Cambridge English Empower: 1 encourages learner engagement 2 delivers manageable learning 3 is rich in practice 4 provides a comprehensive approach to productive skills

Measurable progress These four principles lead to motivated learners, successful lessons and measurable progress. This progress is then measured by a uniquely reliable assessment package, developed by test experts at Cambridge English Language Assessment.

1 Learner engagement Getting Started Each unit begins with a ‘Getting Started’ page, designed to engage learners from the very start of the unit – leading to greater motivation and more successful learning. It does this in three ways: • Clear learning goals – ‘can do’ statements immediately focus learners on their objectives. • Striking images that take an unusual perspective on the unit theme – this raises curiosity, prompts ideas and questions in the mind of the learner, and stimulates them to want to communicate. • Short speaking activities that prompt a personal response – leading to longer-lasting learning and a sense of ownership from the start. These activities also offer a diagnostic opportunity to the teacher.

Remarkable texts and images Throughout the course, learners encounter texts and images that inform, amuse, surprise, entertain, raise questions, arouse curiosity and empathy, provoke an emotional response, and prompt new insights and perspectives – this means that learners are consistently motivated to engage, read, listen and communicate. The texts have been carefully selected to appeal to a wide range of learners from a variety of cultural backgrounds. They have an international focus and flavour, and each text has a story to tell or a point of view to offer that will be of interest to learners. All texts are accompanied by receptive tasks that support the development of reading and listening skills.

Frequent opportunities for personal response There are frequent opportunities to practise speaking throughout every lesson. These include personalisation tasks which make the target language in every unit meaningful to the individual learner. But not only that – there are also regular activities that encourage learners to respond personally to the content of texts and images. These personal response activities foster successful learning because they: • make learning more memorable – so it lasts longer • are inclusive – there is no ‘correct’ answer, so all learners can participate successfully • promote spontaneous spoken interaction – this further enhances the learner’s sense of freedom and ownership, enhances motivation, and makes learning more relevant and enjoyable

4

Introduction

2 Manageable learning A second core principle that informs Cambridge English Empower is recognition of the importance of manageable learning. This offers learners (and their teachers) reassurance that they will not be overwhelmed at any point in their learning journey, leading to more successful learning outcomes and sustained motivation. The Cambridge English Empower classroom material reflects the concept of manageable learning in three main ways: • Syllabus planning and the selection of language • Lesson flow • Task and activity design

‘Grammar Focus’ and ‘Vocabulary Focus’ sections at the back of the book. Reading and listening activities allow learners to process information in texts in a gradual, supportive way. Speaking and writing activities are made manageable by means of clear models, appropriate scaffolding, and a focus on relevant sub-skills associated with a specific spoken or written outcome. As an overall principle, the methodology throughout Cambridge English Empower anticipates and mitigates potential problems that learners might encounter with language and tasks. While this clearly supports learners, it also supports teachers because there are likely to be fewer unexpected challenges during the course of a lesson – this also means that necessary preparation time is reduced to a minimum.

Syllabus planning and the selection of language A key element in making learning material manageable concerns the selection of target language. In Cambridge English Empower, two powerful Cambridge English resources – the Cambridge Corpus and English Profile – have been used to inform the development of the course syllabus and the writing of the material. These resources provide reliable information as to which language items learners are likely to be able to learn successfully at each level of the CEFR. This means learners using Cambridge English Empower are presented with target language that they are able to incorporate and use at that point in their learning journey, and they won’t encounter too much above-level language in reading and listening texts. It also means that learners are not overwhelmed with unrealistic amounts of language because the Cambridge Corpus and English Profile are also able to give an indication of what constitutes a manageable quantity of language at each level.

Lesson flow Learning is also made more manageable through the careful staging and sequencing of activities. Every lesson starts with a clear ‘Learn to …’ objective and ends with a substantial output task. Each lesson is comprised of several manageable sections, each with a clear focus on language and/or skills. Each section builds towards the next, and activities within sections do likewise. The final activity of each spread involves a productive learning outcome that brings together the language and the topic of the lesson, allowing learners to put what they have learned into immediate use.

Task and activity design Tasks and activities have been designed to give learners an appropriate balance between freedom and support. Grammar and vocabulary presentations take a straightforward approach to dealing with the meaning and form of new language, and practice is carefully staged, with additional support in the

3 Rich in practice It is essential that learners are offered frequent and manageable opportunities to practise the language they have been focusing on – they need to activate the language they have studied in a meaningful way in order to gain confidence in using it, and of course meaningful practice also makes new language more memorable. Cambridge English Empower is rich in practice activities and provides learners and teachers with a wide variety of tasks that help learners to become confident users of new language.

Student’s Book Throughout each Cambridge English Empower Student’s Book, learners are offered a wide variety of practice activities, appropriate to the stage of the lesson or unit: • Ample opportunities are provided for controlled practice of target language. • Many of the practice activities provide learners with an opportunity to personalise language. • There are frequent opportunities for communicative spoken practice. Communicative practice activities are clearly contextualised and carefully staged and scaffolded, in line with the principle of manageable learning. • Further spoken practice is provided in the final speaking activity in each of the A, B and C lessons, providing the principal communicative learning outcome in each of these lessons. • In the ‘Grammar Focus’ and ‘Vocabulary Focus’ pages at the back of the Student’s Book, there are more opportunities for practice of grammar and vocabulary, helping to consolidate learning.

5

• In the ‘Review’ page at the end of each unit, there are opportunities for further practice of target language.

Teacher’s Book • Many learners find practice activities that involve an element of fun to be particularly motivating. Many such activities – six per unit – are provided in the photocopiable activities in the Teacher’s Book, providing fun, communicative practice of grammar, vocabulary and pronunciation. • The main teacher’s notes also provide ideas for extra activities at various stages of the lesson.

Other components Through the Cambridge LMS, Cambridge English Empower provides an extensive range of practice activities that learners can use to review and consolidate their learning outside the classroom: • The Online Practice component offers interactive language presentations followed by practice and extension activities. Learners are automatically directed to the appropriate point in this practice cycle, according to their score in the Unit Progress Test (at the end of Student’s Book lesson C). • The Workbook (Online or Print) provides practice of the target language after each A, B and C lesson.

4  A comprehensive approach to productive skills Most learners study English because they want to use the language in some way. This means that speaking and writing – the productive skills – are more often than not a priority for learners. Cambridge English Empower is systematic and comprehensive in its approach to developing both speaking and writing skills in each unit’s C lesson – ‘Everyday English’.

Speaking Cambridge English Empower helps learners to become effective users of high-frequency functional/situational language. The target language is clearly contextualised by means of an engaging video (also available as audio-only via the Class CDs), filmed in the real world in contexts that will be relevant and familiar to adult learners. These ‘Everyday English’ lessons focus on two key elements of spoken language: • Useful language – focusing on the functional and situational language that is most relevant to learners’ needs, and manageable within the target level • Pronunciation – focusing on intelligibility and covering many aspects of phonology and the characteristics of natural speech, from individual sounds to extended utterances There is a substantial speaking task in each ‘Everyday English’ lesson that provides learners with an opportunity to activate both of these elements. This comprehensive approach ensures that speaking skills are actively developed, not just practised.

6

Writing Across each level of Cambridge English Empower, learners receive guidance and practice in writing a wide range of text types. At A1 level, the writing practice is integrated with the listening and speaking in the C lesson – as it is in real life – and not practised in isolation. This integration allows learners to fully engage with the topic ahead of writing. Learners also: • read a text which provides a model for the later writing output task •h  ave the opportunity to go to the Writing Plus section at the back of the book to develop aspects of a specific writing subskill that has been encountered in the model text • g o on to write their own text, in collaboration with other learners. Process writing skills are embedded in the instructions for writing activities and encourage learners to self-correct and seek peer feedback. In addition to the skills development in the C lessons, the A and B lessons also provide frequent opportunities for learners to develop their receptive and productive skills. In line with other elements of Cambridge English Empower, the texts used for skills development engage learners and provide them with opportunities to personalise language. Likewise, the tasks are designed in such a way as to make the learning manageable. The extension activities in the Online Practice component (via the Cambridge LMS) also offer further practice in reading and listening skills.

Learning Oriented Assessment What is Learning Oriented Assessment (LOA)? As a teacher, you’ll naturally be interested in your learners’ progress. Every time they step into your classroom, you’ll note if a learner is struggling with a language concept, is unable to read at a natural rate, or can understand a new grammar point but still can’t produce it in a practice activity. This is often an intuitive and spontaneous process. By the end of a course or a cycle of learning, you’ll know far more about a learner’s ability than an end-of-course test alone can show. An LOA approach to teaching and learning brings together this ongoing informal evaluation with more formal or structured assessment such as end-of-unit or end-of-course tests. Ideally supported by a learner management system (LMS), LOA is an approach that allows you to pull together all this information and knowledge in order to understand learners’ achievements and progress, and to identify and address their needs in a targeted and informed way. A range of insights into learners and their progress feeds into total assessment of the learner. It also allows you to use all of this information not just to produce a report on a learner’s level of competence but also to plan and inform future learning. For more information about LOA, go to cambridgeenglish.org/loa

How does Cambridge English Empower support LOA? Cambridge English Empower supports LOA both informally and formally, and both inside and outside the classroom: 1 Assessment that informs teaching and learning • Reliable tests for both formative and summative assessment (Unit Progress Tests, Unit Speaking Tests and skills-based Competency Tests) • Targeted extra practice online via the Cambridge Learning Management System (CLMS) to address areas in which the tests show that learners need more support • Opportunities to do the test again and improve performance • Clear record of learner performance through the CLMS 2 LOA classroom support • Clear learning objectives – and activities that clearly build towards those objectives • Activities that offer opportunities for learner reflection and peer feedback • A range of tips for teachers on how to incorporate LOA techniques, including informal assessment, into lessons as part of normal classroom practice

Introduction

1 Assessment that informs teaching and learning Cambridge English Empower offers three types of test written and developed by teams of Cambridge English exam writers. All tests in the course have been trialled on thousands of candidates to ensure that test items are appropriate to the level. Cambridge English tests are underpinned by research and evaluation and by continuous monitoring and statistical analysis of performance of test questions. Cambridge English Empower tests are designed around the following essential principles: Validity – tests are of authentic real-life English and of the language covered in the coursebook Reliability – tasks selected are consistent and fair Impact – tests have a positive effect on teaching and learning in and outside the classroom Practicality – tests are user-friendly and practical for teachers and students

Unit Progress Tests The course provides an online Unit Progress Test at the end of every unit, testing the target grammar, vocabulary and functional language from the unit. The teacher and learner are provided with a score for each language area that has been tested, identifying the areas where the learner has either encountered difficulties and needs more support, or has mastered well. According to their score in each section of the test, the learner is directed either to extension activities or to a sequence of practice activities appropriate to their level, focusing on the language points where they need most support. This means that learners can focus their time and effort on activities that will really benefit them. They then have the opportunity to retake the Unit Progress Test – questions they got right first time will still be filled in, meaning that they can focus on those with which they had difficulty first time round.

Unit Speaking Tests Cambridge English Empower provides a comprehensive approach to speaking skills. For every unit, there is an online Unit Speaking Test which offers learners the opportunity to test and practise a range of aspects of pronunciation and fluency. These tests use innovative voice-recognition software and allow the learner to listen to model utterances, record themselves, and re-record if they wish before submitting.

Competency Tests Cambridge English Empower offers mid-course and end-ofcourse Competency Tests. These skills-based tests cover Reading, Writing, Listening and Speaking, and are calibrated to the Common European Framework of Reference (CEFR). They provide teachers and learners with a reliable indication of level, as well as a record of their progress – a CEFR report is

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generated for each learner, showing their performance within the relevant CEFR level (both overall and for each of the skills). The Cambridge Learning Management System (CLMS) provides teachers and learners with a clear and comprehensive record of each learner’s progress during the course, including all test results and also their scores relating to the online practice activities that follow the tests – helping teachers and learners to recognise achievement and identify further learning needs. Within the CLMS, a number of different web tools, including message boards, forums and e-portfolios, provide opportunities for teachers and learners to communicate outside of class, and for learners to do additional practice. These tools can also be used by teachers to give more specific feedback based on the teacher’s informal evaluation during lessons. The CLMS helps teachers to systematically collect and record evidence of learning and performance and in doing so demonstrates to teachers and learners how much progress has been made over time.

LOA classroom tips for teachers In a typical lesson you’re likely to use some or perhaps all of the following teaching techniques: • • • • •

monitor learners during learner-centred stages of the lesson elicit information and language concept check new language drill new vocabulary or grammar encourage learners to review and reflect after they’ve worked on a task

The table below summarises core and LOA-specific aims for each of the above techniques. All these familiar teaching techniques are a natural fit for the kind of methodology that informally supports LOA. An LOA approach will emphasise those parts of your thinking that involve forming evaluations or judgements about learners’ performance (and therefore what to do next to better assist the learner). The ‘LOA teacher’ is constantly thinking things like: • Have they understood that word?

2 LOA classroom support

• How well are they pronouncing that phrase?

Clear objectives

• How many answers did they get right?

An LOA approach encourages learners to reflect and selfassess. In order to do this, learning objectives must be clear. In Cambridge English Empower, each unit begins with a clear set of ‘can do’ objectives so that learners feel an immediate sense of purpose. Each lesson starts with a clear ‘Learn to …’ goal, and the activities all contribute towards this goal, leading to a significant practical outcome at the end of the lesson. At the end of each unit, there is a ‘Review your progress’ feature that encourages learners to reflect on their success, relative to the ‘can do’ objectives at the start of the unit. Within the lessons, there are also opportunities for reflection, collaborative learning and peer feedback.

• How well did they understand that listening text?

• Were they able to use that language in a freer activity?

• How many errors did I hear? • And what does that mean for the next step in the learning process? The Cambridge English Empower Teacher’s Book provides tips on how to use a number of these techniques within each lesson. This will help teachers to consider their learners with more of an evaluative eye. Of course it also helps learners if teachers share their assessment with them and ensure they get plenty of feedback. It’s important that teachers make sure feedback is well balanced, so it helps learners to know what they are doing well in addition to what needs a little more work.

Teaching techniques monitoring

eliciting

concept checking

drilling

review and reflect

Core aims

• checking learners are on task • checking learners’ progress • making yourself available to learners who are having problems

• checking what learners know about a topic in order to generate interest

• checking that learners understand the use and meaning of new language

• providing highly controlled practice of new language

• finding out what ideas learners generated when working on a task • praising learners’ performance of a task • indicating where improvement can be made

LOA aims

• listening to learners’ oral language, and checking learners’ written language, in order to: »»diagnose potential needs »»check if they can use new language correctly in context

• finding out if learners already know a vocabulary or grammar item • adapting the lesson to take into account students’ individual starting points and interests

• checking what could be a potential problem with the use and meaning of new language for your learners • anticipating and preparing for challenges in understanding new language, both for the whole class and for individuals

• checking that learners have consolidated the form of new language • checking intelligible pronunciation of new language

• asking learners how well they feel they performed a task • giving feedback to learners on specific language strengths and needs • fostering ‘learning how to learn’ skills

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Unit overview Lesson A and Lesson B • input and practice of core grammar and vocabulary, plus a mix of skills and pronunciation 5A

There are lots of old houses

UNIT 5

Learn town Learn to to describe describe a a town

VERY HOT!

a

hadames is a beautiful old city in Libya. There are lots of old houses, shops and cafés – so what’s different? Ghadames is in the Sahara. It’s very hot in the day (sometimes 55°C). The houses have very thick walls and they’re always cool. In the old town there are streets for men and children and there are different streets (on the roofs of the houses) for women. Now, there’s a new town with new houses and flats, but in summer lots of people go to live in the old houses because they aren’t hot.

a

1 ‘My daughter goes there every day from 8:00 to 4:00.’ 2 ‘We go there for dinner every Saturday night.’ 3 ‘I often drink coffee there with my friends.’ 4 ‘You’re in room 305. Here’s your key.’ 5 ‘They have fruit and vegetables and also newspapers and magazines.’ 6 ‘I’d like £500, please.’

café shop restaurant school bank hotel

Look at the pictures of Ghadames and Esperanza Base. Which place is … ? • an old city

b Which places in 3a are these?

2.40 Match the words in the box with the places in pictures a–f. Listen and check.

READING

1

G

VOCABULARY Places in a town

3

positive G there is is // there there are: are: positive G there V Places in in a a town town V Places

• in a hot country • in a cold country

a

c

b Read about the two places and check your

Now go to Vocabulary Focus 5A on p.148

d Sound and spelling /uː/ and /ʌ/

answers in 1a.

1

d

b

Russia food new two who mother umbrella beautiful sometimes

Do you think Ghadames and Esperanza Base are nice places to live? Why / Why not?

■

Describe a town

■

Talk about hotels and hostels

c

4

■

Ask about and say where places are

lots of houses

UNIT e5s

speranza Base is Argentinian and it’s in Antarctica. It’s cold in summer (0°C) and very cold in winter (-10°C). There are homes for about 100 people there. There are ten families with children, there’s a school and there are two teachers. There’s also a bank and a hospital. There are a few cars, but there’s only one road – it’s 1.5 km long!

there is / there are: positive a Complete the sentences. Check your answers in

Plac

e

the texts in 1b.

c

Singular: There 1 a new town / a school. Plural: 2 are lots of old houses / two teachers.

b

2.38 Pronunciation Listen and write the sentences. How many words are there in each?

c

restaurant

food shop

Lesson C

• functional language in common everyday situations • language is presented through video filmed in the real world • highly communicative integrated skills lesson • special focus on writing skills • input and practice of core pronunciation

station

5C

1

2 3

4

5 school

Use there’s or there are.

b

Tell a partner your sentences in 2d.

It’s in …

It’s near …

2.56

5B

a bed a chair a TV

b

VOCABULARY Hotels

1 a

bath

a phone a computer pictures

room

bed

TV

• beautiful • exciting

shower

1

2

1 There 2 There

Look at pictures 1–3 of Turkey. Choose adjectives to talk about them. Compare your ideas with your partner. • great • interesting

• nice • old

• boring • big

sentences that are true. Correct the false sentences.

c Read the review again. Tick (✓) what’s in the hostel.

1 2 3 4 5

second floor first floor ground floor 3

4

5

d

small rooms

big rooms

café

restaurant

TV room

small rooms

café

kitchen

TV room

Would you like to stay at the hostel? Why / Why not?

H O L I D AY R E V I E W S 1

2.46

c

a

a Read part of an email from Sophia to her parents.

She writes about her new flat. Does she only write about the good things?

Yes, there’s one in the next street – Café Milano. No, I’m sorry, there aren’t any restaurants near here. But there’s one near the station. Yes, of course. No problem.

My new flat is great. It’s big and it’s in a nice part of town. The flat is near my office and there’s a beautiful park in the next street. There isn’t a supermarket near me, but there’s a shop in the next street.

Practise the conversation in 4c with a partner.

b

2.59 Watch or listen to Part 2. Answer the questions.

b

2.59 Watch or listen to Part 2 again. Are the sentences true or false?

1 Do Sophia and Megan find a shop? 2 Who do they meet in the street?

1 Sophia thinks a café is a shop. 2 James sees Megan and Sophia first. 3 James lives in the next street. 4 There’s a supermarket in the next street. 5 There’s a shop near James’s flat.

• cinema • restaurants

Go to Writing Plus 5C on p.156 for and and but.

c Write about your part of town. Use there’s / there isn’t /

SPEAKING

5

there are / there aren’t. Use and and but.

Communication 5C Student A look at the information below. Student B go to p.111.

d Read about your partner’s part of town. Is it the same?

a Conversation 1. You’re on a street you don’t know. Ask Student B about: • a hotel

• cafés

b Conversation 2. Now you’re on a street you know.

Use the information to answer Student B’s questions.

Yes, there are two cafés.

• a bank: in the next street • shops: not near here – near the hospital

c

café kitchen

Unit Progress Test

SPEAKING

6

CHECK YOUR PROGRESS

Communication 5B Student A go to p.105. Student B go to p.110.

Listen again. Tick (✓) the things in the hostel.

2.51

You can now do the Unit Progress Test.

44

wi-fi showers

45

Why do people like hostels? Why do people like hotels?

Practise saying the words.

3

B B

Is there a supermarket in your street?

2.51 Listen to a hostel receptionist and Barry, a guest. Is Barry happy with the hostel?

free rooms car park

Russia

Listen again and repeat.

Ask your partner about their town, city or street. Are there any cafés in your town?

No, there is a museum in this town – on Cromwell Road.

LISTENING

4

b

sure

d

• swimming pool • hospital

2.58

B B

WRITING

6

Great, thank you. And is there a good restaurant in this part of town? A 1 Excuse me, can you help me? OK, thanks for your help. A Are there any good cafés near here? A

d

Now go to Grammar Focus 5B on p.120

• cafés • supermarket

d

2.62 Put the conversation in the correct order. Listen and check.

A

LISTENING

3

there

No, but there are two shops.

Listen to the words in the box. Underline the /ʃ/ sound in each word. fish

a car park here? Yes, there’s a car park here. any cafés near here? Yes, there are cafés near here.

about your partner’s town, city or street. Here are some ideas:

Read your sentences and listen to your partner’s sentences. Are they the same?

2.47

shop

Complete the questions. Listen and check.

c Write questions using Is there … ? and Are there … ?

There’s a big museum in this town / city. There are lots of shops here. There aren’t any hostels. There are two stations. There aren’t any parks.

There aren’t any museums in this town.

Listen and practise this sound.

/ʃ/ shower 2

d

a

1

b Sound and spelling /ʃ/

b

Sandra’s review.

c Think about the town or city you’re in now. Tick (✓) the

b Read Sandra’s review of a hostel in Turkey. Does Sandra

Talk about the questions. 1 What are the good things and bad things about this hotel room? 2 What other buildings do you think are near these rooms? 3 Would you like to stay in this hotel?

2.52

2 Plural:

c

2.58 Listen to the sentences. Underline one word with strong stress in each sentence.

1 My country is very hot in summer. 2 James’s new car is really fast. 3 This film is so boring.

We say really with a strong stress to: speak loudly 1 make the meaning stronger 2

there is / there are: questions 1 Singular:

any blankets. a restaurant.

b Find more examples of there isn’t and there aren’t in

like the hostel?

b Tick (✓) the correct rule.

GRAMMAR

5 a

2.50 Complete the sentences with isn’t or aren’t. Listen and check.

READING

2 a

2.45 Match the words in the box with pictures 1–5. Listen and check.

GRAMMAR

3

there is / there are: negative a

2.37

Look at the picture of a hotel and tick (✓) the things you think are in each room.

It’s a really nice flat, Sophia.

2.57 Listen to the sentence again. Is really more or less stressed the second time?

UNIT 5

where

2.61 Match the two possible answers in a–c with questions 1–3 in 4a. Listen and check.

a Yes, there are. There’s one in this street. / No, sorry, there aren’t. b Yes, there’s one near my flat. / No, sorry, there isn’t. c It’s in the next street. / It’s in this street.

c

Listen to the sentence.

MEGAN

a

near

’s your flat? 1 2 Is a supermarket near here? 3 Are there any shops here?

b

PRONUNCIATION Emphasising what you say 1

2 a

GETTING STARTED

2.60 Complete the questions with words in the box. Listen and check.

Ask and answer the questions.

2.55 Watch or listen to Part 1. Answer the questions.

Describe your street, but don’t say its name. Do other students know the name of the street?

Learn Learntototalk talkabout abouthotels hotelsand andhostels hostels thereisis/ there / thereare: are:negative negativeand andquestions questions G Gthere Hotels V VHotels

4 USEFUL LANGUAGE Asking and saying where places are

1 Does Megan like Sophia’s flat? 2 What does Sophia need? 3 Does Sophia know where to buy food near her flat?

41

Is there a hostel in your town?

Emphasisingwhat whatyou yousay say1 1 P PEmphasising Anemail emailabout abouta aplace place WWAn

1 What food shops or markets are there near your home? 2 Do you go to these shops or markets? How often? 3 Is the food good / expensive?

b

Esperanza Base

40

UNIT 5

Learn Learntotoask askabout aboutand andsay saywhere whereplaces placesare are

LISTENING

a

cinema

OLD STREET

SPEAKING words from this lesson. There’s a … There are …

Everyday English Is there a supermarket near here?

a 1

a Think of a street in the town where you are now. Make notes. Use

f

d Write two true sentences about your street. e

bank

What is the same about the town on the map and your town?

5

Now go to Grammar Focus 5A on p.120

café

2.44 Listen again. Are the sentences true or false?

1 There are lots of shops in New Street. 2 Nice people work in the bookshop. 3 The café is Italian. 4 The coffee and cakes in the café aren’t good. 5 It’s a Chinese restaurant. 6 The restaurant is cheap.

GRAMMAR

2

lunch

Practise saying the words.

2.44 Listen to a conversation about places in a town. Look at the map and match 1–5 with the words in the box.

b

d

VERY COLD!

Sound 2 /ʌ/

school

LISTENING

bookshop

lots of cars

a few houses

Ghadames

E

Sound 1 /uː/

3

Language Plus a few, lots of

a few cars

2 /ʌ/ lunch

2.43 What sound do the marked letters have in the words in the box? Listen and add the words to the sound groups below.

2

1 ‘It’s always cold here.’ 2 ‘Our new flat is very hot in summer.’ 3 ‘It’s so small – you never get lost.’ 4 ‘The men and women don’t always walk together.’ 5 ‘The school is small, but it’s very good.’

Listen and practise these sounds.

1 /uː/ school

Esperanza Base (EB)?

a

CAN DO OBJECTIVES

2.42

c Are the sentences about Ghadames (G) or

NEW STREET

Getting Started page • clear learning objectives to give an immediate sense of purpose • striking and unusual images to arouse curiosity • activities that promote emotional engagement and a personal response

Introduction

Now go to Vocabulary Focus 5B on p.149 3

d

2.49 Pronunciation Listen to the words. Notice the stressed syllables. Practise saying them.

e

Which things in pictures 1–5 in 1a aren’t in a hostel room?

hostel

hotel

The Cave Hostel

2

This is a great hostel in Göreme, in Turkey. It’s in Cappadocia, a very old part of the country. You can do lots of things here. My favourite thing is going in a hot air balloon. You can see really beautiful places from the air.

hostel room

Unit Progress Test • covering grammar, vocabulary and functional language Also available: • Speaking Test for every unit • mid-course and end-of-course competency tests

The hostel has different rooms with different prices. On the first floor, there are small rooms for two people with baths. On the second floor, there are big rooms with six beds in them. They’re very cheap, but there isn’t a shower or a bath in the big rooms. There aren’t any blankets or pillows – you pay for those. There isn’t a restaurant or café in the hostel, but there’s a kitchen on the ground floor. There aren’t any TVs in the rooms, but there’s free wi-fi. It’s a very simple place to stay, but it’s clean. And the people are very friendly. Faruk, the manager, sings karaoke really well!

Sandra

42

43

39

Review • extra practice of grammar, vocabulary and pronunciation • ‘Review your progress’ to reflect on success

UNIT 5

Additional material For extra input and practice, every unit includes illustrated Communication Plus, Grammar Focus, Vocabulary Focus and Writing Plus sections at the back of the book. 2B Student A

2C Student A

a Look at the picture. Student B has a similar picture.

a Ask Student B about his / her:

Ask and answer questions to find seven differences.

• surname • address

b Write the words.

Review

1A Student A

b Read the information on your card. Answer Student B’s

A B A B A B A B

Surname: Ramirez Address: 5 High Street

1 deb

Phone number: 0124 364592

5 orom

Email address: [email protected]

a Correct the sentences.

c

There an Italian restaurant. There’s an Italian restaurant. There is a museum in this street? Yes, there’s. There are a shower. There aren’t a free rooms. Is there swimming pool in the hotel? No, there not is.

> 1 2 3 4 5 6

2 werhos

3 ipowll

Is Are there

a bank near here? bottles of water in the room? there a supermarket in this street? TV in the room? there any cafés near here? teacher in the room?

Is there Is there

c

VOCABULARY

new

• Moscow • Istanbul

Tokyo

c

Now go back to p.58

Omar .

New York

Mexico City

up

1 A Are you from the USA? I’m not B No, . 2 A Are you Eric? B Yes, .

Negative (–)

Now go back to p.8

c

you

You aren’t a teacher.

we

We aren’t from the USA.

you

You aren’t teachers.

Tip

Part 2: Negative and questions

Part 1: Positive

I am not ➔ I’m not You are not ➔ You’re not We are not ➔ We’re not

a Complete the sentences with isn’t or aren’t.

a Complete the sentences with he’s, she’s or they’re.

1 She 2 They 3 He 4 They 5 He 6 She

I’m not from Brazil. NOT I amn’t from Brazil.

1

Italian.

2

Chinese.

3

Brazilian.

4

Russian.

He is Japanese. ➔ He’s Japanese. They are American. ➔ They’re American.

5

Spanish.

6

American.

questions.

Short answers

Is he Japanese?

Yes, he is.

No, he isn’t.

she

Is she Russian?

Yes, she is.

No, she isn’t.

He isn’t Japanese. She isn’t Russian.

they

Are they American?

Yes, they are.

No, they aren’t.

d

Berlin

1 They’re both students.

they

Now go back to p.35

They aren’t American.

Tip

104

103

Where’s he / she from? Who’s he / she?

they

Where are they from? Who are they?

A Who is this? B He 1 A 2 B No, he 3

Are he Italian? She is Chinese? Are they Japanese?

my friend, Lee. he Chinese? . He 4

from the USA.

A Who are they? B They 5 my friends, Nick and Anna. A 6 they from England? B No, they 7 . They 8 Russian.

Is he Japanese? NOT Is Japanese? OR He is Japanese? Are they American? NOT Are American? OR They are American? Yes, he is. NOT Yes, he’s.

b

d

Now go back to p.11 

Now go back to p.11

Tip

She is not Russian. ➔ She isn’t Russian. They are not American. ➔ They aren’t American.

Now go back to p.27

he / she

4 5 6

aren’t or ’re.

Wh- questions (?)

– he she

He is Russian? Is she Brazilian? Are English they?

c Complete the conversations with is, isn’t, ’s, are,

Yes/No questions (?) he

1.23

1.21

He’s a student. He studies English …

things that are the same about Omar and Monica.

Italian. She’s Brazilian. American. They’re English. Chinese. He’s American. Russian. They’re English. Spanish. He’s Italian. Brazilian. She’s Japanese.

b Tick (✓) the correct questions. Correct the wrong 1 2 3

They’re American.

3 A Are we in Spain? B No, . 4 A Are you students? B Yes, .

Now go back to p.9

1B be: he / she / they

I’m not from Italy.

1.22

She’s Russian.

they

Tip

c Listen to Student B talk about Monica. Find six

picture 2. Tell him / her the people’s names.

d

I speak a little …

c

b Write short answers.

1.11

Part 2: Negative and questions

b Tell Student B about

these cities.

c Listen to Student B talk about the clothes in

c Listen to Student B and reply.

1 you / are / how ? How are you? 2 are / from / the USA / you ? 3 we / in / Russia / are ? 4 OK / I / am ? 5 name / your / what’s ?

He’s Japanese.

she

Where is he from? ➔ Where’s he from? Who is she? ➔ Who’s she?

/ʌ/

you

3

• Paris • Rio de Janeiro

b Answer Student B’s questions about the time in This person has a blouse and a skirt. What’s this person’s name?

Do you speak …?

I live in …

/uː/

1

‘I’m a student. I’m 19 and I study English at Cairo University, in Egypt. I live at home with my parents. My mother is a teacher and my father works at the Bank of Cairo. He’s a bank manager. I have one brother. He’s married and he lives in Dubai. He works at Dubai Airport.’

a Ask Student B the time in these cities:

1 are wearing. Find out their names and write them under each picture.

We’re from Brazil. We aren’t from Brazil. 2 You / Rebecca 3 I / a teacher 4 We / in Paris 5 I / OK

b Put the words in the correct order to make questions.

+

a Read the information about Omar on your card.

3B Student A

b Tell Student B about the clothes the people in picture

Do you work in …?

1 We / from Brazil

1.19

he

4B Student A

information is the same about all three people?

Celia

Where are you?

No, I’m not. No, we aren’t.

Part 1: Positive

No, they aren’t. They’re American.

Her home is …

Frank

How are you? Where are we?

you

Yes, I am.

Yes, you are. No, you aren’t. Yes, we are.

Yes, you are. No, you aren’t.

I

Where am I?

you we

Short answers

at home? OK? in London? students?

for 1–5.

1B be: he / she / they

Are they British?

c Listen to Students B and C talk about two people. What May

a Look at picture 1. Make notes about their clothes.

Use the questions below to help you.

up you umbrella lovely Russia beautiful brother school mother museum pool

the crossword.

Her name’s … She’s from …

b Start a conversation with Student B about their life.

2.63 Complete the table with the words in the box. Practise saying the words.

a What are these places? Use the words to complete

2

• You live in Paris in France, but you work three days a week in London, in the UK. • You work two days a week at home. • You study French and you go to lessons on Friday.

SOUND AND SPELLING

3 a

picture. Then ask Student B about the nationalities of the people.

Are you Are we Are you

Part 2: Negative

Wh- questions (?) I

This is …

and answer Student B’s questions.

c Listen to Student B talk about the people in the

Am I

you we you

Are you from Spain? NOT You are from Spain? Yes, I am. NOT Yes, I’m.

1.8

cover the box.

b Tell Student B the names of the people

Name: Kate Town / city: Ely – small city near Cambridge, in England Home: beautiful, old house

b Tell Students B and C about Kate.

a Read the information.

8 kanblet

4 thab

Jenna = British Denis = Russian Sandra and Pietro = Italian

2A Student A

Where do you live?

Ask and answer the questions in 1b.

2

7 i w-i f

You’re John and Hannah.

a Look at the picture and the information box. Then

a Read the information about Kate.

2

We’re from the USA.

you

I am ➔ I’m You are ➔ You’re We are ➔ We’re

c Choose a name and a country and have another

Now go back to p.19

I

I’m fine. You’re right.

we

Tip

b Have a conversation with Student B.

4A Student A

Yes/No questions (?)

Positive (+)

conversation.

Part 2: Negative

a Write one positive (+) and one negative (–) sentence

1 I am from New York. I’m from New York. 2 We are students. 3 You are Roberto. 4 I am fine, thanks. 5 We are from Mexico.

1.7

1.6

I you

Sandra and Pietro

1

I have two phones.

b

b Complete the sentences. 1 2 3 4 5 6

6 wotel

Now go back to p.20

7B Student A

Do you have a phone in your picture?

Jenna

Hello, I’m . Hi, I’m Bella. Nice to meet you. Are you from ? No, I’m not. I’m from the USA. And you? I’m from . Are you a teacher? No, I’m a . And you? I’m a teacher.

Part 1: Positive and questions

a Write sentences with ’re or ’m. Part 1: Positive and questions

Denis

the conversation.

questions.

GRAMMAR

1

1A be: I / you / we

1A be: I / you / we

1B Student A

a You’re Yoshi from Japan. You’re a student. Complete

Grammar Focus

Grammar Focus

UNIT

Communication Plus

• phone number • email address

What’s your surname?

114

115

4

b

5

2.64

Look at the information in the table.

6

/ɒ/ shop hospital hot

7

c

8

1

2

4

3

/aʊ/

/əʊ/ pillow know hotel

shower flower towel

hot – hotel shower – how OK – know

4 go – pillow 5 hot – towel 6 flower – hospital

How well did you do in this unit? Write 3, 2, or 1 for each objective. 3 = very well 2 = well 1 = not so well 6

7

8

Vocabulary Focus

2B Common objects 1

Communication Writing Plus Plus

Writing Plus

3C Contractions a Look at the sentences and read about contractions.

1A Countries

1C Capital letters and full stops

a

a Look at the sentence. Read the information about

2.65 Are the marked sounds the same (S) or different (D)? Practise saying the words. town – shop D

> 1 2 3

REVIEW YOUR PROGRESS

5

Vocabulary Focus 1.14 Listen and write the countries on the map.

a

Tip

1.14 Listen again and practise saying the countries.

c

Add the name of your country in English to the list in a. Practise saying it.

e

a bottle of water (bottles of water)

a computer (computers)

g a knife (knives)

a

1.50

a phone (phones)

Listen and repeat the objects.

a phone

ask about and say where places are

a watch (watches)

Is it a watch?

an umbrella

a book

d

No.

Nationality

Australia

Australian

Poland

Polish

1

Brazilian

5

Spanish

Canada

Canadian

Italy

Italian

2

Russian

a

-ish

Turkey

3.3

6

a bag (bags)

Turkish

a chair (chairs)

a clock (clocks)

a cup (cups)

-an 3

Mexican

4

American

1.17 Listen and repeat the countries and nationalities.

d

1.64

c Write your nationality. I’m

/e/ (ten)

/aɪ/ (hi)

/əu/ (no)

/uː/ (you)

/aː/ (car)

Aa /eɪ/ Hh /eɪʧ/ Jj /dʒeɪ/ Kk /keɪ/

Bb /biː/ Cc /siː/ Dd /diː/ Ee /iː/ Gg /dʒiː/ Pp /piː/ Tt /tiː/ Vv /viː/

Ff /ef/ Ll /el/ Mm /em/ Nn /en/ Ss /es/ Xx /eks/ Zz /zed/

Ii /aɪ/ Yy /waɪ/

Oo /əu/

Qq /kjuː/ Uu /juː/ Ww /dʌbəljuː/ (‘double u’)

Rr /aː/

a football (footballs)

Japanese

Canada

.

Now go back to p.10

a glass (glasses)

a guitar (guitars)

a lamp (lamps)

a plate (plates)

a radio (radios)

a suitcase (suitcases)

a picture (pictures)

a plant (plants)

R

H

Q

O

Z

Y

C

1 (you) U, Q , W 2 (day) J, , A, K 3 (hi) I, 4 (we) T, , B, D, E, G, P, V

Canadian

b

c

Work in groups of three. Cover the pictures and make sentences. Add one more object each time. Now go back to p.56

At home, I have a guitar.

contractions.

1 2 3 It 4 I 5 You 6 7 We 8

c

F 5 (ten) N, L, 6 (car) 7 (no)

, M, S, X

d

e

At home, I have a guitar, ten plates and three big plants.

133

1.68 Correct the spelling. Listen and check. Then practise spelling the words.

1 adress 2 vilage 3 umbrela 4 hapy

At home, I have a guitar and ten plates.

don’t

I’m

you’re

she’s

they’re

5 they are 6 are not 7 we are 8 is not

a Look at the examples and the word order.

Some words in English have double letters in their written form. village Other words in English have letters in their written form that might seem different from what you hear. city /sɪti/

Now go back to p.20

isn’t

we’re

d

from Sweden. (He is) tomatoes. (They are) five o’clock. (is not) have a big meal in the evening. (do not) a teacher. (are not) OK. (I am) eat meat. (do not) Spanish. (I am not)

Now go back to p.29. Try to use contractions in your text message.

4C Word order

Part 2: Spelling

Say the letters.

Then swap roles.

e 132

Chinese

8

aren’t

/iː/ (we)

it isn’t they aren’t

c Add the words in brackets to each sentence. Use I / you / we don’t

I don’t eat fish.

1 you are 2 she is 3 I am 4 do not

Listen to how we say the letters of the alphabet.

b Add the letters to the group with similar sounds.

Work in pairs. Student A: say a country. Student B: say the nationality.

it is not they are not

Contraction

I / you / we do not

/eɪ/ (day)

British

7

it’s they’re It’s a pizza.

Full form

b Match the contractions in the box with 1–8.

-ese

b

it is

Part 1: The alphabet

a

the UK /

46

he isn’t she isn’t

I do not eat fish.

Now go back to p.18

Listen and repeat the objects.

Contraction I’m not you aren’t we aren’t

he is not she is not

they are

6 h 7 q 8 r 9 t

2C The alphabet and spelling Country

Full form I am not you are not we are not

he’s she’s

Present simple: negative

1 a A 2 b 3 d 4 e 5 g

Yes.

Contraction I’m you’re we’re

he is she is

It is a pizza.

b Write the capital letters. Is it a book?

–

Full form I am you are we are

Now go back to p.13

My name’s Sophia Taylor.

an umbrella (umbrellas)

Guess your partner’s words.

7A Common objects 2

Nationality -ian

talk about hotels and hostels

c

Don’t show your partner!

a Complete the tables with countries from page 9. Country

a ticket (tickets)

h

b Write three objects on three pieces of paper.

d

be: positive and negative +

they’re married. 1 we’re from brazil 2 he’s a student 3 this is ruben 4 i’m in a class with amy lee 5 my name is sandro 6 their flat is in mexico city it’s small

Capital letters We use capital letters (A, B, C, D … ): • for names (Sophia Taylor, Olga Vasin, Maria González) • names of places (Toronto, Canada, High Street) • for nationalities (Italian, British, Chinese) • at the beginning of a sentence (My name’s … )

a newspaper (newspapers)

Full stops . = full stop We usually use full stops at the end of sentences.

Now go back to p.9

describe a town

a key (keys)

f

1B Nationalities

I CAN …

sentence. T

My name’s Sophia Taylor. a book (books)

d

b

d

c

b

the USA Brazil the UK / Britain Spain Mexico Russia China Japan

the USA = the United States of America the UK = the United Kingdom

I’m (contraction) = I am She’s (contraction) = She is We use contractions in speaking and writing, usually in informal situations.

I’m in a café with Sophia. She’s my new friend at work.

c Add capital letters and full stops to each

capital letters and full stops.

5 smal 6 dificult 7 intresting 8 rite

Now go back to p.21

9 rong 10 nife

Word order • subject + verb I work. You don’t work. • subject + verb + object Clara and Lisa don’t have a brother. They speak French. • subject + verb + preposition + noun My daughters study at university. They don’t live in a flat. • subject + verb + object + preposition + noun I don’t have a phone in my bag. I like milk in my coffee. We can use here or there after a verb. I live there. You don’t work here.

b Tick (✓) the correct sentences. 1 a b 2 a b 3 a b 4 a b 5 a b 6 a b

Tennis we play. We play tennis. I don’t teach children. Don’t teach children I. They there don’t study. They don’t study there. My sister in Japan lives. My sister lives in Japan. These are my friends. These my friends are. I have a flat in New York. I in New York have a flat.

c Put the words in the correct order to make sentences. Remember to use capital letters and full stops. 1 don’t speak / they / German 2 there / have coffee / you 3 we / in a factory / don’t work 4 teaches / at the university / my dad / Italian 5 the computer / I / at the office / don’t like 6 have / in New Zealand / a nice house / they

d

Now go back to p.37

155

154

9

Lessons A and B

Grammar and Vocabulary and a mix of skills Clear goals Each lesson starts with a clear, practical and achievable learning goal, creating an immediate sense of purpose.

Manageable learning The syllabus is informed by English Profile and the Cambridge English Corpus. Students will learn the most relevant and useful language, at the appropriate point in their learning journey. The target language is benchmarked to the CEFR.

5B

VOCABULARY Hotels

1 a

Is there a hostel in your town?

room bed

TV

G there is / there are: negative and questions V Hotels

2

2.45 Match the words in the box with pictures 1–5. Listen and check.

bath

Learn to talk about hotels and hostels

a

Look at pictures 1–3 of Turkey. Choose adjectives to talk about them. Compare your ideas with your partner. • beautiful • exciting

shower

1

READING

2

• great • interesting

• nice • old

• boring • big

b Read Sandra’s review of a hostel in Turkey. Does Sandra like the hostel?

c Read the review again. Tick (✓) what’s in the hostel. second floor first floor ground floor 3

4

5

d

small rooms

big rooms

café

restaurant

TV room

small rooms

café

kitchen

TV room

Would you like to stay at the hostel? Why / Why not?

H O L I D AY R E V I E W S Regular speaking activities Frequent speaking stages to get students talking throughout the lesson.

b Sound and spelling /ʃ/ 1

2.46

2

2.47 Listen to the words in the box. Underline the /ʃ/ sound in each word.

shop

c d

e

fish sure

Russia

Practise saying the words.

Now go to Vocabulary Focus 5B on p.149 2.49 Pronunciation Listen to the words. Notice the stressed syllables. Practise saying them.

hostel

hotel

Which things in pictures 1–5 in 1a aren’t in a hostel room?

hostel room

The Cave Hostel

This is a great hostel in Göreme, in Turkey. It’s in Cappadocia, a very old part of the country. You can do lots of things here. My favourite thing is going in a hot air balloon. You can see really beautiful places from the air. The hostel has different rooms with different prices. On the first floor, there are small rooms for two people with baths. On the second floor, there are big rooms with six beds in them. They’re very cheap, but there isn’t a shower or a bath in the big rooms. There aren’t any blankets or pillows – you pay for those. There isn’t a restaurant or café in the hostel, but there’s a kitchen on the ground floor. There aren’t any TVs in the rooms, but there’s free wi-fi. It’s a very simple place to stay, but it’s clean. And the people are very friendly. Faruk, the manager, sings karaoke really well!

42

10

Listen and practise this sound.

/ʃ/ shower

3

Learner engagement Engaging images and texts motivate learners to respond personally. This makes learning more memorable and gives learners ownership of the language.

1

Sandra

Introduction

‘Teach off the page’ Straightforward approach and clear lesson flow for minimum preparation time.

UNIT 5

GRAMMAR

3

5

there is / there are: negative a

2.50 Complete the sentences with isn’t or aren’t. Listen and check.

1 There 2 There

2.52

c Think about the town or city you’re in now. Tick (✓) the sentences that are true. Correct the false sentences. There’s a big museum in this town / city. There are lots of shops here. There aren’t any hostels. There are two stations. There aren’t any parks.

b

a car park here? Yes, there’s a car park here. any cafés near here? Yes, there are cafés near here.

Now go to Grammar Focus 5B on p.120

c Write questions using Is there … ? and Are there … ? about your partner’s town, city or street. Here are some ideas: • cafés • supermarket

d

Read your sentences and listen to your partner’s sentences. Are they the same?

There aren’t any museums in this town.

Complete the questions. Listen and check.

1 Singular: 2 Plural:

Sandra’s review.

d

a

any blankets. a restaurant.

b Find more examples of there isn’t and there aren’t in

1 2 3 4 5

GRAMMAR there is / there are: questions

• swimming pool • hospital

• cinema • restaurants

Ask your partner about their town, city or street. Are there any cafés in your town?

Yes, there are two cafés.

Is there a supermarket in your street?

No, there is a museum in this town – on Cromwell Road.

No, but there are two shops.

4 a b

LISTENING

2.51

Listen again. Tick (✓) the things in the hostel.

free rooms car park

c

6

2.51 Listen to a hostel receptionist and Barry, a guest. Is Barry happy with the hostel?

café kitchen

Rich in practice Clear signposts to Grammar Focus and Vocabulary Focus sections for extra support and practice.

SPEAKING Communication 5B Student A go to p.105. Student B go to p.110.

wi-fi showers

Spoken outcome Each A and B lesson ends with a practical spoken outcome so learners can use language immediately.

Why do people like hostels? Why do people like hotels?

3

Personal response Frequent opportunities for personal response, making learning more manageable.

2

43

11

Lesson C

Prepares learners for effective real-world spoken communication Everyday English Thorough coverage of functional language for common everyday situations, helping learners to communicate effectively in the real world.

5C Real-world video Language is showcased through high-quality video filmed in the real world, which shows language clearly and in context.

Everyday English

Learn to ask about and say where places are P Emphasising what you say 1

Is there a supermarket near here?

W An email about a place

LISTENING

1 a

Ask and answer the questions. 1 What food shops or markets are there near your home? 2 Do you go to these shops or markets? How often? 3 Is the food good / expensive?

b

2.55 Watch or listen to Part 1. Answer the questions.

1 Does Megan like Sophia’s flat? 2 What does Sophia need? 3 Does Sophia know where to buy food near her flat?

2 a

PRONUNCIATION Emphasising what you say 1 2.56

MEGAN

Listen to the sentence.

c

It’s a really nice flat, Sophia.

1 My country is very hot in summer. 2 James’s new car is really fast. 3 This film is so boring.

2.57 Listen to the sentence again. Is really more or less stressed the second time?

Comprehensive approach to speaking skills A unique combination of language input and pronunciation offers a comprehensive approach to speaking skills.

b Tick (✓) the correct rule.

d

2.58

Listen again and repeat.

We say really with a strong stress to: speak loudly 1 make the meaning stronger 2

LISTENING

3 a

2.59 Watch or listen to Part 2. Answer the questions.

1 Do Sophia and Megan find a shop? 2 Who do they meet in the street?

44

12

2.58 Listen to the sentences. Underline one word with strong stress in each sentence.

b

2.59 Watch or listen to Part 2 again. Are the sentences true or false?

1 2 3 4 5

Sophia thinks a café is a shop. James sees Megan and Sophia first. James lives in the next street. There’s a supermarket in the next street. There’s a shop near James’s flat.

Introduction

Comprehensive approach to speaking skills A unique combination of language input, pronunciation and speaking strategies offers a comprehensive approach to speaking skills.

UNIT 5 4 USEFUL LANGUAGE Asking and saying where places are a

2.60 Complete the questions with words in the box. Listen and check.

near

Support for learners Clearly staged tasks practise and develop reading and writing skills while supporting learners’ understanding of texts and providing clear models for their writing.

where there

’s your flat? 1 2 Is a supermarket near here? 3 Are there any shops here?

b

2.61 Match the two possible answers in a–c with questions 1–3 in 4a. Listen and check.

a Yes, there are. There’s one in this street. / No, sorry, there aren’t. b Yes, there’s one near my flat. / No, sorry, there isn’t. c It’s in the next street. / It’s in this street.

c

2.62 Put the conversation in the correct order. Listen and check.

A

Great, thank you. And is there a good restaurant in this part of town? A 1 Excuse me, can you help me? OK, thanks for your help. A Are there any good cafés near here? A B B B B

d

6

a Read part of an email from Sophia to her parents.

She writes about her new flat. Does she only write about the good things?

Yes, there’s one in the next street – Café Milano. No, I’m sorry, there aren’t any restaurants near here. But there’s one near the station. Yes, of course. No problem.

Practise the conversation in 4c with a partner.

SPEAKING Communication 5C Student A look at the information below. Student B go to p.111.

Written outcome Each C lesson ends with a practical written outcome, so learners can put new language into practice straight away.

My new flat is great. It’s big and it’s in a nice part of town. The flat is near my office and there’s a beautiful park in the next street. There isn’t a supermarket near me, but there’s a shop in the next street.

b 5

WRITING

Go to Writing Plus 5C on p.156 for and and but.

c Write about your part of town. Use there’s / there isn’t / there are / there aren’t. Use and and but.

d Read about your partner’s part of town. Is it the

Unit Progress Test Learners are now ready to do the Unit Progress Test, developed by experts at Cambridge English Language Assessment.

same?

a Conversation 1. You’re on a street you don’t know. Ask Student B about: • a hotel • cafés

b Conversation 2. Now you’re on a street you know.

Use the information to answer Student B’s questions. • a bank: in the next street • shops: not near here – near the hospital

Unit Progress Test CHECK YOUR PROGRESS You can now do the Unit Progress Test.

45

Also in every unit: • Review page • Communication Plus • Grammar Focus • Vocabulary Focus • Writing Plus

13

Syllabus Lesson and objective

Grammar

Vocabulary

Pronunciation

Everyday English

Unit 1 Hello! Getting started Talk about countries and flags 1A

Say your name and country

be: I / you / we

Countries

Sound and spelling: Long and short sounds

1B

Talk about people you know

be: he / she / they

Nationalities; this / these

Syllables and word stress

1C

Meet and greet new people

Syllables and word stress; Main stress; Tone

Greeting people; Meeting new people

Unit 2 All about me Getting started Talk about how many objects people have 2A

Talk about your home town

be: it’s / it isn’t; Possessive adjectives

Common adjectives; in / near

Sound and spelling: /h/

2B

Talk about possessions and common objects

Plural nouns; have; a / an

Common objects 1; Numbers 1

Sound and spelling: /s/, /z/, /ɪz/; Do you … ?

2C

Ask for and give personal information

Main stress in questions; Tone in questions

Asking for and giving personal information

Unit 3 Food and drink Getting started Talk about the food in a fridge 3A

Say what you eat and drink

Present simple: I / you / we / they

Food 1

Syllables and word stress; Sound and spelling: /iː/, /ɪ/ and /aɪ/

3B

Talk about food and meals

Adverbs of frequency

Food 2; Time; What time / When … ?

Sound and spelling: /ɑː/ and /ɔː/

3C

Order and pay in a café

Syllables and word stress; Sentence stress

Ordering and paying in a café

Unit 4 My life and my family Getting started Talk about who people are and what they do 4A

Talk about your life and ask about others’

Present simple: Wh- questions

Common verbs; study

Sentence stress

4B

Talk about your family

Present simple: he / she / it positive

Family and people; Numbers 2; How old … ?

Sound and spelling: /ð/

4C

Ask and talk about photos

Sound and spelling: /ʧ/ and /ʤ/

Asking and talking about photos

Unit 5 Places Getting started Talk about an unusual hotel 5A

Describe a town

there is / there are: positive

Places in a town; a few, lots of

there is / there are; Sound and spelling: /uː/ and /ʌ/

5B

Talk about hotels and hostels

there is / there are: negative and questions

Hotels

Sound and spelling: /ʃ/; Word stress

5C

Ask about and say where places are

Emphasising what you say 1

Asking and saying where places are

Unit 6 Work and routines Getting started Talk about people and robots’ jobs and routines 6A

Talk about people’s jobs

Present simple: he / she / it negative

Jobs; work / job

Main stress in compound nouns; Sound and spelling: /ɜː/

6B

Talk about daily routines and habits

Present simple: he / she / it questions

Daily routine; for, from … to … , until

Consonant groups; Sentence stress

6C

Make and accept offers

14

would; Emphasising what you say 2

Making and accepting offers

Syllabus Listening and Video

Reading

Speaking

A conversation about who you are

Three conversations meeting other students

Who you are and where you’re from

A conversation about people in pictures First day at work

Writing

People in a picture An online profile

Greeting and meeting new people

An online profile; Capital letters and full stops

Unit Progress Test

Three conversations about home towns

Three posts: Our homes

A conversation at the airport

Finding a new flat

Homes and home towns

My home town; A friend’s home

Possessions; What’s in the bag? A personal information form

Asking for and giving personal information

A personal information form; Spelling

Unit Progress Test

A conversation about food likes and dislikes

Three families’ weekly food: Food for one week

Food likes and dislikes

Three conversations about dinner

An article: The number one breakfast in …

Saying the time; Meal times and what you eat

In a café

A text message

Ordering and paying in a café

A text message; Contractions

Unit Progress Test

A conversation about work and travel to work

A blog: Breakfast in Barcelona and lunch in London

Work, home and study

Photos of famous people and their families

Photo captions; An international family

Your family

Talking about family photos

A photo caption

Photos

About you

Photo captions; Word order

Unit Progress Test

A conversation about places in a town

An article: Very hot! Very cold!

A street in your town

On my street

A conversation at a hostel reception

A hostel review

Hotels and hostels

Questions about a town

Looking for a shop

An email

Places in a town

About your town; and and but

Unit Progress Test

Four people talk about their jobs

A website: Jobs international

People’s jobs

Questions about jobs

A conversation about taking photos at night

An article: A good night’s sleep

People’s daily routines and habits

Questions about daily routines

A visit to the new flat

An email about daily life

Offering to pay for food and drink

An email about daily life; because and also

Unit Progress Test

15

Lesson and objective

Grammar

Vocabulary

Pronunciation

Everyday English

Unit 7 Shopping and fashion Getting started Talk about the clothes on a market stall 7A

Talk about things you want to buy

this, that, these, those

Common objects 2; Prices

Sound and spelling: /b/, /p/, /g/ and /k/ Sound and spelling: this, that, these and those

7B

Talk about clothes that people wear

Possessive ’s; Revision of adverbs

Clothes; Colours; dark / light

Sound and spelling: /ʃ/ and /dʒ/

7C

Ask about and pay for things in a shop

Joining words

Going shopping

Unit 8 Past events Getting started Talk about your last New Year 8A

Talk about past events

Past simple: be

Past time expressions

was / were

8B

Describe events in the past

Past simple: positive

Free time activities

Sound and spelling: /t/ and /d/

8C

Make and respond to suggestions

Main stress and tone

Making and responding to suggestions

Unit 9 Holidays Getting started Talk about an interesting holiday 9A

Talk about travel and holiday experiences

Past simple: negative

Transport; go

Sound and spelling: the letter a; Sentence stress

9B

Talk about past holidays

Past simple: questions

The seasons; The weather; like

Sound and spelling: the letter o

9C

Make and respond to requests

Syllables and spelling

Making and responding to requests

Unit 10 Here and now Getting started Talk about communicating on the Internet 10A Talk about your home

Present continuous: positive

The home; in / on

Sound and spelling: /tʃ/ and /θ/; Sentence stress

10B Ask where people are and what they’re doing

Present continuous: negative and questions

Place phrases with prepositions

Sound and spelling: /ə/; Main stress in questions

10C Ask for travel information

Sound and spelling: /ɪə/ and /eə/

Asking for travel information

Unit 11 Achievers Getting started Talk about a climber’s experience 11A Talk about people’s lives

Object pronouns

Life events; Years

Sound and spelling: /ɜː/

11B Talk about things you know how to do

can for ability

Abilities; (very / quite) well

can / can’t

11C Talk about opinions

Main stress; Consonant groups

Talking about opinions

Unit 12 Plans Getting started Talk about holiday plans 12A Talk about future plans

going to: positive and negative

Months and future time expressions; Ordinal numbers; The date

Sentence stress; going to

12B Ask and answer about future plans

going to: questions

Common verbs and collocations

Sound and spelling: /v/ and /w/

12C Make and accept invitations

Communication Plus p.103

16

Sound and spelling: oo

Grammar Focus p.114

Vocabulary Focus p.132

Making and accepting invitations

Writing Plus p.154

Syllabus Listening and Video

Reading

Speaking

Writing

A conversation at a market stall

Places to go shopping

At a market stall

A conversation about old clothes

An article: They make colourful clothes …

The clothes you wear

A question about clothes

In a shop

An advertisement and an email

Going shopping

An email reply to an advertisement; Commas, exclamation marks and question marks

Unit Progress Test

Three conversations about past events

People who travel for work

Past events

Sentences about past events

Jane White’s morning activities

A story: Who killed Lady Grey?

Yesterday’s activities

Sentences about free time activities

Monday morning at work

A thank-you note

Making plans

A thank-you note; Writing short emails, letters and notes

Unit Progress Test

A conversation about a trip to Colombia

A website: Garden camping

A past travel experience

Sentences about your last holiday

A conversation about summer holidays

A diary entry: New Year down under

A past holiday

Questions about a past holiday

A day trip to Henley

An online post

Asking for help and responding

An online post about a trip; Making the order clear

Unit Progress Test

A monologue about a flat

Text messages

Present activities

A text message to a friend

Five phone conversations about present activities

A forum: Is your phone always on?

A phone conversation to make plans

An online forum comment

At the train station

A message to a friend

A conversation about travel information

A message asking for information; Word order in questions

Unit Progress Test

A conversation about Valentina Tereshkova

An article: They were the first!

Past life events

Sentences about past life events

A conversation about a job advertisement

An article: Real life X-Men

Your abilities

Questions about abilities

At Sophia’s flat

An email to a friend

Interesting places to visit in a town / city

An email to a friend; Pronouns

Unit Progress Test

Three conversations about summer holiday plans

A TV programme review: Outside the comfort zone

Your next holiday

Notes about holiday plans and everyday activities

Two conversations about weekend plans

An article: Only 4,000 weekends in your life!

Your future plans

Questions about future plans

At a dinner party

Invitations and replies

Inviting a friend

An invitation and a reply; Paragraphs

Unit Progress Test Audioscripts p.160

Phonemic symbols and Irregular verbs p.165

Board game p.166–167

17

UNIT OBJECTIVES

1 T I UN!

At the end of this unit, students will be able to: understand information, texts and conversations about people’s countries and nationalities understand conversations in which people meet and greet others and do so themselves write a personal profile

Hello

Audioscript A What countries can you see? B Well, I can see the UK, Spain, Mexico. A Yes, and Brazil.

UNIT CONTENTS G

 GRAMMAR be: I / you / we positive, negative and questions be: he / she / they positive, negative and questions Language Plus: this / these

V

 VOCABULARY Countries: Australia, Brazil, Britain, Canada, China, England, Italy, Japan, Mexico, Poland, Russia, Spain, Turkey, the UK, the USA Nationalities: American, Australian, Brazilian, British, Canadian, Chinese, Italian, Japanese, Mexican, Polish, Russian, Spanish, Turkish

P

C

 PRONUNCIATION Sound and spelling: Long and short sounds Syllables and word stress Main stress Tone  COMMUNICATION SKILLS Saying your name and country Talking about people you know Meeting and greeting new people Writing a personal profile Writing Plus: Capital letters and full stops

GETTING STARTED OPTIONAL LEAD-IN Books closed. Write the name of the country you are in now on the board. Elicit or teach the word country. If you have students who are not from the same country, write the names of their countries on the board in English. Elicit or teach the word countries.

a

1.3 If you didn’t do the Optional lead-in, elicit or teach the word countries. Point to the different flags on SB p.7 and ask: What countries can you see? Put students into pairs and give them one minute to try and say what countries they can see in the picture. Take feedback as a class. Write students’ ideas on the board.

Play the recording for students to listen to other people talk about the picture. Do the speakers say the names of the countries on the board? Check answers as a class (the UK, Spain, Mexico, Brazil, Italy, the USA, China and Japan). If you wish, give students information from the Culture notes.

18

UNIT 1 Hello!

And Italy. Oh yes. And the USA, China … B And Japan? A Yes. B A

CULTURE NOTES The flags shown in the picture are as follows (starting in the middle and going anticlockwise): the USA (red/white stripes, with stars on blue background) Spain (yellow, red stripes top and bottom, design central) Russia (white/blue/red stripes) Turkey (red with white crescent moon and star) Another Spanish flag Mexico (green/white/red with design central) China (red, yellow stars) the UK (two red/white crosses on blue background) South Korea (blue/red/black design on white background) Brazil (green/yellow/blue design) Germany (black/red/yellow stripes) Japan (red circle on white background) Italy (green/white/red stripes)

b

In pairs, students think of other countries they know in English. Take feedback as a class and write any new countries on the board.

ADDITIONAL MATERIAL Photocopiable activities: Pronunciation p.164

EXTRA ACTIVITY Open books on SB p.6. Demonstrate the classroom language. Say: Listen. and put your hand to your ear, and play recording 1.2 (just play the speaker saying Track 1.2 then stop the audio). Point to the picture and repeat the word: Listen. Repeat these steps, and encourage students to do the action for Listen with you. Use a similar procedure for the other classroom language on this page. 1.2

Work in pairs. (Go and stand next to a confident student and gesture to encourage other students to find a partner too.) Books closed. Play recording 1.2 and do the movements for each action. Play the recording again and encourage students to do the movements whilst you stay still.

1A

I’m from Mexico

At the end of this lesson, students will be able to: • understand conversations in which people say their name and country • use be (with I, you and we) correctly in positive and negative statements and questions • use a lexical set of words to name countries correctly • ask and answer questions about their name and where they’re from

OPTIONAL LEAD-IN Books closed. Show the class one or more photos of people greeting each other. Elicit what they might be saying, e.g. Hi, Hello, Good morning. Write these greetings on the board. Ask students to stand up and move around the classroom, greeting each other using the words and phrases on the board.

1

d

READING AND GRAMMAR  

be: I / you / we positive and questions

a

Point to the pictures and play the recording for students to read and listen to the people saying hello and their names. Nominate a few students to say the sentences with their own name. In pairs, students say the sentences to each other.

b

1.5 Point to the three groups of people in the picture and the three conversations they are having. Play the recording for students to listen and match the conversations (1–3) with the groups of people (a–c). Play the recording again if necessary. Check answers as a class.

Answers (Grammar Focus 1A Part 1 SB p.115) a 2 We’re students. 3 You’re Roberto. 4 I’m fine, thanks. 5 We’re from Mexico. b 2 Are you from the USA? 3 Are we in Russia? 4 Am I OK? 5 What’s your name?

1.4

Answers 1 c 2 b 3 a

e Sound and spelling Long and short sounds 1.9 In exercise 1, use gestures to teach the words long and short. Play the recording for students to listen and notice the long and short sounds in the four words.

c Write a gapped sentence with I and then your name on the board, for example: I ____ Katy. Elicit I’m Katy. Circle the contraction I’m and draw an arrow to the I and an arrow to the ’m. Elicit or teach that I’m is the shortened form of I am. You may wish to use gestures to help explain this. Write be at the top of the board.

Individually, students complete the table. Check answers as a class. Answers I / we I’m Camila (= I am …) We’re from the USA. (= we are …)

you Are you from England? How are you?

CAREFUL! Students at this level often use apostrophes unnecessarily when writing, e.g. I’am very happy! (Correct form = I am very happy!) They may also write I am as one word, e.g. Iam ready. (Correct form = I am ready.)

1.6–1.8 Students read the information in Grammar Focus 1A Part 1 on SB p.114. Play the recording where indicated and ask students to listen and repeat. Individually, students complete the exercises in Part 1 on SB p.115. Check answers as a class. Tell students to go back to SB p.8.

In exercise 2, put students into pairs to practise saying the words.

f

Put students into pairs, then into groups of three, then into new pairs to practise the three conversations in 1b. Monitor and check students’ pronunciation of the target language and correct as necessary.

g

Students repeat the conversations using their own names. Monitor and check how fluently students can speak to each other.

2 a

LISTENING AND GRAMMAR  be: I / you / we negative

Check students understand the words student and teacher by pointing to a student in the class and asking: Student or teacher? Point to yourself and repeat the question. Play the recording for students to read and listen to the conversation and complete the task below it. Check answers as a class. 1.10

Answers 1 a 2 b

b Individually, students complete the table. Check answers as a class.

Answers Positive (+) I’m a student. (= I am) We’re from England. (= we are)

Negative (–) I’m not a student (= I am not) We aren’t from England. (= we are not)

UNIT 1 Hello! 19

LOA TIP DRILLING

e

Teach the same and different by holding up two objects that are the same and two that are different. Check understanding by pointing to a few pairs of objects in the classroom (e.g. a couple of pens, a couple of bags). Ask: Are they the same or different? In pairs, students read their sentences to each other to find out if they are the same or different. Take feedback as a class.

3

VOCABULARY AND READING Countries

Drilling is intensive, teacher-controlled spoken practice of the target language (vocabulary, grammar or everyday expressions) with the class. Drilling new language gives students the opportunity to practise producing new language orally in a restricted and safe way. It allows you to listen and notice what aspect of a new structure or lexical item students find easy or difficult to produce. This attention to accuracy means that drilling is closely connected with immediate feedback (praise and error correction).

a

Answers 1 Russia  2 China  3 the USA  4 the UK  5 Brazil 6 Spain  7 Mexico  8 Japan

Try to keep the pace of drills quite fast so that students have to think and speak reasonably quickly. Repeating a drill once or twice allows students to notice their own progress. In many cases (e.g. in a simple ‘listen and repeat’ drill like the one below) the focus of a drill is pronunciation. Students listen either to you or to a recording to hear examples of the spoken language. Other drills (like the one in the Extra activity below) give students the opportunity to practise manipulating a new structure in different ways.

b

1.11 Students read the information in Grammar Focus 1A Part 2 on SB p.114. Play the recording where indicated and ask students to listen and repeat. Students then complete the exercises in Part 2 on SB p.115. Check answers as a class. Tell students to go back to SB p.9.

Answers (Grammar Focus 1A Part 2 SB p.115) a 2  You’re Rebecca. You aren’t Rebecca. 3  I’m a teacher. I’m not a teacher. 4  We’re in Paris. We aren’t in Paris. 5  I’m OK. I’m not OK. b 2  I am 3  we aren’t 4  we are

  CULTURE NOTES England is part of the UK. The UK (the United Kingdom or the United Kingdom of Great Britain and Northern Ireland, to give its full name) refers to the political union between England, Wales, Scotland and Northern Ireland. The UK has one monarch and one government, but the nations that it is formed of are also countries in their own right. Britain (also known as Great Britain) is generally used to mean England, Scotland and Wales.

c

  EXTRA ACTIVITY Use this drill to give students controlled practice of short answers. Ask the questions below to the class or to individual students, as indicated. Elicit the short answers below from students. Keep the pace fast and encourage students to selfcorrect if they make mistakes. Repeat the drill once or twice.

Ask: A  re you at home? (to the class) Students say: No, we aren’t. Ask: A  re you a student? (to one student) Student says: Yes, I am. Ask: A  re you a teacher? (to one student) Student says: No, I’m not. Ask: Am I a student? (to the class) Students say: No, you aren’t. Ask: Am I a teacher? (to the class) Students say: Yes, you are.

d Write this sentence on the board: I’m at home. Ask: Is it true? Elicit the true sentence: I’m not at home.

Give students one minute to correct sentences 1–5 so they are true for them. Monitor and help as necessary.

20  UNIT 1  Hello!

Students complete the exercises in Vocabulary Focus 1A on SB p.132. Play the recording for students to complete exercise a. Then play the recording again for students to listen and practise saying the countries in exercise b. For exercise c, students write down the name of their country in English, if it isn’t one of the countries in the box, and then tell a partner. Monitor and help with spelling and pronunciation as necessary. Tell students to go back to SB p.9. 1.14

Answers (Vocabulary Focus 1A SB p.132) a a the USA  b Spain  c China  d the UK / Britain  e Mexico f Japan  g Russia  h Brazil

Ask: Are you students? (to the class) Students say: Yes, we are. Ask: A  re you teachers? (to the class) Students say: No, we aren’t.

Give students two minutes to read the student group profile and add the missing countries. Check answers as a class. You may wish to give students information from the Culture notes below about the difference between England, the UK and Britain. 1.13

Answers 1 Brazil  2 the USA  3 Mexico  4 China  5 Japan 6 Russia  7 Spain  8 Britain

• Say the four sentences from the grammar box for students to listen and repeat. Then say the following sentences for students to listen to and repeat: I’m OK., We’re OK., I’m fine., We’re fine., I’m not a teacher., We aren’t from England.

c

1.12 Individually, students match the countries with the maps. Check answers as a class by pointing at each map and asking: What country? Drill the words.

  FAST FINISHERS Ask fast finishers to list as many country names in English as they can. Give them one minute to do this. They then compare lists in pairs.

d Students write the name of a city and its country from 3a on a small piece of paper.

e

Take all the pieces of paper and redistribute them around the class. Students ask each other Are you from ... ? until they find someone with the city and country on their piece of paper. Monitor and correct students as appropriate and listen for correct usage of the target language from this lesson.

4

SPEAKING

Divide the class into pairs and assign A and B roles. Student As read the conversation on SB p.103. Student Bs read the conversation on SB p.108. Give students two minutes to complete their part of the conversation. Monitor and help as necessary.

ADDITIONAL MATERIAL Workbook 1A Photocopiable activities: Grammar p.151, Vocabulary p.158, Pronunciation p.165

Put students into pairs to have the conversation. When they’ve finished, tell them to repeat the conversation with different names and countries. Monitor and correct students’ pronunciation as appropriate and listen for correct usage of the target language from this lesson. Nominate a few pairs to perform their conversations for the class.

1B

He’s Brazilian

OPTIONAL LEAD-IN Books closed. Show the class photos of a tennis player and a football player you think they'll know (not the ones in the book). Elicit the names of other famous tennis and football players and write them on the board. Tell students to look at the pictures on SB p.10 to see if any of the players are the same as the ones the students mentioned..

1 a

VOCABULARY Nationalities

Tell students to look at the pictures on SB p.10. Point to picture c and ask: Do you know Maria Sharapova? Put students into pairs to ask the same question about the other football and tennis players. Take feedback as a class. Draw a heart symbol on the board and ask: Football or tennis: which is best? Students will almost certainly be able to express their opinion on this, even with limited language! Take a vote to find out which is the most popular sport in the class.

b Point to the small flag on each picture. In pairs, students match the nationalities with the pictures. Check answers as a class by pointing to each picture and saying the nationality. You may wish to give students information from the Culture notes. Answers a Spanish b Japanese c Russian d Chinese e Brazilian f British g American h Mexican

At the end of this lesson, students will be able to: • use a lexical set of nationalities correctly • understand a conversation about people from different countries • use be (with he, she and they) in positive and negative statements and questions correctly • use this and these correctly • ask and answer questions about people’s nationalities

CULTURE NOTES Football players Shinji Kagawa (Japan, 1989) played for the German team Borussia Dortmund from 2010 to 2012, transferred to Manchester United and returned to Dortmund in 2014. Neymar (Brazil, 1992) won the South American Footballer of the Year award in 2011 and 2012. He joined FC Barcelona in 2013. Kelly Smith (England, 1978) is England’s record women’s football goal scorer, with 46 goals in 117 England appearances. She retired from international football in 2015. Javier Hernández (Mexico, 1988) played for his home town club Guadalajara before transferring to Manchester United in 2010. Guillermo Ochoa (Mexico, 1985) was goalkeeper for the Spanish club Málaga in 2014. Before that he played for the Corsican team Ajaccio. Tennis players Rafael Nadal (Spain, 1986) has won nine times at the French Open, twice at the US Open and twice at Wimbledon. Maria Sharapova (Russia, 1987) has won various tennis titles in her career, including a silver medal in the women’s singles at the 2012 Olympics. Li Na (China, 1982) is China’s top women’s tennis player. In 2011, she became the first Asian woman to win a Grand Slam title. She retired in 2014. Identical twins Bob and Mike Bryan (the USA, 1978) have won more than 15 tennis Grand Slam doubles titles together.

UNIT 1 Hello! 21

c

Pronunciation Write the following word on the board with a line between each syllable: A|mer|i|can. Say the word slowly, pausing where the gaps are, and pointing to each syllable as you say it. Then say the word again, clapping or moving your hand as you say each syllable. Play the recording for students to listen and decide how many syllables there are in each word. Check answers as a class. 1.15

Answers Spa|nish = 2 syllables Jap|an|ese = 3 syllables Ru|ssian = 2 syllables Chi|nese = 2 syllables Bra|zil|i|an = 4 syllables Brit|ish = 2 syllables Mex|i|can = 3 syllables

2 a

In English, as in other languages, one syllable in each word is stressed more than the others. For example, the second syllable in Chinese is stressed more than the first. However, unlike some other languages, English words can stress any syllable. For example, the second syllable is stressed in Brazilian, and the final syllable is stressed in Japanese.

d

1.16 Play the recording for students to listen for the stressed syllable. Check the answer as a class. Write American on the board with the stressed syllable underlined.

Answer A|mer|i|can

e

1.15 Play the recording again for students to listen and underline the stressed syllables in all the nationality words. Check answers as a class. Play the recording again for students to listen and repeat. Monitor and correct students’ pronunciation as appropriate.

Answers Spanish Japanese  Russian Chinese Brazilian British  Mexican

f

1.17 Students go to Vocabulary Focus 1B on SB p.132. Individually, students complete the table in a. They then compare answers in pairs. Check answers as a class. In exercise b, play the recording for students to listen and repeat the countries and nationalities. For exercise c, write students’ nationality or nationalities on the board and make sure they can all pronounce their nationality correctly. Put students into pairs for exercise d. Tell students to go back to SB p.10.

Answers (Vocabulary Focus 1B SB p.132) a 1 Brazil  2 Russia  3 Mexico  4 the USA 5 Spain  6 Britain  7 China  8 Japan

22  UNIT 1  Hello!

1.18 Individually, students match the sentences. Play the recording for them to listen and check their answers. Check the answers again by reading out each statement 1–3 and asking students to say the sentence that matches.

Answers 1 c  2 a  3 b

b Individually, students complete the table. Copy the table

onto the board and elicit the answers from the students. Ask: How many syllables is ‘he is’? (two) And ‘he’s’? (one) How many syllables is ‘they are’? (two) And ‘they’re’? (one). Answers 1 he’s  2 they’re

  LANGUAGE NOTES A syllable is a unit of pronunciation which contains a vowel sound. For example, Chinese has two syllables, each containing one vowel sound: Chi /aɪ/ nese /iː/.

GRAMMAR be: he / she / they positive

 CAREFUL! Students at this level often omit be, e.g. He Polish. They Brazilian. (Correct form = He’s Polish. They’re Brazilian.) Students may also make agreement errors, e.g. They’s American. (Correct form = They’re American.), omit the pronoun before be, e.g. I speak English with Kaito because is Japanese. (Correct form = I speak English with Kaito because he’s Japanese.), or omit the pronoun as well as be, e.g. I speak English with Kaito because Japanese. (Correct form = I speak English with Kaito because he’s Japanese.).

c

1.19 Students read the information in Grammar Focus 1B Part 1 on SB p.114. Play the recording where indicated and ask students to listen and repeat. Students complete exercise a in Part 1 on SB p.115. Check answers as a class. Tell students to go back to SB p.11.

Answers (Grammar Focus 1B Part 1 SB p.115) a 1 He’s 2 She’s 3 She’s 4 They’re 5 They’re 6 He’s

LOA TIP ELICITING Eliciting is a classroom technique which involves giving students simple prompts to see if they can produce the target language. It’s a useful technique for engaging the whole class on a language point and seeing how much they know. It’s best to start with minimal prompts, being prepared to give students more guidance if they struggle. • After the Grammar Focus on be: he / she / they, indicate a female student in the class (if there aren’t any female students in your class, point to the picture of Katy, who’s American, in the picture on SB p.8) and, with a quizzical expression, say: Nationality? See if students can produce She’s (+ nationality). If not, prompt them with She … . Can students produce the target language now? If not, supply it. Repeat the process, this time indicating a male student (or pointing to the picture of Paul, who’s American, in the picture on SB p.8) and eliciting He’s (+ nationality). Finally, indicate two students and elicit They’re (+ nationality or nationalities).

d Students write two sentences about the people in 1–3,

thinking about their sport and their nationality. Monitor and help as necessary.

c

Answers 1  Is; he isn’t 2  Are; they are 3  Is; she isn’t 4  Are; they aren’t 5  Is; he is

Suggested answers 1  Rafael Nadal is Spanish. He’s a tennis player. 2  Li Na is Chinese. She’s a tennis player. 3 Javier Hernández and Guillermo Ochoa are Mexican. They’re football players.

e

3 a

In pairs, students read their sentences to each other to see if they’re the same. Invite some students to read their sentences to the class.

d

LISTENING

4

  FAST FINISHERS

Play the recording for students to listen, read and complete the task. Play the recording again if necessary. You may wish to elicit the meaning of friends (people you know well and like) by using the picture. Check answers as a class by nominating two students to read out the completed conversation.

Language Plus  this / these

Point out that we don’t usually say these are with the names of people, e.g. These are Anna and Simon. Instead, we can say: This is Anna and Simon or These are my friends, Anna and Simon. Give a few more examples, e.g. This is my phone. These are my students, Maya and Sabine. Contrast the short vowel sound /ɪ/ in this with the long vowel sound /iː/ in these.

GRAMMAR 

be: he / she / they negative and questions

a Individually, students complete the tables. Check answers as a class. Answers

b

Read through the information with the class. You may wish to check that students know when to use this is and these are by pointing to different things in the room, e.g. the door, a pile of books. Ask the class: This is or these are? Each time, indicate that the students should say this is or these are.

Give students one minute to prepare what they’re going to say. In pairs, students talk about two of their friends. Monitor, but don’t interrupt fluency unless communication breaks down altogether. At the end, invite a few students to tell the class about their two friends.

+ She’s Russian. They’re Chinese.

In pairs, students practise saying the five miniconversations in 4c.

Ask fast finishers to stay in the same pairs and use the pictures of sports players on SB p.10 to have more mini-conversations like the ones in 4c, e.g. Is he Spanish? No, he’s Japanese. Is she a football player? No, she isn’t. She’s a tennis player.

1.20

Answers 1 Anna  2 Mexican  3 Alexander  4 Russian 5 Penny  6 American

b

1.24 Individually, students complete the task. Play the recording for students to listen and check their answers. Check answers as a class.

– She isn’t Russian. They aren’t Chinese.

? Is she Russian? Are they Chinese?

1.21–1.23 Students read the information in Grammar Focus 1B Part 2 on SB p.114. Play the recording where indicated and ask students to listen and repeat. Students complete the exercises in Part 2 on SB p.115. Check answers as a class. Tell students to go back to SB p.11.

Answers (Grammar Focus 1B Part 2 SB p.115) a 1 isn’t  2 aren’t  3 isn’t  4 aren’t  5 isn’t  6 isn’t b 1  Is he Russian?  2  ✓  3  Are they English?  4  Is he Italian? 5  Is she Chinese?  6  ✓ c 1 ’s  2 Is  3 isn’t  4 ’s  5 ’re  6 Are  7 aren’t  8 ’re

5

SPEAKING

Divide the class into pairs and assign A and B roles. Student As go to SB p.103. Student Bs go to SB p.108. Give students two minutes to look at the picture and information box and to prepare what they’re going to say about their own picture and ask about their partner’s picture. They then cover the information box and talk with their partner. Monitor and note down any common mistakes/errors to deal with during feedback.

ADDITIONAL MATERIAL Workbook 1B  hotocopiable activities: Grammar p.151, Vocabulary p.158, P Pronunciation p.165

  EXTRA ACTIVITY Students write down the names of four more tennis players or football players on a piece of paper. In pairs, they use the Who questions from Grammar Focus 1B Part 2 on SB p.114 to ask about the names. For example, Who’s he? Who are they? They should also ask about nationality. For example, Is he Spanish? Is she Japanese?

UNIT 1  Hello!  23

1C

Everyday English

At the end of this lesson, students will be able to: • understand a conversation in which someone meets new people at work • greet people at different times of the day • use appropriate phrases when meeting new people • use appropriate tone when meeting people • read and understand a personal profile • use capital letters and full stops correctly • write their own personal profile

Nice to meet you

OPTIONAL LEAD-IN Books closed. On the board, write: I’m … . Then draw a big question mark. Tell students you’re a tennis player or football player from Lesson 1B. They can ask you five questions with Are you … ? to guess who you are (e.g. Are you a football player? Are you Mexican?). Give students a few minutes to write down questions, before taking them from the class.

1 a

b

d

LISTENING

Pre-teach the phrase new place by writing the question Where? on the board and looking around. Ask: Am I in a new place? (no). Point to the picture of Sophia and ask: Is she in a new place? Elicit students’ ideas but don’t check the answer at this point. Play Part 1 of the video or audio recording for students to check the answer. Check the answer as a class, and establish that it’s Sophia’s first day at Electric Blue Technology. Ask: Where’s she from? (Canada). 1.25

Answers 1 Good evening. 4 Good evening.

3 a

Answer Yes, she is. Video/Audioscript (Part 1) RECEPTIONIST Good morning, Electric Blue Technology? SOPHIA Hi, my name’s Sophia Taylor. It’s my first day …

c

Sophia? Sophia Taylor? From Canada? S Yes, that’s right. R Come on in! R

1.25 Play Part 1 of the video or audio recording again for students to complete the sentences. Check answers as a class.

b

box. Check answers as a class.

3 evening

1.26 Pronunciation Play the recording for students to listen for the number of syllables in each greeting. Check answers as a class.

Answers hello (2) good morning (3) good afternoon (4) good evening (3)

c

1.26 Play the recording again for students to listen for the stressed syllables in each greeting. Check answers as a class and drill all the phrases.

Answers good morning

Meeting new people 1

1.27 Point to the picture of the manager of Electric Blue Technology. You may wish to elicit or pre-teach the word manager. Play Part 2 of the video or audio recording for students to listen for the manager’s name. Check the answer as a class.

good afternoon

good evening

c

1.29 Pronunciation Play the recording for students to listen to the conversation and notice the stress on the underlined words.

In pairs, students practise the conversation.

d e

1.30 Point to the faces in the table and use your own facial expression to check students understand that is happy and is neither happy nor sad. Students complete the sorting task. Play the recording for students to listen and check their answers. Play the recording again for students to listen and repeat. Encourage students to use their faces and body language as well as the words to express the feeling behind the expressions.

Answers I’m fine, thanks. I’m good, thank you.

UNIT 1 Hello!

D

1.28 Play the recording for students to listen to the two sentences and underline the words they hear. Check answers as a class. Nominate a few students to introduce themselves using the two phrases.

A

24

I’m good, thank you. And you? I’m fine, thanks. OK, well, come with me, please. S OK! S

Answers 1 My name’s 2 I’m Yes, both options in 1–2 are possible.

a Students match the times of day with the words in the

b

LISTENING AND USEFUL LANGUAGE

Video/Audioscript (Part 2) DAVID Is this Sophia? RECEPTIONIST Yes. Hello! SOPHIA Good morning! D Welcome, Sophia. I’m David. S Nice to meet you, David. D Nice to meet you, too. How are you?

USEFUL LANGUAGE Greeting people Answers 1 morning 2 afternoon

2 Good afternoon. 3 Good morning. 5 Good morning. 6 Good afternoon.

Answer David

Answers Good morning, Electric Blue Technology. Hi, my name’s Sophia Taylor. It’s my first day.

2

In pairs, students practise saying the right greeting for each time of day. Check answers as a class, inviting different students to say the greeting for each time.

B I’m OK, thank you. Oh, not bad, thanks.

f

4 a

In pairs, students practise the conversation in 3c again, changing roles and using the different expressions in 3e. Invite one or two stronger pairs to have a conversation for the class to hear.

5 a

LISTENING AND USEFUL LANGUAGE 

Meeting new people 2

Point to the picture of Megan and Sophia in the office. Ask: Where are they? Elicit or teach the word office. Play Part 3 of the video or audio recording for students to answer the question. Check the answer as a class. 1.31

Answer The tone changes.

  LANGUAGE NOTES Everything! Thank you, Megan. That’s great. D Sorry, but I need to … M Oh, yes, of course. D See you later, Sophia. S Sure. Thank you, David. D Bye! M OK, so … This is your desk. S Oh, right. Good! M So, welcome to your new office, welcome to Electric Blue Technology, and welcome to the UK! S Thank you, Megan! Thank you very much! M S

English speakers use intonation across words, phrases and sentences to express meaning and mood. If students don’t use a changing tone when they speak, they may not express the emotion they intend, or even fail to get their meaning across entirely. For these reasons, it’s good to start raising students’ awareness of the importance of tone early. At the same time, it’s also worth bearing in mind that students whose first language doesn’t use intonation in the way that English does may feel self-conscious about copying English tone patterns. It’s important to spend time helping these students listen for and recognise tone change before insisting on them trying to produce it.

b

6 a

  EXTRA ACTIVITY Write these words from Parts 2 and 3 of the video or audio recording on the board and ask students to find pairs with same or similar meaning: Sorry.

Bye.

Great!

Sure.

Of course.

I’m sorry.

See you later.

Good!

Check answers as a class (Sorry. – I’m sorry, Great! – Good!, Of course. – Sure, See you later. – Bye.). Drill the words and phrases.

b

1.33 Say: Good morning, how are you? with a flat voice, with no intonation change at all. Then repeat it in a cheerful way. Repeat it, and gesture with your hands to show how your voice moves when you want to sound cheerful. Say: This is ‘tone’. Write tone on the board.

Play the recording for students to answer the question. Check the answer as a class. Play the recording again and use your hand to indicate how the tone moves.

Answer No, they aren’t. Video/Audioscript (Part 3) DAVID  Hi, Megan – Sophia’s here. MEGAN  Oh. Already? Great! D Sophia, this is Megan Jackson. SOPHIA  Nice to meet you, Megan. M Nice to meet you too, Sophie. S Mm, Sophia. My name’s Sophia, not Sophie. M Oh! Yes, yes, of course. I’m sorry. Sophia. S That’s OK! M Nice to meet you, Sophia! D So, this is your office. Your home for the next year. M It’s not home, David! D No, OK. Well, you’re in here with Megan, and she can help you with …

PRONUNCIATION Tone

1.33 Play the recording again for students to listen and repeat. Monitor carefully, pausing the recording to correct sensitively any mistakes with the tone that you hear.

SPEAKING

1.34 Tell students that they can now practise using all the language from the lesson. Students complete the conversation individually. Play the recording for them to listen and check their answers. Check answers as a class.

Answers 1  is 2 meet 3 you 4 fine

b

Put students into groups of three to practise reading the conversation. Then tell them to repeat the conversation, but this time using their own names. Encourage them to change roles a few times. Monitor and listen out for how well the students use changing tone.

1.31 Play Part 3 of the video or audio recording again for students to complete the task. Check answers as a class. Referring back to the picture of Sophia looking lost, point to the picture of Sophia and Megan in the office and ask: Is Sophia OK now? (yes).

Answers 1 meet  2 office  3 desk

c

1.32 Students put the conversation in order. Play the recording for them to listen and check.

Answers 1  DAVID  This is Megan Jackson. 2  SOPHIA  Nice to meet you, Megan. 3  MEGAN  Nice to meet you too, Sophie.

d

Put students into groups of three to practise the conversation using their own names.

UNIT 1  Hello!  25

LOA TIP MONITORING Monitoring means paying close and careful attention to students’ spoken and written output as they work, usually with a particular focus on language recently learned. When students are doing pair and group work, the easiest way to monitor is to walk round the classroom looking and listening to what they’re doing. Crouching down to desk level can make your presence less large, as well as making it easier to see and hear mistakes. Monitoring often involves helping students, giving them positive feedback and correcting errors. You can do this ‘on the spot’ as you walk around or you can note down examples of errors and good language use and give students feedback at a later stage. The second approach can be more effective as it avoids singling out individual students. With 6b, monitoring is a little more difficult, as you are aiming to feed back on students’ pronunciation. As you monitor, listen to students’ use of intonation, and react appropriately. For example, if students’ intonation is flat and unchanging, don’t say anything, but react by gesturing with your hands or face that you want students to use a changing tone. If students’ intonation sounds good, react by smiling or nodding.

7

WRITING

a Give students one minute to read Sophia’s profile and answer the question. Check the answer as a class. Answer She’s from Toronto.

b

Students go to Writing Plus 1C on SB p.154. Read through the information in exercise a. If appropriate for your students, ask them to do exercise b individually. Check answers by inviting a few students to come and write the correct capital letters on the board. Similarly, as students complete exercise c, copy the uncorrected sentences onto the board and invite students to come and correct the punctuation. Tell students to go back to SB p.13. Answers (Writing Plus 1C SB p.154) b 2 B  3 D  4 E  5 G  6 H  7 Q  8 R  9 T c 1  We’re from Brazil.  2  He’s a student.  3  This is Ruben. 4  I’m in a class with Amy Lee.  5  My name is Sandro. 6  Their flat is in Mexico City. It’s small.

c Write this title on the board: Student profile: Me and my

English class. Give students five minutes to write a personal profile like Sophia’s. Monitor and help as necessary.

  FAST FINISHERS Ask fast finishers to write a profile like Sophia’s for Megan Jackson and David (the people Sophia meets at Electric Blue Technology). Tell them to invent their nationalities and David’s surname.

d Students share their personal profiles with other

students. Give them two or three minutes to read each other’s work. Ask: Are you all from the same place? Are you all from the same country?

ADDITIONAL MATERIAL Workbook 1C Unit Progress Test Personalised online practice

26  UNIT 1  Hello!

UNIT 1 Review 1

3 a

GRAMMAR

a Individually, students underline the correct answers. Answers 1 ’m  2 we are  3 aren’t  4 Am I  5 are you  6 ’re

b Individually, students add the missing words. Check answers as a class.

c

1b.

In pairs, students ask and answer the questions in

d Individually, students correct the sentences. As they

work, write the uncorrected sentences on the board. Check answers as a class by inviting students to come and correct them. Answers 1  No, he isn’t from China. 2  Are you OK? 3  Yes, I am. 4  What’s your name? 5  I’m not Brazilian. 6  Who’s she?

2

VOCABULARY

a Students look at the map and unscramble the letters to write the country names. Check answers as a class.

1.35 Write I’m on the board and ask: Does this word have a long or short sound? (long). Write the on the board and ask: A long or short sound? (short). Draw the long (—) and short (^) symbols on the board next to each word. Play the recording, then check answers as a class. Students practise saying the words in pairs.

Answers 1  — 2  — 3  ^ 4  ^ 5  — 6  ^ 7  ^ 8  —

Check answers as a class.

Answers 1  isn’t 2 are 3 is 4 Are 5 aren’t 6 Is, isn’t

SOUND AND SPELLING

b

1.36 Give students one minute to study the table, then play the recording.

c

1.37 Give students one minute to complete the task. Play the recording. Check answers as a class. Play the recording again, then put students into pairs to practise saying the sentences.

Answers 1  I’m right.  4  This is my room.  5  She’s from Brazil. 8  Laura’s American.

LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied and decide how well they did. Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice.

Answers 1 Britain  2 Russia  3 Spain  4 China  5 Japan  6 Brazil

b Ask a few students: What’s your nationality? Students

look at the flags and complete the nationality words. Check answers as a class. Answers 1 Canadian  2 Polish  3 American  4 Japanese  5 British 6 Italian

  FAST FINISHERS Ask fast finishers to write down as many other nationalities as they can in one minute. In pairs, they compare lists.

  EXTRA ACTIVITY Put students into pairs. Give them one minute to write down the names and nationalities of two or three famous people from different countries. The nationalities must be in the list in Vocabulary Focus 1B on SB p.132. Join pairs with other pairs. They take turns to say a name and ask: Where’s she from? or Where’s he from? How many questions can each pair answer correctly?

UNIT 1  Hello!  27

UNIT OBJECTIVES

2 T I UNout me

At the end of this unit, students will be able to: understand information, texts and conversations about places and common objects exchange information about places and common objects ask and talk about possession describe objects and places understand conversations in which people ask for and give personal information and do so themselves complete a form with personal information

All ab

UNIT CONTENTS G

 GRAMMAR be: it’s / it isn’t Possessive adjectives Plural nouns have Language Plus: in / near

V

 VOCABULARY Common adjectives: bad, beautiful, big, boring, difficult, easy, funny, good, happy, interesting, new, old, right, sad, small, wrong Common objects 1: book, bottle of water, computer, key, knife, newspaper, phone, ticket, umbrella, watch Numbers 1: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety Language Plus: a / an

P

C

 PRONUNCIATION Sound and spelling: /h/ Sound and spelling: /s/, /z/, /ɪz/ Do you … ? Long and short vowel sounds in do and have Main stress in questions Tone in questions  COMMUNICATION SKILLS Talking about your home town Talking about possessions and common objects Asking for and giving personal information Completing a form Writing Plus: The alphabet and spelling

GETTING STARTED OPTIONAL LEAD-IN Books closed. Collect some common objects from around the classroom, including some of your own things. Put them on a table in front of the class. These objects could include books, pens, a wallet, a bag, etc. Elicit or teach the word things, gesturing to the collection of objects. Find out if students know the names of the objects in English. If you have time, extend this activity by asking students to look away while you remove one of the objects. Can they tell you which one you’ve removed?

28

UNIT 2 All about me

a

1.38 Write on the board: house, family, window, chair, car, TV, table. Ask students to fi nd them in the picture. Monitor and see how easy or diffi cult students fi nd this. Check answers as a class. Say: One, two, three … and fi nd out if students can count to fi ve. Put students into pairs to look at the picture and answer questions 1–4. Monitor and notice whether students attempt to use it’s and they’re, but don’t correct errors at this stage. Go through the questions as a class, writing students’ ideas on the board. If students suggest more than one answer (e.g. Russia, Poland), write them all on the board. Leave students’ ideas on the board for the next stage. If you wish, give students information from the Culture notes.

Play the recording for students to listen to other people talk about the picture. Do the speakers have the same ideas as the students? Check as a class, underlining any of the things on the board the speakers say. Audioscript A Is it a hot country? B Well, no. There’s snow! A Yes. It’s a cold country, not a hot country! B Is it a big city? A Hmm, I don’t know. Maybe a town? B Yes, maybe. And is it a new house? A No, it’s an old house. B What country do you think it is? A Hmm, maybe Russia? B Yes, maybe. A OK, let’s count the windows: one, two, three, four. B Four, yes. A And the people in the family? B Four again. How many chairs are there? A Two. B Two? No, I can see three. There’s a little one on the right. A Oh yes. Let’s count the tables now. B One, two, three, four. Four tables.

A B A B A B A B A B A B A B

A B

Three chairs and four tables? Yes! And TVs? I can see two TVs. And the last one … cars. Just one car. Yes. What other things do they have? Hmm, they have a piano, and a carpet … Oh yes. And they have two sofas. Yes, and two bikes. And what’s that at the back? It’s a bookcase. And they have a bear on one of the sofas! Yes! What things in the picture do you have? Well, I have two sofas, and a TV – just one TV. And five bookcases! What do you have? I have a car. And … two tables. A big table with eight chairs. Oh, OK.

b

EXTRA ACTIVITY Write these words and phrases on the board and check students understand them using gestures and mime: maybe I don’t know I can see … I have Play the recording again for students to listen and count how many times they hear each phrase. Check answers by pausing the recording after each phrase (maybe – 4, I don’t know – 1, I can see – 2, I have – 2).

Put students into pairs to say what things in the picture they have. If students are struggling, give some examples of your own, e.g. I have a car. I have a TV. Monitor and notice whether students attempt to use have and how much vocabulary for common objects they can produce. Don’t correct errors at this stage. Take feedback as a class.

ADDITIONAL MATERIAL Photocopiable activities: Pronunciation p.164

CULTURE NOTES The photo shows a Russian family, from Suzdal (population about 10,000), an old town 215 km northeast of Moscow, whose streets are lined with traditional colourful wooden houses like the ones in the picture. The family are standing outside their house with all their material possessions. Noticeably, this family doesn’t own a bed. Instead, they use their sofas (divan) and turn them into beds at night. This photo was taken as part of the Material World project, which showed 30 families from different countries with all their belongings. A book consisting of these photos has been published and has sold well around the world.

2A

It’s a very big city

At the end of this lesson, students will be able to: • understand a text about people’s homes • use it’s and it isn’t correctly to talk about places • use a lexical set of common adjectives to describe objects, people and places • use possessive adjectives correctly • talk about home towns and homes

OPTIONAL LEAD-IN

ER EST CH

I

ONV GT

IZMIRM

RT

AMAN

Put students into pairs and ask: Can you find ten cities in one minute? Check answers as a class (for this word snake: Izmir, Madrid, Acapulco, Washington, Vienna, Dakar, Jakarta, Manchester, Kyoto, Moscow).

1 a

LISTENING

Put students into small groups to ask and answer the question. Take feedback as a class.

KYOTO OSCOW

KA

SHIN

RJA

ULCO

WA

NADA

M

EN

KA

DRIDAC

AP

A

Books closed. Write this word snake on the board or one that is similar with other cities in it:

b

1.40 Play the recording for students to listen and match the names of the people with the pictures. Check answers as a class and write the names of the places on the board (Santiago, Vyborg, Ravello). If you wish, give students information about the three places from the Culture notes.

Answers a Katia b Yuri c Carlo

1.39 Tell students to look at the pictures. Ask: What country is it? Elicit students’ ideas, but don’t confi rm answers at this point. Individually, students match the words with the pictures. Play the recording for students to listen and check. Drill the words.

Answers a city b town

c village

UNIT 2 All about me 29

Audioscript

Conversation 1 A Carlo, where are you from? CARLO  I’m from Ravello, in Italy. A Ravello? Is it a big city? C No, no. It isn’t a city. It’s a small village near Naples. Conversation 2 A Where are you from, Katia? KATIA  I’m from Santiago. A Santiago? In Chile? K Yeah. A It’s a big city. K Yes, it is. It’s a very big city.

 CAREFUL! Students often omit it’s, e.g. I have a new phone. A very small phone. (Correct form = I have a new phone. It’s a very small phone.), or forget the apostrophe, e.g. Its fantastic! (Correct form = It’s fantastic!). Another common error is using it’s where is would be correct, e.g. Central Park it’s very nice. (Correct form = Central Park is very nice.).

b Individually, students complete the sentences with he’s, she’s or it’s. They then check in pairs.

c

Conversation 3 A Yuri, where are you from? YURI  I’m from Vyborg, in Russia. A Is it a city? Y No, it isn’t. It’s a big town. It’s near St Petersburg.

1.41 Play the recording for students to listen and check their answers.

Answers 1 It’s  2 She’s  3 He’s  4 It’s  5 It’s

d

  CULTURE NOTES Ravello (population: approx. 2,500) is located on the Amalfi coast in the southwest of Italy. It is a very popular tourist destination. Popular attractions include a 13th-century villa, a tower and an outdoor pavilion. The pavilion is used every summer for some of the music, theatre and dance events of the Ravello Festival.

1.42–1.43 Students read the information in Grammar Focus 2A Part 1 on SB p.116. Play the recording where indicated and ask students to listen and repeat. Individually, students complete exercise a in Part 1 on SB p.117. Check answers as a class. Tell students to go back to SB p.16.

Answers (Grammar Focus 2A Part 1 SB p.117) a 1 It’s  2 It’s  3 They’re  4 It’s  5 They’re  6 It’s 7 They’re  8 It’s

Santiago (population: approx. 6.7 million) lies on the Mapocho river in the centre of Chile. It was founded in 1541 by Pedro de Valdivia, a Spanish explorer. Today, it’s a modern, cosmopolitan capital city, and Chile’s business, political, cultural and entertainment centre. It is also an important manufacturing centre, producing textiles and foodstuffs.

Language Plus  in / near

Vyborg (population: approx. 80,000) is an ancient town 120 km northeast of St Petersburg, in Russia. First founded in 1293, Vyborg was a Swedish town until the beginning of the 1700s. It is a port and railway junction and has many industries including shipbuilding and factories that produce farm machinery, electrical equipment and paper. Its old buildings and monuments are a mix of Russian, Finnish and Swedish styles.

Ask the following question about the country you’re in now: Are we in (the country) or near (the country)? (in). Then repeat the same question with the names of a town, city or country near your location. Finally, say the name of the town or city you’re in now and ask: Are we in (the town) or near (the town)? (in).

c

Play the recording again for students to listen and complete the conversations with the words in the box. Students check in pairs. Check answers as a class.

Tell the students to look at the two maps. Ask: Where’s Naples? (in Italy) Where’s Ravello? (near Naples).

LOA TIP CONCEPT CHECKING

e Individually, students use the prompts to write

sentences about themselves. Monitor to check they are using the target language correctly.

1.40

f

Answers 1 it  2 isn’t  3 It’s  4 is  5 Is  6 isn’t

2

GRAMMAR be: it’s / it isn’t

a Write the following sentence on the board: Ravello is in

Italy. Underline Ravello is and ask: One word? Elicit that It’s can replace Ravello is.

Individually, students complete the table. Check answers as a class. Drill the three sentences. Answers + – ?

Ravello is in Italy. Ravello isn’t in Russia. Is Ravello in Italy?

30  UNIT 2  All about me

It’s in Italy. It isn’t in Russia. Is it in Italy?

Put students into pairs to tell each other their sentences. Nominate a few pairs to share their sentences with the class.

  EXTRA ACTIVITY Write on the board: Where? Think of a village, town, city or country that everyone in the class will know. Keep it secret. Students can ask you ten questions with Is it in … ? and Is it near … ? They should try to guess the place in ten questions. Put students into small groups to play a few more rounds of the game. Monitor, but don’t interrupt fluency.

3 a

READING AND VOCABULARY  Common adjectives

1.44 Go through the table with the class. Ask: How many people? How many homes? (seven people, six homes). Point to the example answer and pre-teach the word flat. Play the recording for students to listen and read Our homes.

Play the recording again for students to complete the table. They then check answers in pairs. Check answers as a class. You may wish to remind students of the word friend.

 CAREFUL! Students often confuse possessive adjectives and pronouns, using pronouns where they should use possessive adjectives, e.g. Where’s me phone? (Correct form = Where’s my phone?), or possessive adjectives instead of pronouns, e.g. Can you help my? (Correct form = Can you help me?). This error most frequently occurs with me and my. Students may also miss out the possessive adjective, e.g. Thanks for help. (Correct form = Thanks for your help.), or use an article (most commonly the) in its place, e.g. It’s a picture of the home town. (Correct form = It’s a picture of my home town.).

Answers home Katia big flat Carlo big, old and beautiful flat Yuri small house

Miguel Pietro and Susanna Nina

home small house big flat small, old and beautiful flat

b Individually, students complete the sentences. They then

b Sound and spelling /h/

check in pairs. Check answers as a class.

For exercise 1, play the recording for students to listen for the word which has no /h/ sound. Check the answer as a class and drill each word. 1.45

Answer what

c



For exercise 2, put students into pairs to practise saying the words. Monitor and correct students’ pronunciation as appropriate.

c

1.46 In pairs, students complete the sentences with the words in the box. Play the recording for students to listen and check.

Answers 1 small  2 new  3 big  4 old

d

4

Students complete the exercises in Vocabulary Focus 2A on SB p.134. Play the recording for students to listen and repeat the adjectives in exercise a. For exercise b, put students into pairs to practise saying adjectives and their opposites. Individually, students complete exercise c with their own ideas. They then compare ideas with a partner. Check answers as a class by eliciting three or more possible adjectives for each sentence. Tell students to go back to SB p.17.

GRAMMAR Possessive adjectives

a Write Our homes on the board and underline Our. Copy

the table below on the board with only the word our in it. Elicit we from the class and add it to the table. Then write you in the table and elicit your. Possessive adjective our your

Tell students to look at the table on SB p.17. They need to find possessive adjectives in Our homes to complete the table. Check answers as a class. Drill the possessive adjectives. Answers Pronoun I you he she we they

1.48 Students read the information in Grammar Focus 2A Part 2 on SB p.116. Play the recording where indicated and ask students to listen and repeat. Individually, students complete exercise a in Part 2 on SB p.117. Check answers as a class. Tell students to go back to SB p.17.

Answers (Grammar Focus 2A Part 2 SB p.117) a 1 your  2 her  3 their  4 Our  5 your  6 their

d Individually, students think of a friend and complete the

1.47

Pronoun we you

Answers 1 His  2 your  3 Our  4 Her  5 Their

Possessive adjective my your his her our their

sentences.

e

Put students into pairs to tell each other their sentences.

  FAST FINISHERS Ask fast finishers to repeat the task about a different person they know.

5

SPEAKING

Divide the class into groups of three and assign A, B and C roles. Student As read the information on SB p.103, Student Bs on SB p.109 and Student Cs on SB p.113. Remind students of the meaning of the same by showing two books that are different and asking: Are they the same? (no). Then show two books that are the same and repeat the question (yes). Students tell their information to the other two students. Monitor, but don’t interrupt fluency. When students have finished, they answer the following question in their groups: What information is the same about all three people? Check the answer as a class. Answer They all live in a small city.

ADDITIONAL MATERIAL Workbook 2A Photocopiable activities: Grammar p.151, Vocabulary p.159

UNIT 2  All about me  31

2B

Do you have a phone?

At the end of this lesson, students will be able to: • use a lexical set of nouns for common objects correctly • understand a conversation with a customs officer about objects you can take on a plane • use plural nouns correctly • use I have and Do you have … ? correctly to talk about possession • use numbers 1–20 and 30, 40, 50, 60, 70, 80, 90 correctly • ask and say what they have with them now

OPTIONAL LEAD-IN Books closed. Write the names of some famous airports on the board, for example Heathrow, Narita, JFK, along with the name of a major airport in the country you are in now. Elicit the word airport. In pairs, give students two minutes to think of other words related to airport, for example, plane, fly, travel, ticket, etc. Which pair can think of the most? Write the words on the board and any others students thought of. Elicit a sentence containing each word from the class.

1 a

VOCABULARY Common objects 1

1.49 Ask students to look at the picture at the bottom of SB p.18. Ask: Where is it? If you didn’t do the Optional lead-in, elicit or pre-teach the word airport.

In pairs, students match the words with the objects in the picture. Play the recording for students to check their answers. Drill the words. Answers 1 a newspaper 2 a phone 3 a book 4 an umbrella 5 a bottle of water 6 a key 7 a computer 8 a knife 9 a ticket 10 a watch

b

Ask students to look at the picture again. Ask which two items are not OK in this picture. Check the answer as a class. Answer a knife; a bottle of water (you can’t take them through security)

LOA TIP DRILLING Model and drill the /ə/ sound in a /ə/ and an /ən/. Then model and drill a key, a book, an apple, an umbrella. Increase the challenge with this simple drill: Say: book Say: watch

Students say: a watch

Say: newspaper Say: ice cream

Students say: an umbrella Students say: a newspaper Students say: an ice cream

Students say: an apple

Say: bottle of water

Students say: a bottle of water

Language Plus a / an Tell students to look at the objects in the picture again and then read the rules. Ask: How many is ‘a’? (one) How many is ‘an’? (one). Draw a picture of an apple and a phone on apple and phone on the board and the board. Write: ask: a or an? Elicit an apple and a phone and complete the phrases on the board.

c

32

d

2 a

1.50 Students complete the exercises in Vocabulary Focus 2B on SB p.133. For exercise a, play the recording for students to listen and repeat the objects. Put students into pairs to do exercises b and c. Monitor and help as necessary. Tell students to go back to SB p.18.

LISTENING AND GRAMMAR  Plural nouns

1.51 Tell students to look at the picture of John Munroe. Ask: Where is he? (at an airport). Play the recording for students to listen for the words he says. Play the recording again for students to listen and check, pausing after each answer. If you wish, give students information from the Culture notes below.

Audioscript A What things are OK at an airport? JOHN Most things are fine. Computers are fine, and phones, and watches of course, all no problem. A What about umbrellas?

Yes, they’re fine. So, what’s not OK? J Well, bottles of water, they’re not OK. A And, of course, no knives? J Er, no! J

A

Answers computers, phones, watches, umbrellas, bottles, knives

Students say: a book

Say: umbrella

Say: apple

students are using the question and It’s a/an … correctly and correct their pronunciation as appropriate.

Tell students to cover the box in 1a. In pairs, students ask and answer the question What’s this? about the objects in the picture. Monitor and check that

UNIT 2 All about me

CULTURE NOTES On many flights, passengers who want to take a bottle of water on the plane must buy it from the shops at the airport after going through security – or they can fill an empty bottle after going through security. Passengers are allowed to take certain items onto the planes in their hand luggage. These can include: • spoons, small scissors and round-ended scissors, disposable razors, nail files, knitting needles, sewing needles, umbrellas, walking sticks, safety matches, medical equipment and electronic equipment such as a tablet or laptop. Passengers aren’t allowed to take dangerous items onto a plane in their hand luggage. These depend on the airline and the area the flight takes place in, but can include: • corkscrews, knives, large scissors, non-safety matches, fireworks, work tools such as screwdrivers, and sports equipment such as ice skates and fishing rods.

b Pick up a book. Ask the class: What’s this? (a book). Pick

up two other books and ask: What are these? (books). Write book and books on the board and write singular (= 1) and plural (= 2+) above them. Tell students to complete the table individually. Check answers as a class.

3 a

Answers Singular (= 1) a key a newspaper a watch a knife

Plural (= 2+) keys newspapers watches knives

c Discuss the question as a class.

Students often make mistakes with plural noun endings, e.g. I have two phone. (Correct form = I have two phones.), and They’re big citys. (Correct form = They’re big cities.).

d Sound and spelling /s/, /z/ and /ɪz/

1.52 Remind students what a syllable is by writing phone and computer on the board and asking: How many syllables do these words have? (phone – 1 syllable, computer – 3 syllables). Repeat the question with the words apple and umbrella (apple – 2 syllables, umbrella – 3 syllables). For exercise 1, give students one minute to read the task. Play the recording. Check the answer as a class. If necessary, say book/books, key/keys, watch/ watches so students can hear the contrast between the singular and plural forms.

Answer watches



1.53 For exercise 2, play the recording for students to listen for which plural noun has an extra syllable. Check the answer as a class. Write villages on the board. Model the /dʒ/ sound in this word. Point out that this sound is followed by /ɪz/. Play the recording again for students to listen and repeat.

Answer villages

e

Put students into pairs so they can practise saying the plural forms of singular nouns.

f

Students read the information in Grammar Focus 2B on SB p.116. Students then complete the exercises on SB p.117. Check answers as a class. Make sure that students have changed the y at the end of country and city to -ies. Tell students to go back to SB p.19. Answers (Grammar Focus 2B SB p.117) a 1 eggs  2 knives  3 girls  4 countries 5 towns  6 phones  7 villages  8 cities b 1  a big city  2  a town  3  a small  4  flats 5 bottles  6 baby  7 cities  8 tickets

1.54 Tell students to look at the picture of the bag. Ask: What’s in the bag? In pairs, students complete the conversation. Play the recording for students to listen and check their answers.

Answers 1 book  2 keys  3 umbrella  4 phone  5 bottle; water

b

1.55 Play the recording for students to hear the positive and question forms of have.

c

1.55 Pronunciation Play the recording again. Discuss the question as a class. Drill the sentences as a class, then put students into pairs to practise saying the sentences a few more times.

Answers watch – watches (add -es) knife – knives (change the f to v and add -s)

 CAREFUL!

GRAMMAR have

Answer a short sound

d

4 a

In pairs, students ask and answer questions about the common objects in the picture in 3a with Do you have … (here/at home)?. Monitor, but don’t interrupt fluency. To close the activity, invite students to ask you a few questions.

VOCABULARY Numbers 1

1.56 Play the recording for students to listen and repeat the numbers.

b Students match the words and numbers. Check answers as a class.

Answers seven 7, two 2, nine 9, four 4, eight 8, eleven 11, three 3, six 6, one 1, ten 10, twelve 12, five 5

c

Demonstrate the activity by saying a number between 1 and 11 and nominating a student to say the next number. Put students into pairs to do the activity.

  EXTRA ACTIVITY Put students into pairs to use the numbers in different ways, for example • counting up from one to twelve (one, two, three … ) and down from twelve to one (twelve, eleven, ten … ) • counting in twos (two, four, six ... / one, three, five … ) and threes (three, six, nine … ) Students can also give each other simple sums to do, for example: A  What is six and four? B  Ten.

d

Divide the class into pairs and assign A and B roles. Student As go to SB p.104 and Student Bs go to SB p.108. Remind students what the same means by showing two books and two pens that are the same. Then show two books and two pens that are different and elicit different. Students read the instructions and the example question and answer. Indicating the A and B pictures, ask the class: How many things are different? (seven). Students complete the task in pairs. Monitor, but don’t interrupt fluency. At the end of the activity, ask the class: What are the seven differences?

UNIT 2  All about me  33

Answers Student A has two books, Student B has three books. Student A has two phones, Student B has one phone. Student A has one knife, Student B has four knives. Student A has one watch, Student B has two watches. Student A has five keys, Student B has one key. Student A has three tickets, Student B has no tickets. Student A has no newspaper, Student B has one newspaper.

e

Students complete the exercises in Vocabulary Focus 2B on SB p.146. For exercise a, play the recording for students to listen and repeat the numbers. In exercise b, play the recording for students to listen and underline the correct number. Check answers as a class. Tell students to go back to SB p.19. 1.57–1.58

Answers (Vocabulary Focus 2B Numbers 1 SB p.146) b a 30 b 40 c 15 d 60 e 17 f 18 g 90

5

SPEAKING

FAST FINISHERS Tell fast finishers to ask you some questions about what’s in your bag.

EXTRA ACTIVITY In pairs, students role play a conversation between a customs officer and a passenger at an airport. The customs officer asks Do you have … ? and the passenger replies with Yes or No. The passenger can also say I have a …. Is it OK? Monitor, but don’t interrupt fluency unless students make mistakes in their choice of vocabulary. Nominate a few pairs to act out their conversation in front of the rest of the class.

ADDITIONAL MATERIAL Workbook 2B

a Ask students to write three things they have in their bag

Photocopiable activities: Grammar p.152, Vocabulary p.159, Pronunciation p.165

(or pocket).

b

Put students into pairs to play this guessing game. Extend the game by changing the pairs a few times. Monitor, but don’t interrupt fl uency.

2C

Everyday English

At the end of this lesson, students will be able to: • understand a conversation in which someone gives personal information • use appropriate phrases to ask for and give personal information • understand a conversation about a flat • use appropriate tone in questions • say their name, phone number and address • use the alphabet to spell words aloud • complete a form

What’s your address?

OPTIONAL LEAD-IN Write on the board: • old houses • new houses • big houses • small houses • old flats • new flats • big flats Say: Think about (the town/city you’re in now). Where can you see these buildings? Put students into small groups to discuss their ideas for two minutes, then take feedback as a class. Does this town/city have areas with all these buildings?

1

LISTENING

a Write A good home on the board. Give students one minute to think about what is a good home and tick four boxes. Check students understand park and shops by giving examples from your local area that everyone will know.

b

34

Put students into pairs to discuss their opinions. Then put pairs together to make small groups to extend the discussion. To bring the discussion to a close, ask each group: Do you have the same or different ideas? Why?

UNIT 2 All about me

c

1.59 Look at the picture with the class. Point to Sophia. Ask: Who’s this? and Why is she here? (for a new home). Play Part 1 of the video or audio recording for students to answer the questions. They then check in pairs. Check answers as a class.

Answers 1 the woman 2 a flat Video/Audioscript (Part 1) RACHEL Good morning. SOPHIA Good morning. R Can I help you? S Well … yes … I need a flat near here. R OK – sure – we can help! Please sit down. OK, so … a flat just for you? S Yes, just me. R One bedroom? S One bedroom is fine, yes.

R S R S R S R S

One or two questions if that’s OK? Of course. What’s your name? Sophia Taylor. OK. That’s Sophia … S-O-F-I-A? No. S-O-P-H-I-A. Ah yes, sorry. Sophia – er Taylor. How do you spell that? T-A-Y-L-O-R.

R

S R S R S R S R

d

T-A-Y-L-O-R. And what’s your address? Do you have an address in London? Well yes, but it’s a hotel. OK. It’s the Alpha Hotel, A-L-P-H-A. Alpha Hotel. Right. And what’s your phone number, please? Well, it’s my mobile number. It’s 07832 647893. 07832 67489 … No, sorry, it’s 647893. 647893?

S R

S R S R S

That’s right. OK, thanks. Well now … we have two nice flats in this part of London. This one. It’s an old flat. Very big rooms. Hmm. And this one. It’s quite big, and it’s a really nice flat. Oh, yes. That is nice. It’s near here. We can go there now. OK, great!

Play Part 1 of the video or audio recording again for students to tick the correct answers. If necessary, pause and replay the recording when Sophia spells out her personal information. Check answers as a class. 1.59

read the information on SB p.109. Students then swap roles, with Student Bs asking questions and Student As reading the information and answering. Monitor and help as necessary. Tell students to go back to SB p.20.

  FAST FINISHERS Ask fast finishers to stay in the same pairs and take turns to spell out words from Units 1 and 2 to each other. How quickly can the listener guess what their partner is spelling out?

3 a

Answers 1 b  2 a  3 b

2

a

USEFUL LANGUAGE 

Asking for and giving personal information

1.60 Tell students they’re going to hear more people asking for and giving personal information. Play the recording for students to listen and underline the correct words. They then check in pairs. Check answers as a class.

Answers 1 It’s  2 It’s  3 It’s  4 It’s

b

1.61 Play the recording for students to listen to how phone numbers and email addresses are said. Check answers as a class.

Answers 1 a  2 b

c

1.62 Play the recording for students to listen and underline the correct question word. Check the answer as a class.

Answer How

d

e

1.63

Pronunciation Play the recording for students

to notice the main stress in each question. Play the recording again, pausing after each question for students to repeat it. Listen and correct their pronunciation as necessary. Students go to Writing Plus 2C Part 1 on SB p.154. Play the recording in exercise a for students to hear how each letter is pronounced. Drill each letter sound with the class, going down each column (A, H, J, etc.). For exercise b, students add the missing letters. Encourage them to say the letters aloud. Check answers as a class. Tell students to go back to SB p.20. 1.64

Answers (Writing Plus 2C Part 1 SB p.154) b 2 H  3 Y  4 C  5 F  6 R  7 O

f

In pairs, students practise asking questions and spelling their own surname.

g

Divide the class into pairs and assign A and B roles. Student As ask the questions on SB p.104 and Student Bs

LISTENING

1.65 Tell the class to look at the picture. Ask: Is it a house or a flat? (a flat). Elicit or pre-teach the meaning of nice. Draw a happy face on the board to show the meaning of really nice and a sad face for isn’t very nice. Play Part 2 of the video or audio recording for students to tick the sentence which matches Sophia’s opinion. Check the answer as a class. Ask: Do you think the flat is nice?

Answer 1  The flat’s really nice. Video/Audioscript (Part 2) RACHEL  So, this is it. One bedroom. And a kitchen, of course. And it’s quite big! SOPHIA  Yes, it is. It’s beautiful. R Yes, it’s a very good flat for one person … It’s a nice street. And near a park.

b

S R

Oh, good. Take a look.

***

OK, thank you. It’s a good flat – it’s great. I like it. I really like it. R OK, great! S

1.65 Check students understand supermarket by giving an example from your local area that everyone will know. Play Part 2 of the video or audio recording again for students to listen for the correct information about the flat. They then check in pairs. Check answers as a class. Ask: Would you like to live here? Why / Why not? Encourage students to express their opinion without worrying about accuracy.

Answers 1  big  2  good for one person  3  near a park

LOA TIP ELICITING Elicit some positive and negative adjectives from the class. Write nice on the board and ask students to call out more adjectives from Unit 2 to talk about flats and houses. Check that students can pronounce the adjectives correctly, then write some of them on the board: old, new, big, small, good, bad, interesting, boring, beautiful Write these sentences from exercise 3a on the board: It’s really nice. It isn’t very nice. Elicit more sentences like this by asking students to change the adjective, e.g. It isn’t very big. It’s really bad. Finally, elicit some personal responses to the flat that Sophia looks at. Ask students to look at the picture on SB p.21. Point to different things in the picture and nominate a few students to give their opinions using the adjectives on the board or their own ideas. For fun, you could also elicit students’ opinions about things in the classroom (e.g. the chairs, a picture on the wall, the carpet, one of your pens) using Do you like this/these?.

UNIT 2  All about me  35

4 a

PRONUNCIATION Tone in questions

Play the recording for students to listen for whether the tone goes up or down at the end of the questions. Check the answer as a class, playing the recording again if necessary and using your hands to show the downward movement of the tone. 1.66

➔

Answer The tone goes down

.

  LANGUAGE NOTES In Wh- questions, the tone usually falls from high to low at the end of the question: What’s your surname?

b

1.66 Play the recording again, pausing after each question so students can listen and repeat.

c

In pairs, students practise saying four more questions. Monitor and check whether students are saying the question with a downwards tone at the end. Play the recording for students to compare themselves to the audio.

5 a

6

1.67

SPEAKING

Tell students that they can now practise using all the language from the lesson with a partner. Give students one minute to prepare their questions and answers. They then work with two or three different partners to ask for and give personal information. Monitor and note down any common mistakes/errors to deal with during feedback. Take feedback as a class.

WRITING

a Give students one minute to read the form and find any new information about Sophia. They check in pairs. Check answers as a class. Answers The address of the Alpha Hotel (High Street) Sophia’s email ([email protected])

b

1.68 Students go to Writing Plus 2C Part 2 on SB p.154. Read through the information in the box. Write adress on the board and elicit the correct spelling: address. Individually, students complete exercise d. Play the recording so students can check the spelling. Then write all the correct answers on the board. Tell students to go back to SB p.21.

Answers (Writing Plus 2C Part 2 SB p.154) d 1 address 2 village 3 umbrella 4 happy 5 small 6 difficult 7 interesting 8 right 9 wrong 10   knife

36  UNIT 2  All about me

c Give students up to five minutes to complete the form with their own information. Monitor and point out errors for students to self-correct.

  EXTRA ACTIVITY Students copy out the form in 6c on a piece of paper, leaving it empty. In pairs, they role play a conversation. Student A works at Local Rentals. Student B is a customer. Student A asks questions and fills in the form with Student B’s information (first name, surname, etc.). Write this opening exchange on the board which students can use to begin their conversation: A: Can I help you? B: Yes, I need a flat near here. Students A and B then swap roles and repeat the conversation.

ADDITIONAL MATERIAL Workbook 2C Unit Progress Test Personalised online practice Photocopiable activities: Pronunciation p.166

UNIT 2 Review 1

3 a

GRAMMAR

a Students correct the underlined word in each sentence.

Check answers as a class. Write the correct words on the board.

/s/

flats tickets books

b Students add the plural form of the nouns to the Answers 1 keys  2 knives  3 watches  4 bottles of water 5 cities  6 books

c Students complete the sentences with the words in the box. Check answers as a class.

Answers 1 It’s  2 are  3 they  4 They’re  5 Is  6 his  7 isn’t

2

VOCABULARY

a Students match the opposites. Check answers as a class. Answers 1 difficult  2 good  3 wrong  4 happy  5 boring  6 old

1.69 Play the recording for students to listen to the pronunciation of the plural nouns in the box. Students add the plural nouns to the correct place in the table according to the final sound (/s/, /z/ or /ɪz/). Play the recording again. Check answers as a class. In pairs, students practise saying the words.

Answers

Answers 1 her  2 your  3 It’s  4 isn’t  5 their  6 Our

sentences. Check answers as a class by asking students to spell out the plural forms.

SOUND AND SPELLING

b

/z/

keys umbrellas computers

/ɪz/

villages addresses houses

1.70 Play the recording for students to listen and tick the words with a /h/ sound. Play the recording again if necessary. Check answers as a class. In pairs, students practise saying the words.

Answers hello, her, his, home, house, how, who, happy

LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied and decide how well they did. Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice.

  EXTRA ACTIVITY Tell students to cover the adjectives on the left (big, easy, etc.). They then look at the adjectives on the right (small, difficult, etc.) and write the opposites. When they finish, they can look at the adjectives they covered and check their spelling.

b In pairs, students look at the pictures and complete the crossword. Check answers as a class.

Answers 1 umbrella  2 book  3 watch  4 ticket  5 computer 6 key  7 phone  8 newspaper

  FAST FINISHERS In pairs, fast finishers ask each question with Do you have …? about the objects in the crossword and other things from the unit (e.g. a flat, an umbrella).

UNIT 2  All about me  37

UNIT OBJECTIVES

3 T I UNand drink

At the end of this unit, students will be able to: understand and convey information, texts and conversations about food, drink and meals ask and tell the time talk and ask about people’s meal times and habits understand conversations in which people order and pay in a café and do so themselves write a text message

Food

Play the recording for students to listen to other people talk about the picture. Which food words on the board do the speakers say? Check as a class, ticking the food words the speakers say.

UNIT CONTENTS G

V

P

C

 GRAMMAR Present simple: I / you / we / they Adverbs of frequency Language Plus: What time … ? / When … ?  VOCABULARY Food 1: bread, coffee, cola, eggs, fish, fruit, fruit juice, meat, milk, rice, tea, vegetables, water Food 2: apple, banana, biscuit, butter, cake, cheese, ice cream, orange, pizza, potato, sandwich, tomato Time: o’clock, half past, (a) quarter past, (a) quarter to, twenty past, twenty to  PRONUNCIATION Syllables and word stress Sound and spelling: /iː/, /ɪ/ and /aɪ/ Sound and spelling: /ɑː/ and /ɔː/ Sentence stress  COMMUNICATION SKILLS Saying what you eat and drink Talking about food and meals Ordering and paying in a café Writing a text message Writing Plus: Contractions

GETTING STARTED

Audioscript A So, what food can you see in the fridge? B Oh, so fruit and vegetables. A Yes, potatoes, tomatoes … B And oranges. A Yes. And I can see eggs. B Meat? A Yes, I can see chicken. B Oh yes. A I can see some drinks too. B Milk … A And juice. B Do you have the same food in your fridge? A Emm … well, I have fruit and vegetables ... tomatoes. And cheese. Milk. B Yes, me too. And carrots, mushrooms, eggs. And I have burgers actually! A What food do you like in this fridge? B I like beans, eggs. And meat. What do you like?

OPTIONAL LEAD-IN Books closed. On the board, draw and . Show students some pictures of food you think they’ll know the words for in English. For each picture, elicit the food and then say: Who likes (the food)?, encouraging students to raise their hand if they do. If the majority of the class likes the specific food, write it on the board under . If they don’t, write it under . Repeat the procedure for the other pictures you’ve brought.

a

38

1.71 Use the picture to teach fridge, food and eat. Put students into pairs to look at the picture and ask and answer questions 1–5. Monitor and notice whether students attempt to use I eat / I don’t eat and I like / I don’t like, but don’t correct errors at this stage. Also check how easily students can talk about mealtimes and times of day. Take feedback as a class. Write any food words that students use on the board and leave them there for the next stage.

UNIT 3 Food and drink

A B A B A B A

B A B A B A B

Well, I like fruit and vegetables. But I don’t like meat. Oh, OK. Well, I like meat, but I don’t like milk. Next question. When do you eat the food in the fridge? I sometimes have eggs in the morning. For breakfast. I have eggs for breakfast too sometimes! Do you eat potatoes? Yes, I do. At lunchtime. I don’t like eating potatoes in the evening before I go to bed. Oh, I see. When do you eat meat? At dinnertime. What other kinds of food do you like? Emm … fish? Yes. And bread. And rice. Oh yes. Rice.

EXTRA ACTIVITY Write this question on the board: Who says it, the man or the woman? Then write these statements: 1 I can see eggs. 2 I can see some drinks too. 3 I have fruit and vegetables. 4 I like meat, but I don’t like milk. 5 I sometimes have eggs in the morning. 6 When do you eat meat? Play the recording again for students to listen and decide if the man or the woman says each statement. Check answers as a class (1 man, 2 man, 3 man, 4 woman, 5 woman, 6 man).

b

In pairs, students answer the question. Monitor and check how much food vocabulary they can produce. Don’t correct errors at this stage. Take feedback as a class.

3A

Do you like fish?

At the end of this lesson, students will be able to: • use a lexical set of food and drink words correctly • use the present simple with I, you, we and they in positive and negative statements correctly • understand a text about people’s eating habits • use the present simple with I, you, we and they in questions correctly • talk and ask about eating habits

OPTIONAL LEAD-IN Books closed. Mime eating something. Elicit the words eat and food. Mime drinking something. Elicit or teach the word drink. Write food and drink on the board. Say some names of popular foods and drinks from the country you’re in, or some famous food and drinks from around the world (e.g. spaghetti, the name of a well-known fizzy drink, or hamburger). For each one, ask students to say food or drink.

1 a

VOCABULARY Food 1

Individually, students match the words with the pictures. Play the recording for students to listen and check their answers. 1.72

Answers 1 meat 2 fish 3 vegetables 5 rice 6 eggs 7 bread

b

1.72

4 fruit

are by comparing the words food (one syllable) and happy (two syllables). Play the recording again for students to listen for the word which has more than one syllable. Check the answer as a class. Ask: How many syllables does the word ‘vegetables’ have? (three). Which syllable is stressed? (vege).

Pre-teach the word like by pointing to the smiley face on the page, pointing to the pictures of fruit and bread, smiling and saying I like fruit. I like bread. Put students into small groups to say what they like. Take feedback as a class.

d Sound and spelling /iː/, /ɪ/ and /aɪ/

Ask fast finishers to write down their favourite kinds of the following: tea, coffee, fruit, meat, vegetable. Encourage them to use bilingual dictionaries if they have them. In pairs, they compare lists.

2

Sound 1 /iː/

Sound 2 /ɪ/

Sound 3 /aɪ/

eat me teacher

big sister it’s his

nine China five Hi

For exercise 3, put students into pairs to practise saying the words.

READING AND GRAMMAR 

Present simple: I / you / we / they positive and negative

a Ask students which food words in 1a they can see in the pictures.

For exercise 1, play the recording for students to listen and repeat the sounds and words. Ask students: Which sound is short? (/ɪ/).

Answers

6 cola

FAST FINISHERS

Answers 1 fruit, eggs, rice, bread, meat 2 fruit, vegetables, bread, rice 3 fruit, vegetables, meat, eggs, rice There is no fish in any of the pictures.

1.73

1.74 For exercise 2, give students time to look at the task. Say big and ask which part of the table it goes in (the Sound 2 column). Play the recording once for students to complete the task individually. They compare answers in pairs. Play the recording again if necessary. Check answers as a class.

1.75–1.76 Students complete the exercises in Vocabulary Focus 3A on SB pp.142–143. Play the recording for students to listen and repeat the words in exercise a. Monitor and correct students’ pronunciation in exercise b as appropriate. Students do exercise c individually. Play the recording in exercise d for students to listen and check their answers. Then play it again for them to listen and repeat the words. Before students start exercise e, point to the speech bubbles and highlight the phrases I think … and Maybe … . Use gestures or facial expressions to convey the idea of uncertainty and guessing. Monitor and correct students’ pronunciation as appropriate. Tell students to go back to SB p.24.

Answers (Vocabulary Focus 3A SB p.142) d 1 water 2 milk 3 tea 4 coffee 5 fruit juice

Pronunciation Remind students what syllables

Answer vegetables

c

e

b

1.77 Play the recording as the students read the three texts. They match the texts with the pictures. Check answers as a class.

Answers a 3 b 1 c 2

c Individually, students complete the table. They can use

the texts for help. Check answers as a class. Drill the two negative sentences, replacing the food words with other food and drink words, e.g. I don’t eat bread. I don’t like tea. Answers + I We They

eat like

meat. fish.

– I We They

don’t eat meat. don’t like fish.

UNIT 3 Food and drink 39

d Tell students to read the three texts again and underline the correct answers. They then check in pairs. Check answers as a class.

d

Answers 1 don’t eat  2 don’t eat  3 don’t like  4 eat   5 like

e

In pairs, students discuss which family’s food they would like to have for a week and why. Take feedback as a class. Encourage students to give their reasons, encouraging them to express their opinions as far as they are able to. If you wish, give students information from the Culture notes below.

Answers (Grammar Focus 3A SB p.117) a 1 don’t  2 Do  3 do  4 eat  5 don’t  6 don’t b 1  They eat meat.  2  They don’t eat fish.  3  They eat vegetables. 4  They eat rice.  5  They don’t eat bread.

  CULTURE NOTES What people spend each week on food varies hugely from country to country. Here are some example figures from 2013: • The Bainton family, UK (two adults, two children): about £160 a week

1.80–1.81 Students read the information in Grammar Focus 3A on SB p.116. Play the recording where indicated and ask students to listen and repeat. Students complete exercise a on SB p.117. Check answers as a class. As students do exercise b, monitor and point out errors for students to self-correct. Check answers as a class. As students do exercise c, monitor and help with vocabulary as necessary. Nominate a few students to read out their sentences to the class. Tell students to go back to SB p.25.

LOA TIP DRILLING

• The Aymo family, Ecuador (two adults, four children): about £19 a week

Backward drilling (also known as backchaining) is an effective technique for building students’ confidence with pronouncing longer phrases and sentences. It involves starting the drill with the last word of a sentence, and gradually building up the sentence by adding words. Drill the question Do you like fruit? as shown below:

• The Batsuuri family, Mongolia (two adults, two children): about £29 a week

Say: fruit?  Students repeat. Say: like fruit?  Students repeat.

• The Natomo family, Mali (nine adults, six children): about £16 a week

Say: you like fruit?  Students repeat.

• The Melander family, Germany (two adults, two children): about £320 a week

Repeat the drill, building up the question Do you eat fish?. Make sure you keep the pronunciation consistent as you build up the question.

• The Aboubakar family, Sudan (two adults, four children): about 79p a week • The Eto family, Japan (three adults): about £143 a week

• The Namgay family, Bhutan (seven adults, six children): about £3.20 a week

3

a

LISTENING AND GRAMMAR

Present simple: I / you / we / they questions

1.78 Play the recording for students to listen and decide what Rajit eats. Play the recording again if necessary. Students compare their answers. Check answers as a class.

Answers fish, vegetables, rice, fruit

b

1.78 Play the recording again for students to complete the conversation. Check answers as a class.

Answers 1 Do  2 like  3 eat

c

e

Put students into pairs to practise the conversation in 3b.

  EXTRA ACTIVITY Write these short answers on the board: Yes, I do. No, I don’t. Yes, they do. No, they don’t. Drill each short answer for pronunciation, then draw a plus sign (+) and a minus sign (–) on the board. Ask the class the questions below, pointing each time to either the plus or the minus sign. Students must give the appropriate short answer. For example, ask: Do you like fish? Then point to the minus sign and elicit No, I don’t. Repeat the activity a few times, increasing the pace to increase the challenge. • Do you like fish? • Do they eat meat? • Do you drink coffee?

Individually, students look at the conversation and complete the questions in the table. Play the recording for students to check their answers. Be aware that there is more than one correct answer, and both eat and like are possible as main verbs. Drill the two questions, replacing fish and fruit with other food and drink words, for example, Do you eat eggs? Do you like coffee? 1.79

Answers + I eat fish. We like fruit.

Say: Do you like fruit?  Students repeat.

– I don’t eat fish. We don’t like fruit.

40  UNIT 3  Food and drink

? Do you eat fish? Do you like fruit?

• Do they eat rice every day? • Do you eat eggs? • Do they drink cola?

4 a

b

SPEAKING

To demonstrate the activity, nominate one or two students to ask you some of the questions. Put students into pairs to interview each other and complete the table. Monitor and note down any common mistakes/errors to deal with during feedback. Take feedback as a class.

ADDITIONAL MATERIAL Workbook 3A Photocopiable activities: Grammar p.152, Vocabulary p.159, Pronunciation p.166

Tell students to write the words for three drinks. They then use these words to interview their partner using: Do you like … ? and Do you drink … (every day)? Take feedback as a class. Ask a few pairs: What food and drink do you like? so that they can tell the class using We … . For example, We like rice. We don’t like vegetables.

3B

I always have dinner early

OPTIONAL LEAD-IN Books closed. Draw a simple picture of the sun rising on the board, as well as a very simple picture of what you ate and drank for breakfast this morning (If you had nothing, draw an empty plate!). Elicit or pre-teach the word breakfast. Ask students: Do you have breakfast? Take a class vote on how many people eat breakfast.

1

READING

a If you didn’t do the Optional lead-in, elicit or teach the

word breakfast by pointing to the four typical breakfast foods in 1c. You may also wish to teach the word nothing (= 0). Give students one minute to tick their answers in the table.

b

In pairs, students compare their answers. Nominate a few pairs to share their answers with the class.

c

In pairs, students guess the answer to the question. Elicit students’ ideas but don’t check the answers at this point.

d Give students one minute to read the text and check if their idea in 1c was correct. Answer toast

EXTRA ACTIVITY Write toast – 1 on the board. Ask: What about the other pictures? Encourage students to number the other pictures according to how popular they are for breakfast in the UK (cereal – 2, fruit – 3, eggs – 4).

e

Put students into pairs to ask and answer the questions, then take feedback as a class. If you wish, give students information from the Culture notes.

At the end of this lesson, students will be able to: • understand a text about breakfast in the UK • use a lexical set of food words correctly • use a lexical set of time phrases to say the time correctly • understand three people talking about dinner • use adverbs of frequency correctly • ask and answer questions about meal times

CULTURE NOTES In some countries, including the UK and the USA, most people eat specific ‘breakfast food’ – things like cereal with cold milk and toast with butter and jam. They don’t usually eat these things for lunch or dinner and they never or rarely have lunch food or dinner food for breakfast. In other places, however, breakfast meals are the same as or similar to other meals of the day. Here are some examples: • In Pakistan, Northern India and Bangladesh, people often eat khichdi for breakfast; it’s made of rice, lentils, spices and pickles – ingredients that are used in other meals during the day. • Similarly, in Japan, people often eat a breakfast dish made of natto (fermented soy beans), rice, miso soup and green tea. • In Turkey, people eat tarhana – a thick soup made of wheat, yoghurt and vegetables – at all meals, not just breakfast. • In Morocco, people often eat the leftovers of the previous day’s tagine (spiced meat and vegetable casserole) for breakfast. • In El Salvador, a typical breakfast is fried sweet plantains, black beans and rice in onion sauce with salsa – all standard foods eaten at other meals. • A popular Egyptian breakfast is ful medames – beans cooked with olive oil, onion, parsley, garlic and lemon juice.

UNIT 3 Food and drink 41

2

VOCABULARY Food 2; Time

  FAST FINISHERS

a In pairs, students match pictures a–c with sentences 1–3. Check answers as a class. Point out the time expressions on each picture too and drill in the morning, in the afternoon and in the evening. Answers 1 b  2 c  3 a

b

1.82–1.83 Students complete the exercises in Vocabulary Focus 3B on SB p.143. Play the recording where indicated and ask students to listen and repeat the words in exercise a. In pairs, students match the words and pictures in exercise b. Check answers as a class and drill all the food words. For exercise c, students tell each other what they eat at different meal times. Monitor and correct students’ pronunciation as appropriate. Nominate a few students to share their answers with the class. Tell students to go back to SB p.27.

Answers (Vocabulary Focus 3B SB p.143) b 1 apple  2 biscuit  3 cheese  4 sandwich  5 tomato 6 banana  7 cake  8 ice cream  9 potato  10 orange 11 butter  12 pizza

c

Tell students to look at the three meal pictures on SB p.26. Ask: What food and drink can you see in the pictures?. Play the recording for students to listen for the correct times in sentences 1–3. Check answers as a class by playing the recording again and pausing after the time in each sentence. Draw a clock face on the board showing one o’clock, and write the phrase. Repeat with six o’clock and seven o’clock. 1.84

Answers 1 one  2 six  3 seven

d

1.85 Students match the clocks with the times. Tell them to compare their ideas in pairs, then play the recording for students to listen and check, pausing after each time phrase.

Answers 1  four o’clock 2  half past four 3  (a) quarter past four 4  (a) quarter to five

e f

In pairs, students use the clocks to practise saying the times. 1.86 Students complete the exercises in Vocabulary Focus 3B on SB p.146. Play the recording for students to check their answers to exercise a. For exercise b, play the recording again for them to practise saying the times. Give students one minute to write their answers to exercise c before they talk in pairs. Tell students to go back to SB p.27.

Answers (Vocabulary Focus 3B SB p.146) a 1 (a) quarter past two 2  twenty past two 3  twenty to two 4 (a) quarter to two 5  two o’clock 6  half past two

42  UNIT 3  Food and drink

Ask fast finishers to draw more clock faces on a piece of paper and use them to test a partner by asking: What’s the time?

g Sound and spelling /ɑː/ and /ɔː/

1.87 For exercise 1, play the recording for students to hear and copy the long sounds /ɑː/ and /ɔː/. Point out that the two small triangles in the phonetic symbols /ɑː/ and /ɔː/ show that these are long sounds.



1.88 For exercise 2, play the recording for students to put the words in the correct place in the table. Play the recording again, then check answers as a class.

Answers Sound 1 /ɑː/

Sound 2 /ɔː/

class father afternoon past

four all water daughter



For exercise 3, put students into pairs to practise saying the words in the table.

h

Teach these questions: What’s the time? What’s the time in (London/Tokyo/New York)? Divide the class into pairs and assign A and B roles. Student As go to SB p.103 and Student Bs go to SB p.108. Students exchange information about the time in different cities around the world. Monitor, but don’t interrupt fluency. Tell students to go back to SB p.27. To close this stage of the lesson, look at your phone, watch or a clock and ask: What’s the time?

3 a

LISTENING

1.89 Play the recording for students to listen and match the people with the countries. Check answers as a class.

Answers 1 the USA  2 Russia  3 Spain Audioscript CONVERSATION 1

I

INTERVIEWER  Are you from China,

M

Julie? JULIE  No, I’m not. My parents are I J I J

Chinese, but I’m American. What time do you have dinner? In my family, we usually have dinner at about 7 o’clock. And what do you have? We usually have rice with meat and vegetables.

CONVERSATION 2 I

Where are you from, Misha?

MISHA  I’m from Russia.

And when do you have dinner? I always have dinner early. I What time? M At 5 o’clock. I

M

b

And what do you have? Different things, but I like fish for dinner.

CONVERSATION 3

Are you Spanish or Mexican, Bianca? BIANCA  I’m Spanish. I What time do you have dinner? B I usually have dinner between 9 and 10 o’clock. I You have dinner late. B Yes. People never have dinner early in Spain. I What do you have? B I usually have meat and vegetables, but I sometimes have bread and cheese. I

1.89 Play the recording again for students to listen in more detail and complete the table. They then check in pairs. Check answers as a class.

Answers Name

c

4 a

LOA TIP DRILLING Dinner time

Food

Julie

about 7 o’clock

rice, meat, vegetables

Misha

at 5 o’clock

different things, fish

Bianca

between 9 and 10 o’clock

(usually) meat and vegetables, (sometimes) bread and cheese

Students discuss the question in pairs. Invite a few students to share their answers with the class. Briefly give your own response too.

GRAMMAR Adverbs of frequency

Play the recording for students to listen and complete the sentences with the words in the box. Check answers as a class. 1.90

Answers 1 usually 2 always 3 never 4 sometimes

b In pairs, students complete sentences 2 and 4 with the

A prompt drill is a useful form of very controlled practice. Instead of just listening and repeating, students have to think. In the prompt drill below, the prompt is a percentage which students have to translate and apply as an adverb of frequency. Write these percentages on the board: 0%, 50%, 80% and 100%. Remind students that these numbers match adverbs of frequency. As you say each of the sentences below, point to one of the numbers on the board. Students change the sentence by adding the correct adverb of frequency. For example, say: I eat fish and point to 50%. The students follow by saying: I sometimes eat fish. • I eat fish. • They have breakfast. • You drink coffee. • We eat bread. • I have lunch. • They drink cola. Repeat the drill a few times, changing the percentage each time.

d Individually, students complete the exercise. Monitor

and make sure the students have placed the adverbs of frequency in the correct position. Check answers as a class.

adverbs of frequency. Check answers as a class. Write on the board: We usually have rice. Highlight the position of the adverb of frequency (usually). It goes between the subject (We) and the verb (have).

Answers 1 I sometimes have breakfast at 9:00 at weekends. 2 I usually have a sandwich for lunch. 3 I never have breakfast. 4  In the evening, I always have dinner at about 7:00.

Answers 2 usually  4 never

 CAREFUL! Of the four adverbs taught in this lesson, always is the most commonly used, followed by usually, then sometimes then never. Students often make mistakes with word order, e.g. I eat always at 7 pm. (Correct form = I always eat at 7 pm.), and The food usually is good. (Correct form = The food is usually good.). This mistake is most commonly made with always. Another typical error is students splitting sometimes into two words, e.g. We some times eat rice. (Correct form = We sometimes eat rice.).

c

Students read the information in Grammar Focus 3B on SB p.118. Play the recording where indicated and ask students to listen and repeat. Students then complete exercises a and b on SB p.119. Check answers as a class. Tell students to go back to SB p.27. 1.91

Answers (Grammar Focus 3B SB p.119) a 1  We sometimes have dinner at 10:00. 2  I never have coffee in the evening. 3  I usually have a tomato sandwich for lunch. 4  We always have dinner at home. 5  I always eat fruit at lunchtime. 6  I usually have lunch in a café. b 1 sometimes 2 never 3 always 4 always

  FAST FINISHERS Ask fast finishers to write more sentences about their eating habits, using adverbs of frequency.

e

In small groups, students discuss which sentences are true for them. Take feedback by reading each sentence and asking students to put up their hand if it’s true for them.

Language Plus  What time … ? / When … ? Tell students to read the two questions. Point out that What time and When have the same meaning. Drill the two questions. Invite two strong students to ask and answer questions with have breakfast, have lunch or have dinner. Repeat a few times with different pairs of students.

UNIT 3  Food and drink  43

5

SPEAKING

a Give students two minutes to write their answers to the

ADDITIONAL MATERIAL Workbook 3B

four questions and then write another question about meals and food. Monitor and help as necessary.

b

Photocopiable activities: Grammar p.152, Vocabulary p.159

Students use their questions to interview three or four other students. They write down the names of students who have the same answers. Monitor, but don’t interrupt fluency. Take feedback as a class.

LOA TIP REVIEW AND REFLECT Write these number ranges on the board: • 0–8 • 9–14 • 25–21 • 22–28 Ask students: How many words for food, drink and meals do you know from this lesson? Indicate the four number ranges on the board and ask students to each choose a number range from the board. Give them two minutes to write down as many food, drink and meal words from the lesson as they can, without looking in their books or notebooks. Ask them to count their words. Take feedback as a class. Are they surprised how many words they know?

3C

Everyday English

At the end of this lesson, students will be able to: • understand a conversation in a café • use sentence stress correctly in a piece of cake, a cup of tea, etc. • use appropriate phrases to order and pay in a café • order something in a café • write a text message

I’d like a cup of tea, please

OPTIONAL LEAD-IN Books closed. Write the names of some local cafés on the board. Ask: Do you know these cafés? Do you like these cafés? What food and drink do people eat at these cafés? Encourage students to express their opinions without worrying about accuracy.

b

To continue personalising the topic, write these sentences on the board:

Answers sandwich and orange both have two syllables (banana and tomato both have three syllables)

• I sometimes have breakfast in a café. • I usually have coffee and a cake in a café. • I always have lunch in a café. • I never go to cafés.

c

Ask: Are these sentences true for you? Put students into pairs to discuss their answers, then take feedback as a class.

1 a

44

LISTENING

Point to the picture of Sophia and Megan in a café on SB p.29. Ask the class: Where are Megan and Sophia? (in a café). Put students into pairs to look at the menu on SB p.28 and discuss what food and drink they like. Take feedback from a few students. Tell the class what you like.

UNIT 3 Food and drink

2.2–2.3 Pronunciation Play the first recording for students to hear the two syllables in coffee. In pairs, students find words with two syllables in the box. Play the second recording for students to check their answers.

2.3 Play the recording again for students to listen and underline the stressed syllables in each word. Check answers as a class.

Answers sandwich, banana, orange, tomato

d

In pairs, students practise saying the words.

e In pairs, students find the items in pictures a–c. Check answers as a class. Answers 1 b 2 c 3 a

f

Play the video or audio recording for students to understand the general meaning and put pictures a–c in order. They check in pairs. Check answers as a class. 2.4

Answers a 2  b 3  c 1 Video/Audioscript MEGAN  Hi, Sophia. How are you? SOPHIA  I’m well. In fact, I’m very well! M What’s that? A key? S It sure is! M Your new flat! S That’s right. M Great. S I’m so happy! Come on – time for a coffee! M Yes, good idea.

A

a

• piece of cake Again, ask students to speak and clap along with you. Finally, still without changing the beat of two claps, and without clapping the weak sounds for a (/ə/) and of (/əv/), say: • a cup of tea • a piece of cake This focus on the rhythm of the stressed words should help students pronounce the unstressed words a and of naturally as the weak forms /ə/ and /əv/.

c

In pairs, students practise saying the phrases in 2b.

d

Remind students of the food and drink in Vocabulary Focus 3A and 3B on SB pp.142–143. Elicit a few more phrases with a … of … . Then put students into pairs to think of more phrases and practise saying them.

3 a

Play the recording for students to listen to the pronunciation of the words and phrases. Check the answer as a class.

b

Ordering and paying in a café

2.7 Play the recording for students to listen and complete the sentences. Check answers as a class. Play the recording again for students to listen and repeat the questions. Write on the board: I’d like … , please. and Can I have … , please?. Elicit some different examples from the class, e.g. I’d like a glass of cola, please., Can I have a piece of banana cake, please?.

2.8 Individually, students put the words in the correct order. Play the recording for students to listen and check their answers.

Answers 1  Can I have a cup of coffee, please? 2  I’d like an egg sandwich, please. 3  Can we have two tomato sandwiches?

2.5

c

In pairs, students practise saying the sentences.

d

2.9 Individually, students put the conversation in the correct order. Play the recording for students to listen and check.

2.6 Play the recording for students to listen and notice which word isn’t stressed. Check the answer as a class.

Answers 3  A cheese sandwich, please. 4  Of course. That’s £6.00, please. 2  Certainly. And to eat? 5  Here you are. 1  Can I have a glass of cola, please? 6  Thank you.

Answer The word a in these phrases isn’t stressed. It is pronounced /ə/.

  LANGUAGE NOTES English is a stress-timed language, unlike some other languages which are syllable-timed. This means that in connected speech, the words a, an, and, of and the are usually unstressed and contain the weak /ə/ (schwa) sound.

USEFUL LANGUAGE

Answers 1 like  2 have

PRONUNCIATION Sentence stress

Answer No, it isn’t. In 1 (in isolation) it is pronounced /ɒv/. In 2 and 3 (in phrases) it is pronounced /əv/.

b

• cup of tea

2.4 Play the video or audio recording again for students to decide whether the statements are true or false. Check answers as a class. Encourage students to correct the false answers. You may wish to pre-teach cousin by drawing a very simple family tree on the board.

Answers 1 T 2  F (Sophia has a cup of coffee. Megan has a cup of tea.) 3 T 4  F (The message is from Megan’s cousin.)

2

Say these word pairs a few times, clapping as you say each word: cup, tea; piece, cake. Ask students to say and clap the word pairs with you. Then, without changing the beat of two claps, and without clapping the weak sound of (/əv/), say:

OK … So that’s a cup of tea, a cup of coffee and a piece of chocolate cake. S That’s right. Thanks. M Sorry, but I’d like a piece of chocolate cake too. Sorry! S Sure – no problem. Can we have two pieces of chocolate cake, please? A Certainly. That’s £11.00, please. S Here you are. *** A Thank you. S OK – something to drink? M So – the flat? M Yes, I’d like a cup of coffee, please. S It’s nice. Look – it’s quite big and very beautiful. S Coffee. OK. ASSISTANT  Hi. M Oh yes, lovely. S Hi. So two cups of … S And it’s quite old. I like that. M No … um … I’d like tea. Yes, a cup M Is it near the office? of tea, please. S Yes, it is. It’s also near a park. It’s great. S Tea – right. Cake? M No, thank you. M Sorry. It’s from my cousin, James. S OK. Can I have a cup of tea, a S That’s OK. cup of coffee and a piece of M Sorry. I can answer later. So, chocolate cake, please? London’s now home! S Yes! London’s now home.

g

  EXTRA ACTIVITY

e

Put students into pairs to practise the conversation, but with different details (drink, food and price). Monitor and correct students’ pronunciation as appropriate and listen for correct usage of the target language from this lesson.

UNIT 3  Food and drink  45

4 a

SPEAKING

Divide the class into pairs and assign A and B roles. Give students one minute to read the instructions and prepare what they want to say. Monitor and note down any common mistakes/errors to deal with during feedback.

5

a Point to the image in blue and elicit what it is (a text

message). Tell students to look at the picture and the text message. Give the students one minute to read the text and answer the questions. Check answers as a class. Ask: Who is the text message about? (Sophia).

LOA TIP MONITORING Rather than writing down comments at random as you monitor, try grouping them under grammar, vocabulary, pronunciation and everyday English headings. Note down good uses of the target language, as well as mistakes. Working like this will help you find out which areas your students need more help with. It will also give you an organised list of points to address at the feedback stage. When feeding back to your students, be specific about their positive achievements. Write any mistakes that you noticed on the board. Let the mistakes be anonymous – don’t attribute them to individual students – and get the whole class involved in correcting them.

b

Students swap roles and repeat the activity. Give feedback on the students’ achievements using the notes you made while monitoring.

  FAST FINISHERS Ask fast finishers to have more café conversations in pairs, using different food and drink words.

WRITING

Answers It’s from Megan.  It’s for James, her cousin.

b

Students go to Writing Plus 3C on SB p.155. Read through the information in exercise a as a class. Write on the board: you’re, she isn’t, I don’t. Ask: What are the full forms? (you are, she is not, I do not). Individually, students do exercises b and c. Check answers as a class by inviting students to come and write them on the board. Tell students to go back to SB p.29. Answers (Writing Plus 3C SB p.155) b 1 you’re  2 she’s  3 I’m   4 don’t  5 they’re  6 aren’t 7 we’re  8 isn’t c 1 He’s  2 They’re  3 isn’t  4 don’t  5 aren’t  6 I’m 7 don’t  8 I’m not

c Give students up to five minutes to look at the ideas and write their own text message to a friend. Monitor and point out errors for students to self-correct.

d In pairs, students read each other’s text messages. Invite students to tell the class who their partner wrote about.

ADDITIONAL MATERIAL Workbook 3C Unit Progress Test Personalised online practice Photocopiable activities: Pronunciation p.166

46  UNIT 3  Food and drink

UNIT 3

c Tell students to look at the pictures and complete the food words.

Review 1

GRAMMAR

a Individually, students write sentences and questions from the prompts. Check answers as a class. Answers 1  Do you like eggs? 2  We eat bread every day. 3  I don’t drink juice. 4  We don’t eat meat. 5  You like fruit. 6  Do they eat fish?

b Individually, students underline the correct answers. Check answers as a class. Answers 1 I always 2  sometimes drink 3  usually eat 4 never 5  I never have 6  sometimes don’t

c

In pairs, students discuss whether the sentences in 1b are true or false for them.

d Students correct the sentences. Check answers as a class. Write the corrected sentences on the board.

Answers 1  No, we don’t.  2  I always have breakfast.  3  We don’t eat fish. 4  I usually drink water.  5  Do you like tea?  6  Yes, I do.

2

VOCABULARY

a In pairs, students use the words in the box to complete

the groups. Check answers as a class. Allow the students to name what the groups are if they can. Answers 1  juice (cold drinks) 2  coffee (hot drinks) 3  banana (fruit) 4  dinner (meals) 5  fish (these foods come from animals) 6  cakes (these foods are sweet)

b

In small groups, students tell each other what their favourite group of food or drinks is.

Answers 1 bread  2 rice  3 meat  4 apples  5 oranges  6 eggs

3 a

SOUND AND SPELLING

Write /ɪ/, /iː/ and /aɪ/ on the board. Then, write these word groups on the board and ask students to match the words with the sounds in the groups: 2.10

1 nine, my, time 2 cheese, key, we 3 is, this, it. Check answers as a class (1 = /aɪ/, 2 = /iː/, 3 = /ɪ/). Play the recording for students to choose the correct answers. They check in pairs. Play the recording again if necessary. Check answers as a class. In pairs, students practise saying the sentences. Answers 1 a  2 a  3 b  4 a

b

2.11 Write /ɔː/ on the board and then write the words two, three, four. Ask: Which word has the /ɔː/ sound? (four). Play the recording for students to tick the correct words. They check in pairs. Play the recording again if necessary. Check answers as a class. In pairs, students practise saying the words.

Answers 1 water  4 morning  7 quarter  8 all

  FAST FINISHERS Ask fast finishers to find food and drink words on SB p.30 and group them into words of one syllable, two syllables and three syllables. For example, one-syllable words include: rice, cakes, fruit, eggs, meat, milk, tea, bread, fish. Two-syllable words include: ice cream, biscuits, water, orange, coffee, apple, cola. Three-syllable words include: vegetables, tomatoes, banana, oranges.

LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied and decide how well they did. Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice.

  EXTRA ACTIVITY Students play a guessing game. Write these sentence beginnings on the board: • You like … • You don’t like … • You eat … every day. • You never eat … Individually, students guess and write down five eating and drinking facts about students sitting near them, e.g. (name of partner) likes cereal. They then talk together to see if their guesses were correct, e.g. Do you like cereal? Take feedback as a class. Find out if anyone got all their guesses right or wrong.

UNIT 3  Food and drink  47

4 T I UNe and my family My lif

UNIT CONTENTS G

 GRAMMAR Present simple: Wh- questions Present simple: he / she / it positive

V

 VOCABULARY Common verbs: go, live, meet, play, speak, study, teach, work Family and people: baby, boy, brother, children, daughter, father, girl, husband, man, men, mother, parents, people, sister, son, wife, woman, women Numbers 2: twenty-one, thirty-four, forty-two, etc., a hundred Language Plus: study … (at university/English/maths, etc.) Language Plus: How old … ?

P

C

 PRONUNCIATION Sentence stress in present simple questions Sound and spelling: /ð/ This is … Sound and spelling: /ʧ/ and /ʤ/

 COMMUNICATION SKILLS Talking about your life and asking about others’ Talking about your family Asking and talking about photos Writing about a family photo Writing Plus: Word order

GETTING STARTED OPTIONAL LEAD-IN Books closed. Draw a simple diagram of your family tree on the board. Your name should be in the centre. Say: This is me. Write the names of any children you have under your name, brothers or sisters to the left or right, and parents above. Add lines connecting your name to the other people’s. Elicit or teach the word family. Say: This is my family.

a

48

Use the picture to teach person and family. Remind students that they learned This is … for talking about people in Lesson 1B. Put students into pairs to look at the picture and answer questions 1–4. Monitor to find out whether students attempt to use the present simple positive with he and she, and how much family and people vocabulary they can produce, but don’t correct errors at this stage. Go through the questions as a class, writing students’ ideas on the board. If students suggest more than one answer (e.g. They have a meal. They go out.), write them all on the board and leave for 2.12

UNIT 4 My life and my family

UNIT OBJECTIVES At the end of this unit, students will be able to: understand information, texts and conversations about their own and other people’s daily lives and families exchange and convey information and opinions about their own and other people’s daily lives and families discuss what they know about famous people and their families talk about their own family ask and talk about photos of family and friends write a caption for a favourite family photo

the next stage. If you wish, give students information from the Culture notes. Play the recording for students to listen to other people talk about the picture. Do the speakers have the same ideas as on the board? Take feedback as a class. Audioscript A OK, so can you see person a’s parents? B Yes, those are her parents. And can you see her brother? A I’m not sure. I think the man is her father, not her brother. B Yes. We can’t see her brother. Can you see her child? A Well, yes. The girl with the red dress is her child, her daughter. B Yes. A OK, so do you think this family all live together in one house? B Hmm, no I don’t think so. I think the people with the guitars are visitors. It’s someone’s birthday maybe? A Some families all live together. B Well, maybe. Who in the picture works?

A

B A B

A B A

B A

Just person a, I think. The girl is too young and the other people maybe finished work a few years ago. Maybe, yes. The girl is probably at school. What do you think they do next? Hmm, I’m not sure. If it’s someone’s birthday, maybe they have cake? Yeah, or maybe they have some other special food. Who lives in your house? My mother and father, and one of my sisters. Who lives in your house? My husband. And we have two children. Oh lovely.

EXTRA ACTIVITY Write these sentences on the board: A The girl is probably at school. B We can’t see her brother. C My mother and father, and one of my sisters. D I think the people with the guitars are visitors. E Some families all live together. F If it’s someone’s birthday, maybe they have cake? Play the recording again for students to listen and number the sentences in the order they hear them. Check answers as a class, pausing the recording after each of the six sentences and writing the number on the board (1 B, 2 D, 3 E, 4 A, 5 F, 6 C).

In pairs, students answer the question. Monitor to find out how much family vocabulary students produce and whether they attempt to use present simple statements with he and she. Don’t correct errors at this stage. Take feedback as a class.

b

CULTURE NOTES The two older people in the photo are playing a music video game like Rock Band or Guitar Hero, in which players get microphones, plastic controllers that look like musical instruments and lots of songs to play along with. Compared to other computer games, music games can bring friends and families together to express themselves and entertain each other.

4A

What do you study?

At the end of this lesson, students will be able to: • use a lexical set of common verbs correctly • understand a blog about living in one country and working in another • understand a conversation about living in one city and working in another • use present simple Wh- questions correctly • ask questions and talk about where they live, work, etc.

OPTIONAL LEAD-IN Books closed. Write work and study on the board and ask students if they work or study or both. Write My life on the board and draw two circles. Write on Tuesdays above one and on Saturdays over the other. Divide the circles into sections to show how you spend your time, for example:

on Tuesdays

on Saturdays

I work

I study

I don’t work

I don’t work

I study

Ask students to draw their own circles and compare them with a partner. Invite one or two students to come to the board to draw and talk about their circles to the class.

1 a

VOCABULARY Common verbs

Students match the sentences with the pictures. Play the recording for students to listen and check. 2.13

Answers 1 c 2 b 3 d

4 a

5 e

EXTRA ACTIVITY Write sentences 1, 2, 4 and 5 from 1a on the board. Then, underline the preposition in each sentence (study at, work in, live in, go to). Elicit where else you can study at, work in, etc. • Study at university or … ? (school, high school, college, home …) • Work in an office or … ? (a factory, a shop, a bank, New York …) • Live in London or … ? (Paris, a big house, a small flat …) • Go to the gym or … ? (work, school, the cinema …)

b

In pairs, students discuss which sentences in 1a are true for them. Take feedback as a class.

c

2.14 Students complete the exercises in Vocabulary Focus 4A on SB p.136. Play the recording in exercise a for students to read and listen to the phrases and practise the pronunciation of the verbs. Check answers to exercise b as a class. Monitor exercise c and help as necessary. Tell students to go back to SB p.32.

Answers (Vocabulary Focus 4A SB p.136) b 2 play 3 live 4, 5, 6 speak, study, teach 7, 8, 9 study, teach, meet 10 meet 11 go

2

READING

a Tell students to look at the photos and the blog title.

Use the picture of the plane to elicit the verb fly. Give students one minute to read the blog for general meaning and to choose the sentence which is true. They then compare answers in pairs. Check the answer as a class. Answer Sentence 2 is true.

b Pre-teach the word expensive and its opposite, cheap,

by writing one expensive and one cheap thing on the board, along with their prices. Give students three or four minutes to read the blog again and make notes on the different things. They then compare answers in pairs. Check answers as a class. Answers 1 They’re very expensive. 2 They aren’t very expensive and they’re nice and big. 3 three 4 two 5 Matt studies at a language school on Saturday. 6 It’s a beautiful city.

UNIT 4 My life and my family 49

c

Put students into pairs or small groups to discuss what they think of Matt’s life, then take feedback as a class. If you wish, give students information from the Culture notes below.

b

  CULTURE NOTES Matt is an example of a cross-border commuter: someone who regularly travels to another country for work. According to a 2011 study, cross-border commuting has increased significantly in recent years. Employees may choose to do this for the same reason as Matt: because they prefer to live somewhere cheaper, or because they don’t want to move their family to another country or abandon other family members. From an employer’s point of view, paying for someone to cross-border commute can be a good way of getting the candidates they really want. It may also be cheaper to pay for an employee to cross-border commute than to relocate them and their family.

Answers 1 Brazilian  2 New Zealand  3 isn’t  4 is   5 Portuguese

4 a

On the downside, regularly travelling long distances is tiring and can be stressful. This can lead to problems at work and put a strain on the commuter’s family life.

Go through the information with students. Write the following gapped sentence on the board and ask students to complete it with the name of a subject (e.g. English) and the name of a place (e.g. school, home, university, etc.): at

.

d Give students two minutes to complete sentences about

themselves using the prompts. Monitor and check that students are using the language from the lesson correctly.

e

3 a

In pairs, students tell each other their sentences in 2d.

LISTENING

Point to the map and ask: Which country is this? (New Zealand). Now point to the flight route, indicate distance with your hands and ask: How many miles/ kilometres is it from Auckland to Wellington? Encourage students to guess (It’s 306 miles / 492 km). Play the recording for students to answer the question. Check the answer as a class.

b

Yes/No questions

Wh- questions

Do you work at home?

Where do you live? When do you have dinner? What do you study at university?

2.17–2.18 Students read the information in Grammar Focus 4A on SB p.118. Play the recording where indicated and ask students to listen and repeat. Individually, students complete exercise a on SB p.119. Check answers as a class. Individually, students complete exercise b. Monitor and point out errors for students to self-correct. Check answers as a class. Tell students to go back to SB p.33.

Answers (Grammar Focus 4A SB p.119) a 1 do  2 do  3 ’s  4 ’s  5 do  6 are  7 do  8 ’s b 2  When do you go to work (in the morning)? 3  What do you eat for lunch? 4  Where do you study (in Madrid)? 5  What do you study (at university)? 6  When do you go to your lesson (in the evening)?

T

M

50  UNIT 4  My life and my family

In pairs, students complete the table. Play the recording for students to check answers and practise saying the questions. 2.16

Students are most likely to make mistakes with word order, e.g. Where your house is? (Correct form = Where is your house?), and What you do study? (Correct form = What do you study?). They may also omit do completely, e.g. When you have lunch? (Correct form = When do you have lunch?), or combine the two errors, e.g. Where work you? (Correct form = Where do you work?).

Answer Miriam

Do you work at home? Yes, I work two days at home. T Are you married? M Yes, my husband’s name is Bernardo. T Is he Brazilian? M Yes, he is. T Ah, OK. Do you speak English or Portuguese at home? M We speak Portuguese, of course!

Present simple: Wh- questions

 CAREFUL!

2.15

Audioscript TOM  Where are you from, Miriam? MIRIAM  I’m from Brazil – Rio de Janeiro, but I live here in New Zealand now. T Where do you live? M I live in Auckland – it’s really nice there. T And where do you work? M I work in Wellington. T Wellington?! But that’s so far away. M Yes, I go to work three days a week – I fly.

GRAMMAR

Answers

Language Plus  study

I study

2.15 Play the recording again for students to listen in more detail for the correct answers. Students compare answers in pairs. Check answers as a class. Elicit a personal response to the listening text by asking: What do you think of Miriam’s life? What’s the same about Matt and Miriam’s life? (They both fly to work every week. They both work at home two days a week.) What’s different? (Matt lives in one country, Spain, and works in a different country, the UK. Miriam lives in one city in New Zealand, Auckland, and works in a different city in the same country, Wellington.).

c

2.19 Individually, students write the words in the correct order to make questions. Play the recording for students to check their answers.

Answers 1  Do you work in an office? 2  Where do you work? 3  Where do you live? 4  Do you study at university? 5  Do you speak Spanish?

LOA TIP REVIEW AND REFLECT

FAST FINISHERS Ask fast finishers to use the verbs in Vocabulary Focus 4A on SB p.136 to write more present simple Wh- questions.

d

2.19 Pronunciation Play the recording for students to listen for the stressed words in the questions.

e

Individually, students complete the task. Check answers as a class. Play the recording again so students can listen and repeat the questions in 4c. Monitor and correct students’ pronunciation as appropriate. 2.19

Answers 1 question words (e.g. where) 3 main verb (e.g. work).

In pairs, students ask and answer the questions in 4c. Monitor and note down any common mistakes/ errors to deal with during feedback.

f

5

SPEAKING

Write these four kinds of questions on the board and the arrow below: 1 ʻYes/Noʼ questions with ʻbeʼ, e.g. ʻAre you a student?ʼ 2 ʻYes/Noʼ questions with ʻdoʼ, e.g. ʻDo you like your office?ʼ 3 ʻWh-ʼ questions with ʻbeʼ, e.g. ʻWhat’s your name?ʼ 4 ʻWh-ʼ questions with ʻdoʼ, e.g. ʻWhere do you live?ʼ Next, draw this scale on the board: very difficult

Photocopiable activities: Grammar p.153, Vocabulary p.160, Pronunciation p.167

At the end of this lesson, students will be able to: • • • • •

understand information about famous families use a lexical set about family and people correctly understand a text about an international family use numbers 21–100 correctly use the present simple with he / she / it in positive statements correctly • talk about their family

Pre-teach the words man, woman and famous by gesturing to appropriate students in the class or pointing to pictures in the SB p.10. Write these phrases on the board: • an American man

elicit any names yet. Put students into pairs to try to match the pictures with the sentences.

• a Spanish woman

• a good man • an interesting woman Put students into pairs to write down the name of one person who matches each phrase. Take feedback as a class to see if the pairs have the same names or different names in their lists. At the end of the activity, use all the names to pre-teach the word people.

1

READING AND LISTENING

a Point to the pictures of famous people on SB p.34 and

p.35. If you didn’t teach famous people in the Optional lead-in, you may wish to pre-teach it now. Ask the class: Do you know the famous people in the pictures?, but don’t

very easy

Workbook 4A

OPTIONAL LEAD-IN

• a beautiful woman

easy

ADDITIONAL MATERIAL

She has a sister and a brother

• a funny man

OK

Ask students to think about the four kinds of questions. Ask: How easy or difficult are 1–4? Give them one minute to choose a word on the line.

Divide the class into pairs and assign A and B roles. Student As read the information and look at the map on SB p.104. Student Bs do the same on SB p.109. Student A uses the questions to interview Student B, then they swap roles. Monitor and note down any common mistakes/errors to deal with during feedback.

4B

difficult

b

Play the recording for students to check their answers. 2.20

Answers 1 e 2 d 3 f

4 c 5 b

6 a

Audioscript 1 Oh, it’s the Hemsworth 4 This is an old photo of Hillary brothers. They’re Australian film Clinton, and that’s her husband actors. It’s Liam and his older Bill Clinton and their daughter brother Chris. Chelsea. 2 This is Shakira, she’s a singer 5 This is a photo of Will Smith from Colombia. And in this with his wife Jada Pinkett photo she’s with her parents. Smith. The three children are Jaden, Willow and Trey Smith. 3 And this one – this is Ronaldo, the football player – Cristiano 6 It’s a photo of George Clooney Ronaldo. He’s about ten in this as a boy. I think he’s about photo, and he’s with his father seven. And he’s with his mother and his two sisters. and his sister.

UNIT 4 My life and my family 51

c

In pairs or small groups, students discuss what else they know about the people in the photos. If you wish, give students information from the Culture notes.

d

Use the questions in exercise c to elicit yes/no questions with you (Are you married? Do you have a brother? Do you have a sister? Do you have a child/children?). You may wish to write these on the board. Demonstrate the activity by secretly choosing one of the people on the family tree. Tell the class to ask you questions to find out which person you are. Put students into pairs to take turns asking and answering questions to find out which person on the family tree their partner is. Give the students about four minutes to play the game. Monitor to make sure they are using yes/no questions correctly.

e

2.21–2.22 Students complete the exercises in Vocabulary Focus 4B on SB p.135. Play the recording where indicated and ask students to listen and repeat. When checking exercise d, make sure students pronounce woman /wʊmən/, women /wɪmɪn/ and people /piːpl/ correctly. Tell students to go back to SB p.34.

  CULTURE NOTES Chris Hemsworth, born in 1983, is most famous for his roles in the films Thor (2011) and Rush (2013). His younger brother Liam, born in 1990, had major roles in The Last Song (2010), and the four Hunger Games films. Luke, Chris and Liam’s older brother, is also a film actor. Shakira is best known globally for her pop hits Whenever, Wherever and Hips Don’t Lie. She was born in Colombia in 1977 and is the highest-selling Colombian artist of all time. Cristiano Ronaldo has won the Ballon d’Or award three times for Football Player of the Year, in 2008, 2013 and 2014. He was born in Portugal in 1985 and became a talented football player as a child. In 2003, Manchester United paid £12 million to sign him, and six years later he joined Real Madrid for £80 million.

Answers (Vocabulary Focus 4B SB p.135) b 1 mother  2 son  3 husband  4 wife  5 brother 6 sister  7 father  8 daughter  9 parents  10 children d 1  children, boy, girls  2  husband  3  woman, sister 4  baby, girl  5  people, women, man

Hillary Clinton, born in 1947, was a US Senator between 2001 and 2009 and US Secretary of State from 2009 to 2013. Before that, she was First Lady of the USA, when her husband Bill Clinton served as the 42nd President of the United States from 1993 to 2001. Will Smith, born in 1968, started his show business career as a rap artist before becoming a TV star. Since then he has starred in popular Hollywood films including Independence Day (1996), the Men in Black films and I Am Legend (2007). George Clooney, born in 1961, is an actor, director, writer and producer who is also known for his political and humanitarian work. He first found fame on the TV series ER before going on to act in films such as The Descendants (2011), Gravity (2013) and Syriana (2005) for which he won an Oscar.

2

VOCABULARY Family and people

  EXTRA ACTIVITY Write on the board: I am a … . Ask students to complete the sentence so it’s true for them using words from Vocabulary Focus 4B. Demonstrate this yourself, for example, by saying: I am a woman, parent, sister, wife, mother and a daughter. Put students into small groups to compare their answers.

f Sound and spelling /ð/

2.23 For exercise 1, play the recording for students to listen and repeat the sound and the example word. Make sure they place the tip of their tongue between their upper and lower teeth and that they are voicing the sound.



2.24 For exercise 2, play the recording twice for students to listen and repeat the words.



For exercise 3, put students into pairs to practise saying the words in exercise 2.

a Students complete the table by finding the words in

the sentences in 1a. Check answers as a class. Draw attention to the silent gh in daughter and the /ʌ/ sound in son, mother and brother. Drill all the words. Answers

mother daughter wife sister

father son husband brother

b Students find the words in the sentences in 1a. Check answers as a class.

Answers 1 parents  2 children

c Point to the picture of the family tree and teach the phrase family tree. Students work individually to complete the exercise. Check answers as a class. Answers 1  Ron and Mary, Gary and Jane, Natalie and Jamie 2  Lesley, Laura, Natalie 3  Lesley, Gary, Laura, Simon 4  Ron and Mary, Gary and Jane

52  UNIT 4  My life and my family

3

READING AND VOCABULARY Numbers 2

a Point to the picture and the text An international family.

Tell students to read the first paragraph and ask: Are Pablo and Alicia brother and sister? (No, they’re husband and wife). Ask: Are they the same nationality? (No, he’s from Spain and she’s from Argentina). Write on the board: international = more than one country. Give students one minute to read the whole text and decide if the statements are true or false. Check answers as a class. Ask students to correct the false statements. Answers 1  F (Pablo and Alicia’s son Alex is 19 and their daughter María is 24.) 2 T 3 F (Their son Alex lives in Mexico; only Pablo and Alicia live in New York.)

b Ask: Which country do Pablo and Alicia live in? (the USA). Individually, students read the text again and write the country where each person lives. Check answers as a class. Ask: Do you have family members in or from other countries? Who? Where do they live? Where are they from? Allow time for some students to share their answers with the class.

c

Answers (Grammar Focus 4B SB p.119) a 1 drinks  2 studies  3 works  4 has  5 goes  6 lives b 1 lives  2 studies  3 eats / has  4 drinks / has  5 has

Answers 1 Argentina  2 Brazil  3 Mexico  4 Turkey  5 Turkey

c Discuss the question as a class. Write the answers on the board.

Answers 1 thirty-seven  2 nineteen  3 twenty-four

Language Plus  How old … ? Give students time to read the information. Write on the board: How old/Carlos? How old/Alex and María? Elicit and drill the full questions: How old is Carlos? How old are Alex and María?

d

2.25 Students complete the exercises in Vocabulary Focus 4B on SB p.146. For exercise a, play the recording for students to listen and repeat. Write a few numbers between 21 and 100 on the board for the students to say as a class. Put students into pairs for exercise b. Make sure they swap roles and repeat this a few times. Tell students to go back to SB p.35.

  FAST FINISHERS Ask fast finishers to work in pairs and test each other with numbers between 21 and 100. For example, Student A says: What’s forty-two and thirty-seven? Student B answers: Seventy-nine.

e

4

Look at the example as a class. Give students one minute to write down the names of three famous people. Then put students into small groups to say or guess their ages.

GRAMMAR 

Present simple: he / she / it positive

a Tell students to look at the table. Elicit answers from the class.

Answers 1 work changes to works, have changes to has, live changes to lives 2 work and live are regular verbs and add -s to the I / we / you / they form have is an irregular verb and changes to has in the he / she / it form

LOA TIP DRILLING Use the following drill to give students some controlled practice in adding the -s ending to verbs. First do the drill as a whole class, then nominate a few students individually to say sentences. Finally, repeat the drill with the whole class. Say the sentences below followed by the third-person prompt in brackets. Students must use the prompt and repeat the sentences with the verbs with the -s ending. Say: They work in Barcelona. (John) Students say: John works in Barcelona. Say: We live in London. (Megan) Students say: Megan lives in London. Say: You study English. (my sister) Students say: My sister studies English. Say: I have two sisters. (my friend) Students say: My friend has two sisters. Say: I like coffee. (he) Students say: He likes coffee. Say: You teach children. (my mother) Students say: My mother teaches children.

d

Answers 1 works  2 lives  3 has

 CAREFUL! The most common learner error with this grammar area is the omission of the -s/-es ending from the verb, e.g. My brother start work at 6:00 am and finish at 4:00 pm. (Correct form = My brother starts work at 6:00 am and finishes at 4:00 pm.). This error is seen most frequently with the verbs have, start, do, take, stay, open, begin and like.

Divide the class into pairs and assign A and B roles. Student As read the information about Omar on SB p.103. Student Bs read the information about Monica on SB p.109. Student As tell Student Bs their information, then swap roles. Monitor and note down any common mistakes/errors to deal with during feedback.

Elicit or pre-teach the word both (the two). Ask: What six things are the same about Omar and Monica? Check answers as a class, then take feedback as a class. Tell students to go back to SB p.35. Answers 2  They both live with their parents. 3  They both study English at university. 4  They both have one brother. 5  Their brothers both work at an airport. 6  Their brothers are both married.

b Students complete the sentences. Check answers as a class.

2.26 Students read the information in Grammar Focus 4B on SB p.118. Play the recording where indicated and ask students to listen and repeat. Students complete the grammar exercises on SB p.119. Write the answers on the board for students to see the correct spelling of the verb endings. Check answers as a class. Tell students to go back to SB p.35.

5 a

SPEAKING

Give students two minutes to prepare what they’re going to say. Then put students into pairs to tell each other about their families. Before they begin, ask: Can you make notes? (no – you must remember). Use a gesture to show that remember means ‘keep something in your head’.

UNIT 4  My life and my family  53

b

Students tell their partner what they remember. Monitor, but don’t interrupt fluency. To close the activity, ask: Is it easy or difficult to listen? Is it easy or difficult to remember? Is it easy or difficult to speak?

4C

ADDITIONAL MATERIAL Workbook 4B Photocopiable activities: Grammar p.153, Vocabulary p.160

Everyday English

At the end of this lesson, students will be able to: • understand a conversation about family • use appropriate phrases for asking and talking about photos • recognise and produce the sounds /ʧ/ and /ʤ/ correctly • talk about photos of family and friends • write about a favourite photo of their family

This is me with my father

OPTIONAL LEAD-IN Books closed. Show students photos of your own family and ask them to guess who they are. Encourage students to ask questions about them.

1 a

b c

Video/Audioscript (Part 2) MEGAN Yeah … Do you have photos of your family? SOPHIA Yes. Yes, I do. M Ooh, can I see them? S Sure … OK. This is my mother. She’s a teacher. M Oh, yes. Nice picture! S And this one, this is my father. M Oh, right. Is he a teacher too? S No, he’s a manager. He works for a big supermarket. M And who’s this? S This is my sister, Jackie. And her two girls. M Oh, they’re beautiful. How old are they? S This is Kylie, she’s ten, and this is Amanda, she’s eight. M Oh. They’re lovely. S Yes, they are … So, what about you? Do you have photos?

LISTENING

Pre-teach the word wallet by showing your own, or drawing one on the board. Give students one minute to think about their answers to the questions. Then put them into pairs or small groups to discuss the questions. Take feedback as a class. Look at picture a and discuss the questions as a class. Write students’ ideas on the board. Don’t check answers at this point. Play Part 1 of the video or audio recording for students to check if their guesses were correct. Take feedback as a class. 2.27

Answers 1 sad 2 Because her family is in Canada and she’s in London. Video/Audioscript (Part 1) MEGAN Good morning! SOPHIA Hi there. M So … how’s the new flat? S Oh, it’s great. I really like it. You must come and see it. M I’d love to … Are you OK, Sophia? S Well, yes and no … It's an email from my sister.

d

M S M S M S M S

In Canada? That’s right. Is she OK? Oh, she’s fine. It’s just … … she’s in Canada. And my parents, and my brother. And you’re here in London. It’s difficult.

2.28 Play Part 2 of the video or audio recording for students to answer the questions. Students check answers in pairs. Play the recording again if necessary. Check answers as a class.

Answers 1 five (her mother, her father, her sister, her sister’s two girls) 2 three (her brother, her brother’s wife, her cousin)

54

UNIT 4 My life and my family

e

M S M S M S M S M

S M S M S

Yes, I do! Just a minute … Ah, here we are. So … this is Mike. Oh right. Who’s Mike? … Is he your ... husband? No, I’m not married! He’s my brother. Oh! He looks nice. He is. He lives in Scotland. What’s his job? He works with computers. OK. And this is Helen, his wife. She works in a hotel. She’s a manager. Ah. Nice photo. And this is James. He’s my cousin. He’s really great! Oh, yes. James lives near you. Maybe we can go and see him? Yes ... I’d like that. Thank you, Megan.

2.28 Give students one minute to read the information. Then play Part 2 of the video or audio recording for students to complete it. They compare answers in pairs. Check answers as a class. Ask: Does Sophia think Megan’s photos are interesting? (yes). Does Megan think Sophia’s photos are interesting? (yes). How does Sophia feel now? (happy/not sad).

Answers 1 teacher 2 supermarket 3 sister 4 computers 5 hotel 6 cousin

f

Give students two minutes to think of a favourite family photo and prepare their answers to the question. Put students into pairs or small groups to discuss this.

2

USEFUL LANGUAGE

Asking and talking about photos

a Individually, students match the expressions from Part

  LANGUAGE NOTES In English, we can use a wider than normal voice range to show we are interested.

2 of the video or audio recording to the three different functions. Don’t check answers at this point.

b

Students match the four expressions to the groups in 2a. Play the recording for students to check answers to exercises 2a and 2b. 2.29

Can I see them? Great photo! When the voice range is narrow, we don’t sound interested; this would seem rude to the listener:

Answers and Audioscript a ask about photos Do you have photos of your family? Can I see them? Who’s this? Do you have any pictures of your home? b talk about your photos This is my mother. This is my sister, Jackie. This is a picture of my town. These are my friends, Sayeed and Mona. c talk about another person’s photos Nice picture! They’re lovely. It’s really nice.

c

2.30 Pronunciation Play the recording and go through the questions as a class, highlighting the answers on the board. Play the recording again for students to listen and repeat.

Answers 1  Yes. The s at the end of This links to the i at the beginning of is. 2 No. The s at the end of This is pronounced /s/; the s at the end of is is pronounced /z/: This is = /ðɪsɪz/.

  LANGUAGE NOTES The link in This is is an example of linking in connected speech. Consonant sounds at the end of words link to vowel sounds at the beginning of words, e.g. picture of, and Emma.

  EXTRA ACTIVITY Write these sentences and phrases on the board and ask students to come to the board to mark the consonant-tovowel links. Check answers as a class and drill each sentence and phrase, paying attention to the linking sounds.

They’re lovely! Great photo!

LOA TIP MONITORING Drill the expressions in the box in 2d, bearing in mind the advice below on monitoring your students. You probably monitor your students most often by walking round the classroom and listening to them as they speak or write. Remember, though, that monitoring also includes paying careful attention to your students’ accuracy while doing drills with the whole class. When drilling (whether with words, sentences or expressions), be an active listener and be prepared to give specific guidance for improvement. In this case, when drilling the questions and expressions in the box, listen carefully for how well students are using their voice to show interest. If necessary, model the target language again yourself or play recording 2.31 again. Use your own voice, arrows on the board, hand gestures or a combination of all three to show how wide the up-and-down range of the voice needs to be. Keep listening and drilling until you are satisfied with your students’ output.

e

  FAST FINISHERS Ask fast finishers to repeat the conversation using different people and adjectives.

3

• Can I see them? (Can I see them?) • These are my friends. (These are my friends.) • photos of my family (photos of my family) • pictures of your home (pictures of your home) • Sayeed and Mona (Sayeed and Mona)

d

2.31 Individually, students complete the task. Play the recording for students to check their answers. Ask one pair of students to read out the complete conversation. Help students to sound interested (see Language notes) by drawing attention to the way the voice moves. Drill the questions and expressions in the box, listening carefully to students’ pronunciation.

In pairs, students practise the conversation in 2d. Continue to monitor students to see how well they are using their voice to sound interested.

PRONUNCIATION 

Sound and spelling: /ʧ/ and /ʤ/

a

2.32 Play the recording for students to listen and repeat the words and the sounds /ʧ/ and /ʤ/.

b

2.33 Play the recording for students to find the word in each line where the marked sound is different. Check answers as a class.

Answers 1 jeans  2 choose  3 orange  4 cheese

c

In pairs, students practise saying the words in 3b.

Answers 1  Do you have any photos of your friends?  2  Can I see them? 3  Great photo!  4  He’s funny.

UNIT 4  My life and my family  55

4

SPEAKING

Divide the class into pairs and assign A and B roles. Student As look at the pictures on SB p.105. Student Bs look at the pictures on SB p.109. Give them one minute to prepare what they’re going to say. Monitor and note down any common mistakes/errors to deal with during feedback. Take feedback as a class. Tell students to go back to SB p.37.



5

WRITING

a Give students one minute to read Sophia’s photo caption and answer the question. Check the answer as a class. Answer They live in a new house in Toronto. Tom is her husband.

b

Students go to Writing Plus 4C on SB p.155. Read through the examples in exercise a. Individually, students do exercises b and c. Check answers as a class. When checking answers for exercise c, nominate a few students to write the sentences on the board. Tell students to go back to SB p.37. Answers (Writing Plus 4C SB p.155) b 1 b  2 a  3 b  4 b  5 a  6 a c 1  They don’t speak German. 2  You have coffee there. 3  We don’t work in a factory. 4  My dad teaches Italian at the university. 5  I don’t like the computer at the office. 6  They have a nice house in New Zealand.

  FAST FINISHERS Ask fast finishers to write more sentences using the sentence patterns in exercise 5a.

56  UNIT 4  My life and my family

c Remind students about the family photo they talked

about in exercise 1f. Give them five minutes to write about it. Encourage them to look at Sophia’s photo caption again and to use the expressions in the Useful Language section.

d Students read their partner’s text. Ask: How many people does your partner write about? Take feedback as a class.

ADDITIONAL MATERIAL Workbook 4C Unit Progress Test Personalised online practice Photocopiable activities: Pronunciation p.167

UNIT 4 Review 1

3 a

GRAMMAR

Students write the present simple questions. Check answers as a class.

b

In pairs, students ask and answer the questions.

c Students correct the underlined word in each sentence.

Check answers as a class. Write the correct words on the board. Answers 1 works  2 eats  3 has  4 goes  5 teaches  6 studies

d Students underline the correct answers. Check answers as a class.

Answers 1 do  2 lives  3 are  4 do  5 are  6 go

2

VOCABULARY

a Write the example on the board and do it as a class. Ask students to tell you the answer that isn’t possible. Answers 1  to the gym  2  home  3  Italian  4  to the cinema 5 to school  6 Russia

b

2.34 Review the /ð/ sound with students by writing the symbol on the board and demonstrating the sound and how to say it. Play the recording for students to complete the task. Check answers as a class.

Answers 1  These are my friends. 2  I study there. 3  This is my father. 4  They’re at the cinema. 5  They teach at the university. 6  I like their daughter.

a Write the example on the board and do it as a class. Answers 1  What’s your name? 2  When do you have lunch? 3  What time do you go to work? 4  Where are your friends from? 5  What do you study? 6  Where is your school?

SOUND AND SPELLING

b

2.35 Tell the students to study the information. Play the recording for them to hear the pronunciation of the sounds and words.

  EXTRA ACTIVITY Write these words on the board with the key sounds underlined: Chinese, Spanish, German, cinema, picture, juice. Ask the class to find the matching pairs (Chinese, picture; Spanish, cinema; German, juice). Drill the words a few times.

c

2.36 Go through the examples with the class. Play the recording for students to complete the task. Play the recording again if necessary. Check answers as a class. In pairs, students practise saying the sentences.

Answers 1 D  2 S  3 D  4 S  5 S  6 S

LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied and decide how well they did. Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice.

Students tick the sentences in 2a that are true for them. They then tell a partner.

c Students complete the numbers. Check answers as a class and write them on the board.

Answers 1 thirty-  2 twenty-  3 seventy-  4 eighty-  5 ninety6 fifty-  7 forty-  8 sixty-   9 hundred

d Students match the words with the people in the

pictures. Check answers as a class. Say the numbers and ask students to say the words so you can check their pronunciation. Answers 1 women  2 men  3 woman  4 baby  5 girl  6 boy

  FAST FINISHERS Ask fast finishers to write a list of more words related to people from this unit or previous units. Possible words include: family, friends, brother, sister, son, daughter, manager, football player, tennis player, teacher, student, etc.

UNIT 4  My life and my family  57

UNIT OBJECTIVES

5 T I UNs

At the end of this unit, students will be able to: understand information, texts and conversations about places and hotels exchange and convey information and opinions about places and hotels evaluate places to live and stay ask and answer questions about towns and places ask and say where places are write an email about a place

Place

Play the recording for students to find out if sentences 1 and 2 are true or false. Students compare answers in pairs. Check answers as a class.

UNIT CONTENTS G

V

P

C

 GRAMMAR there is / there are: positive there is / there are: negative and questions  VOCABULARY Places in a town: bank, beach, café, cinema, hospital, hotel, museum, park, restaurant, school, shop, station, supermarket, swimming pool Hotels: bath, bed, blanket, car park, pillow, room, shower, towel, TV, wi-fi Language Plus: a few, lots of  PRONUNCIATION there is / there are Sound and spelling: /uː/ and /ʌ/ Sound and spelling: /ʃ/ Word stress Emphasising what you say 1  COMMUNICATION SKILLS Describing a town Talking about hotels and hostels Asking about and saying where places are Writing about a part of town Writing Plus: and and but

GETTING STARTED

Answers 1 True 2 False Audioscript MAN What do you think’s in each room? WOMAN Well, a bed. M Yes. And maybe … a chair? W Not sure. The rooms are very small. M Maybe there’s a TV on the wall. W Maybe, yes. No phone or computer. People have their own. M Yeah. Maybe there are pictures on the wall. W I don’t think so. The rooms are round. M Oh yes! You’re right! No pictures! That’s a bad thing! W Yes, and they are very small.

a

2.37 Use the picture and the classroom to teach room. Ask students to look at the picture and tick the things they think are in each room. Put students into pairs to compare answers. Notice whether students attempt to use there is/are, but don’t correct errors at this stage. Take feedback as a class. If you wish, give students information from the Culture notes.

Write these sentences on the board: 1 The woman would like to stay in the hotel. 2 The man would like to stay in the hotel.

58

UNIT 5 Places

W

M W M W

M W

But they are very unusual. And there’s nothing to do: only sleep! That’s a good thing! Yes! What other buildings are near these rooms? Maybe a restaurant? Yes, I hope there’s a restaurant! And a building with showers too. Yes, they need that. Would you like to stay in this hotel? Yes, I think so. Maybe one night. I like different places. Would you like to stay here? No, the rooms are too small. I like big rooms with everything I need. Oh, OK.

EXTRA ACTIVITY Ask: What do the speakers think is in each room? Copy this task on the board:

OPTIONAL LEAD-IN Books closed. Write the word HOTEL on the board and ask students to name some hotels in the town or city you’re in. Write them on the board. Ask about the hotels on the board: Which hotels are big? Which are small? Which are good? With stronger classes, ask: Why?

M

1 a bed

3 a TV

5 a computer

2 a chair

4 a phone

6 pictures

Play the recording again for students to listen and decide which. Check answers as a class, (only a bed is definitely in each room). With stronger classes ask: What other things do the speakers think are near the rooms? (a restaurant, a building with showers).

CULTURE NOTES The picture shows Tubohotel, an ecologically friendly resort in Mexico, made of recycled concrete tubing, glass and metal. The rooms are arranged to look like pyramids. Tubohotel took three months to build and is for budget travellers. The hotel is less than an hour from Mexico City.

b

In pairs, students answer the questions. Monitor and find out how easily students can do the activity. Don’t correct errors at this stage. Take feedback as a class.

5A

There are lots of old houses

At the end of this lesson, students will be able to: • • • • •

understand a text about a hot and a cold place use there is and there are in positive statements correctly use a lexical set for places in a town correctly understand someone talking about places in a town talk about the area of town they’re in now

OPTIONAL LEAD-IN Books closed. Write on the board: a hot place you know; a cold place you know. Give students an example for each, and then give students a few minutes to talk about the hot and cold places they know in pairs. Take feedback as a class.

1 a

READING

Point to the pictures of Ghadames and Esperanza Base on SB p.40. In pairs, students discuss the questions. If you have time, draw a globe on the board, mark Ghadames a little way above the equator (in North Africa) and mark Esperanza Base in Antarctica at the South Pole. You may wish to pre-teach wall by pointing to a wall in the room, and roof by drawing a simple picture of a house with a roof on the board.

b Give students one minute to read the texts and check their answers to 1a.

Answers Ghadames is an old city in a hot country. Esperanza Base is in a cold country.

c Give students two minutes to read the texts again and

match the statements to the two places. Check answers as a class, encouraging students to give information from the text to support their answers. Check that students understand why the houses in the old town are always cool (they have thick walls). Use your hands to pre-teach the word thick. Check too that students understand where the streets for women are (on the roofs). If you wish, give students information from the Culture notes. Answers 1 EB (It’s cold in summer (0°C) and very cold in winter (–10°C).) 2 G (There’s a new town with new houses and flats, but in summer lots of people go to live in the old houses because they aren’t hot.) 3 EB (There’s only one road – it’s 1.5 km long!) 4 G (In the old town there are streets for men and children and there are different streets for women.) 5 EB (There’s a school and there are two teachers.)

CULTURE NOTES Ghadames (population approx. 10,000) is a pre-Roman oasis town in the Sahara desert in Libya. Known as ‘the pearl of the Sahara’, Ghadames is most famous for its old area, which is roughly circular in layout and formed of tightly clustered traditional houses made of mud, brick and palm tree trunks. The ground floor of each house is used to store supplies, the middle floor is for the family, and the top floor is for women only, who can move freely from house to house on rooftop walkways. It rarely rains in Ghadames and over the year the average temperatures range from 18°C to 41°C. The old part of Ghadames was declared a UNESCO World Heritage site in 1986. The civilian settlement and scientific research station Esperanza Base is located in Hope Bay on the Antarctic Peninsula. It was built by Argentina in 1951 around a naval post which had been established there in 1930, but it expanded significantly as a community in 1978. As well as a school and a road, it has a bank, a post office, a hospital, a gravel football field, two laboratories, some old military buildings, a graveyard and homes for around ten families. It also has tourist facilities and is visited by about 1,000 tourists every year. In 1978, Emilio Marcos Palma was born here, becoming the first person to be born in Antarctica. Over the year, the average temperatures range from –2°C to –15°C.

EXTRA ACTIVITY Ask students to find all the adjectives in the articles about Ghadames and Esperanza Base. Write them on the board: beautiful, old, different, (very) hot, (very) thick, cool, new, (very) cold, long. Ask students which pairs are opposites (old, new; hot, cold). You could also teach beautiful/ugly, different/the same and cool/warm as students will be giving their opinions about places again in this unit.

d

In pairs, students discuss the questions. Take feedback as a class.

Language Plus a few, lots of Ask students to look at the pictures and phrases. Drill the phrases. Check understanding by pointing to the picture of Ghadames and asking: Lots of houses or a few houses? (lots of houses).

UNIT 5 Places 59

2

GRAMMAR there is / there are: positive

a Write on the board: It’s cold. It’s hot. Underline cold and hot. Write on the board: There’s a new town. There are two teachers. Underline town and teachers. Write these grammar patterns on the board:

• It’s/They’re + adjective (e.g. hot, cold). • There’s + a/one + singular noun (e.g. town). • There are (+ two/three/four/ a few / lots of) + plural noun (e.g. teachers).

Give students one minute to look in the texts in 1b and complete the two sentences. Check answers as a class. Answers 1 ’s  2 There

 CAREFUL! Students commonly confuse is and are with this structure, e.g. There are a school. There is two cinemas. (Correct form = There’s a school. There are two cinemas.). They may also miss out there altogether, e.g. In my town is a big museum. (Correct form = In my town there’s a big museum.).

b

2.38 Pronunciation Play the recording, pausing after each sentence for students to complete this dictation activity. Play the recording again if necessary. Check the answers as a class, counting the words. Write the sentences on the board yourself or invite students to the board to write them. Students practise saying the sentences.

Answers and audioscript 1  There’s a new school. (5) 2  There are lots of cars. (5) 3  There are a few cafés here. (6) 4  There’s only one bank. (5)

c

Students read the information in Grammar Focus 5A on SB p.120. Play the recording for students where indicated and ask students to listen and repeat. Students then complete the exercises on SB p.121. For exercise a, they write about Regent Street on SB p.120. Check answers as a class. For exercise b they write about the picture on SB p.121. Tell students to go back to SB p.40.

LOA TIP ELICITING When you’ve just introduced students to a new piece of target language (in this case, there is / there are), eliciting more examples of the structure from the class is a good way to check that students know how to use it. Students can write the examples down in their books as a written record. If eliciting is a new process for your students, you might like to show them how it works by writing one gapped prompt on the board and asking the students what’s missing. You can then move on to eliciting verbally. Start by giving students minimal visual or spoken prompts, e.g. pointing to a picture or asking: How can we say this? You can then give more prompts, if necessary, to draw out the target language, e.g. There … There are … . Encourage the whole class to be involved in building sentences with the new language as you elicit. Don’t just focus on one or two students. Eliciting is an opportunity to discover what your students find difficult about a new piece of language. Using studentto-student error correction encourages collaboration. Use hand gestures to indicate that something is not quite right, and to indicate to other students that they can contribute their own ideas or corrections. At this stage in this lesson, draw a simple house on the board. Elicit the sentence: There’s a house. Draw two more houses and elicit the sentence: There are three houses. Draw five more houses and elicit: There are eight houses or There are lots of houses. Now change the context by putting a book on your desk and eliciting: There’s one book. Make a pile of books, eliciting a new sentence each time. You could repeat the process with other common objects, e.g. keys, bottles of water, pens.

d Students write two sentences about their own street. Monitor and help as necessary.

2.39

Answers (Grammar Focus 5A SB p.121) a 1  There are four houses. 2  There are three cars. 3  There’s a/one park. b 1  There are two taxis. 2  There’s a/one restaurant. 3  There are lots of shops. 4  There are two women. 5  There’s a/one girl. 6  There are two boys. 7  There’s a/one school.

  FAST FINISHERS Ask fast finishers to add adjectives to their sentences, e.g. There is a good shop or There are lots of big houses.

e

3 a

In pairs, students tell each other their sentences. Take feedback as a class and write some of their sentences on the board. Include a mix of examples, e.g. with singular nouns, plural nouns, adjectives and a few and lots of.

VOCABULARY Places in a town

Ask the class: What’s at Esperanza Base? Do you remember? (e.g. homes, a school, a bank, a hospital, a road). Individually, students match the words with the places in the pictures. Play the recording for students to check their answers. Drill each word. 2.40

Answers a shop  b café  c school  d bank  e restaurant  f hotel

b Students decide which places in 3a sentences 1–6 describe. Check answers as a class.

Answers 1 school  2 restaurant  3 café  4 hotel  5 shop  6 bank

60  UNIT 5  Places

c

2.41 Students complete the exercises in Vocabulary Focus 5A on SB p.148. Play the recording for students to listen and repeat the places in exercise a. For exercise b, go through the example for picture 1 to make sure students understand there are often no right or wrong answers, although there are often likely answers. Take feedback as a class. Tell students to go back to SB p.41.

Suggested answers (Vocabulary Focus 5A SB p.148) b 2 café, restaurant, shop, bank, hotel, supermarket, hospital or cinema 3  swimming pool, park 4  bank, hotel 5  station, school, cinema, shop, restaurant, café, museum 6 cinema 7 hospital 8 station 9  restaurant, café 10  beach, park, station

Audioscript A Excuse me! Where are the shops? Are they near here? B Yes, there are a few shops in New Street, that’s just near here. There’s a small food shop and there’s also a good bookshop. It’s really big and the people there are very nice! Oh, and there’s a nice Italian café in New Street, near the station.

b

For exercise 1, play the recording for students to listen and notice the pronunciation of the sounds and example words. Ask: Is /uː/ a long or short sound? (long). Is /ʌ/ a long or short sound? (short). Show students the position of the mouth for each sound: lips rounded and jaw up for /uː/, mouth open and jaw down for /ʌ/.



For exercise 2, tell students to copy the table into their notebooks, but with more space to write into. Play the recording for students to complete the categorising task. Students compare answers. Play the recording again, then check answers as a class. Point out how the /uː/ and /ʌ/ sounds can have different spellings: /uː/ = oo, ew, wo, o and eau; /ʌ/ = u and o.

2.42

2.43

Answers Sound 1 /uː/ food new two who beautiful



Sound 2 /ʌ/ Russia mother umbrella sometimes

2.44 Play the recording again for students to decide whether the statements are true or false. Check answers as a class. Ask students to correct the false sentences.

Answers 1  F (There are a few shops in New Street.) 2 T 3 T 4  F (The coffee and cakes in the café are very good.) 5 T 6  F (The restaurant is expensive.)

d Sound and spelling /uː/ and /ʌ/



They have very good cakes, and great coffee. A What about a bank? B A bank … Yes, there’s a bank in Old Street. It’s near the school. A And restaurants? B Well, there’s a new Chinese restaurant. That’s in Old Street. It’s near the cinema. But it’s expensive.

c

5

Put students into pairs to discuss the question. Point out that they can talk about the town they’re in now, or their original home town. Take feedback as a class.

SPEAKING

a Give students two minutes to prepare what they’re going to say.

b

Put students into small groups. They take turns to describe the street to other students, using their notes. Monitor, but don’t interrupt fluency. Can the other students identify the streets they hear about? Take feedback as a class.

ADDITIONAL MATERIAL Workbook 5A Photocopiable activities: Grammar p.153, Vocabulary p.160

Put students into pairs to practise saying the words in exercise 3.

4 a

LISTENING

2.44 Give students time to look at the map and task. Play the recording for them to match places 1–5 on the map with the words in the box. Check answers as a class. Encourage students to say what information helped them find the answers.

Answers 1  café (near the station) 2  bookshop (in New Street, big) 3  food shop (in New Street, small) 4  bank (in Old Street, near the school) 5  restaurant (in Old Street, near the cinema)

UNIT 5  Places  61

5B

Is there a hostel in your town?

At the end of this lesson, students will be able to: • use a lexical set of hotel-related words correctly • understand a hostel review • use there is and there are correctly in negative statements • understand a conversation between a hostel receptionist and a guest • use there is and there are correctly in questions • ask and give information about a hotel and a hostel

OPTIONAL LEAD-IN Books closed. Prepare to show students pictures of the following places: restaurant, bank, beach, park, station, supermarket. Put students into pairs and tell them that you're going to show them pictures one by one and they need to write the name of the place with the correct spelling as quickly as possible. When they have written the name of the place, they shout: Done! so you can check their spelling. The pair who writes the place down correctly first wins a point, and the pair with the most points wins the game.

1 a

2.45 Individually, students match the words with the pictures. Play the recording for them to check. Drill the words.

4 bath

e

Students discuss the question in pairs. Take feedback as a class.

For exercise 1, play the recording for students to listen and repeat the pronunciation of the /ʃ/ sound and the example word. 2.46

2.47 For exercise 2, play the recording for students to underline the /ʃ/ sound in the words. Check answers as a class. Point out how the /ʃ/ sound can have different spellings (sh, s, ss).

Answers shop fish

sure

Russia

Put students into pairs to practise the words in exercise 3. 2.48 Students complete the exercises in Vocabulary Focus 5B on SB p.149. Play the recording in exercise a for students to listen and repeat the words. In exercise b students compare their answers in pairs. Encourage them to give their reasons for their answers as much as they can, even if this has to be by miming. Tell students to go back to SB p.42.

Answers (Vocabulary Focus 5B SB p.149) b 1 pillow (it’s on a bed; the others are for washing in, and are in a bathroom) 2 room (it’s a place; the others are objects) 3 shower (it’s for washing in, and it’s in a bathroom; the others are things on a bed) 4 car park (it’s a place outside a hotel; the others are objects in a room) 5 room (it’s a place; the others are objects)

FAST FINISHERS Ask fast finishers to think of other things you often find in a hotel room. Encourage them to use bilingual dictionaries if they have them.

UNIT 5 Places

Suggested answers Hostel rooms usually only have beds. They don’t usually have a shower, a bath or a TV.

5 TV

b Sound and spelling /ʃ/

62

2.49 Pronunciation Ask students to look at the words and the underlined syllables. Play the recording for students to listen and notice the pronunciation and the difference in syllable stress. Point to the pictures at the top of the page and ask: Hotel or hostel? (hotel). Point to the picture at the bottom of the page and ask: Hotel or hostel? (hostel). Drill the two words.

VOCABULARY Hotels Answers 1 room 2 bed 3 shower

c

d

2 a

READING

Point to the pictures of Turkey. Ask: What cities in Turkey do you know? (e.g. Istanbul). Check students understand the eight adjectives and drill all the words. Put students into pairs to talk about pictures 1–3. Take feedback as a class. Ask: Would you like to visit Turkey? Why / Why not? and encourage students to use the adjectives in their answers.

LOA TIP CONCEPT CHECKING Point to the adjectives in 2a. Check students’ understanding with these questions or mime. • Ask: Which word is negative? (boring) • Point to the picture of Ghadames on SB p. 40 and ask: Old or new? (old) • Mime that you’re looking at something and that you’re interested in it; ask: ‘Interesting’ or ‘exciting’? (interesting) • Ask: Which word means ‘very good to look at’ – ‘nice’ or ‘beautiful’? (beautiful) • Ask: Which word means ‘very good’ – ‘nice’ or ‘great’? (great) • Mime that you’re looking at something and your heart is beating fast and ask: ‘Interesting’ or ‘exciting’? (exciting) • Ask: Does ‘nice’ mean ‘good’ or ‘very good’? (good)

b Elicit or pre-teach the word cave (a large hole in the

side of a mountain or under the ground). Give students one minute to read the review so they can answer the question. Check the answer as a class. If you wish, give students information from the Culture notes. Answer Yes, she does.

  CULTURE NOTES The photos show the region of Cappadocia, in central Turkey. This historically important area is now an important tourist destination thanks to its rock formations, created by volcanic activity millions of years ago. People have lived in the region since ancient times. Cappadocia has many underground cities and tunnels, dug into the rock more than 1,000 years ago. These were used by local inhabitants as places to hide from invading armies.

c Give students one minute to tick the correct statements

and correct the ones that aren't true. Monitor and help as necessary.

  FAST FINISHERS Ask fast finishers to write some more true and false sentences with there isn’t / there aren’t about the town or city you’re in now. They can then use these sentences as part of 3d.

d

c Point to the table and draw a simple diagram of a

building on the board to teach the words ground floor, first floor and second floor. Give students two minutes to read the review again and tick what’s on the different floors of the hostel. Check answers as a class. Answers second floor: big rooms first floor: small rooms ground floor: kitchen

4 a

1 Who or what is Göreme? (a town in Turkey) 2 Do all the rooms at the hostel have the same prices? (no – different rooms have different prices) 3 Is the hostel clean? (yes)

RECEPTIONIST  Good afternoon.

R

5 Who is Faruk? (the manager)

R

d

3 a

B R B

b

Students discuss the question in pairs. Encourage them to use the adjectives from 2a. Take feedback as a class.

• There aren’t any + plural noun (sentence 2) • There isn’t a/an + singular noun (sentence 1)

have a free room tonight? Tonight … ? Yes, we have four free rooms. They all have wi-fi. Oh good. Is there a car park here? No, I’m sorry, we don’t have a car park. Oh. Is there a restaurant or café? No, but there’s a kitchen. Right. Well, are there any cafés near here?

B R B R B R

Yes, there are two cafés on this street. Oh that’s good. And the room … is there a shower in the room? No, but there’s a shower next to the room. So, it’s not my shower? No, other guests use it too. There are two showers. Really?! What kind of hotel is this? Well, it’s not a hotel. It’s a hostel.

2.51 Before students listen again, explain the different meanings of free. Say: in the Cave Hostel in Turkey there is free wi-fi. Sandra doesn’t pay for it. Here ‘free rooms’ means ‘empty’, there aren't any people in the rooms. Elicit some things that are free (both meanings), e.g. maybe a museum in the town, a chair in the classroom, etc. Play the recording again for students to listen and tick the things in the hostel. Check answers as a class.

Answers free rooms, wi-fi, kitchen, showers

GRAMMAR there is / there are: negative

2.50 Give students one minute to complete the negative sentences, then play the recording for them to check. Write the following two grammar patterns on the board and ask students to match them to sentences 1 or 2:

R

BARRY  Good afternoon. Do you

B

Make sure students understand clean. Write clean on the board then point to something not very clean in the room (for example, the bin, or the board) and ask: Is that clean? (no). Remind students about Megan, who works with Sophia at Electric Blue Technology and say: Megan is friendly. Then ask: What about David, the manager at Electric Blue Technology? Is he friendly? (yes). Give students two minutes to read the review again and answer the questions. Put students into pairs to compare their answers.

2.51 Check students understand hostel receptionist (this person gives you the key to your room at a hostel) and guest (this person stays in a hotel or hostel). Play the recording for students to listen and answer the question. Students discuss the answer in pairs. Check the answer as a class, asking students to say why Barry isn’t happy.

Audioscript

4 Are the people at the hostel friendly? (yes) 6 What does Faruk do well? (He sings karaoke.)

LISTENING

Answer No, he isn’t – he thinks it’s a hotel.

  EXTRA ACTIVITY To exploit the reading text further, write these questions on the board:

In pairs, students read out and compare their sentences. Are they the same? What is different, and why? Take feedback as a class.

c

Students discuss the questions in small groups. Take feedback as a class and write a list of ideas on the board, making sure all students understand any new vocabulary that comes up.

Answers 1 aren’t  2 isn’t

b Give students one minute to underline more examples of there isn’t and there aren’t in the review. Check answers as a class. Answers there isn’t a shower or a bath in the big rooms There aren’t any TVs in the rooms

UNIT 5  Places  63

5 a

GRAMMAR

there is / there are: questions

Give students one minute to complete the questions, then play the recording for them to listen and check. 2.52

Answers 1  Is there  2  Are there

b

2.53–2.54 Students read the information in Grammar Focus 5B on SB p.120. Play the recording where indicated and ask students to listen and repeat. Students then complete the exercises on SB p.121, which practise the negative and question forms of there is / there are. Check answers as a class. Highlight the use of one in the conversation in exercise c by asking What does this mean? (a hotel). Tell students to go back to SB p.43.

Answers (Grammar Focus 5B SB p.121) a 1  There aren’t  2  There isn’t  3  Is there  4  Are there 5  There aren’t  6  Is there  7  There isn’t  8  Are there b 1  There aren’t any good restaurants in this town. 2  Are there any shops near the hotel? 4  Sorry, there aren’t any free rooms. c A  Excuse me, are there any hotels near here? B No, there aren’t. But there’s one near the station. A And is there a restaurant near the hotel? B Yes, there is. It’s a very good one.

  LANGUAGE NOTES We often use one after there is / there are to avoid repeating a noun. You can use one more than once as you continue to talk about the same noun. For example, There aren’t any hotels near here, but there’s one near the station. It’s a really nice one.

c Give students two or three minutes to write questions

about their partner’s town, city or street. Monitor and help as necessary.

d

In pairs, students ask and answer their questions. Tell them not to just answer yes or no, but to use short answers (Yes, there is. / No, there isn’t.) and/or give their partner extra information as in the examples on SB p.43. Monitor and note down how much information students are giving in their answers. Give feedback on this at the end of the activity, and invite one or two new pairs of students to ask and answer their questions across the class for everyone to hear.

64  UNIT 5  Places

6

SPEAKING

Divide the class into pairs and assign A and B roles. Student As read about a hostel on SB p.105. Student Bs read about a hotel on SB p.110. In pairs students find what things are the same and what things are different at the hotel and hostel. Give students two or three minutes to prepare what they’re going to say and what questions they’re going to ask before they begin talking. Monitor the students’ use of the target language, but don’t interrupt fluency. At the feedback stage establish the answer to the task before correcting any errors you noted while monitoring. Close the lesson by asking: Would you like to stay at Harry’s Hostel or Hotel Helena? Why? Answers Both places have wi-fi, but in Harry’s Hostel it’s free, in Hotel Helena it isn’t. There aren’t any TVs in the rooms at Harry’s Hostel, but rooms in Hotel Helena have TVs. Harry’s Hostel has a small café; Hotel Helena has a restaurant. In Harry’s Hostel only the small rooms have a shower; in Hotel Helena all the rooms have a shower. There’s a swimming pool and a car park at Hotel Helena; there isn’t a swimming pool or a car park at Harry’s Hostel.

ADDITIONAL MATERIAL Workbook 5B  hotocopiable activities: Grammar p.153, Vocabulary p.161, P Pronunciation p.167

5C

Everyday English

At the end of this lesson, students will be able to: • understand a conversation about deciding to go shopping • emphasise what they say by stressing very, so and really before an adjective • understand a conversation about finding where a shop is • use appropriate phrases to ask about and say where places are • have a conversation to ask where a shop is • use and and but correctly • write an email about a part of town

Is there a supermarket near here?

OPTIONAL LEAD-IN Books closed. Write these adjectives down one side of the board: big, small, old, interesting, boring, exciting, beautiful, good, bad, great, nice, cheap, expensive. Leave them on the board for this activity and for 6c at the end of the lesson. Write the names of places students will know (see ideas below) and the place you’re in now on the board. • a hotel, e.g. The King’s Hotel • a bookshop

c

• a park • a cinema • a museum Put students into pairs to make sentences about the places on the board using adjectives from the list or their own ideas, e.g. The King’s Hotel is beautiful. It’s expensive. Take feedback as a class.

1

LISTENING

Check students understand market (a place where people buy or sell things, usually outside). Students discuss the questions in pairs. Take feedback as a class.

b

Point to the picture and ask: Where are they? (in the kitchen). Play Part 1 of the video or audio recording for students to answer questions 1–3. Check answers as a class. 2.55

Answers 1 Yes, she does. 2 tea 3 No, she doesn’t. Video/Audioscript (Part 1) MEGAN It’s a really nice flat, Sophia. SOPHIA Yeah, I like it here. But I need to get some things – you know, to make it a home. M Of course. S Would you like a cup of tea? M Oh, yes, please. S Oh no! M What’s the problem? S I don’t have any tea.

2 a

Answers 1 very 2 really

d

a

2.58 Play the recording for students to listen and underline the word with strong stress in each sentence. Check answers as a class. Point out that the words which are stressed are before adjectives. Elicit a few more examples of very/really/so + adjective from the class (e.g. really cold, very exciting, so expensive).

3 a

2.58 Play the recording again for students to listen and repeat the sentences, stressing very, really and so.

LISTENING

2.59 Point to the photo of Megan and Sophia in the street and ask: Where are they? (in the street/outside). Play Part 2 of the video or audio recording for students to understand the general meaning and answer the two questions. Check answers as a class.

Answers 1 No, they don’t.

M S M S M S M S

Oh. I need to go shopping! Well, is there a supermarket near here? I don’t know. Well, are there any shops near here? I don’t know! Come on. We can look for a shop. OK!

PRONUNCIATION 

Emphasising what you say 1

2.56–2.57 Write the example sentence on the board and play the first recording. Play the second recording. Discuss the question as a class. Underline really.

Answer The second time really is more stressed.

b Discuss the answer as a class.

3 so

2 James

Video/Audioscript (Part 2) MEGAN Umm … there’s one in this street … I think. SOPHIA I think maybe that’s a shop … there. M No, it’s a café! S Oh dear. Well, maybe we can have tea there! M James? JAMES Megan. Hi. M How are you? J I’m good, thanks. S Hi there. M Oh, sorry. Sophia, this is my cousin, James. And James, this is Sophia – we work together. S Nice to meet you. J Yes, nice to meet you too. M Sophia’s from Toronto.

b

J S J S M S J M J M J S J

Really? But I live here now. In London? Yes. Really near here. James lives near here too. Oh, right. Where’s your flat? It’s in the next street. James, do you know? Is there a supermarket near here? No, sorry, there isn’t. Well, are there any shops near here? We need some tea. Yes, there’s one near my flat ... I can show you. Well, thank you very much. No problem – no problem at all. It’s this way.

2.59 Play Part 2 of the video or audio recording again for students to understand in more detail and complete the task. Put students into pairs to compare their answers. Check answers as a class. Ask them to correct the false sentences.

Answer 2 make the meaning stronger

UNIT 5 Places 65

Answers 1 T 2  F (Megan sees James first.) 3 T 4  F (There isn’t a supermarket in the next street.) 5 T

4 a

  EXTRA ACTIVITY Use this activity to give students confidence-building strategies for speaking. Write this mini-conversation on the board: Megan: Is there a supermarket near here? Sophia:

USEFUL LANGUAGE 

Asking and saying where places are

2.60 Give students one minute to complete the questions. Then play the recording for students to listen and check their answers. Nominate three students to read out a completed question each.

Remind students of these other things they can say when answering a question that is difficult: • I’m sorry, I don’t know. • Sorry, I don’t understand.

Answers 1 Where  2 there  3 near

b

Give students one minute to match the questions and answers. Then play the recording for them to check their answers. Check answers as a class by saying each question and nominating a student to give the two possible answers.

c

2.62 Give students two minutes to put the conversation in order by numbering it 2–8. Play the recording for students to listen and check their answers. Write the correct sequence on the board (5, 1, 7, 3, 4, 6, 2, 8).

Answers and Audioscript 1  A  Excuse me, can you help me? 2  B  Yes, of course. 3  A  Are there any good cafés near here? 4  B  Yes, there’s one in the next street – Café Milano. 5  A Great, thank you. And is there a good restaurant in this part of town? 6  B No, I’m sorry, there aren’t any restaurants near here. But there’s one near the station. 7  A  OK, thanks for your help. 8  B  No problem.

d

• Can you repeat that, please? Drill the phrases. Put students into pairs to have miniconversations with Excuse me, is there a … near here? and the phrases above.

2.61

Answers 1 c  2 b  3 a

Write the beginning and ending of the conversation on the board:

A: Excuse me, can you help me? B: Yes, _______.

.

Ask: Can you remember what Sophia says? Play Part 1 of the video or audio recording again and write Sophia’s answer on the board (I don’t know).

5

SPEAKING

Divide the class into pairs and assign A and B roles. Student As look at the information on SB p.45. Student Bs look at the information on SB p.111. Students prepare how they will ask for and give information about the places on their role cards. Remind them to use polite phrases like Excuse me, … and Thank you. If you think your students need support, write on the board: Excuse me, is there a … ?, Excuse me, are there any … ? If you did the Extra activity in 4d, remind students of phrases they can use if they have a problem. Students have two conversations in the street. Monitor, but don’t interrupt fluency. Note down any mistakes with the target language to deal with. Encourage students to reflect on how easy or difficult they found the task. Tell students to go back to SB p.45.

LOA TIP REVIEW AND REFLECT Write these four stages of learning for ‘Asking and saying where places are’ on the board: Learning to ask and say where places are 1 Put a conversation in the correct order. (exercise 4c) 2 Practise the conversation with a partner. (exercise 4d)

***

3 Have a conversation with a partner. (exercise 5)

A: Thanks for your help.

4 Ask a real person in the street where a place is.

B: No ______. Elicit the missing words (of course, problem). Ask: Does ‘No problem’ have a positive or negative meaning? (positive). Say to a few different students: Excuse me, can you help me? and Thanks for your help so they can practise the responses. Then put students into pairs to practise saying the conversation.

66  UNIT 5  Places

Tell a real person in the street where a place is. Write these three phrases on the board in speech bubbles: No problem!

OK.

Not OK.

Read out stages 1–4 on the board and ask students to say how they feel about each stage by saying one of the phrases in the speech bubbles. Remind students where they can find extra practice of this language (Workbook 5C).

6

WRITING

a Give students one minute to read Sophia’s email and

answer the question. Check the answer as a class, then ask: What are the bad things? (There isn’t a supermarket near the flat.). Answer No, she doesn’t.

b

Students go to Writing Plus 5C on SB p.156. Go through the information in exercise a with the class. Students do exercise b and compare answers in pairs. Check answers as a class by nominating students to read out the sentences. They then do exercise c and compare answers in pairs. Check answers as a class by nominating students to read out the sentences. Tell students to go back to SB p.45. Answers (Writing Plus 5C SB p.156) b 1 expensive 2 there's 3  the old houses are always cool 4  there aren’t any 5  the shop assistants are very friendly 6  it’s near the sea c 1 but  2 but  3 and  4 and  5 and  6 but

c If you did the Optional lead-in, refer to the adjectives

on the board for describing places. If not, elicit them now and write them on the board (e.g. big, small, old, interesting, boring, exciting, beautiful, good, bad, great, nice, cheap, expensive) and people (e.g. nice, friendly). Remind students that we can use so, very and really before an adjective. Give them about five minutes to write about their part of town using there’s / there isn’t / there are / there aren’t, and or but. Monitor and help as necessary.

d In pairs, students read about their partner’s part of town, thinking about what’s the same and what’s different. Take feedback on the similarities and differences as a class.

ADDITIONAL MATERIAL Workbook 5C Unit Progress Test Personalised online practice Photocopiable activities: Pronunciation p.167

  FAST FINISHERS Ask fast finishers to think of different ways of finishing the sentences in exercise b, using either and or but (e.g. I love London, but it’s very big. I love London and I love Paris.).

UNIT 5  Places  67

UNIT 5 Review 1

GRAMMAR

a Write on the board: • school (1) • houses (10) • park (0)

  EXTRA ACTIVITY Ask: What’s important in a hotel room? Individually, students number all the things in 2b, except room, from 1 (= very important) to 7 (= not important). Put students into pairs to compare their answers. Encourage them to give reasons if they can. Join pairs with other pairs to discuss their lists. Take feedback as a class and ask: Do people in your group have the same or different ideas?

3 a

• cinemas (0) Elicit these sentences from the class: There’s a school. There are ten houses. There isn’t a park. There aren’t any cinemas. Individually, students correct the sentences. Check answers as a class and write the correct sentences on the board.

/uː/

beautiful new school museum pool

  FAST FINISHERS Ask fast finishers to write two or three more questions with Is there … ? and Are there … ? about objects in the classroom or in their partner’s bag. Suggest that they use vocabulary from Units 2 and 3, e.g. Is there an umbrella in the classroom? Are there any biscuits in your bag? They can use these questions in 1c.

c

2

Students ask and answer the questions in pairs.

VOCABULARY

a Students complete the crossword individually or in pairs. Check answers as a class. Answers 1 restaurant 2 beach 3 hospital 4 museum 5 hotel 6 shop 7 supermarket 8 bank

b Students look at the pictures and unscramble the words. Check answers as a class.

Answers 1 bed  2 shower  3 pillow  4 bath 5 room   6 towel  7 wi-fi  8 blanket

68  UNIT 5  Places

/ʌ/

umbrella lovely Russia brother mother

b

Go through the information in the table. Play the recording for students to listen to the pronunciation and repeat the words.

c

2.65 Write town and shop on the board. Say the words and ask students to repeat them. Underline the o in each word. Ask: Is the sound the same or different? (different). Play the recording. Students do the task individually. Then play the recording for them to listen and check. Check answers as a class. In pairs, students practise saying the pairs of words.

answers as a class.

Answers 1 there  2 any  3 Is  4 a  5 Are  6 a

2.63 Write you and up on the board and the symbols /uː/ and /ʌ/. Ask students to match the words to the symbols (you /uː/, up /ʌ/). Students practise saying the words a few times. Individually, students complete the categorising task. Play the recording for students to check their answers. Check answers as a class. In pairs, students practise saying the words.

Answers

Answers 1  Is there a museum in this street? 2  Yes, there is. 3  There’s a shower. 4  There aren’t any free rooms. 5  Is there a swimming pool in the hotel? 6  No, there isn’t.

b Individually, students complete the sentences. Check

SOUND AND SPELLING

2.64

Answers 1 D  2 S  3 S  4 S  5 D  6 D

LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied and decide how well they did. Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice.

UNIT OBJECTIVES

6 T I UNand routines

At the end of this unit, students will be able to: understand information, texts and conversations about jobs and daily routines exchange information about people’s jobs and daily routines understand a conversation about a new flat understand conversations in which people make and accept offers and do so themselves write an email about their day

Work

UNIT CONTENTS G

 GRAMMAR Present simple: he / she / it negative Present simple: he / she / it questions

V

 VOCABULARY Jobs: bank worker, businessman, businesswoman, chef, doctor, factory worker, football player, IT worker, office worker, receptionist, shop assistant, student, taxi driver, teacher, waiter, waitress Daily routine: arrive home, finish work, get home, get up, go to bed, go to school, go to work, have a coffee, have a shower, have breakfast, have dinner, have lunch, start work, wake up, watch TV Language Plus: work / job Language Plus: for, from … to …, until

P

C

 PRONUNCIATION Main stress in compound nouns Sound and spelling: /ɜː/ Sound and spelling: Consonant groups Sentence stress would Emphasising what you say 2  COMMUNICATION SKILLS Talking about people’s jobs Talking about daily routine and habits Making and accepting offers Writing an email about a typical day Writing Plus: because and also

GETTING STARTED OPTIONAL LEAD-IN Books closed. Write interesting jobs, difficult jobs and easy jobs on the board and give students an example for each. Tell students to work in pairs and think of more jobs for each group. Take feedback from the class.

a

Use the picture to teach robot. Ask: Where are these robots and people? (in a café or restaurant) Is it breakfast time, lunchtime or dinnertime? (the clock says 9:15, so it’s either breakfast time or dinnertime). Put students into pairs to look at the picture and answer questions 1–3. Notice how successfully students are able to talk about jobs and work, but don’t correct errors at this stage. Take feedback as a class, and write students’ ideas on the board.

b

2.66 Put students into pairs to think of two questions they’d like to ask the robots. At the feedback stage, elicit and write all the questions on the board, correcting any errors with present simple questions as you do so.

Play the recording for students to listen to other people talk about the picture. Do the two speakers have the same ideas as on the board? Do they think of the same questions to ask the robots? Check as a class, underlining any of the ideas and questions on the board that the two speakers say. If you wish, give students information from the Culture notes below. Audioscript A So, what jobs do the people do? B Hmm, they are … chefs? Waiters? A Chefs, I think. They cook food. And the robots? B The same: chefs. A Or maybe they wash the plates? B Maybe. How many hours do the people work? A Eight maybe? B Sometimes people who work in restaurants work only at lunch and dinner. A That’s true. So maybe three hours at lunchtime and five hours at dinnertime.

B A B A B A B A B A B

Yeah. How many hours do the robots work? I don’t know. A short time maybe? I really don’t know. OK. So we need to think about two questions to ask the robots. OK! ‘How many hours do you work?’ Yes, good idea! And another question … ‘Do you eat the food you cook?’ I like it!

EXTRA ACTIVITY Put students into pairs. Tell student As that they are robots from the picture. Student Bs ask the questions from exercise b. Student As give imaginary answers. Take feedback as a class. Ask students to tell the class any interesting or surprising answers that their partner gave them as a robot.

CULTURE NOTES Today, over one million household robots, and a further 1.1 million industrial robots, are operating worldwide. Robots are used to perform tasks that require great levels of precision or are simply repetitive and boring. Many also do jobs that are dangerous, such as exploring shipwrecks, helping out after disasters, studying other planets and defusing bombs or mines. In the future, robots will act as carers, doctors, pets, vehicles, friends, entertainers, security guards, traffic police and even soldiers.

UNIT 6 Work and routines 69

6A

I don’t work at night

At the end of this lesson, students will be able to: • understand a text about two people who help others abroad • understand people talking about their jobs • use a lexical set of jobs correctly • use the present simple with he / she / it in negative statements correctly • talk about people’s jobs

OPTIONAL LEAD-IN Books closed. Ask students if they’d like to work or study in another country, which countries they'd like to work or study in and why.

1 a

READING

In pairs, students look at the pictures and answer the questions. Elicit students’ ideas for places (e.g. hospital, school) and jobs (doctor, nurse, teacher), but don’t confirm answers at this point.

b Give students one minute to read about Luiza and Fred

d Individually, students use the prompts to write questions for Luiza and Fred. Check answers as a class. Answers 1 Where do you work? 2 Do you like the people? 3 Do you like the job?

e

and check answers. Ask the class: What’s Luiza’s job? (She’s a doctor.) What’s Fred’s job? (He’s a teacher.)

Ask: Would you like to work for Jobs international? Why / Why not? Would you like to do Fred’s job or Luiza’s job? Why? Put students into pairs to discuss for a few minutes. Then take feedback as a class.

Answers Luiza: place – hospital; job – doctor Fred: place – school; job – teacher

c Give students two minutes to read the website again and

decide if the statements are true or false. They compare answers in pairs. Check answers as a class. Ask students to correct the false statements. If you wish, give students information from the Culture notes below. Answers 1 T 2 F (Luiza works in a small hospital.) 3 F (Her work is very interesting.) 4 T 5 F (After school he plays sports with the children.) 6 T

CULTURE NOTES Jobs international is a fictional example of a non-profit organisation, which sends college-aged volunteers abroad to work on projects in the fields of community education, public health and entrepreneurship. Volunteers usually stay for between five weeks and three months, and help provide development programmes and humanitarian aid to communities in developing countries. The mission of such organisations is to empower people to fight global poverty through sustainable life-changing development programmes. Volunteers pay to join the programmes, in return receiving housing and meals, training, support and insurance. They pay for their own flights and visas.

FAST FINISHERS Ask fast finishers to write a list of sports, starting with rugby and volleyball. Encourage them to use bilingual dictionaries if they have them.

In pairs, students use their questions from 1d to interview each other in the roles of Luiza and Fred.

Language Plus work / job Tell students to read the information about work and job. Ask: Which word is both a verb and a noun? (work). Write on the board: I like my job/work. Ask: Are both words correct here? (yes). Write: It’s a good job/work and cross out work. Explain that we can say a job but not a work. Elicit some jobs from the class and write them on the board before moving on to the lexical set on SB p.49.

2

LISTENING AND VOCABULARY Jobs

a Individually, students match the words with the pictures. Check answers as a class.

Answers a taxi driver b waiter c shop assistant d office worker e student f receptionist g football player h factory worker

LOA TIP CONCEPT CHECKING Ask these questions to check understanding:

• Who works in a restaurant? (a waiter) • Who works in a team, for example Manchester United, Flamengo, Juventus? (a football player)

• Who works in an office? (an office worker) • Who works in a car? (a taxi driver) • Who goes to school or university? (a student) • Who works at a hotel, hospital or office? (a receptionist) • Who works in a supermarket or a bookshop? (a shop assistant)

• Who works in a big place that makes cars or computers or phones or other things? (a factory worker)

70

UNIT 6 Work and routines

b

2.67 Pronunciation Tell students to circle the twoword jobs in exercise a. Write the answers on the board: football player, taxi driver, factory worker, office worker, shop assistant. Play the recording for students to listen for which word is stressed. Check the answer as a class and underline all the first words in the jobs on the board.

3 a

Answer 1  the first word



In pairs, students practise saying the words.

c

Tell students they’re going to hear four people talking about their jobs. Point out that they will have to listen carefully for key (important) words because the people don’t say the name of their jobs. Play the recording for students to listen for the four jobs. Students compare answers in pairs. Check answers as a class.

Audioscript 1 DIANA  I sit all day, but I meet some interesting people and go to lots of different places. I don’t work at night. 2 FELIPE  I play in a team and the weekend is the most important time of the week in my job. I don’t play games in the week – well, sometimes on Wednesdays.

d

FATIMA  I study business at

university. It’s really interesting. 4

SHONA  I work in a shop and meet

a lot of different people.

Play the recording again for students to listen and complete the sentences. Check answers as a class. 2.68

Answers 1 sit, meet  2 play, play  3 study  4 meet

e

Put students into pairs to discuss which of the jobs they like/don’t like. At the feedback stage, conduct a class vote to find out which is the most/least popular job.

f

2.69 Students complete the exercises in Vocabulary Focus 6A on SB p.151. Play the recording and ask students to listen and repeat the words in a. Students do exercise b individually. Give a few of your own examples to demonstrate exercise c, then put students into pairs to tell each other about people they know. Take feedback as a class. Tell students to go back to SB p.49.

Answers (Vocabulary Focus 6A SB p.151) b 1 student 2 waitress 3  factory worker 4  shop assistant 5  taxi driver 6  football player 7 receptionist 8  bank worker 9  office worker

2.70 Individually, students complete the sentences. Play the recording for them to check their answers. Write on the board: He works at night. She doesn’t work at night. Underline the s at the end of works and the es in doesn’t work to highlight how the s moves in negative sentences. Ask: How many syllables are in ‘doesn’t’? (two) and drill doesn’t a few times.

 CAREFUL! At this level, the most common student error with the present simple with he / she / it in negative statements is using don’t instead of doesn’t, e.g. He don’t meet people at work. (Correct form = He doesn’t meet people at work.).

b

3

Present simple: he / she / it negative

Answers 1 doesn’t  2 doesn’t

2.68

Answers 1 taxi driver  2 football player  3 student  4 shop assistant

GRAMMAR 

2.71 Students read the information in Grammar Focus 6A on SB p.120. Play the recording where indicated and ask students to listen and repeat. Students complete the exercises on SB p.121. Check answers as a class. Tell students to go back to SB p.49.

Answers (Grammar Focus 6A SB p.121) a 2 doesn’t  3 doesn’t  4 don’t 5 don’t  6 don’t  7 doesn’t  8 don’t b 2  My brother doesn’t work in a car factory. 3  My parents don’t like coffee. 4  We don’t live near the station. 5  He doesn’t study Italian. 6  They don’t go to work early. 7  Akira doesn’t live in Tokyo. 8  Their son doesn’t work in a bank.

c Individually, students complete the sentences. Check answers as a class.

Answers 1  doesn’t work  2  doesn’t like  3  doesn’t sit  4  doesn’t work

LOA TIP ELICITING Use words and prompts to elicit more examples of the target language. Write He … and She … on the board and a negative symbol (–). As you say each of the four positive sentences below, point to the negative symbol and He … or She … to elicit a contrasting negative sentence with the opposite gender. Repeat the exercise a few times. Listen carefully and check that students are pronouncing doesn’t correctly and dropping the s from the end of the verb. Say: He likes school.  Students say: She doesn’t like school. Say: She works here.  Students say: He doesn’t work here. Say: He studies English.  Students say: She doesn’t study English. Say: She plays tennis.  Students say: He doesn’t play tennis.

UNIT 6  Work and routines  71

EXTRA ACTIVITY Write like, work, speak, go and live on the board. Students use these verbs to write five present simple negative sentences, some true, some false, about their friends and family members (e.g. My brother doesn’t like his job.). In pairs, students read out their sentences to each other. They listen to their partner and say which sentences they think are true and which are false.

d Sound and spelling /ɜː/ 2.72 For exercise 1, play the recording for students to hear the pronunciation of the words and answer the question. Check the answer as a class. Ask: Is /ɜː/ a long sound or a short sound? (long).

Answer Yes, they do.

For exercise 2, play the recording for students to complete the task. Check the answer as a class. 2.73

Answer first, verb, girl, world

4

SPEAKING

Divide the class into pairs and assign A and B roles. Student As go to SB p.105 to read about two people’s jobs. Student Bs go to SB p.110 to read about two different people’s jobs. Give them three minutes to prepare sentences about their two people’s jobs. In pairs, they then talk, listen and try to guess the other two jobs. Monitor students’ use of the target language, but don’t interrupt fluency. At the feedback stage, ask students: Did you guess the jobs? Write any errors you noted while monitoring on the board and get the class to self-correct them. Close the lesson by asking: Would you like to do the four people’s jobs? Why / Why not?

ADDITIONAL MATERIAL Workbook 6A Photocopiable activities: Grammar p.154, Vocabulary p.161, Pronunciation p.168

Discuss the answer to the question in exercise 3 as a class. Ask: Do we pronounce the ‘r’? (no). Answer the letter r

In pairs, students practise saying the words with /ɜː/ in exercise 4.

6B

I wake up at 4:00

OPTIONAL LEAD-IN Books closed. Draw the sun rising on the board, then the sun high in the sky with a falling arrow after to show it’s just starting to go down, then the sun setting, and then the moon and stars. Use the pictures to elicit morning, afternoon, evening, night. In pairs, students say one thing they do in the morning, afternoon, evening and night, e.g. I eat breakfast in the morning.

1 a

READING AND VOCABULARY  Daily routine

Point to the picture at the top of SB p.50 of the man asleep. Elicit or teach the word sleep. If you didn’t do the Optional lead-in, elicit or teach the phrases in the box. Point out that three phrases start with in the, but at is used for night. Put students into pairs to talk about when they do the things in the list. Take feedback as a class.

b Write on the board: eight, five or six, twice. Check students understand twice (two times). Give them one minute to read the first paragraph to find out what these numbers refer to (People say it’s good to sleep for eight hours every

72

UNIT 6 Work and routines

At the end of this lesson, students will be able to: • understand a text about people with different sleep patterns • use a lexical set of daily routine phrases correctly • understand an interview with someone who has an unusual routine • use the present simple with he / she / it in questions correctly • ask and answer about their own and other people’s daily routines

night. Some people sleep for only five or six hours and they feel fine in the morning. Some people sleep twice every night.). Give students one minute to read about Beatriz and Anneli and complete the matching task. Check answers as a class. Ask students to say which words helped them find the answer. Use the picture to teach yoga if necessary. Ask: What’s the same about Beatriz and Anneli? (They both sleep twice every night.) Ask: Which word in the article means ‘needing to sleep’? (tired). Elicit some personal response to the article by asking: Do you sleep twice a night? Would you like to? Answers a Anneli – She wakes up and does yoga at 4:00 in the morning. b Beatriz – Her husband works in a restaurant.

c Point to the marked words in the Anneli text and

  CULTURE NOTES

ask students to match them with pictures 1–3. Check answers as a class. Drill the words.

World Sleep Day takes place every year, on the Friday at the end of the second full week of March. Organised by WASM (the World Association of Sleep Medicine), the event’s intention is to celebrate sleep and also raise public awareness of the importance of sleep for good health.

Answers 1  get up  2  go to bed  3  wake up

d Tell students to cover A Good Night’s Sleep with a piece

of paper. Individually, students match the words to make daily routine verb phrases. They then look at the text to check their answers. Check answers as a class and write the complete verb phrases on the board.

To honour World Sleep Day in 2015, a survey was conducted on differences between sleep habits among residents of the USA, the UK, Brazil, the Netherlands, France, Germany, Japan, China, South Korea and Australia. It revealed some interesting facts. Here are some of them:

Answers 1 go  2 arrive / get  3 have  4 watch  5 finish

People in … • Brazil spend the least time between eating and going to bed

  LANGUAGE NOTES

• the Netherlands spend the most time between eating and going to bed

In this set of daily routine phrases, wake up and get up are phrasal verbs. The words sleep and work are single verbs. The other phrases are verb–noun collocations: a verb and a noun which go together to form one meaning.

• China are most likely to have a short sleep during the day • Australia tend to get up earliest • France have the biggest bedrooms

English has lots of phrasal verbs and collocations, so it’s important for students to start learning them early (although it’s not necessary for them to know the terms phrasal verb and collocation). With phrasal verbs, students need to understand that the meaning is carried by the whole phrase. In many cases, the individual words themselves carry little or no meaning (e.g. get up).

e

• South Korea are the most likely to sleep on the floor

Language Plus  for, from … to … , until Write this gapped sentence on the board: I get up ___ 8:00 am. Elicit the missing preposition (at). Then tell students to look at the timeline and read the information about for, from … to ... and until. Point to 11:00 pm and ask: What time is it? (11 o’clock at night). Point to 7:00 am and ask: What time is it? (7 o’clock in the morning). Ask: Do we use ‘for’ with times? (No, we use at, from … to … and until). Draw an imaginary line with your finger from 11:00 until 7:00. Ask: How much time is this? (eight hours) Do we say ‘for eight hours’? (yes).

2.74–2.75 Students complete the exercises in Vocabulary Focus 6B on SB p.137. Play the recording for students to complete the times in exercises a and repeat the verb phrases in b. For exercise c, check that students understand the difference between goes home (draw an imaginary line between the picture of Danny finishing work and the picture of Danny with his key in the front door) and gets home (point to the picture of Danny with his key in the front door). Tell students to go back to SB p.50.

Answers (Vocabulary Focus 6B SB p.137) a Danny wakes up at seven o’clock. He gets up at a quarter past seven. He has breakfast at half past seven. He goes to work at eight o’clock. He starts work at half past eight. He has lunch at a quarter past twelve. He finishes work at a quarter to six. He gets home at a quarter past six. He has dinner at half past seven. He goes to bed at ten o’clock. c 1  gets up 2  finishes breakfast 3  goes to work 4  starts work 5  has lunch 6  finishes work 7  goes to bed

f

• Japan tend to go to bed latest

In pairs, students ask and answer the questions. Take feedback as a class. If you wish, give students information from the Culture notes.

LOA TIP ELICITING Draw three more timelines on the board: 7 hours 10:00 pm

5:00 am

9 hours 12:00 pm

9:00 am

6 hours 9:00 am 3:00 pm Use the timelines to elicit more sentences with I sleep or I work and for, from ... to ... , until.

g Sound and spelling Consonant groups

2.76 For exercise 1, check students understand consonant by eliciting some examples of consonants (g, p, k, etc.) and contrasting them with vowels (a, e, i, o, u). Point out that the words start with two consonants together. Play the recording for students to listen and practise saying the words.



2.77 For exercise 2, play the recording for students to underline the consonant sounds that are together in each word. Play the recording again if necessary. Check answers as a class.

Answers play  small  bread  fruit  flat  study  speak

UNIT 6  Work and routines  73

For exercise 3, put students into pairs to practise saying the words. Monitor and check that they aren’t adding a vowel sound between the two consonants (as some students may do).



2 a

d Remind students about Beatriz and Anneli from the article on SB p.50. Ask: What’s the same about the two women? (They both sleep twice every night.). Give students three minutes to use the prompts to write questions about Beatriz and Anneli. Check answers as a class.

LISTENING

Answers 1  What time does Beatriz finish work? 2  Where does her husband work? 3  What time does he get home? 4  When does Anneli wake up? 5  What does she do then? 6  How does she feel in the morning?

Play the recording for students to answer the four questions. Play the recording again if necessary. Check answers as a class. 2.78

Answers 1  no  2  about 2:00  3  I take photos in the city.  4  no

e

Audioscript INTERVIEWER  Paul, you usually take photos at night. Do you go to bed early? PAUL  No. Usually around 11 o'clock. I And when do you wake up? P I always wake up at about 2:00 am, every night. I And what do you do then?

b

3

Well, I get up and I go out. I walk in the city at night and I take photos. Then I go home and I sleep until morning. I What about your wife? Does she wake up? P No, she never wakes up. She just sleeps! P

Answers 1  At 6:00 in the evening.  2  In a restaurant. 3  At about 12:00 at night.  4  At about 4:00 in the morning. 5  She does yoga.  6  She feels fine.

  EXTRA ACTIVITY

In pairs, students answer the questions about Paul’s daily routine and his photos. Take feedback as a class.

Ask these yes/no present simple questions about the article to give students practice with the short answers. How many questions can they answer correctly? Encourage students to give more information beyond the short answers where possible.

GRAMMAR 

Present simple: he / she / it questions

• Does Beatriz live in Spain? (No, she doesn’t. She lives in the USA.) • Does Beatriz have a job? (Yes, she does. She finishes work at 6:00 in the evening.) • Does Beatriz eat dinner with her husband? (Yes, she does.) • Does Anneli live in Finland? (Yes, she does.) • Does Anneli wake up at 3:00 in the morning? (No, she doesn’t. She wakes up at 4:00 in the morning.) • Does Anneli feel tired at 8:00 in the morning? (No, she doesn’t. She feels fine.)

a Write on the board: ________ you go to bed early? ________ your

wife wake up? Elicit the missing words (Do, Does) and drill the two questions. Individually, students complete the table in 3a with do or does. Check answers as a class. Answers

b

you

he / she / it

When do you wake up?

Does she wake up? When does he get up?

2.79–2.80 Students read the information in Grammar Focus 6B on SB p.122. Ask them to answer the question under the cartoon: Does she get up early? (No, she doesn’t.). Play the recording where indicated and ask students to listen and repeat. Individually, students complete the exercises on SB p.123. Check answers as a class. Tell students to go back to SB p.51.

Answers (Grammar Focus 6B SB p.123) a 1 Does  2 Do  3 Does  4 do  5 does b 1 does  2 No  3 doesn’t  4 do  5 doesn’t

  FAST FINISHERS In pairs, fast finishers practise saying the mini-conversations in exercise b. Monitor and correct students’ pronunciation as necessary.

c

Pronunciation Play the recording for students to listen for the stressed words in the When questions. Check answers as a class. Play the recording again for students to listen and repeat. 2.81

Answers 1  question word (when) 3  up

In pairs, students ask and answer the questions. Check answers to the questions as a class by asking pairs of students to ask and answer the questions across the classroom.

f

Give students two minutes to prepare questions with you from the prompts. Monitor and help as necessary. Put students into pairs to ask and answer the questions. Tell them to write down their partner’s answers.

g

Put students into new pairs to ask each other questions with he or she about their first partner’s daily routine.

4

SPEAKING

Tell students that they can now practise using all the language from the lesson with a partner. Divide the class into pairs and assign A and B roles. Student As read the information about Gamal on SB p.105. Student Bs do the same about Peter on SB p.113. Give students one minute to prepare questions from the prompts. Student A uses the questions to ask Student B questions, then they swap roles. Monitor and note down any common mistakes/errors to deal with during feedback. Make sure students can answer question d, When does Peter see Gamal? / When does Gamal see Peter? (between 6:00 and 7:00 in the evening).

ADDITIONAL MATERIAL Workbook 6B Photocopiable activities: Grammar p.154, Vocabulary p.161

74  UNIT 6  Work and routines

6C

Everyday English

At the end of this lesson, students will be able to: • understand a conversation about what you need in a new flat • use appropriate phrases to make and accept offers • emphasise what they say by using stress to draw attention to a key word • use because and also correctly • write an email about a typical day

I’ll come with you

OPTIONAL LEAD-IN Books closed. Bring the following items into class: a bowl, a glass, a cup, a spoon, a knife and a plate. Show students the items and elicit the words for them in English.

2

LISTENING

1

a Use the picture to elicit or teach bowl, glass, cup, spoon, knife and plate. Drill the words. Give students time to read the task and tick their choices.

b

In pairs, students compare their choices. Do they need the same things? Invite a few pairs to tell the whole class. With stronger classes, you may wish to elicit more things students think they might need. If you do this, make sure all students understand any new items of vocabulary which arise.

c

2.82 Play Part 1 of the video or audio recording for students to understand the general meaning and answer the two questions. Check answers as a class.

a

***

J M S J S M S M S M S M

S

d

M S J

Yes, please. Yes, thanks. Ah, there’s just one problem. What’s that? No coffee? Well, you have tea now, I know that! Yes, but there are only two cups. And one glass! Look! You need to go shopping! I know, I need a lot of things. Cups, glasses … Well, I can go with you. I’ll help you buy things. That’s great, thanks. What do you need? Cups, glasses, what else? Mm, I need plates, and … Do you want to go today? We can go this afternoon. OK, great. I don’t have a lot of things, but I have biscuits! Would you like one, Megan? No, it’s OK, thanks. James? Yes, please!

Point to the picture of Megan and Sophia and teach or elicit the word flowers. Play Part 1 of the video or audio recording again for students to understand the conversation in more detail and underline the correct words. Check answers as a class. 2.82

Answers 1 Sophia 2 coffee

3 cup

2.83 Give students one minute to complete the conversations with the words in the box. Play the recording for students to check their answers. Check answers as a class by asking a pair of students to read out the completed conversation. Ask: What does ‘one’ mean in Sophia’s question? (a biscuit). Remind students that in English, we don’t usually repeat nouns. Write: Would you like a/an … ? Would you like one? in two speech bubbles on the board. Label them as making an offer. Then write Yes, please. and label it accepting an offer. Finally, write No, thanks. and label it not accepting an offer.

2 like, thanks

EXTRA ACTIVITY

S

They’re lovely flowers. Thanks again, Megan. M No problem. J I really like your flat, Sophia. S Yeah, thanks. I like it here. Would you like a cup of coffee?

Making and accepting offers 1

Answers 1 like, please

Answers 1 James 2 To Sophia’s flat. Video/Audioscript (Part 1) MEGAN James, hi! You again! JAMES Yes, me again! Hi, Sophia! SOPHIA Hi, James. J They’re nice flowers. M Yes. They’re for Sophia – for her flat. J Yes … Oh yes, your flat’s near here. S That’s right. Just there, in fact. J Oh, right. M Come with us … Is that OK, Sophia? S Yes, why not? J Are you sure? S Yes! J Well … yeah, I’d love to. … OK … great! S Good. Come on.

USEFUL LANGUAGE 

Drill Yes, please. and No, it’s OK, thanks. Pretend to offer some things to students (e.g. Would like my book? Would you like this pen?) so they can practise using the phrases. In pairs, students continue the activity using things on their desk or in their bag.

b

2.83 Pronunciation Play the recording again for students to listen for a /l/ or /d/ sound in would. Check the answer as a class. Play the recording again, pausing it after each line for students to repeat.

Answer There is a /d/ sound, but no /l/ sound.

c

2.84 Give students one minute to put A’s questions in the correct order. Play the recording for students to check their answers. Check answers as a class by asking a pair of students to read out the completed conversation.

Answers Would you like a cup of tea? And would you like a piece of cake?

d

Elicit some food and drink words and write them on the board (e.g. sandwich, coffee, etc.). In pairs, students practise the conversation in 2c, offering different food and drink.

4 today

UNIT 6 Work and routines 75

3 a

LISTENING AND USEFUL LANGUAGE 

Making and accepting offers 2

2.85 Play Part 2 of the video or audio recording for students to understand the general meaning and answer the questions. Check answers as a class.

Answers 1  go shopping  2  No, they don’t. Video/Audioscript (Part 2) JAMES  I’ll come with you if you like. I love shopping! SOPHIA   Oh, thank you, James, that’s very kind. But I’m sure you have other things to do – it’s the weekend. J Oh, that’s OK.

b

4

James. But nice to see you again. See you soon, maybe. Bye. M Bye, James. See you later. J OK … Bye. Thanks for the … biscuit.

Give students one minute to complete the sentences for making offers with the words in the box. Play the recording for students to check their answers. Check answers as a class by asking students to read out the completed sentences. 2.86

Answers 1 can  2 help  3 I’ll

LOA TIP CONCEPT CHECKING Write these expressions on the board:

2.89 Play the recording for students to listen to the two offers, focusing on the strongly stressed word in each. Play the recording again for students to listen and repeat.

b

Play the recording for students to listen and underline the stressed words in the mini-conversations. Check answers as a class.

c

5

6

Students complete the task. Play the recording for students to check their answers. Play the recording again for students to listen and repeat. Answers Yes: That’s great, thanks. Thank you, that’s very kind. No: Don’t worry, it’s OK. Thanks, but I’m fine.

d

2.88 Give students two minutes to complete the conversation with the words in the box. Play the recording for students to check their answers. Check answers as a class.

Answers 1 supermarket   2 can  3 great  4 help   5 right

e

In pairs, students practise the conversation in 3d. Monitor and help if necessary.

f

Write I need to ... on the board and elicit some more ways to begin a conversation like the one in 3d (e.g. I need to go to the hospital. I need to make lunch.). In pairs, students make a new conversation. Monitor and help as necessary. Ask one or two stronger pairs to repeat their new conversation for the class to hear.

76  UNIT 6  Work and routines

SPEAKING

WRITING

a Give students one minute to read the email and answer the questions. Check answers as a class.

Answers In a café, because the coffee machine in the office isn’t very good.

• help you  • any help

2.87

Put students into pairs to practise the miniconversations. Monitor and check if they are stressing the subject when they offer help. Correct their pronunciation as necessary.

Tell students that they can now practise using all the language from the lesson with a partner. Put students into pairs and assign A and B roles. Give them two minutes to prepare what they’re going to say, reminding them of the expression for politely saying yes or no to offers. Make sure they swap roles. Monitor and note down any errors related to making and accepting offers. Take feedback as a class.

Next, write these words on the board and ask which expressions they go with:

c

2.90

Answers 1 Joe  2 I’ll

• Would you like … ?  • I’ll … , I can …

Check answers as a class (Would you like any help? I’ll help you, I can help you.). Point out that we use a verb after I’ll/ I can and a noun after Would you like.

Emphasising what you say 2

a

MEGAN  Sophia and I are fine, S

PRONUNCIATION 

  EXTRA ACTIVITY Write these statements on the board. Ask which ones are true and which are false. 1 Sophia walks to work. 2 She works from 8:30 until 4:30. 3 Sophia and Megan have lunch in the office. 4 Sophia likes the food at the café. 5 Megan always offers to pay at the café. Give students two minutes to read the email again and answer the questions. Tell them to correct the false sentences. They compare answers in pairs. Check answers as a class (1 True, 2 False (She works from 8:30 until 5:30.), 3 False (They have lunch at the café.), 4 True, 5 True).

b

Students go to Writing Plus 6C on SB p.156. Go through the information as a class, then write these two pairs of sentences on the board:

• Sophia’s happy. She has a new flat. • Sophia has flowers. She has biscuits. Point to the first pair of sentences and ask: ‘Because’ or ‘also’? (because). Then ask: How can we join the two sentences? Elicit Sophia’s happy because she has a new flat. Mark the change on the board. Point to the second pair of sentences and ask ‘Because’ or ‘also’? (also). Ask: How can we use ‘also’ in these two sentences? Elicit Sophia has flowers. She also has biscuits. Mark the change on the board.

Students complete exercises b and c. Check answers as a class. When checking question 6 in exercise b, ask What’s different about ‘also’ in this sentence? (Usually also goes before the verb but here it’s after the verb because the verb is be.) Tell students to go back to SB p.53. Answers (Writing Plus 6C SB p.156) b 1  . She also teaches sport. 2  because I sleep for seven hours at night. 3  are Italian 4  also works 5  we like 6  ’s also c 1  I don’t like my job because it’s boring. 2 She doesn’t have breakfast because she isn’t hungry in the morning. 3  I need to make lunch. I also need to go to the supermarket. 4  The children are nice. They’re also very funny.

c Give students five minutes to write about a day in their life. Tell them to use Sophia’s email as an example and because and also. Monitor and help as necessary.

d Students swap their writing with a partner. They read it to see if their partner does the same as them. In pairs, they talk about what’s the same in their day. Take feedback as a class.

ADDITIONAL MATERIAL Workbook 6C Unit Progress Test Personalised online practice Photocopiable activities: Pronunciation p.168

  FAST FINISHERS Ask fast finishers to think of one or two different ways of adding ideas to the sentences in exercise c using because and also (e.g. I want to go shopping because I need some bowls. She teaches English at the school. She also teaches Spanish.).

UNIT 6  Work and routines  77

UNIT 6 Review 1

GRAMMAR

c

3

Answers 1  She doesn’t like cake. 2  Marcus doesn’t meet many people. 3  ✓ 4  I don’t work on Fridays. 5  ✓ 6  Isabella doesn’t speak French.

b Individually, students complete the sentences with do,

don’t, does or doesn’t. Check answers by asking pairs of students to read out the completed conversations. Answers 1  Does 2 doesn’t 3 Do 4 do 5 Do  6 don’t

c Individually, students use the words and phrases to write questions. Check answers as a class. Answers 1  What do you eat in the morning? 2  Where does your brother work? 3  Do you speak English? 4  Does your teacher speak French? 5  What time does the lesson start? 6  When does it finish?

  FAST FINISHERS Ask fast finishers to write more present simple questions with Where/What/When + your friend/brother/sister/mother/ father (e.g. Where does your sister live?). They can then use these questions in 1d.

d

2

In pairs, students ask and answer the questions.

VOCABULARY

a Individually, students complete the job words. Check answers as a class.

Answers 1 waitress  2 taxi driver  3 doctor  4 receptionist 5 teacher  6 chef

  EXTRA ACTIVITY Elicit more jobs and write them on the board (e.g. waiter, office worker, factory worker, football player, tennis player, student, shop assistant, businessman / businesswoman, bank worker, IT worker). Choose one of the jobs in 2a or on the board. Can the students guess it in five yes/no questions (e.g. Do you work in a hotel?). Put students into small groups to play the game a few times.

b Individually, students use the words to complete the daily routine phrases in the table. Check answers as a class. Answers 1 to bed  2 get  3 start  4 lunch  5 shower  6 arrive

78  UNIT 6  Work and routines

SOUND AND SPELLING

a

2.91 Students study the table. Play the recording for students to listen to the words with /ʌ/ and the words with /ɔː/.

b

2.92 Students use the table in 3a to decide if the marked sounds are the same or different. Play the recording for them to listen and check their answers. In pairs, they practise saying the pairs of words. Monitor and check that they are pronouncing the words correctly.

a Individually, students tick the sentences that are correct

and correct the ones that are wrong. Check answers as a class and write the correct sentences on the board.

Put students into pairs to talk about what they do every day. Take feedback by asking students to tell the class what their partner does every day.

Answers 1 S  2 D  3 S  4 D  5 D  6 S

c

2.93 Write play, small, fruit and speak on the board. Invite four students to come to the board and underline the consonant groups in each word (play, small, fruit, speak). Drill the words. Students complete the matching task. Play the recording for them to check answers. In pairs, students practise saying the words.

Answers 1 twenty  2 start  3 player  4 class  5 bread  6 sport

LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied and decide how well they did. Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice.

7 T I UNping and fashion Shop

UNIT CONTENTS G

 GRAMMAR this, that, these, those Possessive ’s Revision of adverbs

V

 VOCABULARY Common objects 2: bag, chair, clock, cup, football, glass, guitar, lamp, picture, plant, plate, radio, suitcase Prices: twenty-five euros, three pounds eighty, etc. Clothes: blouse, coat, dress, glasses, hat, jacket, jeans, shirt, shoes, skirt, trousers, T-shirt Colours: black, blue, brown, green, grey, red, white, yellow Language Plus: dark / light

P

 PRONUNCIATION Sound and spelling: /b/, /p/, /g/ and /k/ Sound and spelling: this, that, these and those Sound and spelling: /ʃ/ and /dʒ/ Joining words

C

 COMMUNICATION SKILLS Talking about things you want to buy Talking about the clothes that people wear Asking about and paying for things in a shop Writing an email request for information Writing Plus: Commas, exclamation marks and question marks

GETTING STARTED OPTIONAL LEAD-IN Write market on the board. Put students into pairs. Ask: What do you buy at a market? Give students two minutes to write as many things as they can. Monitor and help with vocabulary as necessary. Take feedback as a class, asking each pair to tell you one item from their list they think nobody else has written.

a

UNIT OBJECTIVES At the end of this unit, students will be able to: understand information, texts and conversations about shopping for objects and the clothes people wear exchange information about shopping for objects and the clothes people wear understand conversations in which people ask about and pay for things in a shop and do so themselves write an email request for information

stage. Take feedback as a class. Elicit students’ ideas about question 1 and write them on the board. For question 2, write any shopping questions that students suggest on the board. For question 3, make a list of clothes that students can name in the picture. Leave students’ ideas on the board. Play the recording for students to listen to other people talk about the picture. Ask: Do the speakers have the same ideas? Audioscript MAN So, the people on the boat … WOMAN Are they on holiday? M Yes, I think so. And they’re shopping for clothes, of course. W Yes. M Are they friends? W No, I think they’re family. M Yes, maybe two sisters and their father? W What question does the woman in the boat ask? M ‘Why do you have really big trousers?’ W Maybe! Or ‘How much are those trousers?’ M Yes. And what clothes can you see? W Well, dresses. M And skirts. Some blue trousers.

W

M W

M W M W M W M W

There’s a white T-shirt too. So, what do you like to buy when you go shopping? Well, I don’t really like shopping – only when I need something. I love shopping! I look at clothes for a really long time! Sometimes I don’t buy any, I just like looking at them. I don’t like shopping for clothes at all. What clothes do you have? I don’t have a lot of clothes. Jeans, T-shirts. And one shirt. One shirt? Yes. Do you have a hat? No, I don’t. Do you? No.

EXTRA ACTIVITY Clean the board. Play the recording again, pausing it after each colour. In pairs, students point to that colour in the picture each time. Check as a class and write the colours and clothes on the board (blue trousers, white T-shirt). Ask: Does the man like shopping? Does the woman like shopping? and play the recording to the end. Check answers as a class (the man doesn’t like shopping, but the woman does).

3.2 Use the picture to teach boat and clothes. Ask students: What country do you think this is? Elicit their ideas, then tell them it’s Thailand. Ask: Do you have places (markets) like this in your country? If you wish, give students information from the Culture notes.

Put students into pairs to answer questions 1–3. Monitor and notice whether students attempt to use this, that, these and those and how much vocabulary they have for clothes and colours, but don’t correct errors at this

UNIT 7 Shopping and fashion

79

CULTURE NOTES The picture shows a tourist in a wooden boat choosing a pair of trousers at a stand at Damnoen Saduak Floating Market in Ratchaburi, Thailand, about 100 km south of Bangkok. This 100-year-old market was traditionally a place where vendors sold locally grown fruit and vegetables from boats on the canal. This has changed a lot in recent years, as the market has now become a very popular tourist destination and there are now also a large number of souvenir stands.

b

Put students into pairs to answer the questions. Monitor and check how much clothes and colour vocabulary students produce. Don’t correct errors or try to teach more vocabulary at this stage. Take feedback as a class.

Beyond the market, there are quieter canals which can be explored by hiring a boat. South of the floating market are several small family businesses, including a Thai sweet maker, a citrus fruit farm and a knife crafter.

7A

How much are these books?

OPTIONAL LEAD-IN Books closed. Write the names of some local shops students will know on the board in one column and an item you can buy in each in another column. Put students into pairs and ask them to match the shops to the items. Take feedback as a class by asking: What does Smith’s sell? What can you buy in Smith’s? Afterwards, write these two questions on the board without sell and buy and elicit what the verbs are.

1

READING AND VOCABULARY  Common objects 2

a If you didn’t do the Optional lead-in, draw a simple picture of a shop counter and cash register with a person at either side. Use the picture to elicit the verbs buy and sell. Elicit some different shops students already know from SB p.41, e.g. supermarket, bookshop. Tell students to look at the Shopping text. Give students one minute to read about the three places to shop and decide which place is in the picture. Check the answer as a class, asking students to say why this is the answer. Answer The Saturday Market (They sell lots of old things.)

b Students read what the four people say. Check students

understand magazine (a type of thin book with news articles and colourful pictures) and lamp (point to the lamp in the picture). Students read the text again to see which place is good for each of the four people. Students compare answers in pairs. Check answers as a class, asking students to say why these are the answers. To get some personal response to the text, ask: Do you sometimes buy old things? What? Why? If you wish, give students information from the Culture notes.

80

UNIT 7 Shopping and fashion

At the end of this lesson, students will be able to: • understand a text about three places to shop • use a lexical set of common objects correctly • understand a conversation about objects at a market stall • use this, that, these, those correctly • understand prices and say them correctly • ask and talk about objects at a market stall

Answers 1 The Mega Home Store (They sell beds… Everything is new.) 2 Books & Co. (They sell old and new books and they also have magazines.) 3 The Mega Home Store (Open 8 am–8 pm) 4 The Saturday Market (They sell lots of old things. You can buy … lamps.)

CULTURE NOTES Both Books & Co. and The Saturday Market sell second-hand things (things that other people owned or used in the past). In the UK, buying second-hand things is popular. You can buy them at: Flea markets such as The Saturday Market, and car boot sales (an event in a public place where people sell their unwanted possessions, often from the backs of their cars). Second-hand book shops, which sell everything from very cheap old paperbacks to expensive and rare books. Books & Co. is unusual because it sells other things too. Charity shops are found on most UK high streets. Charities collect people’s unwanted goods and sell them cheaply. Antique or Vintage shops: These shops are run by people who collect old but valuable, attractive or still useful objects to sell. These days buying second-hand things online on auction sites such as eBay is also very popular.

c Students read about The Saturday Market again and

find the words for objects a–f in the picture. Students compare answers in pairs. Check answers as a class. Make sure students are saying singular forms (e.g. lamp, suitcase) and not the plural forms that are in the text (lamps, suitcases). Ask: Which objects can you see in the classroom? Ask: Which words in The Saturday Market text means ‘look without buying’? (look around). Answers a lamp  b radio  c clock  d suitcase  e picture  f chair

d



Put students into pairs for exercise 4 to practise saying the words. Monitor and check they are pronouncing the consonants correctly.

  FAST FINISHERS Ask fast finishers to find more words in the Shopping text which start with the sounds /b/, /p/, /g/ and /k/ (e.g. buy, places, go).

g

Remind students that would like is the polite way to say want. Take a class vote to find out which object in the picture most people in the class want.

  EXTRA ACTIVITY Write on the board: Old things or new things – which do you like best? Then add this list below it on the board: •  newspapers

•  cars

•  lamps

•  phones

•  suitcases

•  clothes

•  houses

•  books

•  clocks

•  chairs

2 a

Put students into pairs to talk for two minutes about which they like best – old houses or new houses, old cars or new cars, etc. Take feedback as a class. Do students have the same or different opinions?

e

3.3 Students complete the exercises in Vocabulary Focus 7A on SB p.133. Play the recording in exercise a for students to listen and repeat the words. For exercise b, put students into groups of three. Write: At home, I have a … on the board and elicit a few simple sentences from the class, e.g. At home, I have a clock. At home, I have a clock and a guitar. Ask students to read the speech bubbles, study the pictures again and then cover them up. Demonstrate how to play the game with two strong students. Stop the game after three or four minutes. Ask: Is it easy or difficult to remember long sentences? Tell students to go back to SB p.56.

f Sound and spelling /b/, /p/, /g/ and /k/ For exercise 1, students complete the words in the table. Ask: Are these letters and sounds vowels or consonants? (consonants).

3.4 For exercise 2, play the recording for students to listen and check. Check answers as a class.

Answers Sound 1 /b/ bag football

Sound 2 /p/ plant plate picture

Sound 3 /g/ glass guitar

Sound 4 /k/ cup suitcase clock

Discuss the question in exercise 3 as a class. Show how the sounds /b/, /p/ and /g/ are always spelled with b, p and g by writing more examples on the board, e.g. big, bottle, pizza. Show how the sound /k/ can be spelled with c, k, or ck by writing computer, key and back on the board. Answer

/k/

Ask: A shop, a market? What’s the difference? (a shop is a building where you buy things, a market is a place where people meet to buy and sell things, usually outside). Point to a table and mime that it’s your market stall with things to sell. Teach: market stall. Divide the class into pairs and assign A and B roles. Give Student As 30 seconds to write five things to sell at their market stall. Write: Do you have … ? and Do you sell … ? on the board. In pairs, Student B uses the questions to find out what Student A sells. Students then swap roles and repeat the task. At the feedback stage, ask Student Bs: Do you like your partner’s stall? Why / Why not?

LISTENING AND GRAMMAR  this, that, these, those

3.5 Tell students that they’re going to listen to two people at a market stall. Give them time to read the task, then play the recording for them to answer the questions. Play the recording again if necessary. Students compare answers in pairs. Check answers as a class, and ask: Is Sue happy? (yes). Is Mike happy? (no). Say: Mike says about the radio, ‘What?! That’s very …’. Elicit the word expensive and its opposite, cheap.

Answers 1 Sue  2 Sue  3 £135  4 No, he doesn’t. Audioscript SUE  I like this picture. What do you think? For the kitchen. MIKE  Hmm … it’s OK. S Or these chairs. They’re really nice. M No, I don’t really like them. That clock’s quite nice. S But it’s new! M Yeah, well, who wants an old clock? S Hmm … Oh, look. Those books are interesting. And look at that radio. That’s so cool.

b

Is it? It’s very old! I know, but it’s beautiful. I love old things … M Hmm. S Excuse me. STALLHOLDER  Yes? S How much is that radio? ST The radio? £135. M What?! That’s very … S OK, I’ll buy it! M S

3.6 Play the recording for students to add the missing words. Check answers as a class, writing the missing word and the noun that follows it on the board: this picture, these chairs, those books, that radio.

Answers 1 this  2 these  3 Those  4 that

c Underline this, these, those and that in the phrases on the board. For each one, ask: Singular or plural? (this picture – singular, these chairs – plural, those books – plural, that radio – singular). Students complete the table. Check answers as a class by copying the table onto the board.

Answer the question about what the words mean as a class. Use gesture to teach here, near me and there, not near me in relation to yourself. Point to this and these in

UNIT 7  Shopping and fashion  81

the table to show that they mean here, near me. Point to that and those in the table to show that these words mean there, not near me. Give a few examples using things in the classroom, e.g. I like this book. I like that clock. I like these pens. I like those shoes.

Audioscript 1  five pounds ninety-nine 2  sixteen dollars fifty

c

Answers Singular Plural

this these

that those



For exercise 1, play the recording for students to listen and answer the questions.



Put students into pairs for exercise 2 to practise saying the words.

e

3.8 Students read the information in Grammar Focus 7A on SB p.122. Play the recording where indicated and ask students to listen and repeat. Students complete the exercises on SB p.123. Check answers as a class. Tell students to go back to SB p.57.

Answers (Grammar Focus 7A SB p.123) a 1  this 2 that 3  those 4  is 5  these b 1  that 2 These 3  those 4  this

 CAREFUL! Students often make agreement errors with the determiners this, that, these and those. The most common mistake is using a plural determiner rather than a singular one, e.g. I like these book. (Correct form = I like this book.), but they may also use a singular where a plural determiner would be correct, e.g. That pictures are interesting. (Correct form = Those pictures are interesting.).

f

3 a

Divide the class into A and B pairs and tell them they are the people in the picture of a shop at the bottom of the page. Elicit a few of the items in the picture (e.g. plates, bags, lamp, etc.). Tell them to look at the speech bubbles and say similar things to their partner. Monitor and check that students are using this, that, these and those correctly. Close the activity by asking students to say one of their sentences to the whole class.

VOCABULARY Prices

Play the recording for students to tick the prices they hear. Play the recording again if necessary. Check answers as a class. Write the two answers on the board and underline the plural s in each phrase: three pounds eighty, twenty-five euros. 3.9

Answers 1 b  2 b

b

3.10 In pairs, students practise saying the prices. Play the recording for them to listen and check.

82  UNIT 7  Shopping and fashion

3.11 Play the recording for students to fill the gaps. Check answers as a class by playing the recording again, pausing it after each answer and writing the whole phrase on the board.

d

In pairs, students practise the conversation in 3c, changing the objects and the prices.

e

Give students one minute to think about their answers. Put them into pairs or small groups to talk together. Monitor and check that they are saying prices correctly. Take feedback as a class. With a monocultural class, find out if everyone agrees on the prices. With a multi-cultural class, write up the most and least expensive price for each item on the board to see how big the differences are. If you wish, give students information from the Culture notes.

3.7

Answers This and that have a short vowel sound. These and those have a long vowel sound. This ends in a /s/ sound. These and those end in a /z/ sound.

4  a hundred dollars

Answers 1 How much  2 It’s  3 how much  4 They’re

1  this, these  2  that, those

d Sound and spelling this, that, these and those

3  four euros fifty

LOA TIP MONITORING At A1 level, many speaking activities are highly structured, like speaking exercise 3d in which students practised mini-conversations with How much … ? and prices. It’s relatively easy to assess how well students can reproduce a conversation when there is a clear model to compare it to. Exercise 3e is a different kind of speaking activity. It has a clear focus on saying prices, which you can monitor and assess, but it also gives students the opportunity to talk more freely – sharing their knowledge and ideas with others, agreeing and disagreeing with each other, responding to information with interest or surprise. The aim here is fluency – effective self-expression – not accuracy. Here are some things to monitor when students are talking: • Are students able to express themselves clearly, regardless of the accuracy of their grammar, vocabulary or pronunciation? • Do both students in each pair, or all the students in the group, speak for more or less the same amount of time? • Do students stay on the topic and answer the question(s)? • What extra information do students bring to the discussion? • Does the conversation dry up at all? Why? • Is there a complete breakdown in communication at any point? Why? • Do students make eye contact and listen to each other well? • Do students switch to L1? If you notice students struggling with their fluency, think about building in longer preparation times for speaking activities and getting students to repeat speaking activities by changing the groups or pairs around. It’s also a good idea to give the message to students that they shouldn’t always worry about being correct. It is also important to practise speaking and trying to say what you want, and worrying too much about making mistakes can often harm students’ confidence and stop them developing fluency.

Tell students that they can now practise using all the language from the lesson with a partner. Divide the class into pairs and assign A and B roles. Student As read the information about what they want to buy and sell on SB p.106 and prepare what they’re going to say. Student Bs do the same on SB p.111. They then take turns to be a buyer and a seller at a market stall. Monitor, but don’t interrupt fluency. Note down any common mistakes with the target language to deal with during feedback. Take feedback by asking students about their conversations at the market stall: Do you have some new objects? Are you happy with the price? Why / Why not?

These were the prices (in US dollars) of a 1.5 litre bottle of water in 12 different countries in 2014: 5 4

7B

0.34

ADDITIONAL MATERIAL

Nepal

0.49 Turkey

0.63 Spain 0.73

Poland

Russia 0.88

1.41 Japan

Mexico 0.93

1.74 The UK

2.42

1.85 Canada

Norway

0

Greenland

1

Australia

3.42

2

4.57

3 $

Workbook 7A Photocopiable activities: Grammar p.154, Vocabulary p.161, Pronunciation p.168

It’s Greg’s T-shirt

At the end of this lesson, students will be able to: • • • •

use a lexical set about clothes correctly understand a text about three fashion designers use a lexical set about colours correctly understand a conversation about the clothes people wear and like • use possessive ’s correctly • use adverbs of frequency more proficiently • ask and talk about the clothes that people wear

OPTIONAL LEAD-IN Books closed. If appropriate in your setting, put students into small groups and give them some sticky labels. Ask for one volunteer from each group to have stickers stuck on them. Tell students to work together and write the names of the clothes their volunteer is wearing in English and stick them on the appropriate items, e.g. jeans, T-shirt, shoes. Take feedback as a class.

1

SPEAKING

4

CULTURE NOTES

VOCABULARY Clothes

Use the pictures to teach model and fashion designer. You may wish to elicit the names of some famous fashion designers.

b

Individually, students match the clothes words with a–g in the pictures. Play the recording for students to listen and check their answers. Check answers as a class. 3.12

d shirt

In pairs, students ask and answer the question. Take feedback as a class.

FAST FINISHERS

a

Answers a coat b dress c skirt f T-shirt g trousers

c

e jacket

LANGUAGE NOTES Clothes, trousers and jeans only exist in the plural form. Students at this level often forget the plural s at the end of these words, e.g. I like old clothe. and Are they new trouser?

Ask fast finishers to ask each other: How many (coats, jackets, jeans, etc.) do you have?

d Sound and spelling /ʃ/ and /dʒ/ 3.13 For exercise 1, play the recording for the students to listen and repeat the sounds and words. 3.14 For exercise 2, play the recording for students to listen and categorise the sounds. Students compare answers in pairs. Play the recording again if necessary. Check answers as a class.

Answers Sound 1 /ʃ/ international fashion sugar

Sound 2 /dʒ/ German large language village

Put students into pairs for exercise 3 to practise saying the words.

UNIT 7 Shopping and fashion

83

e

2

Divide the class into pairs and assign A and B roles. Student As look at picture 1 on SB p.104 and make notes about the people’s clothes. Tell them not to worry about the colours. Student Bs do the same on SB p.110. Student A tells Student B about the people in his/her picture and Student B listens and tells Student A the names. They then repeat the activity: this time Student B talks and Student A listens and says the names. Monitor and check students are saying the clothes correctly. Tell students to go back to SB p.58.

READING

a Write this headline on the board: They make colourful

clothes, but do they wear them? Tell students to read the introduction and then ask: Who is ‘they’? (fashion designers). Check the meaning of colourful by asking them to point to some colourful things in the room. Ask: What do you think – do fashion designers wear colourful clothes? and elicit some opinions. Give students two minutes to read about the three fashion designers and find out what’s the same about them. Check the answer as a class. If you wish, give students information from the Culture notes below.

3

a Individually, students look at the picture of Tom Ford and complete the sentences with the colours.

Answers Tom Ford often wears a white shirt and a black or dark grey jacket.

Language Plus  dark / light Ask students to read the information. Point to the blues and greys in the Carolina Herrera and Alexander Wang pictures and ask: Is this light blue or dark blue/grey? Ask students if they can see more examples of light and dark blue, green and grey in the classroom. Drill the phrases.

b

  CULTURE NOTES

Carolina Herrera (born in Venezuela, 1939) launched a fashion company in New York in 1980. Her line of elegant clothing for women became highly successful and the company grew rapidly to enormous success. Alexander Wang (born in the USA, 1983) is the Creative Director of the Alexander Wang label, which he launched in 2005. His cool and minimal clothes are popular with a wide range of celebrities and he always uses the most famous and fashionable models for his shows.

b Tell students to read the text again in detail to decide if

the statements are true or false and to correct the false ones. Students compare answers in pairs. Check answers as a class. Ask: Do you wear colourful clothes? Why / Why not? Are black, grey and white clothes boring? and elicit some answers from the class. Answers 1  T  2  F (He often wears a black jacket.) 3  F (She usually wears a black skirt.)  4  T

c

Students discuss the question in pairs. Join pairs with other pairs for them to compare opinions in a bigger group. Take feedback as a class.

84  UNIT 7  Shopping and fashion

Students complete the exercises in Vocabulary Focus 7B on SB p.152. Play the recordings for exercises a and b for students to listen and repeat the words. Give students five minutes to write about the people in exercise c. Monitor and help as necessary, checking the students’ work as you go. Students compare sentences in pairs. Nominate a few students to read out their sentences. Tell students to go back to SB p.59. 3.15–3.16

Suggested answers (Vocabulary Focus 7B SB p.152) c 2  Sunyin usually wears a white blouse and a brown skirt. 3  Ali usually wears a light blue shirt and dark grey trousers. 4  Carmen usually wears a yellow T-shirt and dark blue trousers. 5 Shinji usually wears a dark grey hat, a white shirt, a light grey jacket and a dark grey coat. 6  Elena usually wears a red dress.

Answer They usually wear black and white clothes.

Tom Ford (born in the USA, 1961) was the Creative Director of Gucci from 1994 to 2004. He then founded his own fashion company, Tom Ford, which offers clothes, glasses and sunglasses and beauty products. Tom Ford is also a film director.

VOCABULARY Colours

  EXTRA ACTIVITY In pairs, students look at the clothes in the pictures in a and ask each other: What colour is this? What colour are those? Monitor and check that they are using the colours correctly. Are they using light and dark too?

c

4 a

Divide the class into pairs and assign A and B roles. Student As talk about the clothes and colours in one of the pictures in 1a. Student B listens and guesses the picture. They then swap roles. Monitor and check that students are using clothes and colour vocabulary correctly.

LISTENING

3.17 Point to the picture of the Costa family. Tell students the children are called Greg and Sara and the parents are called Giuseppe and Kate (from left to right). Tell students they’re going to listen to Kate and Giuseppe talking about clothes. Play the recording for students to listen and tick the clothes they talk about. Check answers as a class.

Answers T-shirt, jeans, shirt Audioscript KATE  Look at all our old clothes! There are a lot! We need to throw some away. GIUSEPPE  Yeah, you’re right. … Is this my old T-shirt? K No, it’s Greg’s T-shirt. He never wears it. G Are these your jeans? K No, they’re Sara’s jeans.

G K G

K G K G

But she sometimes wears these. But she doesn’t like them. OK. … Wait just a minute – that’s my shirt. I sometimes wear that. Really? Well, no … not really. So … ? Fine – out it goes.

b

3.17 Ask: Do you think Kate and Giuseppe talk about old clothes or new clothes? (They talk about old clothes.). Hold an object (e.g. a book) close to you to teach the word keep and throw something (e.g. a scrunched-up piece of paper) in the bin to teach the phrase throw something away. Write the new words on the board. Ask: Do you think they keep their old clothes or throw them away? (They throw old clothes away.). Tell students to look at the task. Play the recording again for students to listen and complete the table by writing the clothes and the reason for throwing them away. Students compare answers in pairs. Check answers as a class. To get some personal response to the listening, ask: Do you keep your old clothes or throw them away? Put students into pairs to compare what they do. Take feedback as a class.

Answers

5 a

who?

what clothes?

why?

Greg

T-shirt

doesn’t wear

Sara

jeans

doesn’t like

Giuseppe

shirt

doesn’t wear

GRAMMAR 

LOA TIP DRILLING Use this drill to give students extra practice with producing and pronouncing the possessive ’s correctly. Students should be using the sounds /s/, /z/ or /ɪz/. Repeat the drill a couple of times. Listen and correct students’ pronunciation as necessary. Say: Sam/hat – It’s …  Students say: It’s Sam’s hat. /z/ Say: Luna/shoes – They’re …  Students say: They’re Luna’s shoes. /z/ Say: Pete/T-shirt – It’s …  Students say: It’s Pete’s T-shirt. /s/ Say: Louise/jeans – They’re …  Students say: They’re Louise’s jeans. /ɪz/

c

Suggested answers Who’s Kate? She’s Giuseppe’s wife. Who’s Greg? He’s Kate and Giuseppe’s son. Who’s Sara? She’s Greg’s sister. Who are Kate and Giuseppe? They’re Greg and Sara’s parents. Who are Greg and Sara? They’re Kate and Giuseppe’s children.

d

Possessive ’s; Revision of adverbs

3.18 Individually, students read the miniconversations and add the missing names from the listening. Play the recording for them to listen and check their answers. Check answers as a class.

Answers 1 Greg  2 Sara

b

Students read the information in Grammar Focus 7B on SB p.122. Play the recording where indicated and ask students to listen and repeat. Students complete the exercises on SB p.123. Check answers as a class. Point out that the ’s sound is usually /s/ or /z/ (e.g. it’s /s/ in Jake’s and /z/ in Tim’s), but after an s or z (e.g. in Louise’s) it sounds like /ɪz/. Tell students to go back to SB p.59. 3.19

Answers (Grammar Focus 7B SB p.123) a 2  It’s Steven’s shirt.  3  It’s Liza’s dress.  4  They’re Luke’s jeans. 5  They’re Sara’s shoes.  6  It’s Tim’s jacket. b 2  Jake’s house is near the station. 3  Louise’s shoes are brown. 4  I like my friend’s new coat. 5  Ross and Emma’s new car is blue. 6  Penny’s new dress is lovely. 7  He’s Ron’s best friend. 8  The boys’ room is on the first floor.

3.20 Write on the board: Alexander Wang wears a white T-shirt. (usually). Elicit the sentence with usually in the correct position (Alexander Wang usually wears a white T-shirt.). Tell students to read about the people in Kate’s office and to add the adverbs of frequency in the correct place. Play the recording for them to check their answers. Check answers as a class. To revise the grammar, ask: Do we say ‘always wears’ or ‘wears always’? (always wears). Then ask: What about ‘is’? Do we say ‘always is’ or ‘is always’? (is always). Elicit and write: My sister’s clothes are always colourful. on the board as an example sentence.

Answers 1  My boss always wears a blouse and trousers. 2 She never wears a skirt. 3 Johnnie usually wears jeans and a white shirt, 4  but he sometimes wears black trousers. 5  And Fran often wears a dress, 6  but on Fridays she usually wears jeans.

e

6

Give students one minute to think about their answer and make notes. Put them in pairs to talk about their answers. Take feedback as a class.

SPEAKING

a Individually, students put the words in the correct

order to make questions. Check answers as a class. Give students one minute to write one more question with their own ideas. Elicit their questions and collate them on the board, encouraging the class to be involved if any errors need to be corrected. Answers 1  What do you wear at work/school? 2  What colour clothes do you wear? 3  Do you wear your brother’s/sister’s/father’s/mother’s clothes? 4  Do you wear shoes in your home?

 CAREFUL! Learners commonly make mistakes with the possessive ’s. They may omit it, e.g. It’s Martin shirt. (Correct form = It’s Martin’s shirt.), or, in writing, use the possessive ’s where a plural s is needed, e.g. I always wear black shoe’s. (Correct form = I always wear black shoes.)

Tell students to ask and answer questions about the Costa family with Who.

b

In pairs, students ask and answer the questions in 6a, adding extra information to their answers.

ADDITIONAL MATERIAL Workbook 7B Photocopiable activities: Grammar p.155, Vocabulary p.162

UNIT 7  Shopping and fashion  85

7C

Everyday English

At the end of this lesson, students will be able to: • understand conversations in a shop • use appropriate phrases for going shopping • recognise the extra sounds /j/ and /w/ in joining words • role play buying and selling things at a market stall • use commas, exclamation marks and question marks correctly • write an email request for information

Can I help you?

OPTIONAL LEAD-IN Books closed. Write the names of some local shops students will know on the board, e.g. Henley's Great Reads. Write these sentences on the board: • I never go into … • I sometimes go into …

d

• I often go into … • I never buy things in … • I often buy things in … • I sometimes buy things in … Put students into pairs to finish the sentences using the shops on the board so they are true for them. Take feedback as a class.

1

LISTENING

Answers 1 Price: £5 2 Number in the shop: 3 3 Sophia needs: 6 4 Megan wants: 2

a Point to the picture of Sophia and Megan. Ask: Where

are they? (in a shop) What do you think Sophia wants to buy? (Students’ own answers, but probably things for her new flat, like cups or plates). Tell students to look at the list and rate shopping for each kind of thing from 1 (= I like going shopping for this/these very much) to 4 (= I really don’t like shopping for this/these). Check that they understand things for the home (chairs, cups, glasses, etc.) and IT things (= things connected with computers).

b

In pairs, students compare their opinions. Take feedback as a class, asking some pairs: Do you like shopping for the same things?

c

3.21 Play Part 1 of the video or audio recording for students to understand the general meaning and answer the two questions. Check answers as a class.

Answers 1 Megan 2 Megan Video/Audioscript (Part 1) SOPHIA So, where are the cups? MEGAN OK, let’s see. Ah ... These cups are nice. S Yes, they are. M But there are only three. FRANK Can I help you? S Yes, how much are these cups? F They’re five pounds each. M That’s a good price. S But I need six. Do you have any more? F No, I’m sorry. We only have three. S Oh dear. F These cups are the same price.

86

EXTRA ACTIVITY Write I need … and I’d like … on the board. Remind students that I’d like is polite way to say I want. Write shopping list on the board and ask students to write a shopping list of six things: three things they need and three things they want, in any order. They can use objects and clothes from Lessons 7A and 7B or use their own ideas. In pairs, they show each other their list. Can students guess which things are the ‘wants’ and which are the ‘needs’ on their partner’s list? Do they have the same wants and needs? Take feedback as a class, encouraging students to use ’d like rather than want.

2 S F M S M S M

F

Mm … no … I don’t think so. Can I look around? Of course. Sophia, these cups are really nice. Yes, they are. But I need six. Yes, I know … but not for you … for me! Oh. Do you need some cups too? Not really, but I really like them … and they’re so cheap. Excuse me … I’d like two of these cups, please. Certainly.

UNIT 7 Shopping and fashion

Check students understand the difference between need and want by asking: What do people need every day – food and water or computer games and books? (food and water). So what about computer games or books – do they need or want them? (want). Play Part 1 of the video or audio recording again for students to listen and add the numbers. Students compare answers in pairs. Check answers as a class. To get some personal response to the video/audio, ask students: Do you only buy what you need? Do you sometimes buy things that you want, like Megan with the cups? 3.21

a

USEFUL LANGUAGE Going shopping 1

3.22 Use the picture on SB p.61 to elicit or teach customer and shop assistant. Individually, students complete the categorising task. Play the recording for students to check their answers. If you didn’t do the Extra activity above, remind students that I’d like is the polite way to say I want. Play the recording again, pausing it after each expression for students to listen and repeat.

Answers 1 C 2 C

b

3 S

4 S

5 C

6 S 7 S

3.23 Individually, students put the conversation in the correct order. Play the recording for students to check their answers. Write the correct sequence on the board (3, 7, 5, 1, 4, 6, 2).

Answers and Audioscript 1 A Can I help you? 2 B Yes, you can. How much is this large bowl? 3 A It’s fifteen pounds. 4 B And how much is the small bowl? 5 A It’s ten pounds for the small one. 6 B OK, then I’d like the large bowl, please. 7 A Certainly.

c d

3 a

In pairs, students practise the conversation in 2b.

Video/Audioscript (Part 2) FRANK   OK, that’s ten pounds, please. MEGAN  Here you are. F Thank you. Enter your PIN, please. M OK, no problem. F Thank you. And here’s your receipt. M Thank you. Can you see anything you want?

Working in the same pairs, students repeat the conversation in 2b, talking about glasses instead of cups this time and changing the prices. Invite a strong pair to perform their conversation in front of the class.

PRONUNCIATION Joining words

3.24 Play the recording for students to listen for the extra sounds in the sentences.

In pairs, students practise saying the sentences.

b Go through the rules as a class.

b

Answers We add a /j/ sound between words ending with /iː/ and words starting with a vowel. We add a /w/ sound between words ending with /uː/ and words starting with a vowel.

  LANGUAGE NOTES The sounds /j/ and /w/ are semivowels. In connected speech, they appear between a word ending in /iː/ or /uː/ and a word starting with a vowel because they make the change from one mouth position to the next easier, which in turn makes the sound change smoother. For example, it’s easier to say he is /hiːjɪz/ than he is /hiː ɪz/. Without the extra sound, the break between the words sounds noticeable, and speech becomes jerky.

c

4

c

3.25 Play the recording for students to listen and mark the extra /j/ or /w/ sound. Check answers as a class.

a

d

Going shopping 2

3.26 Write the following prices on the board and ask students to say them: £10.00, £20.00, £35.00, £2.50, £15.72, £29.99 (ten pounds, twenty pounds, thirty-five pounds, two pounds fifty, fifteen pounds seventy-two, twenty-nine pounds ninety-nine). You may wish to substitute the £ sign for another currency. Point out that in normal speech, we can drop the pounds (or dollars, euros, etc.) when there are pence (or cents, etc.) in the price. For example, we can say £2.50 as two fifty, £15.72 as fifteen seventy-two, etc.

Play Part 2 of the video or audio recording for students to listen and decide if the statements are true or false. Students compare answers in pairs. Check answers as a class. Ask students to correct the false sentence. Answers 1  F (Megan pays ten pounds.)  2  T  3  T

3.27 Check students understand PIN (Personal Identification Number; you use this number with your bank card in a shop) and receipt (you give the money to the shop assistant and he or she gives you the object and this small piece of paper). Individually, students complete the sentences with the words in the box. Play the recording for students to check their answers. Check answers as a class. Drill the sentences, reminding students about the extra /w/ sound in Here you are.

3.28 Individually, students complete the conversation using the word in brackets (shoes) and the phrases in 4b. Play the recording for students to check their answers. Check answers as a class.

Answers C  How much are these shoes? S  Twenty pounds. C Here you are. S Enter your PIN, please. C OK, no problem. S And here’s your receipt.

In pairs, students practise saying the sentences. Monitor and check that they are using the extra sounds correctly to make their speech sound smooth and natural.

LISTENING AND USEFUL LANGUAGE 

anything. OK – well, there’s another shop near here. S But now you have some nice new cups! M Yes, I do! S Bye. F Bye. Thank you. M

Answers S OK, that’s two pounds, please. C Here you are. S Enter your PIN, please. C OK, no problem. S  Here’s your receipt.

Answers 1  /w/ 2  /j/ 3 /j/  4  /w/

d

SOPHIA   No, I don’t really like

5

In pairs, students practise the conversation in 4c with a partner a few times. Each time, they change the object and the price. Monitor and check that students are pronouncing the shopping expressions and saying prices correctly.

SPEAKING

Tell students that they can now practise using all the language from the lesson with a partner in two role-play conversations in a shop. Write on the board: Hello, can I help you? Ask: Who says this – a customer or a shop assistant? (shop assistant). Divide the class into pairs and assign A and B roles. Student As look at the information on SB p.105 about their roles as shop assistant and customer, and prepare what to say. Student Bs do the same on SB p.112 about their roles as customer and shop assistant. Monitor and note down any common mistakes/errors to deal with during feedback. Tell students to go back to SB p.61.

UNIT 7  Shopping and fashion  87

LOA TIP CONCEPT CHECKING Write these four stages of learning to ‘Ask about and pay for things in a shop’ on the board: Learning to ask about and pay for things in a shop 1 Put the conversation in the correct order (exercise 2b) 2 Practise the conversation with a partner (exercise 2c) 3 Have a conversation with a partner (exercise 5) 4 Have a conversation with a real shop assistant Write these three phrases on the board in speech bubbles: No problem!

OK.

Not OK.

Read out Stages 1–4 from the board and ask students to say how they feel about each stage by saying one of the three speech bubbles. Remind students where they can find extra practice of this language (Workbook 7C).

6

WRITING

a Give students one minute to read the online

advertisement and Sophia’s email and answer the question. Check the answer as a class. Write an email request for information on the board, and explain request (when you ask for something). Answer How old are these things? How much are they? Can I pay online by credit card?

b

Students go to Writing Plus 7C on SB p.157. Go through the information as a class. Individually, students do exercises b and c. While they are doing the exercise, copy all the unpunctuated sentences from the two exercises onto the board. Check answers as a class by inviting a few students to come to the board and add the punctuation. Tell students to go back to SB p.61.

88  UNIT 7  Shopping and fashion

Answers (Writing Plus 7C SB p.157) b 1  For sale: old books, newspapers, magazines. 2  I love old cups, plates and glasses. 3 She’s wearing black trousers, a white shirt, a grey jacket and black shoes. 4  They sell radios, clocks, pictures, lamps, tables, chairs … 5  For sale: coats, jackets, hats, shoes, shirts, dresses … 6  We need bread, milk, cheese and apples. c 1  How old are these things? 2  Thank you! 3  Write soon! 4  New bookshop! 5  Can I pay by credit card? 6  How much are they?

c Give students one minute to read the two

advertisements and choose one to write to for information. Give them five minutes to write their email. Remind students to use commas, question marks and exclamation marks in their emails. Monitor, help as necessary and check students’ punctuation.

  FAST FINISHERS Ask fast finishers to work in pairs and look at the commas, exclamation marks and question marks in each other’s emails. Does their partner use them correctly?

d Students read their partner’s email to see if they are

similar or different. Take feedback by asking a few students: Does your partner ask about the same objects as you? What do you and your partner ask about?

ADDITIONAL MATERIAL Workbook 7C Unit Progress Test Personalised online practice Photocopiable activities: Pronunciation p.168

UNIT 7 Review 1

3 a

a Individually, students use the words to complete the sentences. Check answers as a class.

b Individually, students read the conversation and choose

the correct answers. Students compare answers in pairs. Check answers as a class by writing the correct answers on the board. Answers 1 These  2 Kate’s  3 is  4 dad’s  5 girls’

c

2

Put students into groups of three to practise the conversation.

VOCABULARY

a Individually, students complete the names of the common objects. Check answers as a class. Answers 1  a plate  2  a guitar  3  a chair  4  a glass 5  a lamp  6  a plant

3.29 Students answer the four questions. Play the recording for them to check their answers. Check answers as a class. In pairs, students practise saying the words.

Answers 1 suitcase, clock, cup, jacket, coat, dark 2  blue, black, brown, blouse, bed, bowl 3  pink, lamp, picture, pillow, plate, plant 4 magazine, bag, grey, green

GRAMMAR

Answers 1 This  2 these  3 That’s  4 Those

SOUND AND SPELLING

b

3.30 Students complete the table. Play the recording for them to check their answers. Check answers as a class. In pairs, students practise saying the words.

Answers

/ʃ/

sugar international fashion T-shirt

/s/

dress Spain this skirt

/dʒ/

jeans large jacket Germany

LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied and decide how well they did. Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice.

  FAST FINISHERS Ask fast finishers to make a list of as many objects in the classroom as they can.

b In pairs, students complete the descriptions. Check answers as a class.

Answers 1 a dark blue dress 2  light brown trousers and black shoes 3  a grey shirt and a green jacket 4  a light green coat and a red hat 5 a white blouse and a red skirt 6  dark blue jeans and a light blue T-shirt

c

Students think about their answers to the questions, then ask and answer in pairs. Take feedback as a class.

  EXTRA ACTIVITY Tell students to look at Vocabulary Focus 4A and 6B on SB pp.136–7. In pairs, they take turns to point to clothes in the pictures and ask: What’s this/that? What are these/those? (e.g. shirt, jacket, shoes, trousers). Encourage students to add colours to their answers, e.g. What’s that? It’s a green T-shirt.

UNIT 7  Shopping and fashion  89

UNIT OBJECTIVES

8 T I UNevents

At the end of this unit, students will be able to: understand information, texts and conversations about past events in people’s lives and in stories exchange and convey information and opinions about past events in people’s lives and in stories talk about where people were at different times talk about past and present free time activities understand conversations in which people make and respond to suggestions and do so themselves write a thank-you note

Past

UNIT CONTENTS G

 GRAMMAR Past simple: be Past simple: positive

V

 VOCABULARY Past time expressions: XX week(s) ago, XX month(s) ago, XX year(s) ago, at the weekend, last (Friday), last month, last night, last weekend, last week, on (Monday, Tuesday, etc.), this morning, this afternoon, yesterday Free time activities: go shopping, go to a café, go to a party, go to the cinema, have a coffee, have a drink, have a pizza, have a shower, listen to music, listen to the radio, play a computer game, play football, play the guitar, read a book, read a magazine, read the newspaper, watch a film, watch a football match

P

C

 PRONUNCIATION was and were: unstressed forms in connected speech Sound and spelling: /t/ and /d/ Main stress and tone  COMMUNICATION SKILLS Talking about past events Describing events in the past Making and responding to suggestions Writing a thank-you note Writing Plus: short emails, letters and notes

GETTING STARTED OPTIONAL LEAD-IN Books closed. Write today’s date on the board and elicit the word now. Then write some times in the past on the board to the left of today’s date, e.g. yesterday, last summer (Avoid last New Year and last weekend as they’re in 1b.). Point to these times and elicit or teach that they are in the past. Ask students to guess where you were at the times you wrote on the board. Help with vocabulary as necessary, but don’t worry too much at this point about whether students are forming statements with past forms of be as this will be taught later in the unit. Ask students to repeat the activity in pairs, writing down some times in the past. They show each other the dates and try to guess where their partner was.

90

UNIT 8 Past events

a

3.31 Elicit or teach New Year and tell students that the picture is happening at a New Year show (a public event). Ask students to read the task. Teach fireworks by drawing a simple picture on the board. Put students into pairs to discuss questions 1 and 2. Monitor and notice whether students attempt to use any past simple verbs, but don’t correct errors at this stage. Go through the questions as a class, writing students’ ideas on the board. Leave students’ ideas on the board. If you wish, give students information from the Culture notes.

Play the recording for students to listen to other people talk about the picture. Ask: Do the speakers have the same ideas? Check as a class, underlining any of the things on the board the speakers say. Audioscript MAN Oh, it’s New Year, in Barcelona, I think! WOMAN Oh yes! It looks amazing! M Yes. Would you like to be there? W Yeah, it looks fun. You? M Maybe … I think it would be really busy though. W Yes, I think you’re right. What other things do you think happened here that night? M Well, music … and dancing. Shopping? W No, not shopping. All the shops are closed at New Year. M Oh, that’s right. Do you think there were fireworks? W Yes, I think so. There are usually fireworks at New Year parties. What about eating food? M I’m not sure. Sometimes at this kind of show you can buy burgers. W Yes, that’s true. Or maybe Spanish food. M Do you think people met friends that night? Or did they go with their families?

W

M W

M W M W M

W

I think they went with their friends. Last year, I went to a New Year show in Edinburgh with my friends. Oh, great! What things did you do? Well, we saw the castle, and there was music and dancing. We went to bed at 5 o’clock! I went to bed really late last weekend. Oh, really? Where were you last weekend? I was in Manchester with my sister. What things did you do in Manchester? We went to an Italian restaurant. It was really nice. But we had so much to talk about we went to bed at 3 o’clock! That was late!

CULTURE NOTES

EXTRA ACTIVITY Write these statements on the board: 1 The woman would like to be at the show. 2 The man would like to be at the show. 3 She was in Edinburgh last New Year. 4 She went to bed at 1:00 am last New Year. 5 He was at a Chinese restaurant. 6 He went to bed at 3:00 am last weekend. Play the recording again for students to listen and decide which is the best answer for each statement: yes, no or maybe. Students compare answers in pairs. Check answers as a class (1 yes, 2 maybe, 3 yes, 4 no, 5 no, 6 yes).

The photo shows castell performers inside the Millennium Man sculpture in front of Barcelona’s Montjuïc fountain as part of the city’s New Year’s celebrations 2014–2015. A castell is a tall, round human tower which is often made at festivals in Catalonia, northeast Spain. Trained performers (castellers) build levels of the tower by standing on the shoulders of performers below them. The towers can be up to nine levels high, and when the tower is finished children climb to the top as part of the display. This tradition, which first started in the 18th century, has been recognised as part of the Intangible Cultural Heritage by UNESCO since 2010.

b

8A

I was on tour with my band

OPTIONAL LEAD-IN Books closed. Copy these two columns onto the board: 1 be in

a very old / an English teacher / a fashion designer

2 be at

b New York / Europe / Brazil / bed / hospital

3 be

c home / work / the beach / a café

Ask students to match 1–3 with a–c. Check answers as a class (1b, 2c, 3a). Write on the board: I’d like to be … I wouldn’t like to be … . Give students two minutes to complete the sentences as many times as they can with ideas from the board or their own ideas. Students mingle as a class to compare their sentences and find another student / students with the same sentence(s) as them. Take feedback as a class.

1 a

READING

Point to the four pictures and drill the name of each event. Teach events as a general word for all four pictures. Give students time to choose an event they like and one they don’t like and to think of their reasons why. Put students into pairs to compare their answers.

b Give students one minute to read the texts quickly and

find out which events Cara, Antonio and Ava talk about. Check answers as a class. Point to the photos of Cara, Antonio and Ava and ask: What jobs do Cara, Antonio and Ava do? (photographer, doctor, singer). If you wish, give students information from the Culture notes.

In pairs, students answer the questions. Monitor and notice whether students attempt to use past simple and how much vocabulary for free time activities they have. Don’t correct errors at this stage. Take feedback as a class.

At the end of this lesson, students will be able to: • understand a text about past events in people’s working lives • use the past simple of be in positive statements correctly • use a lexical set of past time expressions correctly • use the past simple of be in negative statements and questions correctly • ask and talk about where they and other people were at different times

Answers Cara a meeting Antonio a sports game Ava a concert

CULTURE NOTES Professional photographers combine their creative and technical skills to take photos for clients. Specialist areas for photographers include fashion, advertising, portraits, weddings and other social events, book and magazine publishing, business, scientific, medical and news events (photojournalism). Sports doctors train in general medicine, but specialise in the prevention, diagnosis and treatment of sports-related injuries. Their main focus is on joint, bone and muscle health as well as the more general medical care of sportspeople. They may work in hospitals and clinics as well as travelling to sports games. Professional singers perform as solo artists, as part of a band or as a backing musician or session musician (in a studio). They may sing live, do studio recordings or a combination of both. Live performances might be one-off gigs (concerts) or regular bookings, for example weekly or monthly bookings.

UNIT 8 Past events

91

c Students read the texts again to find the cities the three people talk about. Check answers as a class. Ask: Which word in the text means ‘a group who works or plays sport together’? (team) Which phrase means ‘singing or playing music in different countries’? (on tour). Answers Cara  New York, Dublin Antonio  Newcastle, Bristol, Madrid Ava  Munich, Vienna, Milan

d

2

Elicit some adjectives to describe the people’s lives and write them on the board (e.g. exciting, difficult, interesting, fun). In pairs, students talk about the three people’s lives and say which of the three people they would like to meet and why. Take feedback as a class.

GRAMMAR Past simple: be positive

a Write today’s date on the board and the word today,

then yesterday’s date on the board and yesterday. Write the following gapped sentence on the board: Today, I ____ in London. Elicit the missing word (am). Then write the following on the board: Yesterday I _____ in Dublin. Elicit the missing word (was).

 CAREFUL! Students often use was instead of were, e.g. We was in Milan. (Correct form = We were in Milan.), and also were instead of was, e.g. He were in a meeting. (Correct form = He was in a meeting.), although this is a less common mistake. Tense errors with past simple be are common. Students often use the present tense when they should use the past simple, e.g. All my friends are at the party last night. (Correct form = All my friends were at the party last night.).

d Write on the board: I was ________(where?) yesterday. Elicit

a list of possible places (e.g. at home, at work, in the park, at school). Individually, students write sentences about where they were this morning, last night and yesterday afternoon. Monitor and help as necessary.

e

3

time expressions students have seen so far in the lesson (e.g. yesterday, this morning, yesterday afternoon, last night) and write them on the board. Individually, students match the four sentences to the timeline. Copy the timeline onto the board and check answers as a class.

Answers 1 was  2 was  3 were

Answers

Ask students to find more examples of was and were in the texts.

b

3.32 Pronunciation Play the recording for students to listen for whether or not was and were are stressed. Check the answer as a class. Play the recording again, then put students into pairs to practise saying the sentences.

week 1 2

92  UNIT 8  Past events

3

week 3 1 4 Monday Tuesday Wednesday Thursday Friday

replace the underlined words in 3a. Answers 1  We were in Munich on Saturday. 2  We were in Newcastle two months ago. 3  … we were in Bristol last year. 4  I was in Dublin this morning.

c

3.33 Students read the information in Grammar Focus 8A Part 1 on SB p.124. Play the recording where indicated and ask students to listen and repeat. Students complete exercise a in Part 1 on SB p.125. Check answers as a class by asking students to read out the completed sentences. Make sure they are pronouncing was and were correctly (unstressed). Tell students to go back to SB p.65.

Answers (Grammar Focus 8A Part 1 SB p.125) a 1 was  2 was  3 were  4 were  5 was  6 was 7 were  8 was

week 2

b Individually, students use the words in the box to

Answer No, was and were aren’t stressed.

c

VOCABULARY Past time expressions

a Write past time expressions on the board. Elicit the past

Individually, students complete the table. Check answers as a class.

Answers I was in New York three days ago for work and then I was in Dublin yesterday. We were in Newcastle two weeks ago for a game and we were in Bristol last week. It was the World Cup! Last week, I was on tour with my band in Europe. We were in Munich on Wednesday and then we were in Vienna on Thursday. But Saturday night was the best. We were in Milan and about 1,000 people were at our concert.

In pairs, students compare their sentences. Were they in the same places? Take feedback as a class.

3.34–3.36 Students complete the exercises in Vocabulary Focus 8A on SB p.144. For exercise a, point to the days of the week in the diary page and play the recording for students to listen and repeat. Give students one minute to complete exercise b, then put them in pairs to compare their answers. Take feedback as a class. Play the recording for students to listen and repeat the past time expressions in exercise c. Students complete exercise d. Play the recording for them to listen and check their answers. Check answers as a class. Students complete exercise e individually. Check answers as a class. Tell students to go back to SB p.65.

Answers (Vocabulary Focus 8A SB p.144) d 1 last  2 ago  3 this  4 on e 1 at  2 a  3 this  4 ago  5 on / last  6 last

d

Ask students to make a list of eight family members and friends. Divide the class into pairs and assign A and B roles. Student A says a past time expression, e.g. last year, and Student B says a sentence with the past time expression, e.g. My brother was in Mexico last year. After two minutes, they swap roles.

d

  EXTRA ACTIVITY Students continue working in pairs. Each student makes a list of places from holidays or other trips in their life. They then take turns to point to a place on their partner’s list and talk about the place their partner has chosen, e.g. I was in Spain in 2012. It was very beautiful. It was very hot! They then work in different pairs and tell their new partner two interesting facts about their first partner, e.g. Miguel was in London three years ago.

4 a

Past simple: be negative and questions 3.37

Answers 1 Cara  2 Antonio  3 Ava

CONVERSATION 1

LARRY  Were you at work

yesterday? CARA  Yes, I was, but I wasn’t here

in the office. Where were you? C I was at a meeting in Dublin. L Oh, was it interesting? C Yes, it was really interesting. CONVERSATION 2 DENIZ  Were you at the game last Saturday? ANTONIO  No, I wasn’t – not the game here in Manchester. D Oh, really? Were you away? L

Yes, I was away with the team in Bristol. D How was the game there? A It was good – really exciting. CONVERSATION 3 VICTOR  Were you at home at the weekend? AVA  No, I wasn’t. I was away. V Oh, where were you? A I was in Milan with my band – there was a concert. V Great! Was it fun? A Yes, it was. And Milan is a beautiful city. A

3.37 Individually, students match the events with the adjectives. Play the recording for them to check their answers. Check answers as a class.

Answers 1 b  2 c  3 a

c

  FAST FINISHERS Ask fast finishers to work in pairs and ask and answer the questions in exercise b. They should practise replying with the short answers Yes, it was. or No, it wasn’t.

e

Audioscript

b

Answers (Grammar Focus 8A Part 2 SB p.125) a 1 was  2 was  3 wasn’t  4 was  5 was  6 was  7 was 8 were  9 wasn’t  10 were  11 wasn’t b 2  Was he at the football game on Saturday? 3  Were they at the supermarket yesterday? 4  Where were you three years ago? 5  Was the film interesting? 6  When were you in China? 7  Where was the concert? 8  Was it a boring meeting?

LISTENING AND GRAMMAR 

Remind students about Cara, Antonio and Ava. Ask: Who’s a singer? (Ava) Who’s a photographer? (Cara) What’s Antonio’s job? (doctor). Play the recording for students to listen and identify which of the three people are speaking. Students compare answers in pairs. Play the recording again if necessary. Check answers as a class.

Play the recording for students to read and complete conversation 1 with the words in the box. Check answers as a class, pausing the recording after each line. Point out that we stress was when it appears in a short answer: Yes, I was. 3.38

Answers and Audioscript Larry  Were you at work yesterday? Cara  Yes, I was, but I wasn’t here in the office. L Where were you? C  I was at a meeting in Dublin. L Oh, was it interesting? C  Yes, it was really interesting.

Students read the information in Grammar Focus 8A Part 2 on SB p.124. Play the recording where indicated and ask students to listen and repeat. Individually, students complete exercises a and b in Part 2 on SB p.125. Check answers as a class. Tell students to go back to SB p.65. 3.39–3.41

3.42 Individually, students complete the conversation with was, were, wasn’t or weren’t. Play the recording for students to check their answers. Check answers as a class.

Answers and Audioscript A You weren’t at work yesterday. B  No, it was a holiday for me. A Nice. Were you at home all day? B No, I wasn’t. I was in town in the morning and then I was at a party last night. A  Was the party good? B  Yes, it was a lot of fun.

f

In pairs, students practise the conversation. They repeat the conversation a couple of times, changing some of the information each time. Monitor and check they are using was and were correctly. Listen out also for whether students are attempting to use other verbs in the past simple, or avoiding them altogether. If you do notice mistakes with other past simple verbs, don’t be tempted to correct them at this stage.

LOA TIP MONITORING As you listen to students changing the conversation in 4f, you might notice them attempting to use other verbs in the past simple. It doesn’t matter at this stage whether their attempts are successful or unsuccessful, as the target language for this lesson is the past simple of be only. However, listening out for their attempts will give you a really useful insight into what your students already know or don’t know about the past simple positive, and this information will help you prepare more effectively for teaching that tense in Lesson 8B.

UNIT 8  Past events  93

5

EXTRA ACTIVITY

Tell students that they can now practise using all the language from the lesson. Divide the class into groups of three and assign A, B and C roles. Student As look at the questions and information on SB p.106, Student Bs do the same on SB p.111, and Student Cs on SB p.113. Student A asks Student B questions, Student B asks Student C questions and Student C asks Student A questions. They all listen carefully to answer: What’s the same for all three people? Monitor and note down any common mistakes/errors to deal with during feedback. Check the answer as a class.

Write these prompts on the board: 1 How / New York? 2 the meeting in Dublin interesting? 3 the games in Newcastle and Bristol good? 4 all the players OK? 5 How many people / at the concerts in Munich and Vienna? 6 Three cities in five days! / you tired? Give students two minutes to write questions with was and were for Cara, Antonio and Ava. Check answers as a class (1 How was New York?, 2 Was the meeting in Dublin interesting?, 3 Were the games in Newcastle and Bristol good?, 4 Were all the players OK?, 5 How many people were at the concerts in Munich and Vienna?, 6 Three cities in five days! Were you tired?).

Answer Henri, Hanan and Marcella were at parties last weekend.

ADDITIONAL MATERIAL

In pairs, students take turns to be Cara, Antonio and Ava while their partner asks them the questions. Monitor and check they are using was and were correctly. Don’t expect them to use any other verbs correctly in the past simple, but take the opportunity to diagnose how much they already know about the past simple.

8B

Workbook 8A Photocopiable activities: Grammar p.155, Vocabulary p.162

Who killed Lady Grey?

At the end of this lesson, students will be able to: • understand and talk about past events in a detective story • use the past simple in positive statements correctly with a set of regular and irregular verbs • use a lexical set about free time activities correctly • talk about free time activities in the past and present

OPTIONAL LEAD-IN Books closed. Write Where were you at 8:00 last night? and I was … on the board. Elicit some possible endings, e.g. at home, at work, at a concert, at a party, at a sports game, at the cinema, at the park, etc.

b Use the smaller pictures to elicit or teach diamonds and

elicit knife. Point to the woman on the floor and say She’s not asleep with a sorry expression on your face. Elicit or teach the adjective dead. Point to the knife and elicit or teach the verb kill. Mime that you are making a phone call and elicit or teach the word police. Point to the pictures and the title and say: You are the detective! Write detective on the board. You need to find information about who killed Lady Grey! Give students two minutes to read Who killed Lady Grey? (not The police interviews) and underline the correct answers. Check answers as a class. Ask students to say the parts which give the answers.

In pairs, students take turns to ask Where were you at … + (time)? and answer I was … + (place). Take feedback as a class.

1 a

READING AND LISTENING

Ask students to look at the main picture (the people at the table), and the task. Check students understand rich (having lots of money) and poor (not having much money). In pairs, students answer the questions. Take feedback as a class, asking students to give reasons for their opinions. Use the main picture to elicit or teach the word guests (these visitors are friends). Suggested answers 1 It is probably lunch or dinner.

Answers 1 bedroom (‘They are always in a bag under her bed.’) 2 3:00 (‘Lord Grey stayed with the guests until 3:00 and then they went home.’) 3 a knife ('There was a knife next to her …') 4 weren’t (‘There was a knife next to her and a bag … but no diamonds.)

2 The people are probably rich.

c

94

UNIT 8 Past events

SPEAKING

3.43 Use the map of the house to elicit or teach bedroom, garden and dining room. Ask: Which room is in picture a? (the dining room). Play the recording for students to listen to and read the police interviews and find out who A, B and C are on the plan. Students compare answers in pairs. Check answers as a class.

b Discuss the questions about the form of the past simple

Answers A, B Lord Grey, James Green C Jane White

as a class. Point out that the verbs in A have regular past simple forms and the verbs in B have irregular past simple forms. Tell students that there is a list of verbs with irregular past simple forms on SB p.165.

  EXTRA ACTIVITY

Answers 1  -ed  2  in different ways

To exploit the reading text further, write these gapped sentences on the board: house in London.

1 Lord and Lady Grey live in a

 CAREFUL!

2 After lunch, Lady Grey went to bed because she was . for

3 Lord Grey went to Lady Grey’s bedroom with her at 3:15. .

4 James Green and Lord Grey talked about

Another common error is using the wrong verb, particularly was or did instead of went, e.g. I was shopping yesterday. (Correct form = I went shopping yesterday.).

.

5 Jane White was in the garden with a 6 Sue Black said her

Students often use the present simple where the past simple would be correct, e.g. I arrive last week. (Correct form = I arrived last week.). The verbs that students most commonly make mistakes with are like, get, watch, go, do and buy.

was in the house.

Spelling mistakes can be a problem, particularly with bought and watched, e.g. I bougth a new phone. (Correct form = I bought a new phone.).

Give the students one minute to read the text again and add the missing words. Check answers as a class (1 big, 2 tired, 3 tea, 4 business, 5 book, 6 phone).

d

Students discuss the questions in pairs. Check answers as a class. Ask the class: Do you like detective stories? Why? / Why not? Elicit some opinions from the class. If you wish, give students information from the Culture notes below. Suggested answers Sue Black killed Lady Grey. After lunch Sue Black was in the house. She wasn't in the garden with Jane White.

c Sound and spelling /t/ and /d/

3.44 For exercise 1, play the recording for students to listen to the pronunciation of talked and killed. Play the recording again for students to listen and repeat.



3.45 For exercise 2, play the recording for students to listen to the pronunciation of the regular past simple forms. Play the recording again if necessary. Check answers as a class.

Answers more like /t/: watched, worked; more like /d/: stayed, finished, played

  CULTURE NOTES The detective story is a popular kind of literature. Detective stories usually have the following pattern. A crime takes place. It seems impossible to solve. Various people, including the police, investigate it. Clues gradually emerge and eventually the identity of the person who committed the crime is discovered – not by the police, but by the brilliant mind of a detective. The first detective story, The Murders in the Rue Morgue, was written by Edgar Allan Poe in 1841. Perhaps the most famous fictional detective is Sherlock Holmes, who was created by Sir Arthur Conan Doyle in 1886. Other famous detective story writers include Agatha Christie, Dashiell Hammett, Raymond Chandler and Georges Simenon.

2

GRAMMAR Past simple: positive

a Write on the board: Who

Lady Grey? Elicit or teach the missing word killed. Ask: Is ‘killed’ a present event or past event? (a past event). Individually, students read The police interviews on SB p.66 again and add the past simple verbs to the table. Check answers as a class. Point out the difference in pronunciation between read /riːd/ (present form) and read /red/ (past form). Answers A Verb kill talk stay watch

Past form killed talked stayed watched

B Verb go have see read

Past form went had saw read



Put students into pairs for exercise 3 to practise saying the verbs.

d

In pairs, students take turns to test each other on all the past forms (regular and irregular) in the table in 2a. Their partner should keep the table covered with their hand while being tested. They then swap roles.

e

3.46–3.47 Students read the information in Grammar Focus 8B on SB p.124. Play the recording where indicated and ask students to listen and repeat. Draw attention to the spelling of -ed endings and remind students that there is a list of verbs with irregular past simple forms on SB p.165. Students complete exercises a–c on SB p.125. Check answers as a class. Give students two minutes to complete the sentences in exercise d using I or we. Students compare answers in pairs. Take feedback as a class. Do any students have the same sentences? Tell students to go back to SB p.67.

Answers (Grammar Focus 8B SB p.125) a 1 went  2 had  3 stayed  4 saw  5 watched  6 arrived b 1 went  2 saw  3 talked  4 stayed  5 watched  6 read c 2 had  3 went  4 had  5 talked  6 stayed  7 watched 8 went  9 read

  FAST FINISHERS Ask fast finishers to look at the list of irregular past simple verbs on SB p.165 and choose six more they would like to learn. Tell them to write example sentences using these verbs.

UNIT 8  Past events  95

LOA TIP ELICITING

d

In this extended eliciting activity, students work together to produce a summary of Who killed Lady Grey? They have to remember the story and think about the past simple form of the verbs. One-by-one, write these prompts down one side of the board (with stronger groups you could just say each prompt). For each one, ask questions like Who? Where? What? to elicit the missing information. If students need prompting to use past simple, say Past?. Write each sentence on the board as you elicit it, until you have the whole summary into a paragraph.

Answers 1  had breakfast  2  read the newspaper  3  went shopping 4  went to a café  5  had a drink

e

• go to ... for lunch • be tired ... go to her bedroom • stay in the house ... talk ... • go into the garden • go into the house • kill ... • be on the floor • At 3:15 ... see ... on the floor • dead • see ... bag, knife, diamonds Summary Sue Black, James Green and Jane White went to Lord and Lady Grey’s house for lunch. Lady Grey was tired. She went to her bedroom. Lord Grey and James White stayed in the house and talked about business. Sue Black and Jane White went into the garden. Sue Black went into the house. She killed Lady Grey. At 3:15, Lord Grey saw his wife on the floor. She was dead. He saw a bag and a knife but no diamonds.

3 a

b Individually, students match the words and phrases with the past simple verbs to make more free time activities. Check answers as a class. Drill the free time activities in their past forms only. Answers 1  to a café, shopping  2  the newspaper  3  at home 4  a drink, breakfast  5  a film  6  to my friends

c

f Tell students to look at the three sentence beginnings.

Give students two minutes to complete the sentences and write one using their own ideas. Monitor and help as necessary.

g

Free time activities

Answers 1 went  2 went  3 read  4 watched  5  had  6  talked

3.49 Point to the five pictures. Say: These are Jane White’s activities in the morning before she went to Lord and Lady Grey’s house. In pairs, students talk for a minute about the free time activities in the five pictures. Play the recording for them to listen and put the pictures in the correct order. Play the recording again if necessary. Check answers as a class.

Answers 1 e  2 d  3 c  4 a  5 b

96  UNIT 8  Past events

3.50–3.51 Students complete the exercises in Vocabulary Focus 8B on SB p.138. Play the recording in exercise a for students to listen and put the activities in the correct order. Check answers as a class. Play the recording in exercise b for students to listen and repeat the verbs in their present and past forms. Students complete c individually. Check answers as a class. Monitor exercises d and e and help as necessary. Tell students to go back to SB p.67.

Answers (Vocabulary Focus 8B SB p.138) a 1 I went shopping. I went to a café. I went to the cinema. I went to a party. 2  I had a coffee. I had a shower. I had a pizza. I had a drink. 3 I listened to the radio. I listened to music. I watched a football match. I watched a film on TV. 4  I read a book. I read the newspaper. I read a magazine. 5  I played football. I played the guitar. I played a computer game. c 1 watched  2 read  3 went  4 listened  5 had

LISTENING AND VOCABULARY 

3.48 Individually, and without looking at The police interviews on SB p.66, students complete the sentences using past simple verbs from the table in 2a. Play the recording for them to check their answers. Check answers as a class. Use the answers to elicit the six free time activities in their present simple form. Write them on the board: go home, go for a walk, read a book, watch TV, have coffee, talk about business. Drill the free time activities in their present and past forms.

3.49 Individually, students complete Jane White’s statement with phrases in 3b. Play the recording for students to check their answers. Check answers as a class.

4

Put students into groups to read out and compare their sentences from 3f. You could also set this stage up as a mingling activity, with students walking round the classroom to compare their sentences with as many people as possible. Monitor and check that students are using free time activity phrases correctly in their present and past forms. After about three minutes, put students into pairs to prepare their answers to questions a–c. Continue to monitor students’ use of tenses. Take feedback as a class.

SPEAKING

Tell students that they can now practise using all the language from the lesson with a partner. Divide the class into pairs and assign A and B roles. Student As read the information about Leo on SB p.106. Student Bs read the information about Nina on SB p.111. Student As tell Student Bs about Leo, then Student Bs tell Student As about Nina. Monitor, but don’t interrupt fluency. Note down any common mistakes/errors to deal with during feedback. Students then answer this question in pairs: Which of Leo and Nina’s activities are the same? Check the answer as a whole class, then correct any errors you noted while monitoring. Answer Leo and Nina both had breakfast, went shopping, went to a café and read a book.

ADDITIONAL MATERIAL Workbook 8B  hotocopiable activities: Grammar p.155, Vocabulary p.162, P Pronunciation p.169

8C

Everyday English

At the end of this lesson, students will be able to: • understand conversations about settling in and getting to know a new area • use appropriate phrases for making and responding to suggestions • recognise and produce main stress and tone correctly • write short emails, letters and notes • write a thank-you note

Let’s go somewhere this weekend

OPTIONAL LEAD-IN Books closed. Write these free time activities on the board: 1 go for a walk 2 go to a football match 3 go shopping

d

4 read a book 5 go to a party 6 play a computer game

Answers 1 c 2 a

7 go to a concert 8 read the newspaper

e

9 go to the cinema Now write these adverbs of frequency on the board: • often • never In pairs, students say how often they do activities 1-9.

a

Video/Audioscript (Part 2) MEGAN Thank you. SOPHIA So, how was your Sunday? M It was OK. I was at a party in the evening. S Was it good? M Yeah … but the food wasn’t very nice. S Oh dear. M I was tired. I went home early. What about you? S Me? M How was your Sunday? S Oh, it was OK. I went for a walk in the afternoon. And then I stayed at home and watched TV. London’s really big. It’s difficult to meet people. M Well, you know me!

LISTENING

Give students time to read the questions and think about their answers. In pairs, they ask and answer the questions. Take feedback as a class.

b In pairs, students look at 1 and 2 and guess the answers. Take feedback as a class. Write the most common guess for each question on the board (a or b).

c

3.52 Play Part 1 of the video or audio recording for students to listen and check the correct answers to 1b. Check answers as a class.

Answers 1 b 2 a Video/Audioscript (Part 1) DAVID Hi, Sophia. How was your weekend? SOPHIA Yeah, it was nice. Yours? D Well, you know, busy with friends. So, how do you like it here in England? S Oh, I love it. Well, I like London, but that’s not England! Where are you from, David? D I’m from Bristol. It’s in the west of England. S Oh, right. Do you miss your family? D Oh, you know, my parents, but I love living in London. Well … I … um …

Play Part 2 of the video or audio recording for students to watch or listen and answer the questions. Check answers as a class. 3.53

Answers Megan went to a party. Sophia watched TV.

• sometimes

1

3.52 Play Part 1 of the video or audio recording again for students to listen and tick the correct sentences. Students compare answers in pairs. Check answers as a class.

S

Oh, of course. See you later. Good morning, Sophia. Oh, hi Megan! How are you? Yeah, OK, thanks. Thank you for Saturday. You really helped a lot. Oh, that’s all right. I love shopping. It was fun. Yes, it was. We could go shopping again some time. Yes, OK. Good idea. Steph, did you get my email? … I sent it last night.

MEGAN S M S

M S M S M

f

S M

S M

S M S M S

Yes, that’s true. I find London difficult too, sometimes. I know – let’s go somewhere this weekend. So you can see a different town. We could go to Henley. Henley? Where’s that? Oh, it’s a small town, it’s not far from London. I went to school there. Really? Yes, it’s a beautiful place. Look. Oh, yes, it looks nice. So, shall we go there for the day next Saturday? OK, that’s a lovely idea. I’d like to see some different places. Let’s go to Henley!

Play Part 2 of the video or audio recording again for students to answer the questions. Students compare answers in pairs. Check answers as a class. Ask: What is Henley? (It’s a small town near London.) What does Megan say about it? (She went to school there. It’s very beautiful.). 3.53

Answers 1 The food wasn’t very nice. 2 It’s difficult for Sophia to meet people. 3 To go to Henley. 4 She feels happy because she’d like to see some different places.

g

Individually, students think about their answers to the questions. They then compare their opinions in pairs or small groups. If you did the Optional lead-in, remind students of the free time activities they talked about at the beginning of the lesson. Take feedback as a class.

UNIT 8 Past events

97

2 a

USEFUL LANGUAGE 

Making and responding to suggestions

3.54 Play the recording for students to listen and underline the words they hear. Check answers as a class. Ask: Are both options possible? and discuss the answer with the class. Write the four sentence beginnings on the board: We could go ... We can go ... Shall we go ... ? Let’s go ... . Play the recording again and ask: Is ‘could’ stressed? (no) Is ‘shall’ stressed? (no).

Answers 1  could, Good 2  shall we, lovely Both options are possible in all four cases, but we would use a full stop or an exclamation mark after let’s…, not a question mark.

3 a

3.56 Play the recording for students to listen for the main stress in the underlined words in the two expressions.

b

3.56 Play the recording for students to listen for whether the tone rises or falls after the stressed word in the two expressions in 3a. Check the answer as a class. Play the recording again for students to listen and repeat the two expressions. Remind students that having a flat intonation might not sound polite. Students practise saying the expressions in pairs.

Answer It falls.

c

LOA TIP DRILLING Say could, can and shall in their unstressed forms /kʊd/, /kən/ and /ʃəl/ for students to listen and repeat. Then say the stressed word Let’s for students to listen and repeat. Now drill the sentences below. Monitor and check that students are saying the unstressed words correctly. Repeat the drill, changing Let’s go to Let’s stay, etc.

Point to the picture of Megan and Sophia looking at the computer on SB p.69. Ask: Which city are Megan and Sophia in? (London) What does Megan suggest doing with Sophia next weekend? (going to Henley / going to a small town near London).

• Shall we stay or shall we go?

Elicit some places in the area where you are now (beaches, towns, museums, etc.) that are good for visitors to go to. Write these places on the board. In pairs, students use the ideas on the board to have mini-conversations like the ones in 3c. Encourage them to add extra information about the places, e.g. It’s really beautiful, It’s a small town, It’s a big museum, It’s very interesting. Monitor, but don’t interrupt fluency.

• Let’s go. • We can talk or we can watch TV. • Shall we talk or shall we watch TV? • Let’s talk. • We could have lunch or we could have a coffee. • Shall we have lunch or shall we have a coffee? • Let’s have lunch.

b

Individually, students complete the conversation with the words in the box. Play the recording for them to listen and check their answers. Check answers as a class. Answers 1 go  2 sorry  3 we  4 idea

c

In pairs, students practise the conversation in 2b. Monitor and check students are pronouncing the expressions for making suggestions correctly.

d Individually, students complete the conversation with

words and phrases from 2a and 2b. Check answers as a class, accepting all possible answers. Suggested answers A  Let’s go to the cinema tonight. B  I’m sorry, I’m not free. I have a dinner with my family. A We could go tomorrow night. B OK, that’s a lovely idea.

e

In pairs, students practise the conversation in 2d with a partner, taking turns to be A and B. Ask stronger students to change free time activities and the times/days.

98  UNIT 8  Past events

Divide the class into pairs and assign A and B roles. Student As say sentences 1 and 2 and Student Bs respond with an expression in 3a. They then swap roles. Monitor and check that students are using stress and tone correctly in their responses.

  EXTRA ACTIVITY

• We could stay or we could go.

3.55

PRONUNCIATION Main stress and tone

4

SPEAKING

a Tell students that they can now practise using all the

language from the lesson with a partner. Divide the class into pairs and assign A and B roles. Give students one minute to look at the conversation map and decide what they’re going to say.

b

Tell students they’re going to act out a phone conversation. Elicit the opening lines of a phone conversation and write them on the board:



A: (ring, ring…) B: Hello? A: Oh hi it’s me, (name). B: Hi (name), how are you? A: I’m fine thanks. Listen, shall we …

In pairs, students role play the conversation they prepared in 4a. They then swap roles. Monitor, but don’t interrupt fluency. Listen for correct usage of the target language from this lesson as well as any mistakes with the target language. Correct errors as a class at the feedback stage.

5

WRITING

a Give students one minute to read the note and answer the question. They compare their answers in pairs. Check the answer as a class. Answer to say thank you

b

Students go to Writing Plus 8C on SB p.157. Go through the information as a class. Draw attention to the reference to using past simple. Individually, students do exercises b and c. Check answers as a class. Tell students to go back to SB p.69. Answers (Writing Plus 8C SB p.157) b 1 c  2 e  3 a  4 b  5 d c 1 Dear  2 Here are  3 sorry  4 It was  5 talked  6 hope  7 wishes

  FAST FINISHERS Ask fast finishers to change the start and finish of the email in b (e.g. Dear Suzy instead of Hi Suzy), and to change some of the details (e.g. dinner instead of lunch).

c Give students five minutes to write a thank-you note

to a friend. Encourage them to use the ideas given. Monitor and help as necessary. Check that students use the past simple appropriately in their note.

d Students read their partner’s note. Ask a few students: What does your partner say thank you for? Do students say thank you for the same or very different things?

ADDITIONAL MATERIAL Workbook 8C Unit Progress Test Personalised online practice Photocopiable activities: Pronunciation p.169

UNIT 8  Past events  99

UNIT 8

d Individually, students correct the errors in the sentences. Students compare answers in pairs. Check answers as a class.

Review 1

Answers 1  I was in Manchester two weeks ago. 2  We were in Rome at the weekend. 3  I had coffee with Lily on Friday. 4  We went to a party yesterday. 5  I listened to music last night. 6  We played football this morning.

GRAMMAR

a Write (?) where / you yesterday and elicit the past simple

question Where were you yesterday?. Ask the question to a few students in the class. Individually, students use the prompts to make sentences using the past simple. Check answers as a class. Answers 1  I was in a meeting. 2  Were you OK? 3  James wasn’t at work this morning. 4  Where was he? 5  Yasmin and Adele were in New York two weeks ago. 6  We weren’t in Paris six years ago.

3 a

b Write these five places on the board: museum, sports

game, cinema, hotel, concert. Give students 30 seconds to read the text and find out which three places the writer went to last week. Tell them not to worry about the gaps at this point. Check answers as a class (museum, cinema, hotel). Now give students two minutes to read the text again and complete it with the past simple form of the verbs in brackets. Check answers as a class. Answers 1 were  2 arrived  3 visited  4 talked  5  went  6  saw 7  watched  8  stayed  9 weren’t  10 liked  11 was  12 had

2

VOCABULARY

a Individually, students look at the date and time at the top of the exercise, then choose the correct answers. Students compare answers in pairs. Check answers as a class. Answers 1 a  2 b  3 a  4 a  5  b  6 b

b

In pairs, students ask and answer questions using Where were you ... ? and the past time expressions in 2a. Take feedback as a class.

c Individually, students use the words and phrases in the

box to complete the table. Point out that one phrase can be used more than once. Check answers as a class. Answers 1  a pizza  2  the radio  3  a football match  4  a magazine 5  a computer game  6  a football match

  EXTRA ACTIVITY Individually, students write five past simple sentences with phrases from the table. They should use I and yesterday or this morning. They compare their answers with a partner and find out how many of their sentences are the same. Take feedback as a class.

100  UNIT 8  Past events

SOUND AND SPELLING

Write killed and liked on the board and underline the -ed endings. Write /t/ and /d/ on the board. Ask about each word: What’s the final sound? (killed /d/, liked /t/). Individually, students add the words to the correct place in the table. Play the recording for students to check their answers. Check answers as a class. In pairs, students practise saying the words in the table. 3.57

Answers

/t/

talked, watched, helped

b

/d/

stayed, listened, played

3.58 Play the recording for students to listen and go through the information in the table. Elicit and write the different spelling patterns for each sound on the board:

/eɪ/ ay, a, ea, ey and /aɪ/ i, igh

Drill all the words in the table.

c

Individually, students decide whether the marked sounds in each pair of words are the same or different. Play the recording for students to check their answers. In pairs, students practise saying the words. 3.59

Answers 1 S  2 S  3 D  4 S  5 D  6 S

  FAST FINISHERS Ask fast finishers to think of more words with the sounds /eɪ/ (e.g. name, same, page) and /aɪ/ (e.g. my, why, five, wi-fi).

LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied and decide how well they did. Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice.

9 T I UNays Holid

UNIT CONTENTS G

V

P

C

 GRAMMAR Past simple: negative Past simple: questions  VOCABULARY Transport: bike, boat, bus, car, drive, fly, get a (taxi), go by (bus), metro, plane, ship, take a (bus), taxi, train, tram, underground, walk The seasons: autumn, spring, summer, winter The weather: cloud, cloudy, cold, hot, rain (n.), rain (v.), rainy, snow (n.) , snow (v.), snowy, sunny, warm, wind, windy Language Plus: go Language Plus: like  PRONUNCIATION Sound and spelling: the letter a Sentence stress Sound and spelling: the letter o Syllables and spelling  COMMUNICATION SKILLS Talking about travel and holiday experiences Talking about past holidays Making and responding to requests Writing an online post about a trip to another place Writing Plus: Making the order clear (First, … Next, … Then, … After that, … )

GETTING STARTED OPTIONAL LEAD-IN Books closed. Write holidays on the board. Ask: Which countries do people from your country visit? Which countries would you like to visit? Why? Put students into pairs or small groups to discuss the questions, then take feedback as a class.

a

3.60 Check students understand transport (how we travel from place to place) and weather (you can draw sun, cloud or rain symbols on the board, as well as some temperatures, e.g. 20°C, –5°C). Put students into pairs to look at the picture and answer questions 1–4. Monitor and notice whether students know the words boat and ship and how much weather vocabulary they can produce, but don’t teach any vocabulary or correct any errors at this stage.

UNIT OBJECTIVES At the end of this unit, students will be able to: understand information, texts and conversations about holidays, seasons, the weather and a trip to a different place exchange and convey information and opinions about holidays, seasons, the weather and a trip to a different place understand conversations in which people make requests and do so themselves write an online post about a trip to another place

Take feedback as a class and write students’ suggested answers on the board to create a multiple-choice listening task. If you wish, give students information from the Culture notes. Play the recording for students to listen to other people talk about the picture. Do the speakers give any of the answers on the board? Check answers as a class, ticking any answers the speakers give. Audioscript MAN What country do you think this is? WOMAN Maybe, Russia? M Or Canada, maybe? W Or how about Alaska in the USA? M Yes, good idea. W What transport can you see? M It’s a boat. W Or a ship. M Yes. And what time of year is it? W Well, I can see snow, so winter. M Yeah, the people look really cold.

W M W

M W

M

Yeah. Where did you go on your last holiday? Oh, Spain. I like hot, sunny weather on holiday. Really? I don’t like very hot weather. But I don’t like it cold! Warm weather is right for me on holiday. So you usually go on holiday in spring or autumn? Yeah, that’s right. Or I go somewhere in the UK on holiday! Yeah.

EXTRA ACTIVITY Play the recording again for students to note down the man’s answers to the two questions and the woman’s answers to question 2. Students compare answers in pairs. Check answers as a class (the man: 1 Spain, 2 hot sunny weather; the woman: 2 warm weather). Check students understand sunny by drawing a sun symbol on the board and warm by writing hot–warm–cold on a scale on the board.

CULTURE NOTES The picture shows tourists on the catamaran Klondike Express. They’re looking at the Harvard Glacier in Prince William Sound, Alaska. In 1989, the Exxon Valdez tanker spilled more than 50 million litres of crude oil into this area of water, damaging more than 1,300 miles of shoreline and killing hundreds of thousands of birds and sea animals. Since then more than $2 billion has been spent on the clean-up operation. Experts are not sure how the pollution has impacted the environment. However, the Harvard Glacier is one of the few glaciers in the world that is growing, rather than melting due to climate change, and no one knows why.

UNIT 9 Holidays 101

b

In pairs, students answer the questions. Monitor and notice whether students are using past simple verbs correctly, and how much weather vocabulary they can produce. Take feedback as a class, inviting students to report their partner’s answers to the class.

9A

Students think of one question to ask their partner about their last holiday. After students have asked one partner, encourage them to ask the same question to one or two other students. Monitor and check whether students attempt to use past simple questions, but don’t correct errors at this stage. Take feedback as a class.

c

We didn’t stay in their house

At the end of this lesson, students will be able to: • • • •

understand a text about camping in people’s gardens use a lexical set of transport words correctly use past simple negative statements correctly listen to and understand a conversation about camping in someone’s garden • talk about past holidays

OPTIONAL LEAD-IN Books closed. Write these nouns on one side of the board: • TV / a film

Then take feedback as a class. Encourage them to think about what the good and bad points of garden camping might be. If you wish, give students information from the Culture notes.

• shopping / to a café • a computer game / football / the guitar • coffee / a pizza / lunch • a magazine / a book / a newspaper

CULTURE NOTES

• to the radio Elicit the verbs from Unit 8 which can go with these nouns, in their present and past forms (watch/watched, go/went, play/ played, have/had, read/read, listen/listened) and write them on the board. Write on the board: I think you … last night. Put students into pairs but tell them not to talk to each other yet. Give students two minutes to write sentences about two of the activities on the board that they think their partner did last night e.g. I think you watched TV last night. Monitor and help as necessary. Make sure students don’t say or show anything to their partner at this point. In pairs, students read their sentences to each other. They listen and say Yes, that’s true. or No, that’s not true. about each sentence. Monitor and check students are pronouncing the past verb forms correctly. If students are attempting to use past simple negative statements, don’t try to correct them, but explain that they will learn about it in this lesson.

READING

1 a

Use the picture of the tent to elicit or teach tent. Then elicit or teach the verb camp (to use a tent as a holiday home) and campsite (a place for tents). Give students up to a minute to think about their answer, then put them into pairs to discuss the question. Take feedback as a class. Ask students to think of the good and bad points of the four types of holiday accommodation.

b

Ask students to look at the title Garden camping and the three pictures. Check students can remember what a garden is. Point to the three responses in speech bubbles and give students one minute to read the first paragraph (How does it work?) and choose their response. Put students into pairs to compare opinions.

102

UNIT 9 Holidays

Garden camping is a new and low-cost form of holiday accommodation, which started on a small scale and has now become an international trend. An online community links campers with people who offer their private gardens as campsites. Homeowners list their gardens on a website with pictures, prices and contact details and campers contact them directly to make a booking. Locations range from small town gardens to fields on big country estates. Some offer access to hot showers, barbecues, wi-fi and electricity, while others are much more basic.

c Give students three minutes to read about three gardens,

choose the answers which are incorrect and correct them. They compare answers in pairs. Check answers as a class. Answers 1 c (20 minutes from the centre)

2 a (big tents)

3 d (cheap)

EXTRA ACTIVITY Ask students to look at the text about Guadalupe’s Place and ask: Which word is a place where you can see lots of different animals? (zoo) What are the Amazon and the Mississippi? (rivers). To get some personal response to the text, ask: Which of the three places would you most like to camp in? Why?. Students compare their choices in small groups. Take a class vote to find out which place is most popular.

2 a

VOCABULARY Transport

3.61 Individually, students find transport words in the text to match the pictures. Play the recording for students to listen and check. Check answers as a class.

Answers 1 bus 2 car

3 plane 4 taxi

5 bike

b Tell students to look at the text to find the missing

LOA TIP CONCEPT CHECKING

words. Check answers as a class. Write go by bus and take a bus on the board to highlight absence of the article after by. Drill the expressions in the table.

Test students’ accuracy by using these prompts to elicit the expressions in the Language Plus box.

Answers go by

bus plane

get

Say: office, hospital, bank, factory ... / go ... ? Students say: go to work

a bus a taxi

Say: stay in a hotel, on a campsite ... / go ... ? Students say: go on holiday

c Students look in the texts to find the missing verbs.

Say: see a film  Students say: go to the cinema

Check answers as a class. Drill the words.

Say: after school, after work, after a party Students say: go home

Answers a drive  b fly

d

Students complete the exercises in Vocabulary Focus 9A on SB p.153. Play the recording in exercise a for students to listen and repeat the words. Students do exercise b in pairs. Check answers as a class. Students do exercise c in pairs. Take feedback as a class. Students look at the phrases in exercise d. Ask students to tell the class how often they get a bus, train or taxi. Play the recording in exercise e for students to listen and tick the sentences they hear. Check answers as a class. Elicit and write on the board the past forms of get (got) and take (took). Ask students to look at the example sentences in exercise f and write three sentences of their own. Remind students to use the past simple and a past time expression. Monitor and help as necessary. In pairs, students tell each other their sentences. Take feedback as a class. Tell students to go back to SB p.72.

Repeat until the students can produce the expressions without mistakes.

3.62–3.63

Answers (Vocabulary Focus 9A SB p.153) b 1 bike  2 tram  3 metro / underground  4 bus  5 taxi 6 plane  7 train  8 boat / ship e 1  I go to work by train. (present) 2  He got / took a bus to school. (past) 3  Yesterday she drove to work. (past) 4  She flew to Tokyo last month. (past) 5  They always walk to school. (present)

  LANGUAGE NOTES

Elicit more expressions with go to (e.g. a party, a concert, a meeting, bed, Germany, Chicago). Check that students are using a/the (or no a/the) correctly. If they make mistakes, encourage them to self-correct using your fingers to indicate where an extra word is needed or not needed. Write the expressions on the board. Elicit some true past simple sentences from students using any of the expressions with go from the book or on the board, e.g. I went to bed at half past eleven last night., I went to a meeting yesterday.

f Sound and spelling the letter a

3.64 For exercise 1, play the recording for students to listen to the different sounds the letter a can have.



For exercise 2, play the recording for students to listen for which sound pattern the marked letters have in the words in the box. Check answers as a class. Drill the word pairs with the same vowel sound (what/watch, flat/taxi, train/plane, father/car). 3.65

Answers what: Sound 4 /ɒ/  flat: Sound 1 /æ/ train: Sound 3 /eɪ/  father: Sound 2 /ɑː/ 3.66 For exercise 3, play the recording for students to listen and underline the word in each line with a different a sound. Play the recording again if necessary. Check answers as a class.



We use get a and go by with public transport (bus, train, plane, taxi, etc.) but only go by with private transport (e.g. bike, car). We can also use take with public transport, as it has a similar meaning to get.

e

Give students half a minute to think about their answers, then put them into pairs to ask and answer the questions. Take feedback as a class.

Language Plus  go Give students one minute to study the different patterns in the expressions with go. Point out that we say go to when we travel to a place. For example, we can say go to Italy on holiday. However, we don’t use to with home. Write on holiday on the board as a fixed phrase for students to learn.

Answers 1 want  2 have  3 bag  4 want



Put students into pairs for exercise 4 to practise saying all the words. Monitor and check they are pronouncing the letter a correctly in each word.

3

GRAMMAR AND LISTENING  Past simple: negative

a Give students one minute to read the blog and answer the question. Check the answer as a class, asking students to explain how they know.

Answer Guadalupe’s Place (we went swimming every morning in their pool)

b Give students two minutes to read the blog again and

choose the correct answers. Students compare answers in pairs. Check answers as a class. Answers 1 a  2 b  3 b  4 a

UNIT 9  Holidays  103

c Complete the rule as a class. Write on the board:

M

He in a hotel. With a quizzical expression, ask: Alessandro stayed in a hotel? and elicit He didn’t stay in a hotel. Complete the rule together as a class. Ask: Do we add -ed to the verb in the past simple negative? (no). Check students can pronounce didn’t correctly (/ˈdɪdənt/). Drill didn’t and He didn’t stay in a hotel a few times. Answer didn’t

A

g

 CAREFUL! The most common error with past simple negative at this level is the use of don’t or doesn’t instead of didn’t, e.g. I went with my brother but he doesn’t like it. (Correct form = I went with my brother but he didn’t like it.).

d

Students read the information in Grammar Focus 9A on SB p.126. Play the recording where indicated and ask students to listen and repeat. Students complete exercises a and b on SB p.127. Check answers as a class. Tell students to go back to SB p.73. 3.67

Elicit the past tenses of play (played), get up (got up), have (had), use (used), read (read), visit (visited), take (took), go (went) and listen (listened). Write yesterday on the board, and ask students to look at the sentences in exercise a again. In pairs, students say whether each sentence is true or false for them about yesterday, e.g. I didn’t play football yesterday. That’s true. I didn’t get up early yesterday. That’s not true. I got up early. Ask pairs: Which negative sentences are true for both of you? Take feedback as a class.

e

3.68 Pronunciation Play the recording for students to listen and answer the question. Check the answer as a class. Play the recording again for students to listen and repeat the sentences.

Answer stressed

f

Play the recording twice for students to listen and make notes. Students compare answers in pairs. Check answers as a class, pausing the recording after Alessandro talks about each topic and writing the answer on the board as a sentence. 3.69

Answers emails: He didn’t read his emails for three weeks. money: They didn’t have a lot of money. bikes: They had bikes. photos: He took some beautiful photos. Audioscript MICHAELA  So how was your trip to A No, no, we didn’t go to big Colombia? cities at all. We wanted to see the country, so we went by bus ALESSANDRO  Oh it was great. It was and we stayed in small towns very relaxing – I didn’t read my and villages. The best place we emails for three weeks! stayed was with a family. M Where were you? In Bogotá?

104  UNIT 9  Holidays

I’d love to see them. Of course. M Was it cheap to camp? A Yes ... $4 a night! M $4! That’s really cheap. A Yeah, it was good, because we didn’t have a lot of money! M A

Elicit the word relaxing by saying: Alessandro didn’t read his emails for three weeks. What does he say about that? It was ... . Play the first part of the recording again if necessary, stopping just after the word relaxing. Ask: Do you check your emails on holiday? Why / Why not? Ask students to think about what they liked and didn’t like about Alessandro’s holiday. In pairs, students compare opinions. Take feedback as a class.

h Ask students to look at the task. Elicit the present form

of each past verb in the task (stay, visit, buy, have, go, cook, watch, read). Give students two minutes to tick any true sentences, change the others to negative sentences and write an extra positive sentence after each one. Monitor and check that they are using the past simple correctly. If you see mistakes, point them out and encourage students to self-correct.

Answers (Grammar Focus 9A SB p.127) a 2  didn’t get up  3  didn’t have  4  didn’t use  5  didn’t read 6  didn’t visit  7  didn’t go  8  didn’t take  9  didn’t listen b 2  didn’t go, went  3  didn’t arrive, arrived  4  didn’t have, had 5  didn’t play, played  6  didn’t go, went

  EXTRA ACTIVITY

In their house? Well, we didn’t stay in their house. We camped in their garden. They had a swimming pool. They also had bikes, so we saw lots of nice places nearby. I took some beautiful photos!

  FAST FINISHERS Ask fast finishers to add extra sentences with was/were and really/so/very + adjective to their sentences in 3h, e.g. I stayed in a hotel. It was really nice. I didn’t have my computer with me. It was very relaxing.

i

4

In pairs, students tell each other their sentences. Are they the same or different? Monitor and check students are pronouncing past simple negative and positive statements correctly. Take feedback as a class.

SPEAKING

Divide the class into pairs and assign A and B roles. Student As read the information on SB p.107 and talk about their trip using the notes. Student Bs do the same on SB p.110. Student A talks and Student B listens. They then swap roles. Remind them to listen carefully to find what four things they both did on their trips. Monitor, but don’t interrupt fluency. Note down any common mistakes with the target language to deal with during feedback. Take feedback as a class, identifying what four things they both did. Answers They both took a plane (flew), took lots of photos, went shopping (but Student A didn't buy anything) and went to good restaurants.

  EXTRA ACTIVITY Students write a blog entry like Alessandro’s about a holiday at Laurence’s Place or Youssef’s Place. They use travel details from the texts on SB p.72 and add their own ideas. Encourage students to include past simple negative sentences. Monitor and check that they are doing so.

ADDITIONAL MATERIAL Workbook 9A  hotocopiable activities: Grammar p.155, Vocabulary p.162, P Pronunciation p.169

9B

How did you get there?

At the end of this lesson, students will be able to: • • • • • •

OPTIONAL LEAD-IN Books closed. Divide the class into two teams. Explain that they are going to do a quiz about Australia. Appoint one person in each team to write down the team's answers. Read out one question at a time, giving teams time to confer quietly before writing down their answer and listening to the next question. Check answers as a class and keep a running total of each team's points on the board. Each correct answer earns one point, and the team with the most points is the winner.

2

fireworks. Ask: What do people usually do at New Year? and elicit some typical activities (e.g. go to a party, watch fireworks) and write them on the board. Give students one minute to read the text to find out what was different about this New Year for the Duncan family. Check the answer as a class.

2 What's the capital of Australia? (Canberra)

Ask students to look again at the title: New Year down under. Ask: Where’s Edinburgh? (in Scotland / in the UK) Where’s Melbourne? (in Australia). You may wish to point out that Melbourne is Australia’s secondlargest city. Draw a simple picture of Earth divided into the northern and southern hemisphere. Point to the northern hemisphere and explain that people who live here sometimes refer to Australia as down under because it’s in the southern hemisphere.

3 Are there more or less than 20 million people in Australia? (more) 4 Do most people in Australia live in the centre or near the sea? (near the sea) 5 Name an animal you can only find in Australia. (koala, kangaroo, emu, kookaburra, platypus) 6 When was the last time the Olympic Games were in Australia? (2000)

Answer They were in Melbourne, in Australia.

7 What three colours are in the Australian flag? (red, white and blue)

a

VOCABULARY The seasons

b

b Give students three minutes to read the text again and

complete Michael’s notes. Students compare answers in pairs. Check answers as a class. Ask students: Would you like to go to Melbourne for New Year? Why / Why not?. Students discuss their opinion in pairs. Take feedback as a class.

3.70 Use pictures a–d to teach the noun the seasons. Individually, students match the four seasons with the pictures. Play the recording for them to listen and check. Check answers as a class. Drill the words.

Answers a spring b summer c autumn

Answers 1 shopping

d winter

Students discuss the questions in pairs. Put pairs with other pairs to form small groups and compare their opinions. Take feedback as a class. If you wish, give students information from the Culture notes.

CULTURE NOTES The four-season year – with spring, summer, autumn and winter all roughly the same length and distinct in character – is typically experienced in places that are between the equator and the North or South pole, such as the USA, Japan, Australia and countries in Europe. Countries like Brazil, Kenya and Indonesia, which are near or at the equator, experience little seasonal variation. They have about the same amount of daylight and darkness throughout the year and they remain warm year-round. Polar regions are colder than other places on Earth but they do have seasonal variations. They have very dramatic changes in daylight with very long nights in winter and very short nights in summer.

READING

a Point to the picture of fireworks and elicit the word

1 What's the official language of Australia? (English)

1

use a lexical set about seasons correctly understand a text about a New Year holiday use a lexical set about the weather correctly understand a conversation about summer holidays use past simple questions correctly ask and talk about past holidays

2 party

3 hot

4 beach

EXTRA ACTIVITY Ask students to write five sentences about what they did and didn’t do last New Year, using ideas from the text or their own ideas (e.g. I saw fireworks. I didn’t go to a party.). Monitor and check students are using past simple correctly. Help with vocabulary as necessary. Put students into small groups to compare their sentences. Ask: Who had an exciting New Year? Who had a quiet New Year?. Take feedback as a class.

3 a

VOCABULARY The weather

3.71 Ask students to look at the pictures. Play the recording for students to listen and complete the sentences with hot or cold. Check answers as a class.

Answers 1 hot, cold

2 cold

Countries in the northern and southern hemisphere are closer to the sun at opposite times of year. This explains why the Australian summer lasts from December to February, while in the UK it’s June to September.

UNIT 9 Holidays 105

Language Plus  like Ask students to look at the two sentences with like. Then write these gapped questions on the board: •

cold weather?

• What

today?

• What

yesterday?

Elicit the questions (Do you like cold weather? What is the weather like today? What was the weather like yesterday?). Point out that like is a verb in the question Do you like rainy weather?. In What’s the weather like today? like is a preposition. Drill the three questions and elicit possible answers from the class.

b

Students complete the exercises in Vocabulary Focus 9B on SB p.145. Play the recording in exercise a for students to listen and repeat the words. Students discuss exercise b in pairs. Take feedback as a class. Students complete exercise c individually. Play the recording for students to check their answers. Individually, students underline the correct answers in exercise d. Check answers as a class. Students then ask and answer the questions in pairs. Monitor and check students are pronouncing the weather words correctly. Take feedback as a class. Tell students to go back to SB p.75.

c Sound and spelling the letter o

3.74 For exercise 1, play the recording for students to listen to the different sounds the letter o can have. Then play it again for students to listen and repeat the words.



3.75 For exercise 2, play the recording for students to listen for which sound pattern the marked letters have in the words in the box. Check answers as a class. Drill the words in pairs with the same sound (holiday/hot, town/cloudy, cold/snow).

Answers holiday : Sound 3 /ɒ/ town : Sound 2 /aʊ/ cold : Sound 1 /əʊ/

4 a

106  UNIT 9  Holidays

Past simple: questions

3.77 Write Summer holidays on the board. Point to the picture of Kiril and Angie and tell students that Kiril and Angie talk about summer holidays. Play the recording for students to listen to the conversation for general meaning and tick the correct sentence. Check the answer as a class and elicit or teach future.

Audioscript KIRIL  Where did you go on your summer holiday last year, Angie? A I went to an island in Greece. K Great! How was the weather? A It was hot and sunny. What about you, Kiril? K I stayed here in Moscow. It rained a lot of the time. I want to go somewhere different this year. A Well, try Greece. It isn’t expensive to fly there.

b

K A

K A K A

Hmm … but, well, I don’t like flying. Oh, I see. Well, what about the south of France? I went there two years ago. It was beautiful. Oh, really? How did you get there? By train. And, you know, the weather was really warm. Did you enjoy it there? Yes, I did. I had a great time. Try to go this year!

3.77 Draw a compass on the board with the four points marked N, S, E and W. Elicit the words north, south, east and west. You may wish to pre-teach the word island by drawing a simple picture or map on the board. Play the recording again for students to complete the matching task. Students compare answers in pairs. Check answers as a class.

Answers 1 c  2 a  3 b

c

For exercise 3, play the recording for students to underline the word in each line which has a different o sound. Play the recording again if necessary. Check answers as a class. Play the recording one more time for students to listen and repeat.

Divide the class into pairs and assign A and B roles. Student As look at the weather information on SB p.107. Student Bs do the same on SB p.112. Student B asks Student A about the weather in Mumbai. They then swap roles and Student A asks Student B about the weather in Berlin. Monitor, but don’t interrupt fluency. Take feedback as a class. Ask: Do you like the weather in Mumbai? Do you like the weather in Berlin? Tell students to go back to SB p.75.

LISTENING AND GRAMMAR 

Answer 2  They talk about past and future holidays.

3.76

Answers 1 go  2 not  3 phone

d

Elicit the questions What’s the weather like? and Do you like (cold) weather? In pairs, students take turns to ask and answer the two questions about the pictures in Vocabulary Focus 9B on SB p.145. Monitor and check students are using the correct questions and pronouncing the weather vocabulary correctly. Take feedback as a class. Ask: What weather does your partner like?

3.72–3.73

Answers (Vocabulary Focus 9B SB p.145) b (Suggested answers) 1 spring or summer  2 winter  3 autumn  4 summer  5 winter c 1 rainy  2 snowy  3 windy  4 sunny  5 cloudy d 1 sunny  2 cloudy  3 snowy  4 sunny  5 rain



  EXTRA ACTIVITY

3.78 Play the recording for students to listen to the three questions and choose the one word missing from all of them. Check the answer as a class. Ask: Are these questions about the past, the present or the future? (the past).

Answer did

 CAREFUL! Students may make mistakes with word order when using past simple questions, e.g. Where she did go? (Correct form = Where did she go?).

d

3.79–3.80 Students read the information in Grammar Focus 9B on SB p.126. Play the recording where indicated and ask students to listen and repeat. Students complete the exercises on SB p.127. Check answers as a class. Monitor and help or correct as necessary. Tell students to go back to SB p.75.

Answers (Grammar Focus 9B SB p.127) a 1  Where did you go on holiday? 2  What did you see? 3  Did you have a good time? 4  Who did you meet? 5  What did you eat? 6  Did you like it? b 1 did  2 Did  3 does  4 Do  5 did  6 do  7 did  8 did c 2  they didn’t  3  he didn’t  4  we did  5  she didn’t

  FAST FINISHERS Ask fast finishers to change the Yes, I did. answers in exercise c to No, I didn’t. and vice versa, and to change the extra information after each short answer, e.g. Did you go home early? No, I didn’t. I stayed until 9 o’clock. Pairs of fast finishers can then practise the mini-conversations together.

e

Individually, students use the prompts to write two conversations about last weekend. Play the recording for them to check their answers. Check answers as a class by playing the recording again and pausing after each question. In pairs, students practise reading the two conversations. 3.81

Answers and audioscript Conversation 1 A  Did you go to the cinema last weekend? B  Yes, I did. A  What did you see? B  The new James Bond film. Conversation 2 C  Did you go to a restaurant last night? D  Yes, I did. C  Where did you go? D  A new Thai restaurant.

f

g

In pairs, students use the conversations in 4e and their own ideas to interview their partner about last weekend. Encourage them to make a note of their partner’s answers. Monitor and correct as necessary. Put students into new pairs to tell each other what their first partner did. Monitor, but don’t interrupt fluency. Make notes of any errors with the target language, and correct them as a class at the feedback stage. To close the activity, ask students to tell the class about any really interesting activities they heard about.

5

SPEAKING

a Tell students that they can now practise using all the

language from the lesson with a partner. Give them two minutes to think about a past holiday and make notes about the four points. Monitor and help as necessary with vocabulary.

b Give students three minutes to use the prompts to write past simple questions to ask their partner. Monitor and check that students are forming the questions correctly.

c

In pairs, students ask and answer the questions about their past holidays. Monitor, but don’t interrupt fluency. At the feedback stage, ask pairs of students if their holidays were similar or very different.

LOA TIP REVIEW AND REFLECT Write fluency and accuracy on the board. Tell students that fluency means saying what you want to say and feeling that it’s easy and comfortable. Explain that accuracy means being correct. As a class, discuss whether each of these activities in 9A and 9B was to practise accuracy or fluency: 1 Where do you usually stay on holiday? (9A 1a) 2 Listen and practise the words. (9A 2f) 3 Complete the sentences with ‘did’ or ‘do’/‘did’. (9B Grammar Focus) 4 Ask and answer the questions about your holiday. (9B 5c) Check answers as a class (1 fluency, 2 accuracy, 3 accuracy, 4 fluency). Remind students they don’t always need to worry about being correct when doing fluency activities. Ask students to think about these questions: Do you like doing fluency exercises? Why? Do you like doing accuracy exercises? Why? Which do you need to practise more?

ADDITIONAL MATERIAL Workbook 9B Photocopiable activities: Grammar p.156, Vocabulary p.162

UNIT 9  Holidays  107

9C

Everyday English

At the end of this lesson, students will be able to: • understand conversations in which people make requests • recognise and produce words which have letters that aren’t pronounced • use appropriate phrases for making and responding to requests • role play a phone conversation and make requests • use First, … Then, … Next, … and After that, … to make the order clear in writing • write an online post about a trip to another place

Can you do something for me?

OPTIONAL LEAD-IN Books closed. Tell students to write go and go to on a piece of paper. Say the following words and tell students to write them next to go or go to: • the shops • shopping • a different country

d

• home • work • a party

2

• on holiday Students compare answers in pairs. Check answers as a class (go: shopping, home, on holiday; go to: the shops, a different country, work, a party).

a

Then write I’d like to ... on the board. Give students one minute to write three true sentences with I’d like to and a phrase with go or go to. Put them into pairs to compare sentences. Take feedback as a class on how many sentences are the same.

LISTENING

1 a

b

Write Nice places to visit near here on the board and elicit a few places of interest in the area. Put students into pairs to discuss the questions for a minute. Take feedback as a class. 3.82 Students discuss the questions in pairs. Play Part 1 of the video or audio recording for students to understand the general meaning and check their answers to the two questions. Check answers as a class.

Answers 1 Yes, they do.

2 a clock

Video/Audioscript (Part 1) SOPHIA It’s beautiful here. MEGAN I’m so happy you like it. S Very different from Toronto. So, what’s the plan for today? M Well, first we can go to the museum. S OK. M And then maybe some lunch? S Lovely!

Oh yes – it’s really nice. Let’s have a look. M OK. M S

*** M S M S

***

M

Well, I’m full. So much food! M I know! S Oh wow! I love that clock!

S

S

c

M S

Are you OK? I think so. Is it very heavy? Yeah, it’s really heavy. Can you take it for a minute? Of course! Thanks! ... OK. That’s OK. Thank you.

3.82 Play Part 1 of the video or audio recording again for students to listen to the conversation in more detail and decide if the statements are true or false. Check answers as a class. Ask: Which word in the conversation means ‘difficult to carry’? (heavy). Mime heavy if students don’t understand the word.

Answers 1 T 2 F (Sophia decides to go in the shop.)

108

UNIT 9 Holidays

3 T

Individually, students think about their answers to the question. Students discuss the question in pairs. Take feedback as a class.

PRONUNCIATION 

Syllables and spelling

3.83 Play the recording for students to hear the pronunciation of different. Discuss the answer as a class. Write different on the board and hold your pen above the word. Ask: Which letter don’t you hear? Play the recording again if necessary. Elicit and underline the e in the middle of the word. Ask: How many syllables does this word have? (two) and Do you hear all the letters? (no). Play the recording again for students to listen and repeat different. Listen and check they are pronouncing it as two syllables /'dɪfrənt/.

LANGUAGE NOTES Syllables are units of sound which contain a vowel. In English, unlike in other languages, there isn’t always a direct relationship between the way a word is spelled and how it is pronounced. Sometimes, letters are not pronounced because a sound disappears in fast speech. For example, different can be pronounced /'dɪfərənt/ in unusual cases, if we are stressing it for some reason. However, in normal connected speech, it is usual to miss out the schwa sound /ə/ in the middle of the word (/'dɪfrənt/). Many words which appear to have three or more syllables in writing (e.g. interesting, camera, every, etc.) actually ‘lose’ a schwa sound in connected speech.

b

3.84 Play the recording for students to listen and underline the letters they don’t hear. Check answers as a class, writing each word on the board and crossing out the letters that aren’t pronounced. Say each word individually and ask students: How many syllables do you hear in each word? (restaurant 2, interesting 3, favourite 2, every 2, family 2, vegetable 3, camera 2).

Answers restaurant, interesting, favourite, every, family, vegetable, camera

c

In pairs, students practise saying the words in 2b. Monitor and check students are pronouncing the words without the schwa /ə/ sound which is normally lost.

3 a

LISTENING

4

3.85 Point to the picture of Megan on the phone and Sophia with the clock. Write on the board: The clock is really _____. and ask students which word goes in the gap: small or heavy (heavy). Drill the word. In pairs, students guess the answers to the two questions about Megan. Elicit students’ guesses and write them on the board, but don’t confirm the answers yet. Play Part 2 of the video or audio recording for students to see if their guesses were correct. Check answers as a class.

Answers 1  James  2  She wants help. Video/Audioscript (Part 2) MEGAN  Why don’t you … put it down? JAMES  Megan, hi! How are you? M Hi James. I’m OK, thanks. J Did you go to Henley? M Yeah, and we’re still here! J Oh, right … M James, can you do something for me? J Well … yes … maybe. M Could you pick us up from the station later, please? In London. J Mm … OK. From where? Paddington? M Yes. J OK. Is there a problem? Can’t you take the Underground? M No, it’s just we’ve got this clock.

b

Clock? Yes, it’s very heavy. So … could you meet us at the station, please? J Why did you buy a clock? M I didn’t. Sophia bought it. J Sophia? M Yes, Sophia bought a very big clock. J Oh, right, I see! M So, can you help us, please? J Sure, no problem. M Oh, thanks, James, that’s really kind of you. J No problem. M Bye. J Bye. See you later. J

M

3.85 Play Part 2 of the video or audio recording again for students to listen to the conversation in more detail and underline the correct answers. Students compare answers in pairs. Check answers as a class. Ask: What verb does Megan use when she asks James to meet them at the station in the car? (pick us up = meet us with a car). Point to picture c. Say: The clock is very heavy. What verb does Megan use to Sophia? (put it down). Write these two phrasal verbs on the board.

a

3.86 Play the recording for students to listen and underline can or could in each request. Check answers and discuss the question as a class.

  LANGUAGE NOTES Could usually sounds more formal than can in requests, and we tend to use could for requests which are more difficult for the listener to agree to. However, saying please and not using a flat tone in the question is by far the most effective way of making a request sound polite and will have more of an impact on the listener than the use of could instead of can.

LOA TIP DRILLING Use this drill to help students use a polite changing tone in requests. First, say this sentence twice – once with a flat tone and then again with a changing tone: Can you take it for a minute? Can you take it for a minute? Ask: Which sounds more polite? (the sentence with changing tone). Drill the four requests in 4a with a similar intonation. Put students into pairs to practise saying the requests without a flat intonation.

b

Individually, students put the replies into the correct place in the table. Play the recording for students to check their answers. Check answers as a class. Draw attention to the fact that no problem means yes. Play the recording again and drill all the replies. Point out that when we say no to a request, we usually give a reason. Elicit some possible reasons (e.g. I’m busy. I’m tired.). 3.87

Answers

Students discuss the question in pairs. Take feedback as a class.

Yes Of course. Yes, certainly. Sure, no problem.

  EXTRA ACTIVITY Put students into pairs and give them one minute to make a list of things people sometimes ask for help with, such as computers, transport problems (like James meeting Megan and Sophia at the station), carrying or moving things, jobs around the house, or personal problems. Elicit students’ ideas and collate them on one side of the board. Ask: How do you feel about helping people with these things? and write on the board: √√√ = I like it, √ = It’s OK, X = Don’t ask me! Students think about their responses, then compare opinions in pairs or small groups. Take feedback as a class. Which things do students like helping other people with? Leave the list on the board.

Making and responding to requests

Answers 1 Can  2 Can  3 Could  4 Could Yes, it is.

Answers 1 take the train  2 clock  3 can

c

USEFUL LANGUAGE 

c

No No, I can’t. I’m sorry, I can’t.

3.88 Individually, students complete the miniconversations with the phrases in the box. Play the recording for them to check their answers. Check answers as a class.

Answers 1  Thanks, that’s really kind of you.  2  Oh, OK, I’ll do it then.

d

In pairs, students use the ideas to practise making and responding to requests. Monitor and check they are pronouncing the requests and replies correctly.

UNIT 9  Holidays  109

  FAST FINISHERS Ask fast finishers to have more mini-conversations like the ones in 4c. If you did the Extra activity in 3c, you can use the list of students’ ideas about what people sometimes need help with that you wrote on the board.

5

SPEAKING

a Tell students that they can now practise using all the

language from the lesson with a partner. Divide the class into pairs and assign A and B roles. Give students one minute to look at the conversation map and think about what they’re going to say. If you did the Extra activity in 3c, remind them of the list of things they discussed that people sometimes need help with.

Point out that they’re going to do the role play as a phone conversation. Elicit the opening lines of a phone conversation and write them on the board: A: (ring, ring …) Hello, it’s (name). B: Hi (name), how are you?

b

In their A/B pairs, students role play the conversation they’ve prepared. They then swap roles. Monitor, but don’t interrupt fluency. Note down correct usage of the target language from this lesson, as well as any mistakes with the target language. Correct errors as a class at the feedback stage and share the good examples too.

6

WRITING

a Give students one minute to read Sophia’s online post and answer the question. They compare answers in pairs. Check the answer as a class. Answer The clock was quite expensive (£150).

b

Students go to Writing Plus 9C on SB p.158. Go through the information in exercise a with the class. Individually, students do exercises b and c. Check answers as a class. Tell students to go back to SB p.77. Answers (Writing Plus 9C SB p.158) b 1 First,  2 Next,  3 Then,  4 First,  5 After that,  6 First, 7 Next,  8 After that, c 1  First, I went to a café. After that, I went to the park. 2  First, it was sunny and warm. Then, it was sunny and cold. 3  First, we went to a restaurant. Next, we saw a film. Then, we went home. 4 First, I finished work. Next, I went for a walk by the river. After that, I met Terry at the station.

c Give students ten minutes to prepare and write an

online post about a trip to another place, using the ideas given. Remind them to use the past simple and words like first, next and after that for making the order clear. Monitor and help as necessary.

d Students read their partner’s text. At the feedback stage,

ask: Do you like the activities your partner did? and ask for examples.

ADDITIONAL MATERIAL Workbook 9C Unit Progress Test Personalised online practice Photocopiable activities: Pronunciation p.170

110  UNIT 9  Holidays

UNIT 9 Review 1

2

a Individually, students look at the pictures and

unscramble the letters to make transport words. Check answers as a class. Answers 1 train  2 taxi  3 underground  4 tram  5 plane  6 ship

GRAMMAR

a Review some negative verb forms (including the past

simple negative) by saying positive forms and eliciting the negative. Start by saying is to elicit isn’t, and continue with are ➔ aren’t, was ➔ wasn’t, know ➔ don’t know, likes ➔ doesn’t like, studied ➔ didn’t study.

Individually, students underline the correct answers. Check answers as a class. Answers 1 stay  2 take  3 didn’t  4 have  5 didn’t watch 6  didn’t get

b Students read the conversation and underline the correct weather words. Check answers as a class.

Answers 1 cold  2 snow  3 snows  4 rainy  5 windy 6 hot  7 cloudy

3 a

b Ask individual students some past simple yes/no

questions (e.g. Did you have a coffee this morning? Did you do your homework yesterday? Did you walk to school today? Did you go to a party at the weekend?). Make sure students use the short answers Yes, I did. or No, I didn’t.

Individually, students look at the answers and complete the questions. Check answers as a class. Answers 1  Did you play  2  did you get up  3  Did you take  4  did you go  5  Did you use  6  did you have

  FAST FINISHERS Ask fast finishers to write more past simple questions with What ... ? What time ... ? Where ... ? How ... ? and you and a time expression. They can use these in 1c.

c

Students ask and answer the questions in 1b in pairs. Take feedback as a class.

d Students correct the sentences. Check answers as a class. Answers 1  Did you arrive last night?  2  Yes, I did.  3  No, I didn’t. 4  What did you buy?  5  I didn’t watch TV. 6  What did you cook?  7  We didn’t visit Pedro yesterday. 8  Did you see the garden?

  EXTRA ACTIVITY Elicit some questions about travel and holidays, e.g. How did you travel? What did you see? What was the weather like? Did you speak English? Did you see ... ?.

VOCABULARY

SOUND AND SPELLING

3.89 Individually, students find and underline the word in each line with a different marked sound. Play the recording for them to check their answers. In pairs, students practise saying the words.

Answers 1 car  2 camp 3 wind  4 take  5 cloud  6  drove

b

3.90 Write cinema and different on the board. Ask: Do we pronounce all the letters in ‘cinema’? (yes) Do we pronounce all the letters in ‘different’? (no – we say it as /ˈdɪfrənt/). Students write the words in the correct place in the table. Play the recording for students to check their answers. In pairs, students practise saying all the words.

Answers We always say all the letters beautiful expensive difficult museum

We don’t always say all the letters interesting camera lovely restaurant business favourite

LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied and decide how well they did. Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice.

Write I went to ... on the board and tell students you are thinking of a place (a famous town or city, or a big town or city in the country you are in). They can ask you five past simple questions (except Where did you go?) before guessing up to three times where the place is. Students then play the game in groups. Monitor and check students are using the grammar and vocabulary from Unit 9 correctly.

UNIT 9  Holidays  111

0 1 T UNaInd now

UNIT OBJECTIVES At the end of this unit, students will be able to: understand information, texts and conversations about the home, phones and people’s current activities exchange and convey information and opinions about the home, phones, and people’s current activities understand conversations in which people ask for travel information and do so themselves write a message to a friend asking for information

Here

UNIT CONTENTS G

 GRAMMAR Present continuous: positive Present continuous: negative and questions

V

 VOCABULARY The home: bathroom, bedroom, dining room, door, floor, garden, kitchen, living room, wall, window Place phrases with prepositions (in): in a café, in a hotel, in a restaurant, in a taxi, in bed, in the car; (at): at a party, at home, at school, at the airport, at the bus stop, at the cinema, at the station, at work; (on): on a bus, on a plane, on a train, on holiday Language Plus: in / on

P

C

 PRONUNCIATION Sound and spelling: /tʃ/ and /θ/ Sentence stress Sound and spelling: /ə/ Main stress in questions Sound and spelling: /ɪə/ and /eə/

 COMMUNICATION SKILLS Talking about your home Asking where people are and what they’re doing Asking for travel information Writing a message asking for information Writing Plus: Word order in questions

GETTING STARTED OPTIONAL LEAD-IN Books closed. Write these time expressions on the board: every day, once or twice a week/month/year, once every two or three years, never. Write the following words on the board: husband, wife, brother, sister, father, mother, son, daughter. Remind students about Megan, Sophia and James in the story and elicit or teach cousin. Add it to the list of family members. Ask: How often do you see different members of your family?. Demonstrate by talking about one of the family members on the board, using time expressions. For example: I see my daughter every day. I see my brother once or twice a month, but I see my cousins once every two or three years. I never see my sister – she lives in New Zealand. Put students into pairs or small groups to discuss the question for a minute or two. Take feedback as a class.

112

UNIT 10 Here and now

a

4.2 Use the picture to elicit room. Put students into pairs to look at the picture and answer questions 1–5. Monitor and notice whether students use the present continuous and any home vocabulary, but don’t correct any errors at this stage. Take feedback as a class and write students’ suggested answers on the board. If you wish, give students information from the Culture notes.

Play the recording for students to listen to other people talk about the picture. Do the speakers give any of the answers on the board? Check answers as a class, ticking any answers the speakers give. Audioscript MAN Right, so what room are the people in? WOMAN Well, I think it’s the living room. M Yes, you’re right. W And what are they doing? M They’re using the computer, maybe talking to someone they know. W Yes, family maybe. M Yeah. And how often do you think they do this? W Not often. The people standing up look like they’re doing something new. M Do you think so? W Yeah. But if they’re talking to family, maybe they do that a lot. M Yeah, I think he’s talking to his … brother. Maybe his brother lives in another country. W What do you think he’s saying? M Emm … he’s giving some good news. They all look happy. W Maybe they have tickets to go and visit them. The first time for a very long time.

M

W M

W M

W

M W

That’s a nice idea. That’s why all the other people look happy too. They are all going on a trip to see their family. Yes. Do you have a computer at home? Yes, I have a laptop. I use it in the living room, or sometimes in the dining room when I’m working from home. And do you speak to family and friends on the Internet? No, never. My brother is working in Qatar and he is always asking me to do it, but I like sending emails. Do you speak to your family on the Internet? Yes, if I’m working away from home, I speak to my children on the Internet before they go to bed. That’s nice. Yeah, that’s the good thing about it: for people who travel a lot, you can talk to your family and see them at the same time.

CULTURE NOTES

EXTRA ACTIVITY Elicit or teach laptop. Write this task on the board: Who … ? 1 … thinks the people are doing something new 2 … thinks the man is talking to his brother 3 … thinks the man is giving good news 4 … thinks they have tickets to visit their family 5 … uses a laptop at home 6 … likes sending emails

The photo shows a Moroccan man in his brother’s home in the old city of Fez, Morocco. He’s talking over the Internet to Moroccan relatives living in Miami, USA. Skype, which was created in 2003 by Niklas Zennström from Sweden and Janus Friis from Denmark, offers free basic phone service (including long-distance and international calls) through the Internet.

b

7 … speaks to their children on the Internet Play the recording again for students to listen and write M (the man) or W (the woman) for each sentence. Check answers as a class, pausing the recording after each of the sentences (1 W, 2 M, 3 M, 4 W, 5 M, 6 M, 7 W).

10A

I’m sitting in my flat

In pairs, students answer the questions. Monitor and notice how much house vocabulary the students can produce and whether they attempt to use any in/ on/at + place phrases. Take feedback as a class, asking students to report back one new thing they learned about their partner.

At the end of this lesson, students will be able to: • • • • •

use a lexical set correctly to talk about the home understand someone talking about their flat understand short text messages use present continuous positive statements correctly talk about a room in a home

OPTIONAL LEAD-IN Books closed. Ask each of the following questions and ask students to put their hand up each time the answer is ‘at home’:

Answers a living room b bedroom e bathroom f garden

Where do you prefer to … • watch TV – at home or at a friend’s house? • have breakfast – at home or in a café? • listen to the radio – at home or in the car? • study – at home or at school? • sleep – at home or in a hotel? • listen to music – at home or a concert? Encourage students to give reasons for their choices. Notice whether students are attempting to use any vocabulary for parts of the home (e.g. bedroom, kitchen), but don’t correct at this stage. If there’s plenty of space in the classroom and you have the time, you could prepare a large piece of paper with the words at home on it and put it at the opposite end of the classroom from the board. Before asking each question, write the alternative answer on the board. Then, ask students to get up and walk to the correct answer (on the board or on the paper) instead of putting their hands up. Students in the same area can then talk briefly about why they chose that answer. Take feedback as a class.

1 a

VOCABULARY The home

4.3 Individually, students match the words with the pictures. Play the recording for students to listen and check their answers. Check answers as a class. Drill the words.

b

c kitchen

d dining room

4.4 Students complete the exercises in Vocabulary Focus 10A on SB p.150. For exercise a, give students one minute to look at the picture of the house and find the six objects. Put students into pairs to ask and answer where the objects are. Make sure they’re using in the + (room) in their answers. Students do exercise b individually. Play the recording for students to check their answers. Students do exercise c individually. Check answers as a class. Tell students to go back to SB p.80.

Answers (Vocabulary Focus 10A SB p.150) a 1 It’s in the living room. 2 It’s in the bathroom. 3 It’s in the dining room. 4 It’s in the garden. 5 It’s in the kitchen. 6 It’s in the bedroom. b a window b floor c door d wall c 1 dining room 2 garden 3 window 4 floor 5 wall 6 living room 7 bathroom 8 doors

c Sound and spelling /tʃ/ and /θ/ 4.5 For exercise 1, play the recording for students to listen and practise saying the sounds and words. Make sure students are putting their tongue behind their upper teeth for /tʃ/ and between both their upper and lower teeth for /θ/.

UNIT 10 Here and now

113

  CULTURE NOTES

250

For exercise 4, put students into pairs to practise saying the words. Monitor and check they’re pronouncing them correctly.

a

4.7 Point to the three pictures of Mimi’s flat on SB p.81. Play the recording for students to listen for general meaning and put the rooms in the order that Mimi talks about them.

c

Answers Picture 1  Picture 2  Picture 3 Audioscript MIMI  I really love my flat – it’s great! But it’s very small and I need to think about how I use the space. One really good thing is the windows. I have really big windows, so lots of light comes into the flat – the place doesn’t feel very small. Everything is in one big room. The living-room area has a TV, a small table and two chairs. There’s also a small kitchen area in one corner. I don’t have a dining room. I have a table where I eat my meals and I do all my work on my computer. It’s next to the kitchen. Then the bedroom has, well, a bed, of course … and a small lamp on a table. So I don’t have a big flat, but I live in the city centre – the city is my home!

b

Give students time to read the sentences. Check they understand light by pointing to an area of the room that has lots of light and contrasting it with an area that doesn’t have so much light. Play the recording again for them to choose the correct answers. Students compare answers in pairs. Check answers as a class and ask students to correct the false statements. Ask: Does Mimi like her flat? (yes). If you wish, give students information from the Culture notes. 4.7

Answers 1 T 2 T 3  F (There are two chairs.) 4  F (There isn’t a dining room.) 5  F (She uses her computer in the kitchen.)

57 Russia

Put students into pairs to discuss the question. Tell them to consider things like the size (it’s small), where it is (in the city centre), the colour of the walls, etc. Take feedback as a class.

  EXTRA ACTIVITY Write this question on the board: What’s important for you in a home? Then write these points: • where it is • light • big kitchen • big bedrooms • big living room • big dining room • colour of the walls • garden Give students one minute to decide how important each of the points is to them. Put students into pairs to compare opinions for one minute. Encourage them to give reasons if they can. Join pairs with other pairs for another minute or two to see if they agree on three important things. Monitor, but don’t interrupt fluency. Take feedback as a class. What things are important? What aren’t so important?

Language Plus  in / on Go through the information with the class about how we use in and on. Check understanding of the rule by asking about things in the classroom: Where’s the clock? (on the wall) Where are your bags? (on the floor). Then ask about the pictures on SB p.80: Where’s the big table? (in the dining room) Where’s the small table? (in the living room).

d

114  UNIT 10  Here and now

76

LISTENING AND SPEAKING

UK

0

81

50

Italy

Give students one minute to read the questions and think about their answers. Put them in pairs to ask and answer the questions. Take feedback as a class.

95

2

150 m2 100

Japan

d

200

97



Here are some average home sizes around the world (2009):

Spain

Answers /tʃ/ tch, ch, ti /θ/ th

109

For exercise 3, discuss the question as a class and write the answers on the board.

Germany

Sound 2  /θ/ month, birthday, thanks, both, three

201

Sound 1  /tʃ/ cheese, chips, March, question, watch

USA

Answers

In many countries, there’s a trend towards houses and flats becoming smaller. There are several reasons for this. Firstly, more people are living in big cities, so there’s a need for more homes in one place. Also, since the financial crisis of 2007–8, people have less money to spend on big homes, and as people are living longer, there’s a greater demand for small homes with no stairs. Finally, an increasing number of people have a greener worldview, and want to minimise the impact of their home on the environment. Smaller homes take less energy to build, less energy to heat or cool, need fewer furnishings and take less time and money to maintain.

214

For exercise 2, play the recording for students to listen and put the words in the correct place in the table. Students compare answers in pairs. Check answers as a class. 4.6

Australia



Give students one minute to make notes about what they will tell their partner about their home and the rooms it has. Then put students into pairs. Give them

up to three minutes to talk together. Take feedback as a class. Ask: Are your homes similar or very different?

e

3

Give students one minute to think about some of the objects in one room in their home. They might find the words in Vocabulary Focus 2B and 7A on SB p.133 useful. Give students about three minutes to talk together. Take feedback as a class. Ask: Do you and your partner have the same objects in each room?

READING

a Students read the text messages quickly and find out if

they are for people who are near or far away. Check the answer as a class. Answer near

b Discuss the rule as a class and write the form on the board.

Answer Present continuous positive (+): I / you / he / she / it / we / they + be + verb + -ing

 CAREFUL! Learners at this level tend to avoid using the present continuous, using the present simple instead, e.g. I write to tell you about my new house. (Correct form = I’m writing to tell you about my new house.). They might also omit the auxiliary be, e.g. She sitting in the car. (Correct form = She’s sitting in the car.).

c

b Give students two minutes to read the messages more

carefully and decide where each writer is. Point out that there is sometimes more than one possible answer. Suggested answers 1  in the living room 2  in the bedroom, garden, living room or dining room 3  in the living room 4  in the car 5  in the kitchen

c

4

Put students into pairs to discuss the question. Take feedback as a class.

Answer We’re watching the game.

d Give students one minute to find and underline more

examples of the present continuous in the messages in 3a. Answers 1  I’m studying  2  Steve’s talking   3  I’m sitting  4  I’m cooking

e

GRAMMAR 

Present continuous: positive

a Write the following gapped sentence and word in

brackets on the board: We ___________ the game. It’s Brazil and Germany. (watch). Elicit and/or write in the missing verb form (’re watching). Discuss the question in 4a as a class. Answer now

Timelines are useful tools for showing students how tenses relate to time. Using concept-checking questions as you build the timeline on the board engages students as well as checks understanding. Draw this timeline on the board: NOW

Say: We’re sitting in the classroom. Hover your pen below the timeline before, on and after the word ‘now’ and ask: When does this activity start? (before now). Put your pen on the board below the timeline and before ‘now’ and start drawing a wavy line. Ask: When does ‘sitting in the classroom’ finish? Now or after now? (after now). End the wavy line after ‘now’ and write sitting in the classroom below it. PAST

NOW

  FAST FINISHERS Ask fast finishers to write the -ing forms of the daily routine expressions in Vocabulary Focus 6B on SB p.137 (waking up, getting up, etc.) and the -ing forms of the transport verbs in Vocabulary Focus 9A on SB p.153 (going, getting, flying, etc.).

f Read through the example message with the class and ask students to think of their own ideas for 2 pm on a Sunday. Give them up to five minutes to write their message. Monitor and help as necessary.

sitting in the classroom Say to students: We’re studying English. Repeat the questioning technique with this new sentence and mark another wavy line under the one on the board (or invite a student to the board to draw it and ask the class if they agree). Write studying English below this second wavy line.

Students read the information in Grammar Focus 10A on SB p.126. Draw attention to the spelling of having (NOT haveing) and sitting (NOT siting) and to the use of contractions (I’m, she’s, etc.). Play the recording where indicated and ask students to listen and repeat. Students complete exercise a on SB p.127. Check answers as a class and write the words on the board so students can check the spelling. Students complete exercise b. Monitor and check students are using contractions and -ing forms correctly. Check answers as a class. Tell students to go back to SB p.81. 4.9

Answers (Grammar Focus 10A SB p.127) a 1 eating  2 cooking  3 talking  4 listening  5 getting 6 having  7 wearing  8 going b 1  I’m wearing jeans and a T-shirt. 2  We’re listening to Coldplay’s new song. 3  Lisa’s studying in her bedroom. 4  They’re having dinner at the moment. 5  Lisa and Matt are playing football in the park. 6  He’s watching a film in the living room. 7  Our children are cooking dinner for us. 8  I’m writing this email at work.

LOA TIP CONCEPT CHECKING

PAST

4.8 Pronunciation Play the recording for students to listen for the stressed words. Check the answer as a class. Drill the sentence.

g

Each student reads their message to the class. Ask other students to listen carefully and listen for who is doing the same things as them. Take feedback as a class.

UNIT 10  Here and now  115

SPEAKING

5

Tell students that they can now practise using all the language from the lesson with a partner. Divide the class into pairs and assign A and B roles. Student As look at the pictures on SB p.107 and think about what the people are doing, especially in picture 2. Student Bs do the same on SB p.112, focusing on picture 6. Without saying the picture number, Student A uses the notes to describe what he/she is doing in picture 2. Student B listens and identifies the picture. They then swap roles, with Student B talking about picture 6 and Student A identifying the picture. The pairs then repeat

10B

the activity, this time choosing picture 4 or 5 (Student A) and picture 1 or 3 (Student B). Monitor, but don’t interrupt fluency. Note down any common mistakes with the target language to deal with during feedback. Close the lesson by asking some students to say what they are doing now (e.g. I’m sitting in the classroom. I’m listening to other students. I’m speaking English.).

ADDITIONAL MATERIAL Workbook 10A Photocopiable activities: Grammar p.156, Vocabulary p.163

Are you working?

At the end of this lesson, students will be able to: • understand a text about when and where people use their phones • use place phrases with prepositions (in, on and at) correctly • use the present continuous in negative statements and questions correctly • ask and talk about where people are and what they’re doing

OPTIONAL LEAD-IN Books closed. Mime driving a car and ask: What am I doing? (You’re driving a car.) Elicit that the verb form is the present continuous because it’s happening now. Mime the following: sleeping

c Teach or elicit on / off by turning the classroom light on

watching a film

and off. Then teach turn it on / turn it off. Point to the people in pictures a–e and ask: Are their phones on or off? (on).

having lunch talking on the phone cooking

Ask students to read the first paragraph of the text and ask: Which three places does the writer talk about? (café, car, bed). Give students two minutes to read all the comments and answer the questions. Students compare answers in pairs. Check answers as a class.

reading a newspaper Encourage students to think of their own actions to mime to their partners. Take feedback as a class.

READING

1

Answers 1 Kevin, Branko, Sam

a Individually, students match the phrases with the

pictures. Check answers as a class. Drill the phrases. Answers a on a mountain b in a restaurant d in the car e in bed

b

c at the cinema

Put students into pairs to discuss the questions. Check the answer to question 1 and elicit students’ opinions about question 2. Encourage them to give reasons for their opinions. Do students agree or disagree? Answers 1 a phone 2 Students’ own answers

116

UNIT 10 Here and now

2 Kevin, Sam

EXTRA ACTIVITY Write these gapped sentences on the board. Ask students to look again at the comments and find the missing words. 1 I have my phone 2 I never have my phone (Yasmin) 3 I turn my phone

at night. (Kevin) me in a restaurant. at night. (Branko)

Check answers as a class (1 on, 2 with, 3 off ).

d

Give students time to think about their answers, then put them into pairs to discuss. Take feedback as a class. If you wish, give students information from the Culture notes.

Answers (Vocabulary Focus 10B SB p.149) b 1  It’s 10.00, but he’s still in bed. 2  I’m waiting for the plane at the airport. 3  I can’t talk now. I’m in the car. I’m driving home. 4  Are you at home or are you at work? 5  I’m having a coffee in a café. 6  John isn’t here. He’s still on holiday.

  CULTURE NOTES The rules and etiquette around the use of mobile phones generally relate to safety and consideration for other people. Rules about using phones on planes vary from airline to airline. In the USA, passengers must turn off their phones on planes at all times, in case transmission signals interfere with the plane’s equipment. In other parts of the world, this rule only applies to take-off and landing. For safety reasons, using a hand-held phone while driving is banned in most countries, but it isn’t the case everywhere. In some countries, for example, the ban only applies in the capital cities. What about the use of phones in public places? Talking on your phone in cinemas and theatres is not usually forbidden by law, but it is usually discouraged as it can be distracting for other people. Similarly, some trains have ‘quiet carriages’ where people aren’t allowed to talk on their phones. Using phones as cameras can be subject to rules, too. In many cities around the world, some high-profile tourist sites and museums have recently banned selfie sticks (gadgets that allow people to take wide-angle self-portraits), for fear of them causing damage to artwork and other exhibits.

e Give students up to five minutes to write a comment for

d Sound and spelling /ə/

For exercise 1, play the recording for students to listen to the sound /ə/ in the words. Discuss the questions as a class. Point out that this sound appears in a many English words. 4.11

Answers short, unstressed



4.12 For exercise 2, play the recording for students to listen and underline the /ə/ sounds in the words. Play the recording again if necessary. Check answers as a class.

Answers dinner England garden television waiter breakfast listen driver



In pairs, students practise saying the words in exercise 3.

the website about their own phone habits. Monitor and help as necessary.

f

2

In pairs, students read out their comment and listen to their partner’s. Are they the same? Take feedback as a class.

VOCABULARY Place phrases with prepositions

a Individually, students look at the website again to find

the in/on/at + noun phrases and add them to the table. Check answers as a class, making sure students use the right article (a / the) or no article at all, e.g. at home. Drill the phrases. Answers in in the car, in bed, in a restaurant

b

c

on on a plane, on a train

at at the airport, at work, at the cinema, at home

Demonstrate how this guessing activity works by saying I’m eating lunch. I’m looking out of the window. I’m travelling to a different country. until students guess the place, using a preposition (on a plane). Put students into pairs or small groups to play the game together. Monitor to make sure they are using a preposition (in, on, at) as well as the place. 4.10 Students complete the exercises in Vocabulary Focus 10B on SB p.149. In exercise a, play the recording for students to listen and repeat the phrases. Students complete exercise b individually. Check answers as a class. Put students into pairs to do exercise c. Check answers as a class. Tell students to go back to SB p.82.

  EXTRA ACTIVITY Books closed. Draw this table on the board: the car the airport a train

a taxi home a bus stop

the station a plane a bus

Divide the class into two teams, noughts (0) and crosses (X). Teams take turns to choose a player to say a sentence with I’m in/on/at + a word/phrase from the table (e.g. I’m on a plane!). If they use the correct preposition, they win the right to draw a nought or a cross in the relevant square and that square can’t be used again. The first team to make a horizontal, vertical or diagonal line of three squares wins the game. Play the game once or twice more, using the same items or different ones from Vocabulary Focus 10B on SB p.149.

3

a

LISTENING AND GRAMMAR 

Present continuous: negative and questions

4.13 Ask students to look at pictures a–e. Tell them the woman’s name is Lou. Ask about each picture: Where is she? (in the kitchen, in bed, at the bus stop, in a café, in the living room). Play the recording for students to listen for the general meaning and put the pictures in the correct order. Play the recording again if necessary. Check answers as a class.

Answers 1 d  2 c  3 a  4 e  5 b

UNIT 10  Here and now  117

Audioscript

CONVERSATION 1

CONVERSATION 4

DAN  Hi, it’s Dan. How are you?

DAN  Hi, it’s me again. Can you talk

LOU  Hello.

Fine. Look, Dan, I’m busy. I can’t talk now. D Are you working? I can hear a lot of people there. L Well, no, I’m not working. I’m in a café. I’m with some people and they’re talking. I’ll call you later, OK? D OK. CONVERSATION 2 LOU  Hi. DAN  Hi, it’s Dan again. What are you doing? L I’m at the bus stop. I’m going home. D Oh, OK. Look, do you want to go out this evening? L I don’t know. Look, I can’t talk now. My bus is coming. D Oh. I’ll call you later, then. CONVERSATION 3 LOU  Dan … Hi. DAN  Hi, Lou. Are you at home now? L Yes. Look, I can’t talk now. D Are you working? L No, I’m not working. I’m cooking dinner. D Oh, OK. Look, what about this evening? L No, sorry, I’m too tired. Let’s talk later, OK? L

b

Answers 1  What are you doing? 2  Are you working? 3  Oh, what are you watching?

LOU  Hi, Dan.

now? Or are you having dinner? No, I’m not having dinner. I’m watching a film. D Oh, what are you watching? Is it good? L Yes ... it’s just a film. I can’t talk now. Maybe later … OK? D OK. CONVERSATION 5 LOU   Hello. This is Lou. I’m sorry, I’m not here at the moment. Please leave a message. DAN  Hi, this is Dan. Um, well I guess you’re sleeping, so … er, I’ll call you tomorrow. Tomorrow morning. OK? Maybe we can go out together. Yeah. Bye. L

LOA TIP DRILLING Use backward drilling to help students focus on the main stress in the questions. Say: working? Students repeat: working? Say: you working? Students repeat: you working? Say: Are you working? Students repeat: Are you working? Make sure you keep the stress and intonation consistent as you drill. When you add you and are you to the questions, it’s important to pronounce them as the weak/unstressed forms /j/ and /əjə/ (NOT /juː/ and /ɑː juː/) and to keep stressing the -ing verb. Make sure, too, that you always pronounce the -ing verb in these questions with a falling intonation at every step of the drill. Do a second drill. Say: doing? Students repeat: doing? Say: you doing? Students repeat: you doing? Say: are you doing? Students repeat: are you doing? Say: What are you doing? Students repeat: What are you doing?

f

Students discuss the questions in pairs. Check and discuss answers as a class. Suggested answers 1 Yes, he does. He rings her five times in one day and wants to go out with her. 2  No, she doesn’t. She doesn’t want to talk to him.

c

Answers (Grammar Focus 10B SB p.129) a 2  aren’t having  3  ’m not working  4  isn’t playing 5  aren’t staying  6  aren’t eating b 1  Why are you wearing a coat?  2  Is she working? 3  What are you doing?  4  Where are you going? 5  Who is she phoning?  6  Is he playing a computer game?

4.14 Individually, students complete the table. Play the recording for them to listen and check their answers. Elicit more negative sentences: point to the picture of the man in picture e, then point to yourself and shake your head to elicit: I’m not sleeping. Do the same with the first picture of Lou and elicit I’m not cooking.

Answers + I’m working. I’m having dinner.

d

– I’m not working. I’m not having dinner.

4.15 Individually, students complete Dan’s questions. Play the recording for them to check their answers. Check answers as a class by playing the recording again and pausing it after each question.

Answers 1  are you  2  Are you  3  are you

e

4.16 Pronunciation Play the recording for students to listen for the main stress in the questions. Play the recording again, pausing after each exchange so students can listen and repeat.

118  UNIT 10  Here and now

4.17–4.19 Students read the information in Grammar Focus 10B on SB p.128. Play the recording where indicated and ask students to listen and repeat. Students complete exercise a on SB p.129. Check answers as a class. Elicit some more negative sentences by saying: He’s working. (➔ He isn’t working.), You’re looking. (➔ You aren’t looking.), She’s listening. (➔ She isn’t listening.), We’re playing football. (➔ We aren’t playing football.). Students complete exercise b. Check answers as a class. Individually, students complete exercise c. Monitor and help as necessary. Put students into pairs to ask and answer their questions. Tell students to go back to SB p.83.

  FAST FINISHERS Put fast finishers into pairs to ask and answer the question What’s he/she doing? or What are they doing? about the people in the photos on SB pp. 82 and 83.

g

Divide the class into pairs and assign A and B roles. Student As look at the pictures on SB p.107 and make notes on what the people are doing. Student Bs do the same on SB p.112. Explain that there are five small differences between Student A’s picture and Student B’s picture. In their pairs, they ask and answer questions to find the differences. Monitor, but don’t interrupt fluency. Note down any common mistakes/errors with the target language to deal with during feedback. Take feedback as a class, identifying the five differences. Tell students to go back to SB p.83.

Answers In Student A’s picture Clara is reading a newspaper, but in Student B’s picture she’s reading a book. In Student A’s picture Ed and Frieda are drinking, but in Student B’s picture they’re eating. In Student A’s picture Dani is talking on the phone, but in Student B’s picture she’s sleeping. In Student A’s picture Ben is sitting on a chair, but in Student B’s picture he’s sitting on the floor. In Student A’s picture Ali is cooking, but in Student B’s picture he’s making a drink.

4

a Tell students that they will now practise using all the

language from the lesson. Go through the task with the class. Remind students how they started the phone conversation in Unit 9C exercise 5a.

Give students two minutes to prepare what they’re going to say. Monitor and help as necessary.

b

EXTRA ACTIVITY Draw a smiley face on the board and write on the board: I’m happy I’m not … and finish the sentences in these two ways: I’m happy I’m not working. I’m happy I’m not in hospital. Give students two minutes to complete the sentence in as many ways as possible, using the present continuous or in/on/at + place. Tell students to think of simple reasons for their answers, e.g. I’m happy I’m not working because I’m really tired today or I’m happy I’m not in hospital because I don’t like doctors. In pairs, students compare their sentences. How many do they have the same? Are their reasons the same or different? Take feedback as a class. Encourage students to use both when they talk about themselves and their partner, e.g. We’re both happy we’re not on a bus. I think they’re very slow and Jeanne thinks they’re dirty.

10C

SPEAKING

Go through the example conversation with the class. Give students time to think about questions they will ask their partner. Put students into pairs to have the conversation. Monitor to check if students are using language from the lesson correctly, but don’t interrupt fluency. Students then swap roles and repeat the conversation.

ADDITIONAL MATERIAL Workbook 10B Photocopiable activities: Grammar p.157, Vocabulary p.163, Pronunciation p.170

Everyday English

At the end of this lesson, students will be able to: • understand conversations in which people ask for travel information • recognise the sounds /ɪə/ and /eə/ and how they can be spelled • ask for travel information at a train station • use word order in questions correctly • write a message asking for information

What time’s the next train to London?

OPTIONAL LEAD-IN Books closed. Write the following on the board: Think of something you bought on your last holiday. What did you buy? How much did it cost? Do you still have it? Was it a good idea to buy it? Give students a few minutes to discuss their answers in pairs. Take feedback as a class.

1

LISTENING

a

In pairs, students look at the picture and answer the questions. Elicit some ideas as a class but don’t confirm the correct answers at this stage.

b

Play Part 1 of the video or audio recording for students to check their ideas. Check answers as a class. 4.20

Answers 1 tired 2 pay for the taxi

Video/Audioscript (Part 1) SOPHIA Oh, this clock! TAXI DRIVER Eight pounds fifty, please. S Mm … OK … just a minute. MEGAN Hey! Let me. S No, no! M Please! S No! I’ll get it. Could you take the clock, please? M Sure!

c

S TD M S M S M

Thanks. Thank you very much. Oh, thank you! It is really heavy! Shall we carry it together? OK! Why did I buy it? I’m so glad James can meet us in London. Yeah, James is really kind. So, what time’s the train? I don’t know! We need to check.

Play Part 1 of the video or audio recording again for students to listen and answer the questions. Check answers as a class. 4.20

Answers 1 He’s really kind. 2 No, they don’t.

UNIT 10 Here and now

119

2 a

PRONUNCIATION 

Sound and spelling: /ɪə/ and /eə/

b

4.21 Play the recording for students to listen and decide which word has a different sound. Check the answer as a class.

Answers What time’s the next train to London? What time is it now? Which platform is it?

Answer yeah

b

Drill the words here and really and write /ɪə/ on the board. Drill yeah and write /eə/on the board. Individually, students write the words in the correct place in the table. Play the recording for students to check their answers. Check answers as a class. 4.22

Answers Sound 1 /ɪə/ hear, real, near, clear, meal

c

3 a

4.23 Play Part 2 of the video or audio recording for students to check if Megan and Sophia ask any of the questions on the board. Students compare answers in pairs. Play the recording again if necessary. Check answers as a class.

Sound 2 /eə/ chair, care, hair, there, pair

4.22 Play the recording, pausing after each word for students to listen and repeat. Monitor and correct students’ pronunciation as necessary. You could repeat the activity by saying the first group of words and getting students to repeat after you. Then repeat for the second group.

Video/Audioscript (Part 2) SOPHIA  Excuse me. STATION OFFICIAL  Yes? How can I help? S What time’s the next train to London? SO The next train is at … 4:35. S What time is it now? SO What time is it now? What does it say on your clock? 12:30. Well, that’s not right. How much did you pay for that clock? Anyway, it’s 4:32 now.

c

LISTENING

Use the pictures on SB pp.84–85 to pre-teach ticket office, station official, passenger and platform. In pairs, students think about the questions Megan and Sophia ask the station official. Elicit students’ suggestions and write any acceptable and correct suggestions on the board. Don’t only try to elicit the questions that you know Megan and Sophia actually ask. Leave the questions on the board for the next listening activity.

LOA TIP ELICITING Usually when we elicit, we have a very specific word, phrase or sentence in mind that we want to know if the students can produce. On other occasions, like in exercise 3a, we elicit more broadly, inviting suggestions and being open to what students might offer. In this case, we have to make an onthe-spot decision about how to help a student say what they want. This usually requires some degree of error correction. We can give students the opportunity and guidance to selfcorrect or we can ask other students to help. For example: Teacher: So, what questions do Megan and Sophia ask the station official? What do you think? Gregor: Which number … place … for the train? Teacher: OK. [Indicates with a gesture that it’s a good idea for a question but not correctly formed.] What do we call the places for trains at the station? Ahmed: Platforms! Teacher: That’s right. Platform 1, Platform 2, … So, what question do we ask? Karl: What number platform is it? Teacher: You don’t need ‘number’. Gregor: What platform is it? Teacher: Good, that’s it. (Writes the question on the board.)

120  UNIT 10  Here and now

MEGAN  The train leaves in three

minutes! Quick! Let’s go! Sorry, which platform is it? SO It’s Platform 3. It’s across the bridge and down the stairs. M Thanks! SO Would you like some help with the clock? I can carry it if you like. S No thanks, we’re fine. S

4.23 Play Part 2 of the video or audio recording again for students to listen and note down the three pieces of information. Students compare answers in pairs. Play the recording again if necessary. Check answers as a class.

Answers 1  Time of next train 4:35  2  Time now 4:32  3  Platform 3

d

In pairs, students discuss the question. Take feedback as a class. Encourage students to give reasons for their opinions.

  EXTRA ACTIVITY Say: Tell me how Megan and Sophia travel from Henley to Sophia’s flat and elicit By taxi, train and then James’s car. Teach the word journey and ask: Why is their journey difficult? (because of the heavy clock). Elicit other reasons why journeys are difficult (bad roads, slow trains, long distance, lots of changes, etc.). Individually, students make a rough map of a difficult journey they often do, or a difficult journey they did in the past. They show their map to a partner and talk about the journey.

4

USEFUL LANGUAGE 

Asking for travel information

5

Tell students that they can now practise using all the language from the lesson with a partner. Divide the class into pairs and assign A and B roles. Student As look at the travel information role cards on SB p.106. Student Bs do the same on SB p.111. Student A asks Student B about trains to Manchester and Student B replies. They then swap roles and Student B asks Student A about buses to Oxford. Monitor, but don’t interrupt fluency. Make sure students are using the expressions for asking for travel information correctly. Note any common mistakes/errors to deal with during feedback. Take feedback as a class. Ask: Was your partner helpful? Why not? Tell students to go back to SB p.85.



a Elicit or pre-teach passenger (a person who is travelling

in a car, bus, train or plane, but not driving or flying it). Individually, students decide whether a passenger or station official says each expression. Students compare answers in pairs. Don’t check answers as a class at this point.

b

4.24 Play the recording for students to check their answers to 4a. Check answers as a class. Check students understand the meaning of direct train by writing on the board: There ____ a direct train to London. You change at Bristol. and asking students to say the missing word (isn’t). Play the recording again, pausing after each phrase for students to listen and repeat. Monitor and check students are pronouncing the phrases correctly. Correct as necessary.

6

Megan and answer the questions. They compare answers in pairs. Check answers as a class. Answers 1  She’s travelling to Paris on the train. 2 Where do I find a taxi at the station? How much is it from the station to the hotel?

Students look at the two sentences and add the missing prepositions. Play the audio for students to listen and check their answers. 4.25

Check understanding of the rule by asking: Do we use ‘in’ with a time (point to your watch or a clock) or when we say how much time (use your hands to indicate quantity)? (how much time). Write these gapped phrases on the board and elicit the missing prepositions: ____ half past six, ____ five minutes, ____ two hours, ____ 6:45 (at, in, in, at).

b

4.26 Give students up to two minutes to put the conversation in the correct order. Play the recording for them to check their answers. Check answers as a class.

Answers A 5, 9, 3, 1, 7 B 4, 8, 10, 2, 6 Audioscript A Excuse me. B Yes? How can I help? A What time’s the next bus to Cambridge? B The next bus leaves in 20 minutes. A So, at 5:15. And is that a direct bus?

e

Students go to Writing Plus 10C on SB p.158. Go through the information in exercise a as a class. Individually, students do exercises b and c. Check answers as a class. Tell students to go back to SB p.85.

Answers (Writing Plus 10C SB p.158) b 1  are you  2  is that  3  Did you use  4  Can you  5  were there 6  is your sister watching  7  Is there  8  often do you c 1  Where is the bus stop?  2  When do you start work? 3  Did you buy the tickets?  4  Can you buy some bread? 5  What are you doing?  6  What time is the film?

Answers 1 in  2 at

d

WRITING

a Give students one minute to read Amelia’s message to

Answers 1 SO  2 P  3 P  4 SO  5 SO  6 SO  7 P  8 P  9 SO

c

SPEAKING

  FAST FINISHERS Ask fast finishers to write more questions about travel. Each question should start with a different word, e.g. Is, Does, Where, What, When, How, Can (e.g. Can you buy the tickets? Where’s Platform 7?).

c Give students ten minutes to write a message to a friend, B A B A B

No, you change at Birmingham. OK, and which bus stop is it? It’s stop 7, near the ticket office. Great! Thanks for your help. No problem.

Put students into pairs to practise the conversation in 4d. They then swap roles, changing the kind of transport and the details. Monitor and help as necessary. Invite one or two stronger pairs to perform one of their conversations for the class.

using the ideas given. Remind them to use the present continuous where possible, and correct word order in questions. Monitor and help as necessary.

d

Put students into pairs. Students read their partner’s message and try to answer the questions. Take feedback as a class. Ask: Did you answer your partner’s questions? Which question(s) did you answer?

ADDITIONAL MATERIAL Workbook 10C Unit Progress Test Personalised online practice Photocopiable activities: Pronunciation p.170

UNIT 10  Here and now  121

UNIT 10 Review 1

2

a Students look at the picture and write the rooms. Check answers as a class by saying a number and asking students to say the rooms. Monitor and correct their pronunciation if necessary.

GRAMMAR

Answers 1 bedroom  2 bathroom  3 kitchen  4 dining room 5 garden  6 living room

a Books closed. Write the example sentence on the board and elicit the correct form (Carmen’s wearing a yellow T-shirt). Books open. Individually, students correct the sentences. Check answers as a class. Check the spelling of getting, writing and having. Answers 1  You’re wearing my shoes! 2  They’re getting a taxi. 3  I’m writing to Mimi. 4  The lesson is starting. 5  She’s having lunch. 6  We’re waiting.

  EXTRA ACTIVITY Say: Two women and a man are sitting in a meeting. They’re talking about a photograph. The man’s wearing a pale blue shirt. Can you find the picture? Go! (It’s on SB p.64.) In pairs, students choose a different picture with people in it from the Student’s Book. Give them two minutes to write as many sentences as they can about their picture using the present continuous. You could write some verbs on the board as prompts (e.g. wear, sit, stand, talk, walk, look). Monitor and help as necessary. A student from each pair reads out their sentences to the class. Which pair can find the picture first?

b Individually, students put the words in the correct order to make questions. Check answers as a class.

b Individually, students complete the questions with in, on or at. Check answers as a class.

Answers 1 in  2 on  3 in  4 at  5 at  6 at  7 on  8 on

  FAST FINISHERS Ask fast finishers to change parts of the questions in 2b. This could be the verb, the place phrase or the time phrase, e.g. Do you listen to music in the car? In bed? Do you sleep on trains? And do you to talk to people on trains? Every question must still include a place phrase with a preposition. Students can then use these extra questions in 2c.

c

3

1b.

(without completing the grammar task yet) and answer the following questions: Where’s Cathy? (on the train), Where’s Matt? (at home/in the kitchen), What does Matt say the weather is like? (snowy/cold/It’s snowing). Individually, students complete the conversation. Check answers as a class. Students read the conversation in pairs. Answers 1  are you doing 2  ’m cooking 3  are you listening to 4  ’m talking 5  ’s raining 6  isn’t raining 7  ’s snowing 8  are they doing 9  ’re making

122  UNIT 10  Here and now

SOUND AND SPELLING

Which of the three sounds can be spelled in different ways? (/tʃ/). Monitor and check that students are pronouncing the sounds correctly.

b

4.27 Play the recording for students to listen and write the words in the correct place in the table according to the sound of the marked letters. Play the recording again if necessary. In pairs, students practise saying the words.

Answers

/tʃ/

change, kitchen, question

In pairs, students ask and answer the questions in

d Give students one minute to read the conversation

In pairs, students ask and answer the questions in 2b. Take feedback as a class. Ask students to tell the class one or two things they learned about their partner.

a Students study the three sounds and spellings. Ask:

Answers 1  Where are you sitting? 2  Are you wearing black shoes? 3  Is it raining? 4  Are you using a computer? 5  Why are you studying English? 6  What are your friends doing?

c

VOCABULARY

c

/θ/

bathroom, birthday, thanks

/ð/

mother, the, weather

4.28 Write the words here, there, and the sounds /eə/ and /ɪə/ on the board. Ask students to match the sounds with the underlined parts of the words (here /ɪə/, there /eə/). Drill the phrase here and there a few times. Play the recording for students to listen and identify whether the two marked sounds in each sentence are the same or different. Check answers by playing the recording again and pausing it after each sentence. In pairs, students practise saying the sentences.

Answers 1 S  2 S  3 D  4 D  5 S  6 S

LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied and decide how well they did. Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice.

1 1 T UNvIers

Achie

UNIT CONTENTS G

V

P

C

 GRAMMAR Object pronouns can for ability  VOCABULARY Life events: be born, die, finish school, finish university, get married, go to school, go to university, grow up, have a baby, stop working Abilities: cook (dinner), dance, drive a car / to work, paint (a picture), play cards, play (sport), ride a bike / a motorbike, ride a horse, run, sing (a song), swim Language Plus: Years (1962, 2015, etc.) Language Plus: (very / quite) well  PRONUNCIATION Sound and spelling: /ɜː/ can / can’t Main stress Consonant groups  COMMUNICATION SKILLS Talking about people’s lives Talking about things you know how to do Talking about opinions Writing an email to a friend Writing Plus: Pronouns

GETTING STARTED OPTIONAL LEAD-IN Books closed. Write some important dates on the board. Write them in order, for example, the date you started university or the year your child was born, etc. Ask students to guess what happened on the dates you wrote. Find out how much vocabulary for past events students can produce. You may wish to teach the phrase life events to highlight that these are dates when something important happened.

a

Elicit an initial response to the picture. Use the picture to elicit tent, mountain, climb and climber. Ask: What’s he doing? (He’s writing.). Put students into pairs to look at the picture and answer questions 1–4. Use a mime or the picture on SB p.50 to teach do yoga. Monitor and notice whether students use object pronouns and can/ can’t for ability. Don’t correct any errors at this stage. 4.29

UNIT OBJECTIVES At the end of this unit, students will be able to: understand information, texts and conversations about achievements, life events and unusual abilities exchange and convey information about achievements, life events and abilities understand conversations in which other people talk about their opinions and do so themselves write an email to a friend

Take feedback as a class and write students’ suggested answers on the board. Make sure you elicit as many questions as possible for question 4. If you wish, give students information from the Culture notes. Play the recording for students to listen to other people talk about the picture. Do the speakers have similar questions to the ones on the board? Take feedback as a class, ticking any similar questions the speakers ask. Audioscript A What did the man do before he went into his tent? B Hmm … he did some climbing! A Yes, a lot of climbing! B What are his plans tomorrow? A I think he’s going to climb to the top of the mountain. B And what can he do in his tent tonight? A Not very much! Listen to music, maybe. B Read a magazine? A Maybe if there’s a magazine in his bag! B Yeah. And he can have a coffee if he brought some! A Can he play the guitar? B No, there’s no guitar in his bag! A No, he can’t play the guitar. B Can he cook dinner?

A

B A B A B A B A B A B A

I don’t think so. Maybe. Or maybe there’s a sandwich in his bag. Can he do yoga? No! But maybe. You don’t move much when you do yoga. Can he sleep well in that tent? HE can sleep well. I wouldn’t sleep well in that tent! Yeah – too difficult! What do you think he’s writing in his book? I’m not sure. Maybe how many metres he climbed today? That’s a good idea. What questions do you want to ask him? ‘Are you crazy?’! Yes! Or … ‘When did you start climbing?’ Yes.

EXTRA ACTIVITY Put students into pairs. They take turns to ask and answer the questions they wrote down in question 4 of exercise a. The person answering should imagine that they are the man in the tent. Monitor and help as necessary. Take feedback as a class.

CULTURE NOTES The climber in the picture is vertical camping. His tent is known as a portaledge or hanging tent. Vertical camping allows rock climbers to attempt climbs that wouldn’t otherwise be possible, in locations all around the world. Vertical campers, who happily sleep over 1,000 metres from the ground, get fantastic views of the mountains. They also face freezing temperatures and the possibility of chunks of ice and rock falling onto them at any time.

UNIT 11 Achievers

123

b

Put students into pairs or small groups to answer the question. Monitor and notice whether students use object pronouns and can/can’t for ability, but don’t correct any errors at this stage. Take feedback as a class, encouraging students to say why they wouldn’t like to be in the tent.

11A

She met him in 1963

At the end of this lesson, students will be able to: • understand a text about people who were the first to achieve something significant • use a lexical set of life events correctly • use object pronouns correctly • talk about life events and which year they happened in

OPTIONAL LEAD-IN Books closed. Pre-teach famous (known by many people) and ask: Who are the five most famous people in the world? Put students into pairs and give them one minute to think of as many people as they can. At the feedback stage, elicit their answers and write a list on the board. (At the time of going to press, the most followed Twitter users in the world were: Katy Perry, Justin Bieber, Barack Obama, Taylor Swift and Rihanna.)

c

Ask: Would you like to be famous? Why / Why not? Put students into pairs to discuss for one minute. Take feedback as a class.

READING

1 a

b Point to the title of the article and ask: Is this text about

world-famous people? (no). Before students read the article, you may wish to pre-teach space (the empty area outside the Earthʼs atmosphere, where the Sun, Moon and stars are), tractor (a motor vehicle used on farms), parachute jumping (jumping from a plane with something on your back that opens, so you fall to the ground slowly), and engineer (a person whose job it is to design, build or repair machines, bridges, roads, etc.). Give students two minutes to read through the texts quickly and answer each question with Valentina or Leonardo. Check answers as a class, asking students to say Valentina or Leonardo for each answer. Ask the class: Did you know about these people before?. 3 Valentina

4 Valentina

FAST FINISHERS Ask fast finishers to find and circle all the numbers (but not years) in the two texts and to find what each number or date is connected to (e.g. 48 – Valentina went round the Earth 48 times).

124

UNIT 11 Achievers

CULTURE NOTES Women in space

If you didn’t do the Optional lead-in, pre-teach famous. Give students time to think about two famous people from their country (past or present) and the answers to the three questions. In pairs, students ask and answer the questions. Take feedback as a class. Has everyone in the class heard of all the famous people students talk about?

Answers 1 Leonardo 2 Leonardo 5 Valentina 6 Leonardo

Give students three minutes to read the article again in more detail and underline things which they find interesting. They then choose one thing and tell a partner why they find it interesting. Take feedback as a class, eliciting three or four different points that interested students. If you wish, give students information from the Culture notes.

Valentina Tereshkova’s 1963 space flight showed that women have the same ability in space as men. She later toured the world promoting feminism as well as Soviet science and technology. Currently, around 10% of all astronauts are women. Sally Ride was the first American woman to go into space in 1983. Other nations to have sent women into space are the UK, India, Japan, China, France, Canada, Italy, Russia, Iran and South Korea. In 2013, the highly acclaimed film Gravity drew public attention to the experiences of female astronauts. The history of computer games Four decades after Leonardo Torres y Quevedo’s achievement, two basic and little-known computer games with graphics were invented – OXO (a noughts and crosses game) (1952) and Tennis for Two (1958). It wasn’t until 1962 that a more widely used computer game was created, Spacewar!, in which two players fired torpedoes at each other from spaceships. This was the beginning of computer programming for popular game use.

2 a

VOCABULARY Life events

4.30 Individually, students match the words and phrases with the pictures. Play the recording for students to check their answers. Check answers as a class. Drill the words and phrases.

Answers 1 f 2 b 3 d

4 e

5 c 6 a

For exercise d, you may wish to write the first words When, What, Did, Why and Where on the board for extra support before students do the task. Play the recording for students to listen and check their answers. Check answers as a class by asking pairs of students to read out the questions and answers. For exercise e, put students into pairs to ask and answer the questions, giving their own true answers. Monitor and check students are pronouncing the vocabulary correctly. Take feedback as a class. Tell students to go back to SB p.89.

b Write the following numbers on the board: 70–99%,

5–69% and 100%. Ask students to match them to categories 1­–3 (70­–99% = 2 most people, 5–69% = 3 only some people, 100% = 1 everyone). Individually, students categorise the life events in 2a into three lists. Don’t check answers as a class at this point.

c

Put students into pairs to compare their lists and see if they’re the same. Take feedback and discuss answers as a class. Suggested answers 1  be born, grow up, die 2  go to school 3  finish university, get married

Answers (Vocabulary Focus 11A SB p.139) a Suggested answers 1  be born  2  grow up  3  go to school  4  finish school 5  go to university  6  finish university  7  get married 8  have a baby  9  stop working  10  die c 1  went to, finished  2  was born, died  3  stopped 4  got married, had  5  finished, got  6  was born, grew up d 1  Where did you  2  When did you  3  What did you 4  Why did you  5  Did you

d Give students five minutes to read the article again and

write past simple sentences using the years. Monitor and help as necessary. Check answers as a class by saying each year and asking a student to say the sentence. Answers 1953  – Valentina finished school. 1963  – Valentina got married. 1964  – Valentina had a baby / a daughter. 1852  – Leonardo was born. 1868  – Leonardo went to live in Paris. 1914  – Leonardo made a machine called ‘The Chess Player’. 1936  – Leonardo died.

3 a

Language Plus  Years Go through the information as a class. Write these years on the board: 1742, 1800, 1926, 2000, 2006, 2015. Point to each year and elicit how we say it.



For exercise 1, play the recording for students to listen to the words. Ask students to look at the marked letters in the three words in the box. Play the recording again for them to listen and answer the question. Check the answer as a class. Highlight the different ways the sound /ɜː/ is spelled in these words by writing er, or, ir on the board. Ask: Is /ɜː/ a long sound or a short sound? (long). 4.31

Answer a all the same sound



4.32 For exercise 2, students underline the letters in the words which have the sound /ɜː/. Play the recording for them to listen and check. Check answers as a class by writing the words on the board with the /ɜː/ sound underlined. Add ur, ear, ere to the other spelling patterns on the board.

Answers Thursday first world shirt  early weren’t girl



Put students into pairs to practise saying the words in exercise 3.

f

Students complete the exercises in Vocabulary Focus 11A on SB p.139. Students do exercise a individually. They then compare answers in pairs. Take feedback as a class. For exercise b, play the recording for students to listen and repeat the verb phrases. Students do exercise c individually. Check answers as a class. 4.33–4.34

Object pronouns

4.35 Ask students to look at the questions about Valentina Tereshkova. Play the recording for students to listen and tick the questions they can answer. Tell them they don’t need to answer the questions yet. Check answers as a class.

Answers 2  Why did she get the job? 3  How did she meet her husband? 5  What does she want to do in the future?

In pairs, students say the year before and the year after each of the dates on the board (1741, 1743, 1801, etc.).

e Sound and spelling /ɜː/

LISTENING AND GRAMMAR 

Audioscript A What are you reading? B Oh, it’s about Valentina Tereshkova. A Who’s she? B She’s a Russian cosmonaut. Do you know about her? A No. What did she do? B Well, she was the first woman in space. She went into space in 1963. It says here, 400 people wanted the job, but they asked her. A Why did they ask her?

b

B

A B

A B

Well, she was young, and she was quite small. And she also did a lot of parachute jumping. Oh, so she went in planes a lot. Yes! And she married a cosmonaut, too. She met him in 1963. He was on the same space programme. And they had a daughter. So, did she go into space again? No, she only went once. But she said she would like to fly to Mars one day. She said that when she was 70!

4.35 Before students listen again, you may wish to pre-teach Mars (the fourth planet from the Sun, sometimes called the Red Planet) and programme (a plan of events with a particular purpose). Play the recording again for students to listen and answer the three questions they ticked in 3a. Students compare answers in pairs. Play the recording again if necessary. Check answers as a class.

Answers 2 Because she was young and she was quite small. And she also did a lot of parachute jumping. 3  He was on the same space programme. 5  She would like to fly to Mars.

UNIT 11  Achievers  125

c

4.36 Individually, students complete the sentences with the words from the box. Play the recording for students to listen and check their answers.

Answers 1  She, her  2  him, He

d Discuss the rule as a class. Answers 1 before  2 after

 CAREFUL! Students often omit object pronouns, particularly it, e.g. I enjoy a lot. (Correct form = I enjoy it a lot.). They also tend to use this or that where it would be correct, e.g. I have a new phone. I like this because it’s small. (Correct form = I have a new phone. I like it because it’s small.). Learners often use they, that, these or those instead of them, e.g. I bought these shoes because I need they. (Correct form = I bought these shoes because I need them.).

LOA TIP CONCEPT CHECKING Use this simple eliciting activity to check students have understood the rule. Write these verbs on the board, making sure there’s space either side of them to add pronouns: likes is talking to is listening to understands Use the picture of the man and woman in 3a to elicit sentences with he, she, him and her and the verbs on the board. Use each verb twice, e.g. He likes her. She likes him.

e

Students read the information in Grammar Focus 11A on SB p.128. Play the recording where indicated and ask students to listen and repeat. Students complete the exercises on SB p.129. Individually, students do exercises a and b. For exercise c, students work individually to write sentences. Take feedback as a class. Alternatively, use the Extra activity. Monitor and check students’ use of pronouns and help as necessary. Tell students to go back to SB p.89. 4.37

Answers (Grammar Focus 11A SB p.129) a 1 us  2 her  3 They  4 it  5 them  6 him b 1 it  2 He  3 him  4 us  5 she  6 her  7 we  8 me

  EXTRA ACTIVITY Set up exercise c in Grammar Focus 11A as a writing and guessing activity. Tell students to write Who am I? at the top of a piece of paper (and not to write their names anywhere on the paper). Give them 5–10 minutes to write about their favourite things and people below this title, using pronouns where possible. Monitor and check students’ use of pronouns, and help as necessary. When the writing time is up, collect all the students’ work. Read through the texts for the class, seeing if students can guess who wrote each one. Alternatively, post the students’ work on the classroom walls and ask students to walk round, read each other’s work and guess who wrote each piece. At the feedback stage, ask: Who was easy to guess? Who was difficult? What interesting things did you learn about other students?

4

SPEAKING

a Tell students that they can now practise using all the

language from the lesson. Give students two minutes to write four or five events in their lives, and the years these events happened in. Monitor and help students as necessary. Make sure they are using the past simple.

b

Put students into pairs to read each other’s sentences and ask questions about them. Monitor and check that students are forming past simple questions, and are using pronouns and life events vocabulary correctly. Make a note of any mistakes to correct at the feedback stage.

c

Students report two things about their partner’s life to the rest of the class. Correct any mistakes that you noted down while monitoring.

ADDITIONAL MATERIAL Workbook 11A Photocopiable activities: Grammar p.157, Vocabulary p.163

126  UNIT 11  Achievers

11B

She can pull a plane

At the end of this lesson, students will be able to: • understand a text about people who can do amazing things • use can for ability in positive and negative statements correctly • use a lexical set for abilities correctly • understand someone taking part in a job interview • use can for ability in questions correctly • talk about their own and other people’s abilities

OPTIONAL LEAD-IN Books closed. Write on the board: a cold place a heavy thing a big mountain Encourage students to call out ideas for a cold place. Write up the first answer they give. Then rub out a and their answer and write a very so the board reads: a very cold . Elicit a colder place. Then repeat place the procedure but write an extremely cold place – and mime being extremely cold. Elicit a place that is even colder than the previous two. Then ask: How long can you be in (extremely cold place) wearing a coat and boots? Use gestures to help students understand your meaning. Take different answers. Then ask: in a T-shirt? Encourage students to have fun and be competitive. Repeat the procedure with a heavy thing (Can you carry it? Can you move it?) and a big mountain (Can you climb it? Who can climb it?). Underline the x in extremely cold, extremely heavy, etc. Write an X and ask: What does X mean? Elicit: Extreme(ly).

1 a

READING

Write on the board: It’s difficult for me to … . Use the pictures (and mime) to teach be cold for a long time, swim underwater and pull or carry big objects. In pairs or small groups, students discuss which of the three things are difficult for them and why. Take feedback as a class.

b Point to the text and ask: Do you know the X-Men

films? Encourage students who say yes to share some information about the films as far as they can. If you didn’t do the Optional lead-in, teach amazing (very, very good in a surprising way). You may wish to give students information from the Culture notes. Give students one minute to read the text and answer the question. Check the answer as a class. Answer real people

CULTURE NOTES The X-Men and other ‘superhumans’ or superheroes – like Superman, Batman, Spider-Man and the Hulk – have been part of popular culture since the middle of the 20th century when they started life as comic-book characters. These and other characters now feature in hugely popular films such as Batman v Superman (2016), Iron Man (2008), The Avengers (2012) and The Fantastic Four (2015).

c Give students two minutes to read the text again in

more detail and answer the questions. Check answers as a class. Check students understand the word teeth by pointing to your own. Answers 1 one hour, 52 minutes and two seconds 2 more than five minutes 3 with only her teeth

EXTRA ACTIVITY Write these questions on the board: 1 How far did Wim Hof run in 2009? 2 What was the weather like? 3 What do the Bajau Laut want to see under the water? 4 Where do the Bajau Laut people live? 5 What did Seema Bhadoria do when she was 18? Put students into pairs to read the text again and discuss the answers. Check answers as a class (1 more than 40 km, 2 –20°C, 3 fish, 4 South-east Asia, 5 She pulled a plane with her teeth).

d

2

Check students understand the word useful (helping you to do something). Give them time to think about the question, then put them in pairs to discuss. Take feedback as a class.

GRAMMAR can: positive and negative

a Write on the board: In X-Men, Iceman can/can’t make ice. Wim Hof can/can’t make ice. Ask students to choose the correct answers (can, can’t). Write + next to the first sentence and – next to the second sentence. Students underline the correct answer in the table in 2a. Answers + –

I / You / He / She / We / They

can can’t

swim. fly.

CAREFUL! Students at this level often use to + infinitive or verb + -ing after can and can’t, e.g. I can to swim. I can’t flying. (Correct form = I can swim. I can’t fly.).

b Give students one minute to underline more examples of can and can’t in the text. Tell them to underline the words that come after can or can’t, too. Students compare answers in pairs. Check answers as a class.

UNIT 11 Achievers

127

Answers The X-Men films are about ‘superhumans’. They can do amazing things, for example, Iceman can make ice and Firestar can make fire and fly. Of course, X-Men aren’t real, and people in the real world can’t do the same things. But a few people can also do some amazing things!

c

Wim Hof is from the Netherlands and he’s often called ‘The Iceman’. He can’t make ice, but he can sit in a bath of ice for one hour, 52 minutes and two seconds. He doesn’t feel cold. In 2009, he ran more than 40 kilometres in –20°C wearing only shorts! The Bajau Laut people in South-east Asia can swim underwater for a long time. Sometimes they can go underwater for more than five minutes. They can also see very well in the water – it helps them to see the fish! Seema Bhadoria is an amazing young woman from India – she can pull really big objects with only her teeth. When she was only 18 years old she pulled a plane with her teeth! She can also pull a ship and a big truck. After can / can’t is a verb.

c

4.38 Students read the information in Grammar Focus 11B Part 1 on SB p.130. Play the recording where indicated and ask students to listen and repeat. Students complete exercise a on SB p.131. Check answers as a class. Tell students to go back to SB p.91.

Answers (Grammar Focus 11B Part 1 SB p.131) a 1 can  2 can’t  3 can’t  4 can  5 can  6 can’t

3

VOCABULARY Abilities

  EXTRA ACTIVITY Elicit these typical human abilities and write them on the board: see, hear, walk, run, swim, speak, think, remember, draw, write, jump, play games/sports Write amazing people on the board as a title. Ask students to think about people they know about who have amazing abilities. For example, Some people can speak ten or more different languages. Usain Bolt can run really fast. Put students into pairs for a few minutes to compare ideas and write sentences. Monitor and help as necessary. Join pairs with other pairs to form groups and tell them to compare their sentences. Which abilities are the most amazing? Take feedback, asking each group to share what they talked about.

4

and answer the question. Check the answer as a class. Answer lots of things

pictures. Check answers as a class.

b

4.39–4.40 Students complete the exercises in Vocabulary Focus 11B on SB p.140. In exercise a, play the recording for students to listen and repeat the verbs. Students look at the pictures in b and complete the phrases with verbs from a. Play the recording for them to listen and check their answers. In exercise c, give students one minute to write four sentences about what they did. Monitor and make sure they’re using the verbs from exercise a in the past simple correctly, e.g. drove (NOT drived). Students tell a partner their sentences. Are any of their sentences the same? Take feedback as a class. Tell students to go back to SB p.91.

Answers (Vocabulary Focus 11B SB p.140) b 1 paint  2 ride  3 sing  4 cook  5 play  6 drive

Language Plus  (very / quite) well Go through the information with the class. Ask: Which word or phrase do we use with ‘can’t’? (at all). Drill the four sentences. Write √√√, √√, √, and X on the board to represent very well, well, quite well and (not) at all. Say a pronoun (He, She, You, I) and a verb like swim, paint, dance or play cards and point to one of the symbols on the board. Elicit sentences like He can swim quite well, I can’t sing at all and You can paint very well. Drill each sentence you elicit.

LISTENING

a Give students 30 seconds to read the job advertisement

a Individually, students match the words with the Answers a swim  b cook  c paint  d sing

Give students time to think about people they know and how well they can and can’t do things. Put students into pairs or small groups to talk for two or three minutes. Monitor and check students are using can/can’t correctly as well as very well, quite well, etc. Take feedback as a class, asking students to report back on some things their partner told them.

b

4.41 Before you play the recording, elicit or teach head teacher (a person who is in charge of a school). Play the recording for students to listen for the general meaning and answer the question. Check the answer as a class, establishing the fact that Andy isn’t a teacher.

Answer No, he isn’t. Audioscript CELIA  Hi, Andy! I’m Celia, nice to meet you! ANDY  Hi, Celia! Nice to meet you, too. C Well, let’s start. First question, what fun things can you do with the students? A Well, I can play the guitar. C Great. And can you sing? A Yes, I can. I can sing and play the guitar quite well. Oh, and I can ride a horse very well. You wanted someone who can ride a horse. C That’s right – great! Now, our students also like parties and they like dancing. Can you dance well?

c

A

C A C A C A

C A

No, I can’t. I don’t really like dancing, so I can’t dance very well. That’s OK. And what about your teaching? Teaching? Yes, can you teach well? What? Sorry. I’m not a teacher. I can’t teach at all. Really? But … but did you read the advertisement? Well … sort of … but not very well. I just read some of the words ‘sing, dance, ride a horse …’ – you know … But we want teachers – English teachers. Oh. Sorry!

4.41 Play the recording again for students to listen in more detail and complete the task. Students compare answers in pairs. Check answers as a class.

Answers 1  sing, play the guitar  2  ride a horse  3  dance  4  teach

128  UNIT 11  Achievers

5 a

GRAMMAR can: questions

4.42 Individually, students complete the conversations. Play the recording for students to listen and check their answers. Check answers as a class by asking two pairs of students to read out the conversations.

6 a

Tell students that they can now practise using all the language from the lesson. In pairs, students write a question with can for each topic. If you think students need extra support, write some verbs on the board for them to use, e.g. make, cook, play, run, swim, speak, pronounce, understand, paint. With stronger students, try to elicit as many of these as you can. Monitor and help as necessary.

b

Put students into new pairs to ask and answer the questions. Tell them to look at the speech bubble and remind them to use well, very well, quite well or (not) at all. Monitor and make notes of any errors with the target language to correct at the feedback stage. Also, make a note of what activities students in the class can and can’t do.

c

Put students back into their original pairs so they can tell each other what they learned about their second partner. Monitor again, and make notes of any more errors with the target language to correct at the feedback stage. Also, continue to make a note of any abilities you hear students talking about.

Answers 1  can you, I can  2  Can you, I can’t

b

4.43 Students read the information in Grammar Focus 11B Part 2 on SB p.130. Play the recording as indicated and ask students to listen and repeat. Students complete exercise a in Part 2 on SB p.131. Check answers as a class. Point out the use of well at the end of question 2, and the questions about two abilities (3, 5 and 6). Drill the questions. Tell students to go back to SB p.91.

Answer (Grammar Focus 11B Part 2 SB p.131) 1  Can you ride a horse? 2  Can he cook well? 3  Can they sing and play the guitar? 4  Can she draw pictures? 5  Can you speak both Japanese and Mandarin? 6  Can he drive a car and a bus?

  FAST FINISHERS Ask fast finishers to write more questions like the ones in exercise a, including a question with well (e.g. Can you swim well?) and a question about two abilities (e.g. Can you play football and basketball?).

c

4.44 Pronunciation Play the recording for students to notice when can and canʼt are stressed. Check answers as a class. Play the recording again for students to listen and repeat.

Answers 2  I can’t dance very well 4  Yes, I can

d

In pairs, students practise saying the sentences in 5c. Then they underline the correct words to complete the rules. Check answers as a class. Answers Can isn’t stressed in positive sentences and questions. Can is stressed in negative sentences and short answers.

e

Students complete the conversation. Play the recording for students to listen and check their answers. Check answers as a class by asking a pair of students to read out the conversation. Drill the questions in the conversation, then drill other questions with Can you ... ? (for example, Can you swim? Can you ride a bike?). 4.45

Answers A  Can Andy play the guitar? B  Yes, he can. A And can he ride a horse? B  Yes, he can ride a horse very well. A  Can he teach? B  No, he can’t teach at all.

f

Put students into pairs to practise the conversation in 5e. Monitor and check they’re pronouncing can or can’t correctly according to its position in the sentence.

SPEAKING

Go through any errors with the class at the feedback stage. Then ask students to tell the class some of the things they found out about their partner. Finish the lesson on a positive note by telling the class things you heard students talking about, e.g. Lots of people can play the guitar. Everybody can swim well or quite well. A few people can swim underwater for a long time.

LOA TIP REVIEW AND REFLECT Books closed. Write on the board: √√√ = very well, √√ = well, √ = quite well, X = (not) at all. Then write these topics: 1 understand the texts in this book 2 understand the conversations in this book 3 understand books, newspapers, magazines and websites in English 4 understand songs in English 5 understand TV programmes and films in English 6 speak English with students in this class 7 write short messages and emails in English Individually, students think about how well they can do 1­­­–7, marking each one √√√, √√, √ or X. Ask students to compare their answers if it feels appropriate. Close the activity by asking about the things on the board: Which are quite easy for you? Which are quite difficult for you? Elicit some reasons why or why not.

ADDITIONAL MATERIAL Workbook 11B  hotocopiable activities: Grammar p.157, Vocabulary p.163, P Pronunciation p.171

UNIT 11  Achievers  129

11C

Everyday English

At the end of this lesson, students will be able to: • understand conversations in which people talk about their opinions • use appropriate expressions to talk about their own opinions • recognise consonant groups and pronounce them correctly • give opinions on places to visit • use pronouns in writing correctly • write an email to a friend

What do you think?

OPTIONAL LEAD-IN Ask students to look at the pictures on SB p.92 of James, Sophia, Megan and the clock. Tell them to look at the pictures for 30 seconds. Books closed. Ask these questions and see how much the students can remember about the clock. • Is the clock Megan’s or Sophia’s? (It’s Sophia’s.) • Who has the clock in the first picture? (James) • What colour is the clock? (blue and brown) • What time does it show? (12:30 / half past twelve) Books open. Ask a few students: Do you like the clock? Why / Why not?

d

LISTENING

1

But maybe you’re right. It is better here in the living room. Maybe over there. J OK. Here? S Maybe. What do you think, Megan? S

a

Give students time to think about their answers to the questions, then put them into pairs to talk for one minute. Take feedback as a class, asking students to report their partner’s answers to the class.

b

Give students one minute to look at the pictures, read the two descriptions of the story and guess which one is correct. Students compare their choices in pairs. Take a class vote on which summary students think is correct, but don’t confirm the answer at this point.

c

4.46 Play Part 1 of the video or audio recording for students to listen for the general meaning and see if they guessed the correct summary. Check the answer as a class, establishing that in this part of the story James, Megan and Sophia have different opinions (a thought or belief about something).

***

It’s a great clock. S I like it. J Yeah, it looks really good. S Thanks for meeting us. MEGAN Yes, thank you, James. J No problem. Did you like Henley? S Yes, very much. We had a nice time. J Oh, that’s good. M We can go somewhere in London next weekend. J I think London Zoo is very nice. M London Zoo? J Yes! M I don’t think the zoo’s very interesting. J

130

UNIT 11 Achievers

J M J M J M J S M S J M J S J S J

Oh? Why not? Well, it’s more for children. I don’t think so. What about the Tower of London? Oh no! I don’t think the Tower of London’s a good idea. Really? There are lots of tourists. Well … I’m a tourist! A kind of tourist. Where’s a good place for the clock? In here? What about the bedroom? I don’t think the bedroom is a good idea. Why not? You can hear it all the time. It’s difficult to sleep. Not for me! Oh. OK.

4.46 Give students time to read the questions. Play Part 1 of the video or audio recording again for students to listen in more detail and answer the questions. Students compare answers in pairs. Check answers as a class. Check students understand the word tourists (someone who visits a place for pleasure and does not live there).

Answers 1 He thinks it’s a great clock. / He likes it. / He thinks it's very heavy. 2 She liked it very much. 3 She doesn’t think it’s very interesting. She thinks it’s more for children. 4 Because there are lots of tourists. 5 Because you can hear it all the time and it’s difficult to sleep. 6 In the living room.

e

Answer 2 Video/Audioscript (Part 1) SOPHIA Are you sure you’re OK with the clock, James? JAMES Fine – just fine. S It isn’t too heavy? J No, no! S OK.

Yes, perhaps. Or maybe ... No, I think there is good. S Yes, I think you’re right. What do you think, James? J I think this clock is very heavy! M

2 a

Ask the class: Are there lots of tourists in (the town or city you are in now)? If students come from different places, add this question: Do lots of tourists visit your home town? In pairs, students talk about interesting places to visit in or near their home town. Take feedback as a class. Write some popular places on the board and leave them there to use later in the lesson.

USEFUL LANGUAGE 

Talking about opinions

4.47 Point to picture b and ask: Do Megan and James have the same opinion or a different opinion? (different). Individually, students categorise the eight expressions as a, b, c or d. Play the recording for students to check their answers. Check answers as a class.

Answers 1 a 2 d 3 c

b

4 d

5 b

6 a 7 c

8 a

4.47 Pronunciation Play the recording again for students to listen and underline the main stress in each sentence. Students compare answers in pairs. Check answers as a class. Play the recording again for students to listen and repeat. Make sure students are placing the main stress on the correct words.

Answers 1  Did you like Henley? 2  I don’t think so. 3  Maybe you’re right. 4  I don’t think the bedroom is a good idea. 5  I think London Zoo is very nice. 6  What about the Tower of London? 7  I think you’re right. 8  What do you think?

c

Individually, students categorise the four expressions as a, b, c or d in 2a. Play the recording for students to check their answers. Check answers as a class. Establish the meaning of agree (have the same opinion). Elicit the negative form of this word (disagree). 4.48

e Ask students to read the conversation to find out what

the pair are talking about (learning languages). Elicit the different aspects of learning a language (grammar, vocabulary, pronunciation, listening, speaking, reading, writing, everyday expressions). Give students time to read the conversation, think of their opinions, and complete the conversation with their own ideas. Monitor and check that students are using the expressions correctly.

f

Answers 1 c  2 a  3 a  4 d

d

Individually, students put the words in the correct order to make sentences. Play the recording for students to check their answers. Check answers as a class. 4.49

Answers 1  I think the museum is very interesting. 2  What do you think of the new restaurant? 3  I think you’re right. 4  I don’t think so. 5  I don’t think the colour blue is a good idea.

In pairs, students practise the conversation in 2e, taking turns to be A. Listen and check that they’re pronouncing the expressions correctly. Nominate one or two stronger pairs to read their conversations for the class. Then take the opportunity to find out what your students think is difficult about learning English and what’s not so difficult.

3 a

4.50 Play the recording for students to notice how the marked letters are pronounced. Ask: Which word has some silent letters? (right). Play the recording again for students to listen and repeat. Monitor and check that students are pronouncing the consonant groups correctly.

b

4.51 Give students time to look at the words and sounds in the task. Then play the recording for them to listen and match the marked letters with sounds a–f. Play the recording again if necessary. Check answers as a class.

Answers 1 c  2 f  3 e  4 b  5 a  6 d

LOA TIP CONCEPT CHECKING Drilling useful language for everyday English is more meaningful if you link it to the class’s context. Remind students of the places they discussed in 1e. Drill expressions for asking an opinion (What do you think of … ? What about … ? What do you think? Do you like … ?) by saying What do you think of (place)? What about (place)? etc. for students to listen and repeat. Next, point out that we use I think … a lot for giving an opinion. Say some example opinions for students to listen and repeat, e.g. I think (place) is beautiful. I think (place) is very interesting. Again, link the opinions to places in the area to keep the drill meaningful. Write a tick (√) on the board and drill these expressions for having the same opinion: Maybe you’re right. I think you’re right. Yes, I agree. Use facial expressions (e.g. nod and smile) to show agreement. Write a cross (X) on the board and drill these expressions for having a different opinion: I don’t think so. I don’t think that’s true. I don’t think that’s right. I’m not so sure. I don’t agree. Use facial expressions (e.g. shake your head or frown) to show disagreement. Finally, give some simple opinions, e.g. I think the weather is really nice today. I think your English is good. I think this classroom is very nice. I think this street is really clean. and ask students to agree or disagree with them. Keep this stage as light-hearted as you can, encouraging students to have different opinions and use different expressions.

PRONUNCIATION Consonant groups

c

Put students into pairs to practise saying the words. Monitor and check students are pronouncing the consonant groups correctly.

4

SPEAKING

Tell students that they can now practise using all the language from the lesson with a partner in a conversation about places to visit. Divide the class into pairs and assign A and B roles. Student As look at the information on SB p.106, which gives them their opinions, and prepare what to say. Student Bs do the same on SB p.113. Tell them to begin their conversation using the speech bubbles, and then to continue using expressions from the lesson and opinions from their role card. Monitor and note down any common mistakes/ errors with the language from this lesson to deal with during feedback. Tell students to go back to SB p.93.

  EXTRA ACTIVITY To give students more personalised practice in agreeing and disagreeing, write this list on the board for students to copy: •  a place

•  a food or drink

•  an object

•  an activity

For each item in the list, students either find a picture of one in the SB or think of their own example and make a note of their opinion of it. Put students into groups of three. Students take turns to give their opinion about examples of things on the list (e.g. Look at page 51. I think this city is very beautiful.). The other two students use expressions from the book to show that they agree or disagree.

UNIT 11  Achievers  131

5

WRITING

a Give students two minutes to read Sophia’s email to a

friend, and answer the question. Ask them to look for the three main topics that Sophia writes about. Students compare answers in pairs. Check the answer as a class. Answer There are lots of things she can do in London. She’s making new friends there. She likes her flat a lot. She can walk to work every day.

b

Students go to Writing Plus 11C on SB p.159. Read through the information in exercise a as a class. Individually, students do exercises b and c. Check answers as a class. Tell students to go back to SB p.93. Answers (Writing Plus 11C SB p.159) b 1 her  2 She  3 They  4 them  5 He  6 he  7 It 8 You  9 it c 1 She, it  2 it, us  3 They, him  4 We  5 me 6  He, her, she, him

  FAST FINISHERS Ask fast finishers to circle all the pronouns in Sophia’s email on SB p.93 and to think about what or who each pronoun is about.

c Give students 5–10 minutes to read the notes and write an email to a friend about their life now. Monitor and check that students are using subject and object pronouns correctly.

d Students swap their email with a partner and read their

partner’s email. They then tell their partner what they think is interesting about their partner’s life before sharing this information with the rest of the class at the feedback stage.

ADDITIONAL MATERIAL Workbook 11C Unit Progress Test Personalised online practice Photocopiable activities: Pronunciation p.171

132  UNIT 11  Achievers

UNIT 11

2

Review

a Write these questions on the board: 1 Which countries

does the writer mention? 2 Where does he live now? 3 Which family members does he write about? Give students one minute to read the text and find out. Tell them not to worry about the gaps at the moment. Check answers as a class (1 England, New Zealand, Australia, 2 New Zealand, 3 his parents, his wife, and his son). Give students two minutes to read the text again and add the verb phrases in the correct form. Students compare answers in pairs. Check answers as a class.

GRAMMAR

1

a Write this gapped sentence on the board: This cake is

for ____! Elicit all the possible pronouns that could finish the sentence (me, you, us, him, her, them). Individually, students complete the sentences with the correct pronoun. Check answers as a class.

Answers 1  was born  2  grew up  3  finished school  4  went to school 5  went to university  6  got married  7  died  8  had a baby boy

Answers 1 me  2 them  3 her  4 us  5 him  6 you  7 it

b Individually, students complete the verb phrases in the

  EXTRA ACTIVITY

table with words in the box. Check answers as a class.

Copy these speech bubbles on the board: 1

Look at me!

c

4 I don’t understand you.

5

I know him! 6

Stop them!

Why don’t you turn it off?

Ask students to identify the object pronouns in each sentence (1 us, 2 me, 3 you, 4 him, 5 them, 6 it). Then ask: Who is saying each sentence? Why? What’s happening? What do you think? Students discuss their ideas in pairs. Take feedback as a class (Suggested answers: 1 some people are lost in a new place, 2 a small child is riding a bike for the first time, 3 you are speaking, 4 you see a friend on TV, 5 two people are running away with your money, 6 your friend’s phone is on). Do students have similar or very different ideas?

b Students look at the table and complete the conversation with the words and phrases below it. Students compare answers in pairs. Check answers as a class by asking two students to perform the conversation. Remind students that can is stressed in questions, negatives and short answers, but not in positive sentences. In pairs, students practise reading the conversation. Answers 1 Can  2 he canʼt  3 can  4 can  5 Can she  6 she can 7 can  8 canʼt  9 Can you  10 I can

c

Answers 1 basketball  2 songs  3 walls  4 a motorbike 5 to work  6 dinner

2 Can you help us?

3

VOCABULARY

In pairs, students ask and answer questions with Can you … ? about the activities in 1b. Monitor and check students are using and pronouncing can correctly.

  FAST FINISHERS Ask fast finishers to ask their partner questions with Can … ? about friends and family members. They can look at Vocabulary Focus 11B on SB p.140 for ideas, e.g. Can your brother drive a car? Can your friends dance?

3 a

Write I … every day, I sometimes … and I never … on the board and give a few examples of your own using the verb phrases in 2b, e.g. I sometimes play cards. I never play basketball. In pairs, students talk about how often they do the activities in 2b. Take feedback as a class, asking students to report back anything surprising they learned about their partner.

SOUND AND SPELLING

4.52 Students tick the words with an /ɜː/ sound. Play the recording for them to listen and check their answers. Check answers as a class. In pairs, students practise saying the words with an /ɜː/ sound. Monitor and correct their pronunciation as necessary.

Answers thirteen university weren’t thirty worked

b

Students decide whether the marked sounds are the same or different in each pair of words. Play the recording for them to listen and check their answers. Check answers as a class. In pairs, students practise saying the words, making sure they pronounce the marked sounds the same in every pair. Monitor and correct as necessary. 4.53

Answers 1 S  2 S  3 S  4 S  5 S  6 S

LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied and decide how well they did. Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice.

UNIT 11  Achievers  133

2 1 T UNI

UNIT OBJECTIVES At the end of this unit, students will be able to: understand information, texts and conversations about future plans exchange and convey information about future plans understand conversations in which people make and accept invitations and do so themselves write an invitation

Plans

UNIT CONTENTS G

 GRAMMAR going to: positive and negative going to: questions

V

 VOCABULARY Months: January, February, March, April, May, June, July, August, September, October, November, December Future time expressions: at the weekend, in (March) / (the winter) / (two weeks), next (March) / (Monday) / month / week / (summer), on (Friday), this afternoon / evening / (March) / month / (summer) / (Wednesday) / week / weekend, tomorrow Ordinal numbers: 1st–31st Common verbs and collocations: do sport, do the cleaning, do the washing, do yoga, do your homework, go to the beach, clean a room / your flat, invite someone to a party, invite someone for a meal, make a cake, visit a friend, visit London, visit a museum, use a computer, use the Internet Language Plus: The date

P

C

 PRONUNCIATION Sentence stress going to Sound and spelling: /v/ and /w/ Sound and spelling: oo  COMMUNICATION SKILLS Talking about future plans Asking and answering about future plans Making and accepting invitations Writing an invitation Writing Plus: Paragraphs

GETTING STARTED OPTIONAL LEAD-IN Ask students to imagine they’re going on holiday to one of the countries on SB p. 9. Give them a few minutes to write a list of four items to take with them. Tell them to move around the classroom trying to find someone who’s chosen the same country as them and compare lists. Take feedback as a class.

134

UNIT 12 Plans

a

4.54 Elicit an initial response to the picture. Do students think it’s funny? Why? Put students into pairs to look at the picture and discuss questions 1–4. Monitor and notice whether students attempt to use going to in questions 1 and 3 but don’t correct any errors at this stage. Take feedback as a class and write students’ suggested answers on the board. If you wish, give students information from the Culture notes.

Play the recording for students to listen to other people talking about the picture. Do the two speakers have the same ideas as on the board? Check as a class, underlining any of the ideas on the board that the two speakers say. Audioscript A Do you think this family are going to go on a long or a short holiday? B Oh, a long holiday. They have lots of things! Are they going to go somewhere near or far? A I think somewhere far. You don’t take lots of things when you’re going somewhere near. B That’s true. Are they going somewhere hot? A Yes, I think so. There are things for the swimming pool. B Oh yes. A Do you think they’re going to stay in a hotel? B Maybe, yes. A hotel with a swimming pool. A OK. And are they going to drive to the airport? B No, I don’t think so. A I agree. They can’t take all those things on an aeroplane. B No, they are going to drive all the way to the hotel. A What did this man do a month before the holiday?

B A B A B A

B

A B A B A B A

Maybe he booked the hotel online? Yes, good idea. And a day before? Maybe he packed the suitcases? No, I think he did that on the morning of the holiday. Yeah, maybe. What do you think they’re going to do on holiday? I think the children are going to play with their toys, and maybe the man’s going to play golf. So, what about the girl? Yeah, how does she feel? Bored? Maybe. Bored because they’re late? Yeah. When you go on holiday, do you pack too much or not enough? Well, I usually forget things! I forgot all my socks last time! I always pack too much! Lots of clothes and I only wear some of them.

EXTRA ACTIVITY Write these sentences on the board: A Maybe he booked the hotel online? B I always pack too much! C Maybe the man’s going to play golf. D They have lots of things! E I usually forget things! F A hotel with a swimming pool. Play the recording again for students to listen and number the sentences in the order they hear them. Check answers as a class, pausing the recording after each of the six sentences and writing the number on the board (A3, B6, C4, D1, E5, F2).

b

Check students understand pack, using mime if necessary. Teach or elicit too much by drawing a simple suitcase on the board and saying: I’m going on holiday for two days. I want to take ten books, five DVDs, six pairs of shoes, five pairs of jeans. It is too much or not enough? (too much). Then, say: I’m going on holiday for two weeks. I want to take one T-shirt, one pair of jeans and that’s all. Is it too much or not enough? (not enough). Put students into pairs or small groups to answer the questions. Take feedback as a class, encouraging students to tell the class what their partners said.

CULTURE NOTES The word staycation is a combination of the words stay and vacation. It is used to talk about holidays (or vacations) that people take in their own country or at home, rather than travel and stay in another country. Instead of going away or booking a hotel, the person might visit local tourist attractions, or eat at local restaurants. The advantages of a staycation, apart from being cheaper than travelling far away, is that it is more environmentally friendly, and allows the holidaymaker to see parts of their own country or area that they wouldn’t normally visit.

12A

I’m going to have a long hot bath

OPTIONAL LEAD-IN Write these statements about holidays on the board: • I go on holiday every year.

At the end of this lesson, students will be able to: • understand a text about a TV reality show • use going to in positive statements correctly • use a lexical set of months and future time clauses correctly • use ordinals correctly to say the date • understand three people talking about holiday plans • use going to in negative statements correctly • talk about holiday plans

• I always go on holiday with other people. • I never go to other countries on holiday. • I sometimes go on holiday alone. • I like TV programmes about travelling. • I went on a good holiday last year. • I would like to travel somewhere new this year. Give students one minute to think about whether these statements are true or false for them. Put students into pairs or small groups to compare their ideas for two minutes, giving more details where possible. Take feedback as a class.

1 a

READING

Give students time to think about things that are important to them. Put them into pairs to talk for one minute. Take feedback as a class.

b Point to the picture and ask: What are they doing?

(They’re walking in the mountains.). Tell students to look at the question. Check students understand fun (something that you enjoy), dangerous (it can hurt or kill you) and its opposite, safe. Give one minute for students to read Outside the comfort zone quickly for general meaning and to answer the question. Check the answer as a class. Point out that comfort zone is a situation you know well and includes the kinds of things they talked about in 1a. Answer 2

UNIT 12 Plans 135

c Give students two minutes to read the text again in

more detail and answer the questions. Students compare answers in pairs. Check answers as a class. Teach the phrase reality TV for programmes like this. If you wish, give students information from the Culture notes. Ask students to name some reality TV shows. Ask: Do you sometimes watch TV programmes like this? Why / Why not? Answers 1  They go and live in the mountains. 2 No, they don’t. Every day they do something difficult and sometimes dangerous. It’s usually cold and wet and they don’t have a lot of food. 3  A prize of £25,000.

  CULTURE NOTES

 CAREFUL! When using going to, students at this level often miss out be, e.g. We going to start at 3:30. (Correct form = We’re going to start at 3:30.). They may also use go instead of going, e.g. I’m go to have a sandwich. (Correct form = I’m going to have a sandwich.). They may omit going completely, e.g. I’m to do my homework. (Correct form = I’m going to do my homework.). Another common error is using the verb form to + -ing instead of the infinitive form, e.g. I’m going to working on a farm. (Correct form = I’m going to work on a farm.). Some students may use will where be going to would be correct, e.g. I will have a hot bath. (Correct form = I’m going to have a hot bath.).

c

Reality TV is a genre in which ordinary people (noncelebrities) are filmed for TV in unscripted situations. The genre began in the 1940s with shows like Candid Camera, in which unsuspecting members of the public were secretly filmed by hidden cameras while practical jokes were played on them. Later, in the 1970s, programme makers started producing observational documentaries like The Family, which recorded the day-to-day activities and conversations of ordinary people.

Answers 1  the main verb  2  No, we can’t.

d

It was from the year 2000 onwards that reality TV became really popular, with the debut of shows like Big Brother in which ordinary people in unfamiliar environments face increasingly difficult challenges. Contestants are voted for by the public until one winner is left. In talent shows like The Voice and American Idol, professional judges are involved, as well as the TV audience. Some people criticise reality TV for not being as ‘real’ as it claims to be. Situations are often deliberately created by the programme makers to generate conflict, and editing can change the appearance of what really happened in order to add drama to a show. In other cases, programme makers may even actually stage fake scenes which are then presented to the viewer as ‘real’.

d

2 a

Students read the people’s ideas for after the programme and choose the best one. In pairs, students compare their opinions. Take feedback as a class. Which idea do most people in the class like best?

GRAMMAR going to: positive

4.55 Books closed. Write on the board: I’m _________ to have a big cup of coffee. and ask: What’s the missing word? Can you remember Shelley’s sentence? Try to elicit the gapped word (going). If you can’t, ask students to look again at SB p.96. Books open. Students complete Mick’s sentences with the words in the box. Play the recording for students to listen and check their answers. Check answers as a class.

Answers 1 going  2 to  3 are

b Discuss the question as a class. Make sure all students understand the future (after now) by comparing with now and the past (before now). Answer the future

136  UNIT 12  Plans

4.55 Pronunciation Play the recording again for students to listen to the sentence stress and pronunciation of going to and answer the questions. Check answers as a class. In pairs, students practise saying the sentences. Monitor and check students are pronouncing the sentences correctly.

4.56 Students read the information in Grammar Focus 12A Part 1 on SB p.130. Play the recording where indicated and ask students to listen and repeat. Students complete exercise a in Part 1 on SB p.131. Check answers as a class. Tell students to go back to SB p.96.

Answers (Grammar Focus 12A Part 1 SB p.131) a 1  going to eat  2  going to have  3  going to watch 4  going to wear  5  going to go

  FAST FINISHERS Ask fast finishers to think of different sentences with going to for 1–5 in exercise a, e.g. I’m hungry. I’m going to make lunch. It’s very hot. I’m going to open the window.

e Give students one or two minutes to write three sentences with going to about their plans for after class. Write some verbs on the board if you think students need support (e.g. meet, eat, have, watch, play, phone, speak to, drive, take). Monitor and help or correct as necessary.

f

Put students into small groups to compare their sentences. If space allows it, get the students moving around the classroom and talking to other students. Take feedback as a class, asking students to report who has the same plans as them.

  EXTRA ACTIVITY Remind students of the everyday objects and activities they talked about in 1a. Say: Imagine you are on the TV show ‘Outside the comfort zone’. What are you going to eat or do after the programme finishes? Choose three things. Put students into pairs to talk about their plans with going to, e.g. I’m going to eat lots of chocolate. Take feedback as a class, asking students to report their partner’s plans to the class, e.g. Anita’s going to watch TV in bed.

3

VOCABULARY 

Months and future time expressions; Ordinal numbers

a Remind students that 9 am means nine o’clock in the

morning, and 9 pm means nine o’clock in the evening. Point to Monday am on the timeline and say: It’s Monday morning. Individually, students put the future time expressions 1–6 in the correct place on the timeline. They write the numbers under the relevant square or squares on the timeline. Check answers as a class. Answers MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

SUNDAY

MONDAY

am pm am pm am pm am pm am pm am pm am pm am pm

1

2

3

4

5

6

EXTRA ACTIVITY Write these dates on the board as figures in day/month format: 19/10, 02/01, 31/05. Elicit the spoken form (the nineteenth of October, the second of January, the thirty-first of May). Give students one minute to write five dates that are important to them in the same day/month format. Put students into pairs to talk about why each date is important to them. Monitor and check students are saying the and of correctly when saying dates, and that they’re pronouncing the ordinal numbers and months correctly.

4 a

Language Plus The date Give students time to read the information. Point out the use of on with dates, e.g. on 30th April. Drill the dates in the book (the fifth of August, the twentieth of March). Make sure students pronounce the and of as weak forms /ðə/ and /əv/ by clapping your hands on the numbers and months to show that they’re stressed words. (Note that we pronounce the as /ðə/ before every ordinal number except eighth, eleventh, eighteenth, eightieth, etc., when the is pronounced /ðiː/ because of the vowel sound in the ordinal numbers.) Write today’s date on the board in numbers and ask students to say it. Elicit or teach the ordinal numbers first, second, third, fourth and fifth. Write on the board: 1st–5th March. Use the thumb and fingers of one hand to count out and drill the first of March, the second of March, the third of March, the fourth of March, the fifth of March.

b

4.57–4.59 Students complete the exercises in Vocabulary Focus 12A on SB p.147. Play the recording for exercise a (Months and future time expressions) for students to listen and repeat the months. In exercise b, students talk about the seasons in their country. Take feedback as a class. Play the recording in exercise c for students to listen and repeat the time expressions. Students do exercise d individually. Check answers as a class. Give students one minute to think and write their answers in exercise e. Put students into pairs to compare their sentences. Take feedback as a class.

Play the recording for exercise a (Ordinal numbers) for students to listen and repeat the ordinal numbers. Point out that we always pronounce the th at the end of ordinal numbers as /θ/. Put students into pairs for exercise b. Monitor and check students are pronouncing th correctly. Tell students to go back to SB p.97. Answers (Vocabulary Focus 12A SB p.147) d 1 Thursday 2 Thursday, June, winter, year 3 three months, June, winter 4 Thursday, June, winter, year

c

In pairs, students ask and answer the questions. Monitor and check students are using on and pronouncing the dates correctly. Take feedback as a class.

LISTENING

4.60 Point to the three pictures and ask: What things and places can you see? (e.g. a boat on the sea, fruit in a garden, a kitchen). Play the recording for students to listen for general meaning and answer the question. Check the answer as a class.

Answer P picture c Y picture a N picture b Audioscript PAOLA This summer, I’m not going NIKITA Most summers I go to to have a normal holiday. I’m another country – last year I going to do something different. went to Munich in Germany. I read about a cooking school This summer, I’m not going to in the mountains. I’m going to travel abroad. I’m going to stay learn how to cook really well. in this country. I’m going to It’s a two-week course. I think stay on a farm and I’m going to it’s going to be fun! work there. They aren’t going to pay me, but it’s not important YAZ Every summer my family for me. I want to do something normally gets a house near different and be outside all day. the beach and we spend the holiday there. But we aren’t going to do that this year. For a change, we’re going to go on a trip to Norway. There’s a boat that goes along the coast of Norway. They say it’s a very beautiful trip.

b

4.60 Give students time to read the three sentences and make sure they understand the meaning of trip (a journey to another place and back). Play the recording again for students to listen in more detail and decide if the statements are true or false. Students compare answers in pairs. Ask them to correct the false statement. Check answers as a class.

Answers 1 F (This is Paola’s first cooking course.)

c

5 a

2 T

3 T

Put students into pairs to discuss the questions. Take feedback as a class.

GRAMMAR going to: negative

4.61 Ask students to complete the two sentences. Play the recording for students to check their answers. Ask: Do we stress the word ‘not’ and ‘aren’t’ in these sentences? Play the recording again for students to listen and check (Yes, we do.). Play the recording again for students to listen and repeat.

Answers 1 I’m not going to have a normal holiday. 2 We aren’t going to do that this year.

UNIT 12 Plans 137

b

4.62 Students read the information in Grammar Focus 12A Part 2 on SB p.130. Play the recording where indicated and ask students to listen and repeat. Students complete exercises a and b in Part 2 on SB p.131. Check answers as a class. Put students into pairs to practise the conversation in b. Tell students to go back to SB p.97.

Answers (Grammar Focus 12A Part 2 SB p.131) a 1  He’s going to do his homework at the weekend. 2  We aren’t going to visit my parents next week. 3  I’m going to have a party on Friday night. 4  They aren’t going to play football on Saturday. 5  She isn’t going to cook dinner this evening. 6  We’re going to meet some friends tomorrow evening. b 1  ’m going to stay  2  ’m going to cook   3  ’m not going to watch 4  ’m going to read  5  ’m not going to cook  6  ’m going to get 7  ’m going to go  8  ’m going to have

c

Individually, students complete the conversations. Play the recording for students to listen and check their answers. Check answers as a class. 4.63

Answers and audioscript 1  A  After class, I’m not going to do my homework. B  Why not? A  I’m tired. I’m going to do it tomorrow. 2  C  After class, I’m not going to go home. D  Why not? C  I’m going to meet friends in a café.

d

6

In pairs, students practise the conversations in 5c. They then change the conversations, using their own ideas. If students need help thinking of ideas, write these words and phrases on the board: use my phone, do anything, eat anything, speak English, go outside. Ask a couple of stronger pairs to say their versions in front of the class.

SPEAKING

a Tell students that they can now practise using all the

language from the lesson. Give them one minute to write two things they’re going to do on their next holiday, using the ideas in the book. Monitor and help as necessary.

LOA TIP MONITORING Speaking activities work best when students are motivated. This can be achieved by ensuring all students feel confident that they have prepared plenty of things to say. Monitoring at the preparation stage can be a useful way to find out which students need a bit of extra support when preparing ideas. Go round the class looking out for anyone who isn’t making many (or any) notes. Stop and take time to give them some ideas or suggest places in the book where they might find their own. The Vocabulary Focus section at the end of the Student’s Book is often a good source of ideas, especially as by this stage in the course, students have completed almost all the exercises there. For exercise 6a and the Extra activity at the end of the lesson, direct students who need extra support to Countries and nationalities (1A and 1B) on SB p.132, Places in a town (5A) on SB p.148, Hotels (5B) on SB p.149, Daily routine (6B) on SB p.137, Clothes (7B) on SB p.152, Free time activities (8B) on SB p.138, Transport (9A) on SB p.153 and Abilities (11B) on SB p.140.

138  UNIT 12  Plans

b Give students another minute to write two things from

their everyday life they aren’t going to do on their next holiday. You may wish to remind them about Alessandro’s trip on SB p.73 (He didn’t stay in a hotel, he didn’t go to big cities, he didn’t drive, he didn’t check his emails, etc.). Monitor and help as necessary.

c

Put students into small groups to tell other students about their holiday plans. Do they all have the same ideas? Take feedback as a class.

  EXTRA ACTIVITY Divide the class into three or four groups and give them 5–10 minutes to plan a holiday together in either a very hot or a very cold country. Write these questions on the board for the groups to think about: • Where are you going to stay? • What are you going to take on holiday? What aren’t you going to take? • What kinds of transport are you going to use? What aren’t you going to use? • What are you going to do there? What aren’t you going to do? Monitor as the groups prepare their ideas. Stop and get involved with each group for a short time. Show enthusiasm for their ideas and suggest other ideas to get them thinking. The more motivated students are at this stage, the more successful the speaking stage itself will be (see Monitoring). After five or ten minutes, ask one person in each group to tell the rest of the class about their group’s holiday plan. They should try to persuade the other groups that theirs is a good plan. The other groups listen carefully and ask one or two questions about the plan. Encourage all group members to answer the questions, not just the presenter. Notice whether students are attempting to use questions with going to, but don’t correct errors at this stage. At the end of all the presentations, take a class vote to find out which holiday is the most popular (students can’t vote for their own holiday).

ADDITIONAL MATERIAL Workbook 12A  hotocopiable activities: Grammar p.157, Vocabulary p.164, P Pronunciation p.172

12B

What are you going to do this weekend?

At the end of this lesson, students will be able to: • understand a text about using your weekends well • use a lexical set of common verbs and collocations correctly • understand a conversation between friends about plans for the weekend • use going to in questions correctly • ask and talk about plans for the future

OPTIONAL LEAD-IN Books closed. Write TIME on the board with these words around it: afternoon, minute, season, day, hour, week, year, month, weekend. Ask students to put the words in order from a short period of time to a long period of time. You may wish to draw a horizontal line on the board and put minute at the left end and year at the right end. Check answers as a class (from short to long: minute, hour, afternoon, day, weekend, week, month, season, year). Ask the following questions: • How many minutes are there in an hour? (60) • How many hours are there in a day? (24) • How many days are there in a week? (7) • How many months are there in a year? (12) • How many weekends are there in a year? (52)

EXTRA ACTIVITY Remind students about this idea from Laura’s book: Write a list of 100 ‘big’ things you’d like to do in your life. Tell students that some people call this a bucket list (see Culture notes). Give students two minutes to write a short bucket list of five ‘big’ things they’d like to do in their life. Put them into groups to compare their lists. If you have space, get the students up and walking round the classroom to do this. If students hear good ideas, they can add them to their lists. Take feedback as a class, asking students if there is one thing on their list they can do this weekend.

• How many hours are there in your weekend?

1 a

READING

Put students into small groups to read the sentences and tell each other which are true for them. Take feedback as a class.

b Give students one minute to read Only 4,000 weekends in your life! for general meaning and choose the sentence in 1a which matches the writer’s main idea. Students compare answers in pairs. Check the answer as a class. Answer 3 It’s important to use the time well at the weekend.

c

Put students into pairs to talk about which things in the picture Laura says are good to do at the weekend and which aren’t good to do. Tell students to look at the text again if necessary. Check answers as a class. Answers Good things: a play some music, c plan three to five activities to do and write them down, e go for a run Not good things: b sit on the sofa and watch TV, d clean your house or flat

d Give students one minute to read Wendy, Dermot and

Rini’s plans for the weekend and match them with the first three ideas in the text. Check answers as a class. Answers 1 Rini 2 Dermot 3 Wendy

e

Put students into pairs to discuss what they think about Laura’s ideas. Tell them that the information comes from a real book about managing your free time, called What the most successful people do on the weekend. (You may wish to point out that on the weekend is more common in American English; in British English it’s more common to say at the weekend.) Ask: Would you like to read the book? Why / Why not? If you wish, give students information from the Culture notes.

CULTURE NOTES Time management and ‘bucket lists’ In her self-help book about time management, What the most successful people do on the weekend (2012), Laura Vanderkam suggests ways to help you make the most of your free time by focusing on what really matters to you and setting time aside to do it. One way of identifying personal priorities is to write a ‘bucket list’ (a list of things to do before you die). This word comes from the informal expression kick the bucket (to die). Typical items on a bucket list include travelling to interesting places, travelling by unusual forms of transport, learning new skills and doing extreme sports.

2 a

VOCABULARY 

Common verbs and collocations

4.64 Students match the verbs in the box with the words and phrases to make common verb phrases and collocations. Play the recording for students to check their answers. Check answers as a class.

Answers 1 do 2 invite 7 use 8 go

3 visit

4 make

5 paint 6 clean

b Give students one minute to read the text and lists on SB p.98 again and find examples of each verb in 1a. Check answers as a class. Suggested answers 1 do yoga 2 invite some friends for dinner 3 visit Paris 4 make a cheesecake 5 paint my room 6 clean your house or flat 7 use your computer 8 go for a (long) run

UNIT 12 Plans 139

c

d

Give students time to think about what they always/ often/sometimes/never do at the weekend. Put them into pairs to compare and discuss their ideas. Take feedback as a class, asking students to tell the class what they and their partner both do, or do differently at the weekend. 4.65 Students go to Vocabulary Focus 12B on SB p.141. Play the recording for exercise a for students to listen and repeat the verbs and their past forms. Students complete exercise b. Check answers as a class. Give students one minute to do exercise c. Tell them to use the past simple with a past time expression (e.g. I visited a friend yesterday), the present simple with always/sometimes/never (e.g. I always use a computer) or going to + a future time expression (I’m going to go to the beach tomorrow). Monitor and help as necessary. Students tell a partner their sentences. Are any of their sentences the same? Take feedback as a class. Tell students to go back to SB p.99.

Answers (Vocabulary Focus 12B SB p.141) b 1 does 2 invite 3 paint 4 visited 5 make 6 does 7 use

JESSICA  So what are you going to

do this weekend, Marcus? MARCUS   Well, on Saturday I’m going to get up early and I’m going to go for a run. Then I’m going to go shopping. J What are you going to buy?

b

c

d

For exercise 1, play the recording for students to listen to the pronunciation of the two sounds and words. Ask: Are your teeth on your lips for the /v/ sound or the /w/ sound? (/v/). Play the recording again for students to listen and repeat.

a

LISTENING AND GRAMMAR  going to: questions

4.68 Point to the picture of Lee and Marcus (the two men) in the picture. Say: Lee and Marcus are talking to their friend Jessica about their plans for the weekend. Ask: Do they know exactly what they are going to do? Point to No plan and elicit No. Ask the question again and point to Clear plan to elicit Yes. Play the recording for students to listen and write Lee and Marcus’s names on the line. Students compare answers in pairs. Play the recording again if necessary. Check answers as a class.

Answers

Lee

Marcus

no plan

clear plan

Audioscript

JESSICA  What are you going to do

this weekend, Lee? LEE  Oh, I don’t know. Nothing

much. Are you going to go out? L I’m going to see a film. J

140  UNIT 12  Plans

What film are you going to see? I don’t know yet. I don’t know what’s on. J What about Sunday? L Well, I’m going to go out somewhere … maybe. See what the weather’s like. J

L

4.69 Individually, students choose the correct questions. Play the recording for students to check their answers. Check answers as a class. Play the recording again for students to listen and repeat. Monitor and check students are pronouncing the questions correctly.

4.70–4.71 Students read the information in Grammar Focus 12B on SB p.130. Play the recording where indicated and ask students to listen and repeat. Students complete exercises a and b on SB p.131. Check answers as a class. Tell students to go back to SB p.99.

  FAST FINISHERS Put students into pairs to practise saying the five conversations in exercise b. Tell them to repeat the conversations, using their own ideas to change the answers, e.g. A: Are you going to stay at home tonight? B: Yes, we are. We’re going to watch a film. Ask some pairs of students to read one or two of their new conversations to the class.

e CONVERSATION 1

4.68 Play the recording again for students to listen and tick the things they know from listening to the conversations. Students compare answers in pairs. Check answers as a class.

Answers (Grammar Focus 12B SB p.131) a 2  What are you going to do this evening? 3  Are they going to go to Italy next summer? 4  When are you going to have lunch? 5  How is she going to get to the airport? 6  When are we going to clean the flat? b 1  Are you going to stay 2  is she going to buy 3  Are you going to go 4  are they going to invite 5  Is he going to watch

4.67 For exercise 2, play the recording for students to listen to the words and practise saying them.

3

and some shoes. And in the evening I’m going to meet some friends for a meal. J Where are you going to go? M There’s a new restaurant called Sandy’s. We’re going to go there. And on Sunday, I’m going to play tennis.

Answers 3  Marcus’s shopping plans 4  the name of the restaurant Marcus is going to go to 5  Marcus’s plans for Sunday

4.66



M Well, I want to buy a new jacket

Answers 1 a  2 b

e Sound and spelling /v/ and /w/



CONVERSATION 2

Individually, students put the words in the correct order to make questions. Play the recording for students to listen and check their answers. Check answers as a class. 4.72

Answers 1  What are you going to do this weekend? 2  Are you going to go out? 3  What film are you going to see? 4  What are you going to buy? 5  Where are you going to go?

f

4

Divide the class into pairs and assign A and B roles. Student A is Lee. Student B is Marcus. Ask: Who doesn’t have clear plans for the weekend? (Lee). Elicit or teach some of the expressions Lee uses to show this (Oh, I don’t know. Nothing much. I don’t know yet. I’m going to go out somewhere … maybe.). Write these expressions on the board and drill them. Then drill some of Marcus’s ‘clear’ statements, e.g. I’m going to go shopping. I’m going to play tennis. Put students into pairs to have the conversations. Student B asks Lee questions 1, 2 and 3 in 3e, Student A asks Marcus questions 1, 4 and 5 in 3e. Monitor and check students are saying the questions correctly and that they are expressing Lee’s uncertainty and Marcus’s certainty in their answers. When they’ve finished, correct any errors as a class and drill the ‘clear’ and ‘not clear’ statements again. Then ask students to repeat the conversations, taking the opposite roles this time.

SPEAKING

a Tell students that they can now practise using all the language from the lesson. Give them two minutes to write questions to ask their partner using the ideas in the book and going to. Monitor and check they’re forming the questions correctly. Suggested answers What are you going to do this evening? What are you going to do at the weekend? What are you going to do on your next birthday?

  FAST FINISHERS Ask fast finishers to write more going to questions to ask their partner (e.g. about holidays, next week, next year). Encourage them to use other question words too, e.g. How are you going to get home after class?, When are you going to do your homework?

b

In pairs, students ask and answer their questions in 4a. Remind them to use expressions like Nothing much, I don’t know and Maybe if they don’t have clear plans. Students listen to their partner and mark their plans on the line in 3a. Monitor and note down any errors with the target language to deal with at the feedback stage.

c

Ask students to compare their lines with other students’. Who has clear plans for the future? Who doesn’t? Take feedback as a class, asking students to give some examples of their partner’s plans.

LOA TIP REVIEW AND REFLECT Write these things on the board: 1  look again at all the grammar in Units 1–12 2  look again at all the vocabulary in Units 1–12 3  study English at A2 level 4  visit an English-speaking country 5  take exams in English in the future 6  use English for study in the future 7  use English for work in the future 8  use English for fun in the future Then write this key: √ = yes ? = maybe X = no Give students time to look at each point on the board and mark them according to the key. Put students into pairs to ask and answer questions with going to about the ideas on the board, e.g. Are you going to study English at A2 level? Maybe. Take feedback as a class. Nominate a few pairs to tell the class the things they are both going to do and the things they both aren’t going to do.

ADDITIONAL MATERIAL Workbook 12B Photocopiable activities: Grammar p.158, Vocabulary p.164

UNIT 12  Plans  141

12C

Everyday English

At the end of this lesson, students will be able to: • understand conversations in which people make and accept invitations • use appropriate phrases for making and accepting invitations • recognise the way in which the letters oo can sound • invite other people to do something • use paragraphs correctly • write an invitation

Would you like to come for dinner?

OPTIONAL LEAD-IN Books closed. Write on the board: INVITATION dinner party 8 pm @ my house Say to students: You’re going to have a dinner party at your house. You can invite five people, famous or not famous, from the past or from now. Who are you going to invite? Why?

e

Give students one minute to make a list of dinner guests. Put students into small groups to compare and talk about their guest lists. Take feedback as a class. Ask: Which of these dinner parties would you like to go to? Why?

a Give students time to think about their answers and

encourage them to think of anything else they do when they have a dinner party. Check they understand fixed (not changing).

b

Answers 1 new 2 thank James

2

LISTENING

1

a

Put students into pairs to talk about their ideas in 1a. Take feedback as a class.

c Point to the pictures and ask: What’s Sophia doing? Why

do you think James is calling her? Elicit students’ ideas and write them on the board. Don’t confirm the answer at this point.

d

Play Part 1 of the video or audio recording for students to listen for the general meaning and check if their guess in 1c was correct. Check the answer as a class. Ask: When James invites Sophia to his flat for dinner, does Sophia say yes or no? (She says no, because she invites James to her flat for dinner.).

Video/Audioscript (Part 1) SOPHIA Hi, James! JAMES Hello, Sophia! S How are you? J I’m fine. How about you? S Yes, really good. I bought some more things for my flat today and I’m just putting them away. J Oh, great. Oh, so, mm, I wanted to ask you … Would you like to come for dinner? You know, at my flat. S Well, that’s really kind of you, James. I’d love to, but … J Oh, good. S No, I’d love to, but I just think … you’ve helped me so much. You know, you met us at the station, the clock …

142

b

UNIT 12 Plans

J S

J S J S J S J S J

Oh, that was nothing. No, but I’d like to say thank you. So, would you like to come for dinner at my flat? Oh, well, yes. I’d love to come. Thank you. Are you free on Friday? Oh, no. Sorry, I’m busy then, a work thing, but Saturday’s OK. Great! Come on Saturday. OK. See you then. See you then. Bye. Bye.

3 is

USEFUL LANGUAGE 

Making and accepting invitations

4.74 Individually, students categorise the six expressions. Play the recording for students to listen and check their answers. Check answers as a class. Drill the expressions. Elicit some possible ways to finish I’d love to, but … (e.g. I’m busy then. I’m going to go shopping with Anna then).

Answers 1 a 2 c 3 b

4.73

Answer James wants to invite Sophia to his flat for dinner.

Play Part 1 of the video or audio recording again for students to listen and underline the correct words. Check answers as a class. 4.73

4 a

5 c

4.75 Individually, students complete the conversation with the words in the box. Play the recording for students to listen and check their answers. Check answers as a class by asking one pair of students to read out the conversation.

Answers 1 like 2 love 3 Thank

c

6 b

4 free

5 sorry

6 busy

7 OK

In pairs, students practise the conversation in 2b. Ask them to repeat it a few times, changing the place and the days.

LOA TIP ELICITING

I wasn’t sure about staying in London. J Oh? S No. But now I feel like I have new friends – here, so … So last week I decided. I’m going to stay. M Oh, that’s wonderful news. J Yeah, great! S

Books closed. Combine the ideas from Sophia and James’s conversation and the Useful language to build a simple elicited dialogue on the board. This is the conversation you’re going to elicit: James: Would you like to come for dinner at my flat? Sophia: I’d love to, but…

c

J:   Oh, good. S:  But I want to thank you. So, would you like to come for dinner at my flat?

J:   Oh, no. Sorry, I’m busy then. Saturday’s OK.

4.76 Play Part 2 of the video or audio recording again for students to listen in more detail and tick the correct answer. Check the answer as a class.

d Students make sentences about the story using words and phrases in the box. Students compare answers in pairs. Check answers as a class.

S:   Great! Use the questions below to elicit the conversation. If students get stuck, give the first words or letters as prompts. If absolutely necessary, supply whole words, phrases or sentences yourself. Keep the class engaged in the eliciting process, encouraging them to self-correct and/or to correct each other.

S

Answer 3  She’s going to stay in London.

J:   Oh, well, yes. I’d love to come. Thank you. S:   Are you free on Friday?

Oh, that’s so nice. Yes, yes it is. Now let’s have dinner. J Great … S OK, sit down, both of you, and I’ll bring the food. M Lovely! J Thank you, Sophia. M

Answers 1 b  2 a  3 d  4 c

  EXTRA ACTIVITY

What did Sophia say?

As this is the last episode of Sophia’s story, ask these questions as a class to see how much students can remember and what they think might happen next:

James thought Sophia said ‘yes’. He was happy. What did he say?

2 Did Sophia meet James at work? (no, he’s Megan’s cousin)

What was James’s invitation to Sophia?

How did Sophia change the conversation? What was her invitation to James? What did James say? What day did Sophia suggest?

1 Where did Sophia and Megan meet? (at work) 3 Who was the first visitor to Sophia’s new flat, Megan, James or both? (Megan) 4 What did Sophia and Megan do together at the weekend? (They went to Henley.) 5 What did James help Sophia with? (the clock)

How did she suggest it? Did James accept or say no? What did he say? What day did he suggest?

6  Do you think Megan is going to invite Sophia for dinner at her flat in the future? (Students’ own answers)

How did Sophia finish the conversation?

7 What about James? Is he going to invite Sophia for dinner? Why do you think so? / Why not? (Students’ own answers)

When the whole dialogue is on the board, put students into pairs to practise saying it.

8 Are Sophia and James going to be good friends? Why do you think so? / Why not? (Students’ own answers)

3

4

LISTENING

a

Put students into pairs to look at picture c on SB p.101 and think about their answers to the questions. Elicit ideas, but don’t confirm the correct answers at this point.

b

4.76 Play Part 2 of the video or audio recording for students to listen for the general meaning and check if their guesses in 3a were correct. Check answers as a class.

Answers 1  He’s going to Sophia’s flat for dinner. 2  He bought the flowers for Sophia. Video/Audioscript (Part 2) SOPHIA  Hi. Is that you, James? JAMES  Yes, it is. S OK. Come on in! J These are for you. S Oh … thank you. They’re beautiful. J Oh, Megan – you’re here too. Hi. MEGAN  Hi, James. You look smart! J Er, yes. Thank you.

Good – now you’re both here. Yes, we’re both here. S  Well, I just … I wanted to say thank you – to both of you. It was my first month in a new city and you really helped me a lot. And … well … I’m really feeling at home here now. M Great. S

J

a

PRONUNCIATION 

Sound and spelling: oo

4.77 Play the recording for students to listen how oo is pronounced in the two marked words. Check answers as a class. Drill the two words. Point out that there is no rule about whether oo is pronounced /ʊ/ or /uː/. Students need to listen and learn each word.

Answers 1  /ʊ/ 2  /uː/

b

4.78 Play the recording for students to listen and put the words in the correct place in the table. Students compare answers in pairs. Play the recording again if necessary. Check answers as a class. Drill all the words.

Answers Sound 1  /ʊ/ cook, look, book, football

Sound 2  /uː/ cool, spoon, soon

UNIT 12  Plans  143

c

5

In pairs, students practise saying the words. Monitor and check they’re pronouncing them correctly. Correct any errors you hear.

SPEAKING

Tell students that they can now practise using all the language from the lesson with a partner in a conversation. Divide the class into pairs and assign A and B roles. Student As look at the task and diary information on SB p.108, and prepare what to say. Student Bs do the same on SB p.113. Monitor as students talk and note down any errors with the language from this lesson to correct at the feedback stage. Tell students to go back to SB p.101.



6

WRITING

a Give students one minute to read the invitations and replies to see if Jon and Emma say yes or no. Check answers as a class.

Answers Jon says no because he isn’t here. He’s in Sheffield and he’s staying there till Sunday. Emma says no because she’s working till 6:30.

b

Students go to Writing Plus 12C on SB p.159. Go through the information in exercise a as a class. Tell students to look at exercise b. Explain that the lines in 1 and 2 are missing paragraphs. Which paragraph is missing from each invitation, a or b? Students complete the exercise. Check answers as a class. Give students two minutes to individually rewrite the invitations in exercise c. Monitor and check studentsʼ work. Tell students to go back to SB p.101. Answers (Writing Plus 12C SB p.159) b 1 a  2 b c 1 Do you have any plans for the weekend? I’d like to see a film. We could meet at the cinema at 6:30. Is that OK for you? 2 It’s my birthday next Friday. I’m going to be 30! Would you like to come here for a meal on Saturday? I’m going to invite a few friends.

  FAST FINISHERS Ask fast finishers to look at Sophia’s email on SB p.93, count the paragraphs and write the topic of each paragraph by the side of it in a few words. Check answers by looking at what they’ve written (It has four paragraphs: Paragraph 1: thanking Lisa; Paragraph 2: life in London; Paragraph 3: Sophia’s flat; Paragraph 4: her friends and family.).

144  UNIT 12  Plans

c Give students 5–10 minutes to read the notes and write an invitation. Remind them to use paragraphs. Monitor and help as necessary.

d Students swap their invitation with a partner and read

their partner’s invitation. They then write a reply, using expressions from the lesson, and give the reply to their partner. Take feedback as a class. Ask: What did you invite your partner to do? Did he/she say yes or no?

ADDITIONAL MATERIAL Workbook 12C Unit Progress Test Personalised online practice Photocopiable activities: Pronunciation p.172

UNIT 12 Review 1

GRAMMAR

a Write this statement on the board: Emily’s going to visit

Minna. Give students 30 seconds to read Emily’s email to check if the statement is true or false. Check the answer as a class (False. Minna’s going to visit Emily.). Give students two or three minutes to read the email again and complete it with the correct form of be going to and the verbs in brackets. Check answers as a class. Answers 1  ’m going to study  2  ’m going to work  3  ’m going to cook 4  is going to cook  5  ’m not going to work  6  ’re going to arrive 7  is going to have  8  isn’t going to invite  9  ’m not going to do 10  aren’t going to go

b Individually, students correct the error in each sentence. Check answers as a class.

Answers 1 ‘Are you going to watch TV this evening?’ ‘No, I’m not.’ 2  Is your mum going to cook your dinner this evening? 3  ‘Are you going to clean your bedroom?’ ‘Yes, I am.’ 4 What are you going to wear tomorrow? 5  ‘Are your friends going to visit you today?’ ‘Yes, they are.’ 6 What are you going to do next summer?

c

2

In pairs, students ask and answer the questions in 1b. Take feedback as a class.

d

  EXTRA ACTIVITY Write this task on the board: Find someone who … • does a lot of sport / the washing / yoga. • doesn’t use the Internet / a computer every day. • went to the beach / cleaned their room / visited a friend yesterday. • can make a cake / bread / pizza. • is going to visit a friend / invite someone for a meal / do their homework after this class. Tell students to choose ONE idea in each line and make a question about it to elicit the answers yes or no. For example, Do you do yoga? Did you use the Internet yesterday? Put students into large groups or get them moving around the classroom to ask their five questions to different people. If someone answers ‘yes’, they make a note of that person’s name and ask one or two questions to find out more information. Take feedback as a class. Ask students to tell the class what they found out about other students.

3 a

VOCABULARY

a Say January, February … and elicit the rest of the months

of the year. Put students into pairs to practise saying the months together. Let them look at Vocabulary Focus 12A on SB p.147 if they need help. Ask: ‘in’, ‘on’ or ‘at’ January? (in). Individually, students cross out the answers which are not possible. Check answers as a class. Answers 1  tomorrow / on tomorrow  2  this / in / next / on Friday 3  at / in the weekend  4  on / this / in / next June 5  next / at weekend  6  on / in Sunday 7  in / on three weeks  8  this / at afternoon

b Individually, students complete the ordinal numbers. Check answers as a class.

Answers 1 second  2 thirtieth  3 twenty-first  4 third  5 fifteenth 6 ninth

c Individually, students complete the questions with the words in the box. Check answers as a class.

Answers 1 visit  2 make  3 do  4 clean  5 use  6 invite

  FAST FINISHERS Ask fast finishers to replace the nouns in the questions in 2c with different nouns, e.g. Do you often visit your family? Are you going to make bread at the weekend? They can use their own ideas or ideas from Vocabulary Focus 12B on SB p.141. Tell them to use these new questions in 2d.

In pairs, students ask and answer the questions in 2c. Take feedback as a class.

SOUND AND SPELLING

4.79 Play the recording for students to listen and circle all the /v/ sounds and underline all the /w/ sounds in the phrases. Check answers as a class. Play the recording again for students to listen and practise saying the phrases. Put students into pairs to practise saying the phrases. Monitor and check they are pronouncing /v/ and /w/ correctly.

Answers

1  visit in the evening  2  we never invite Wendy 3 I love weekends in winter 4 win video games every week 5  watch TV with Vicky and William 6 on Wednesday the twelfth of November

b

4.80 Play the recording for students to listen and put the words in the right place in the table. Check answers by playing the recording again and pausing it after each word. Put students into pairs to practise saying the words. Monitor and check that they are pronouncing oo correctly.

Answers

/ʊ/

good, book, football, look

/uː/

boots, cool, school, soon

In some words oo is a short sound and in others it is long.

LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied and decide how well they did. Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice.

UNIT 12  Plans  145

Teaching plus Ideas for pre-teaching vocabulary Before reading and listening tasks, it’s often necessary to make sure students understand a few key words. This is called ‘pre-teaching’. There are a number of ways to do this. Here are some ideas:

Give a definition: Use a short sentence to explain the meaning of a word. You could also use a learner dictionary to fi nd on-level defi nitions, e.g. dive – to swim underwater, usually with breathing equipment. (from Cambridge Essential English Dictionary, Second Edition).

Draw/Show a picture or object: One of the easiest ways to teach students new words is to draw a picture on the board, or show a picture on an interactive whiteboard or a computer or tablet. Using (or drawing) funny and/or interesting pictures is a good way to ensure students remember the new words, e.g. to teach the word dive you could fi nd a picture of a diver with a big shark behind him. Act it out: With lower-level students it can be useful to show the word by acting it out, rather than giving defi nitions which may use above-level vocabulary.

Elicit it: Elicitation allows you to check which words students may already know. Don’t tell them the word you want to teach. Elicit it by asking questions or saying openended sentences, e.g. What is the activity when we swim under the sea and look at fish? or When we swim under water and look at fish, we … ? (dive).

Gapped sentences: It’s useful for students to see the word in a sentence to understand the context. Write a gapped sentence(s) on the board (this can be one from the text), e.g. Cristina in the Mediterranean Sea every summer. She loves to see the beautiful fish under the water. (dives). Allow students to guess what word goes in the gap, but don’t confi rm if they’re right or wrong. After they read the text, they can guess again. Then confi rm their answer.

Discussion questions: With stronger students you can write discussion questions containing the new words on the board. Then give students one or two example answers to these questions. Students try to guess the meaning. Give more example answers, if necessary. You may then wish to allow students to ask and answer these questions for themselves. Pre-teaching for listening: You can use any of the above ideas, or others you may have, to teach new words before students listen. It may also be useful to model the pronunciation of the words so students are used to hearing how it sounds. This is particularly useful when a word has an unfamiliar spelling rule. If you don’t want to model the word, it can be useful to write the word in IPA on the board (you can fi nd this in all dictionaries).

Extra activities – how to … Bingo

Use: to revise numbers, times, prices, years, etc. Dynamic: whole class Procedure: • Decide what kind of numbers you want to revise, e.g. times, and write 25 of these numbers on the board in numerals, e.g. 10:20, 11:30, 16:55, etc. • Ask students to draw a bingo grid with four columns and two rows. Tell them to complete it with eight times from the board.

146

Teaching plus

• Play the game as a class. Read out the numbers on the •

•

board in random order, making a note of the ones you read out. Students cross out the numbers on their grid as they hear them. The fi rst student to cross out all their numbers calls out ‘Bingo!’. Check that the numbers they crossed out were ones you actually read out, then announce that they’re the winner. Depending on the kind of numbers you have chosen to revise, you may wish to adjust the diffi culty of the activity. For example, if you are working with numbers 1–100, include some pairs of numbers that you know often cause students problems, e.g. 14 and 40, or 16 and 17, etc. With times, you can use the 24-hour clock, e.g. ten twenty, eleven thirty, or with o’clock, e.g. twenty past ten, half past eleven, fi ve to fi ve, etc.

Spelling competition

Use: to revise general vocabulary and reinforce the alphabet Dynamic: whole class Procedure: • Nominate a student and give them a simple word to spell aloud by asking: How do you spell ‘(word)’? Nominate students in turn and ask each one to spell a word, e.g. Hello, book, open. Choose students at random to prevent students feeling stressed as they see ‘their turn’ approaching. • When a student makes a mistake, they are eliminated and have to sit down. Move on to the next student with the same word until someone spells it correctly. • Gradually increase the length and diffi culty of the words, e.g. yellow, question, police officer, leaving words which you know students often have problems spelling until later in the activity. • Eliminated students listen to the words and try and write them down before the nominated student completes the word. They then check their own spelling by listening to the student. The winner of the game is the last student standing.

Grammar auction

Use: to revise a specifi c grammar area or general grammar Dynamic: whole class (in teams) Procedure: • Prepare 10 to 15 sentences containing either items of grammar from the unit you’re currently working on or areas of grammar which you know students fi nd problematic. Some of them should be correct and some incorrect. • Write the sentences on the board and explain what an auction is (when you sell something to the person who off ers the most money). • Put students into small groups, tell them they have £100 and they need to buy the correct sentences. In their groups, students discuss which sentences they think are correct and decide which to buy and how much they are prepared to pay for each. Don’t help or allow students to look at their notes or the Student’s Book. • Take the role of auctioneer and sell each sentence to the group which off ers the most money. Keep track of how much each group has spent. Remind students that once they have spent all their money they can’t buy any more sentences, so they shouldn’t spend too much too soon. • After all the sentences have been sold, go through them one at a time, revealing which are correct and which are incorrect. Ask students to correct the mistakes.

• The winning group is the one who has bought the most

correct sentences. If it’s a draw, then the group with the most money left wins.

Guess who?

Use: to practise question forms: present simple, present continuous, past simple, etc. Dynamic: whole class (with optional group/pair extension) Procedure: • Tell students that you are thinking of a person and that they have to guess who it is by asking Yes/No questions. • If you wish to practise a specific grammar area, you might tell students that this person is living (for present tenses), dead (for past tenses), etc. Alternatively, you can use this activity to practise question forms in general by not specifying anything about the person. • Put students into pairs or small groups to brainstorm possible questions. Specify a total number of questions, between five and ten, for the class to try and guess who you’re thinking of. Students then take turns to ask you some of the questions they thought of. Make sure you reply only with yes or no (NOT Yes, he/she is.) in order not to give away if the person is a man or a woman. • Students win if they guess the person within the specified number of questions. The teacher wins if students can’t guess the person. • Continue the game either as a class, by asking a student to choose a person and take over from you at the front of the class, or by putting students into pairs or small groups to play.

Memory game

Use: to revise a specific lexical set, e.g. common objects, clothes, food Dynamic: whole class Procedure: • Before the class, decide which lexical set you want to test students on and collect a selection of ten objects to take into class, e.g. for clothes, some earrings, a raincoat, a scarf, etc. Alternatively, source pictures of these items if you do not have the objects themselves readily available. • Show each object to the class and elicit the word for it before putting it out of sight, either in a bag or a box or simply behind your desk. Don’t allow students to make notes at this point. • When you’ve shown students all the objects, put them into pairs and give them three minutes to write down as many of the ten objects as they can remember. Ask them to do so by using the grammar you’d like students to use in their replies, e.g. What objects do I have? (to elicit answers with have), What objects are there in the box? (there is / there are), What objects did I show you? (past simple), etc. • Take feedback as a class. Pairs win one point for every object they remember correctly. The pair with the most points wins.

Listing game

Use: to revise a specific lexical set, e.g. food, common objects, etc. Dynamic: groups Procedure: • Before the class, decide which lexical set you’re going to test students on and decide the best sentence to lead in to this. If, for example, you want to revise food, you can say: I went to the shops and I bought … . However, if students haven’t seen the past simple yet, you could adapt the game to revise common objects: In my bag there’s …, etc. • Demonstrate the activity with the lead-in sentence and then the first item, e.g. In my bag there’s a pen. Gesture to a student to repeat your sentence and add an item, e.g.

In my bag there’s a pen and a notebook. They nominate the next student who repeats the sentence and adds another item, and so on until the list is too long to remember. • Put students into groups of three to five to play together. Depending on your students, you may wish to adjust the difficulty of the activity. For example, ask students to include the number of each item, e.g. … three coursebooks, a notebook and five pens. Or if students have studied quantifiers, you can suggest they use these in their answers, e.g. … some coursebooks, a notebook and a lot of pens.

Backs to the board

Use: to revise a specific lexical set or general vocabulary Dynamic: whole class (in teams) Procedure: • Put students into small groups of four to five. If possible, mix stronger and weaker students so no group is noticeably stronger or weaker than another. • Tell students in each group to sit close together, leaving space between the groups so they can’t easily hear one another. Tell one student in each group to sit with their back to the board and the others to sit so that they can see the board. • Explain that you’re going to write a word or phrase on the board and that the students who can see the board have to communicate the meaning to the student who can’t. They can use any method to do this, drawing pictures, mime, synonyms, simple explanations, etc. However, use of their own language will mean they are disqualified. • When the student(s) with their back to the board think they know the word, they put their hand up. Ask the word from the first student to put their hand up and, if they’re correct, award their group a point. If they aren’t, the other teams continue. Any student who shouts out the answer is also disqualified. • The winning group is the one who has the most points at the end of the game.

Tennis

Use: to revise specific word pairs, e.g. opposite adjectives, past simple / past participle forms, collocations Dynamic: pairs Procedure: • Explain which lexical set you’re going to work on, e.g. adjectives. Demonstrate the activity by asking a stronger student to help you. Say an adjective, e.g. old, and ask the student to respond with the opposite, i.e. new. The student continues with a different adjective and you respond with its opposite. • Tell students that, just like in a real game of tennis, it’s important not to pause for a long time. If one of the students pauses too long between items, they lose that round, e.g. in A old B new − good A bad − big B ummm ahhh … small, B would lose. • Put students into pairs to play together. Tell them they should continue for as long as possible. If one student loses the round, they start again.

Teaching plus  147

Photocopiable activities overview GRAMMAR Target language

Activity type

Dynamic

Teacher’s notes

1A

be: I / you / we

Card game

Groups of three / pairs

151

1B

be: he / she / they

Information gap

Pairs

151

2A

be: it’s / it isn’t

Talking about pictures

Pairs

151

2B

Plural nouns; have

Guessing game

Pairs

152

3A

Present simple: I / you / we / they

Card game

Pairs / mingle

152

3B

Adverbs of frequency

Graph analysis and survey

Mingle

152

4A

Present simple: Wh- questions

Information gap

Pairs

153

4B

Present simple: he / she / it positive

Crossword

Pairs

153

5A

there is / there are: positive

Memory games

Pairs

153

5B

there is / there are: negative and questions

Find the differences

Pairs

153

6A

Present simple: he / she / it negative

Talking about people

Groups of three or four

154

6B

Present simple: he / she / it questions

Guessing game

Groups of three or four

154

7A

this, that, these, those

Card game

Pairs

154

7B

Possessive ’s

Talking about pictures

Pairs

155

8A

Past simple: be

Quiz

Pairs

155

8B

Past simple: positive

Card information game

Groups of four

155

9A

Past simple: negative

Information gap

Pairs

155

9B

Past simple: questions

Board game

Groups of four

156

10A Present continuous: positive

Find the differences

Groups of three

156

10B Present continuous: negative and questions

Battleships

Pairs

157

11A Object pronouns

Questionnaire

Pairs

157

11B can for ability

Talking about abilities

Groups of three or four

157

12A going to: positive and negative

Dice game

Pairs

157

12B going to: questions

Questionnaire

Individually

158

148

Photocopiable activities overview

VOCABULARY Target language

Activity type

Dynamic

Teacher’s notes

1A

Countries

Card game

Groups of three or four

158

1B

Nationalities

Sentence completion

Groups of four

158

2A

Common adjectives

Guessing game

Pairs

159

2B

Common objects 1

Card game

Groups of three or four

159

3A

Food 1

Missing letters, gapfill and discussion

Pairs

159

3B

Food 2; Time

Food diaries

Pairs

159

4A

Common verbs

Matching exercise

Pairs

160

4B

Family and people; Numbers

Missing letters, guessing game

Pairs

160

5A

Places in a town

Missing letters, guessing game

Pairs

160

5B

Hotels

Bingo!

Whole class / groups of six to eight

161

6A

Jobs

Word unscrambling and categorising

Pairs or groups of three

161

6B

Daily routine

Guessing daily routine

Mingle

161

7A

Common objects 2; Prices

Memory game

Pairs

161

7B

Clothes; Colours

Find someone who …

Mingle

162

8A

Past time expressions

Guessing game

Pairs

162

8B

Free time activities

Card game

Pairs

162

9A

Transport

Find someone who …

Mingle

162

9B

The seasons; The weather

Matching exercise and guessing game

Pairs

162

10A The home

Card game

Groups of three or four

163

10B Place phrases with prepositions

Dice game

Groups of three or four

163

11A Life events; Years

Information gap

Pairs

163

11B Abilities

Miming game

Groups of three or four / pairs

163

12A Months and future time expressions; Ordinal numbers; The date

Find someone who …

Mingle

164

12B Common verbs and collocations

Information gap

Pairs

164

Photocopiable activities overview  149

PRONUNCIATION Target language

Activity type

Dynamic

Teacher’s notes

Introduction 1 Phonemic symbols (vowels and diphthongs)

Card game

Groups of four

164

Introduction 2 Phonemic symbols (consonants)

Card game

Groups of four

164

1A

Sound and spelling: Long and short sounds

Sound mazes and peer testing

Pairs

165

1B

Syllables

Snap

Pairs or groups of four

165

2B

Sound and spelling: /s/, /z/ and /ɪz/

Identifying pronunciation of –s endings

Groups of three

165

2C

Tone in questions

Noughts and crosses

Groups of four

166

3A

Sound and spelling: /iː/, /ɪ/ and /aɪ/

Find the ‘odd word out’

Groups of three

166

3C

Sentence stress in phrases

Card game

Groups of six to eight / 166 groups of three

4A

Sentence stress in questions

Card game

Groups of three

167

4C

Sound and spelling: /tʃ/ and /dʒ/

Battleplanes

Pairs

167

5B

Sound and spelling: /ʃ/

Identifying the sound /ʃ/ Pairs

167

5C

Emphasising what you say 1

True or false sentences

Pairs

167

6A

Sound and spelling: /ɜː/

Sound mazes and peer testing

Pairs

168

6C

Emphasising what you say 2

Making offers

Pairs

168

7A

Sound and spelling: /b/, /p/, /g/ and /k/

Find the differences

Pairs

168

7C

Joining words

Information gap

Pairs

168

8B

Sound and spelling: /t/ and /d/

Crossword

Pairs

169

8C

Main stress and tone

Flowchart conversation

Pairs

169

9A

Sound and spelling: the letter a

Card game

Groups of four / pairs

169

9C

Syllables and spelling

Find the ‘odd word out’ / Pronunciation auction

Pairs

170

10B

Main stress in questions (present continuous)

Miming game and question matching

Groups of four

170

10C

Sound and spelling: /ɪə/ and /eə/

Bingo!

Whole class

170

11B

can / can’t

Questionnaire

Pairs

171

11C

Consonant groups

Four in a row

Pairs

171

12A

going to

Choose your own story

Pairs

172

12C

Sound and spelling: oo

Questionnaire

Pairs

172

150  Photocopiable activities overview

Teacher’s notes for photocopiable activities GRAMMAR 1A be: I / you / we positive, negative and questions Photocopiable activity on p.174 You will need one sheet for each group of three students, cut up. Drill positive sentences using the structure I / you / we + be + from + place, e.g. I’m from Mexico. Students repeat the positive sentence and then say the negative and question form: I’m from Mexico. I’m not from Mexico.

1B be: he / she / they positive, negative and questions

Photocopiable activity on p.175 You will need one sheet for each pair of students, cut in half. Drill he / she / they + be in positive, negative and question forms with nationality vocabulary, e.g. He’s British, He isn’t British, Is he British?. Divide the class into pairs, assign A and B roles, and give each student their half of the sheet. Explain that they need to complete their card by asking questions and giving information. Demonstrate the activity, eliciting the following responses: Say: Is Carlo Spanish?

Am I from Mexico? You can also start with the negative or question form. Divide the class into groups of three and give each group a set of cards. Ask them to place the cards in three separate piles: pronouns, places, punctuation. Tell them to shuffle the three sets separately and arrange them face down. Alternatively, do this before the class. Ask students to take turns to take a pronoun card, a place card and a sign, and then make a sentence, e.g.: You / from the UK / – ➔ You aren’t from the UK. We / from China / ? ➔ Are we from China? When they have said their sentence, they should put the card at the bottom of the corresponding pile. Students get a point for each correct sentence. The first student to reach ten points is the winner. Monitor to make sure they’re using the grammar correctly, including contractions (I’m rather than I am). Take feedback as a class by eliciting some of the sentences. Drill any sentences which require more practice.

Students B: No, he isn’t. He’s American. Say: Is he from New York? Students B: No, he’s from Miami. Monitor and make sure students are making full grammatical sentences, using contractions. Check answers as a class by making true and false sentences about the table and asking students to say yes or correct you. For example: Say: Anna’s Russian. Students say: Yes. Say: Maria and Antonio are from Mexico City. Students say: No, they’re from Tijuana. Answers Name

1

2

3

4

5

Anna

Carlo

Sue

Alex

Maria Cristina and and Antonio Marco

6

Nationality Russian American Chinese Brazilian Mexican Spanish

NO-CUT VARIATION

Town

Write the following key on the board: 1, 2 = I

1 = from the USA

1, 2 = +

3, 4 = You

2 = from the UK

3, 4 = –

5, 6 = We

3 = from Brazil

5, 6 = ?

4 = from Spain 5 = from Mexico 6 = from China Give each group (or pair) a sheet and ask students to roll a dice three times to make a sentence.

EXTRA ACTIVITY Ask students to write two true sentences with I , one positive and one negative, and one question to ask another student, e.g. I’m from the UK. I’m not from the USA. Are you from Turkey? Divide the class into pairs and get them to tell each other their sentences and ask their question.

Sochi

Miami

Beijing

Rio de Janeiro

Tijuana

Segovia

EXTRA ACTIVITY In pairs, students make true and false statements for their partner to respond, either with yes or the correct version of the statement.

2A be: it’s / it isn’t Photocopiable activity on p.176 You will need one sheet for each pair of students. Before you give out the sheets, dictate these sentences to the class and get students to draw a picture of what you say: It’s a house in the country. It isn’t new. It’s old. It isn’t big. It’s beautiful. Students can compare their pictures in pairs or small groups. Alternatively, ask one or two stronger students to come to the board and draw their pictures. Conduct a class vote on whose picture is the best/most accurate.

Grammar

151

Divide the class into pairs and give each pair a sheet. Demonstrate the activity. Describe one of the pictures and ask students to identify it, e.g. It isn’t a house. It isn’t a hotel. It’s new. (B). Students then take it in turns to choose a picture and describe it to their partner using it’s / it isn’t and the words in the box at the bottom of the sheet. Students continue until they have described all the buildings. You may wish to put students into new pairs to repeat the activity for more practice. Monitor and check that students are using appropriate forms of be. Take feedback as a class by asking students to describe each picture in turn.

  EXTRA ACTIVITY Ask students to write sentences about one of the pictures using it’s and it isn’t and the words in the box.

2B  Plural nouns; have Photocopiable activity on p.177 You will need one sheet for each student. Ask students the following Do you have … ? questions and if possible, elicit how many of each thing they have: Ask: Do you have a computer? Student says: Yes, I have two computers. Ask: Do you have a bottle of water? Student says: Yes, I have a bottle in my bag. Divide the class into pairs and give each student a sheet. Drill each of the words in the left column (book, watch, etc.) in the singular and plural. Elicit why knife on the list is different (it is an irregular plural, knives). In the Me column, students write a random number from one to six (if you have dice, students could roll a dice for this). Tell students to take it in turns to guess their partner’s numbers, for example by asking Maria, do you have two computers? Students either answer Yes, I have two computers. or No (but without giving the answer). You may wish to point out that if you think someone only has one thing, the question is Do you have a ... ? (not Do you have one ... ?). The first student to guess all of his or her partner’s numbers wins. Monitor and make sure students are using full Do you have … ? questions and not just saying the vocabulary items. Take feedback as a class by drilling the plurals again.

3A  Present simple: I / you / we / they Photocopiable activity on p.178 You will need one sheet for each pair of students. Ask students: Do you like / eat / drink … ? questions and elicit Yes, I do. and No, I don’t. answers. Divide the class into pairs, and give each pair a sheet. Students take turns to choose an image without telling their partner which they have chosen. Their partner can ask up to five questions (e.g. Do you drink coffee? Do you eat meat?) to guess which ‘card’ has been chosen. They get a point if they identify it correctly. Students must use the

152 Grammar

correct verb, so drink water is different from like water. The first student to eight points wins. Tell students to repeat the activity but with a different pronoun, I / we / they, in their questions and answers, e.g. Do they eat rice? No, they don’t. Drill some of the food and drink words with positive, negative and question forms of like and I, we, you, they, e.g.: We like fruit, We don’t like fruit, Do we like fruit?

 VARIATION Copy the sheet and cut it into individual cards so that each student in class has a ‘twin’ (someone else with an identical card). If necessary, three students could have the same card. Tell students to mingle and ask questions to find someone who has exactly the same information as them. You may wish to stress that they mustn’t show each other their cards.

3B  Adverbs of frequency Photocopiable activity on p.179 You will need one sheet for each student. Write: I have breakfast. on the board and ask students where the word always goes (before have). Do the same with They eat toast for breakfast and sometimes (sometimes before eat). Now ask Do you have breakfast? and Do you eat toast?. Ask individual students to reply with adverbs of frequency. Give each student a sheet. You may wish to elicit or pre-teach pie chart for Graph 1 and bar chart for Graph 2. Tell students to look at the first graph. Write this gapped sentence on the board: _________ students never have coffee with milk. Elicit the sentence Eight students never have coffee with milk. For Activity A, ask students to make sentences about the two graphs using adverbs of frequency. Monitor and make sure that they are using the correct form of the verb and the correct word order. Check answers as a class. Answers Graph 1 Nine students always have coffee with milk. Four students usually have coffee with milk. Three students sometimes have coffee with milk. Eight students never have coffee with milk. Graph 2 Four students always have a big dinner. Seven students usually have a big dinner. Ten students sometimes have a big dinner. Three students never have a big dinner.

For Activity B, put students into pairs and ask them to write four more questions, e.g. Do you have cereal for breakfast? and Do you have a big breakfast?. Students move around the class asking their questions to as many people as possible, writing down the answers. Give them ten minutes to do this. Monitor and make sure students answer in full sentences, not just with an adverb. When students have finished, ask them to make graphs to show the rest of the class. They then present their results, saying a sentence with each adverb, e.g. Six students never have cereal for breakfast.

  EXTRA ACTIVITY Instead of getting students to present their graphs, they could exchange their graphs with another pair, who must write sentences to describe them. They then return the graphs with their sentences, and compare the sentences.

4A  Present simple: Wh- questions Photocopiable activity on p.180 You will need one sheet for each pair of students, cut in half. Write these questions on the board and ask students to write down their answers: – What sports do you do? – Where do you do them? – When do you do them? You may wish to pre-teach at the gym, in a sports centre and outside. Divide the class into pairs and tell them to ask and answer the three questions. Take feedback as a class. Assign A and B roles to the pairs and give each student their half of the sheet. Tell them they need to ask questions beginning with Where / What / When to complete their text. Demonstrate the first gap in the Student A sheet. Elicit the question Where do you work?. Monitor and help if necessary. Students then compare their sheets when they have finished the activity.

 VARIATION Divide the class into pairs and assign A and B roles. Ask Student As to work in pairs to prepare the questions for their sheet. Student Bs do the same for their sheet. Then put A and B students into pairs to do the activity.

  FAST FINISHERS Ask fast finishers to turn their sheets over and in pairs see how much they can remember. They can then check by reading the text again.

4B  Present simple: he / she / it positive Photocopiable activity on p.181 You will need one sheet for each pair of students, cut in half. Write the word SPEAKS on the board, vertically. Ask students to come to the board and write third-person verbs crossword style using the letters in SPEAKS, e.g.:

goeS Plays Eats hAs worKs drinkS

Divide the class into pairs, assign A and B roles and give each student their half of the crossword. Explain that they each have half the words completed on their crossword. Their partner will read out sentences to help them find the missing verbs. Point to the crosswords and teach the words across and down using hand gestures. Demonstrate how to read out the clue numbers, e.g. 3 down, 4 across. Suggest that when

they read out their sentences, they indicate the gap with a ‘beep’ sound. For example, 4 across – Rita ‘beep’ her friends at six o’clock in the café. Monitor and check students are using third-person forms of the verbs. Students then compare their crosswords. Check answers as a class. Drill all the third-person forms of the verbs. Answers 1 teaches  2 speaks  3 has  4 meets  5 goes 6 works  7 plays  8 studies  9 lives  10 eats

  FAST FINISHERS Tell students to write sentences using the five verbs they got from their partner.

5A  there is / there are: positive Photocopiable activity on p.182 You will need one sheet for each student. Drill there is and there are by saying some singular and plural nouns and getting students to repeat them with There is / are. For example: a chair – There’s a chair; ten students – There are ten students. Encourage students to use There’s for singular nouns. For Activity A, write the words students will need for the activity on the board and check they understand them all (umbrella, car, key, watch, knife, bottle, computer, banana, apple, book). Then rub out the words. Divide the class into pairs and give each student a sheet face down. Tell them they will have 30 seconds to look at the picture. Ask them to turn the sheet over and look at the picture. Then after 30 seconds, tell them to stop and turn their sheets over again. They must now write down what there is / are in the picture they looked at. Check answers as a class by eliciting the sentences. Give one point for each object remembered and one point for a grammatically correct sentence (a maximum of 20 points). Drill the there is / are sentences. Answers There are two umbrellas.  There’s a car.  There are three keys. There’s a watch.  There are four knives.  There’s a bottle. There are two computers.  There’s a banana.  There are four apples.  There’s a book.

For Activity B, tell students to make their own version of the activity by drawing their own picture using the ten objects in Activity A or other vocabulary items you have taught in class. Individually, students draw their picture. They then test their partner.

5B  there is / there are: negative and questions Photocopiable activity on p.183 You will need one sheet for each pair of students, cut in half. Divide the class into pairs, assign A and B roles and give each student their half of the sheet. Tell them not to look at each other’s sheet. Tell students they are staying at a hotel, one of them in Room 101 and the other in Room 102. They want to know if their rooms are the same or different. Elicit some examples of questions they could ask, e.g. Is there a TV in your room?. Elicit statements they could make, e.g. There are three towels in my room.

Grammar 153

Tell them to talk to their partner to find the six differences between the rooms. When they have finished, ask them to compare their pictures so they can see if they were right. Answers Room 101 has: a bath (but no shower) a blanket on the bed two pillows on the bed free wi-fi no TV three towels Room 102 has: a shower (but no bath) no blanket on the bed four pillows on the bed no wi-fi a TV two towels

  FAST FINISHERS Students discuss which room they like and say why.

  EXTRA ACTIVITY In groups, students design what they think is a very good hotel room. These could be drawn in a similar way to the worksheets, presented in front of the class and put on the classroom walls.

6A  Present simple: he / she / it negative Photocopiable activity on p.184 You will need one sheet for each group of three students or two for groups of four students. Divide the class into groups of three or four and give each group a sheet or two. Show the picture of the table with five chairs. Explain that every week, five people go to the same café at the same time and they always sit in the same seats. Students need to decide who sits next to whom, based on the languages they speak and their interests. To do this, they must make positive and negative sentences about the five people. Write some language on the board for students to use in their discussions, e.g. here, next to, because: I think Bart sits here. I think Martina sits next to Bart because they speak English. Martina doesn’t sit next to Diego because she doesn’t like football. As students do the activity, they decide where the people should sit at the table, and write the names on the labels. Explain that there may be more than one answer. Students then present their seating plan to the class and say why the people are there.

  EXTRA ACTIVITY Students create their own profiles of people, perhaps of students in the class, then swap them with another group and repeat the activity.

6B  Present simple: he / she / it questions Photocopiable activity on p.185 You will need one sheet for each group of three or four students. Demonstrate the activity by telling the class you’re thinking about someone’s job. Ask students to guess the job. They can ask you a maximum of five questions to find out, e.g. – Does this person work at night? – Does this person like the job?

– When does this person usually go home? – Does this person work in a restaurant? – Is this person a waiter?

Divide the class into groups of three or four and give each group a sheet. One student chooses a picture, without saying anything, and the others must guess what the person does within five questions. They should use the useful language at the bottom of the worksheet. The student who guesses correctly gets one point. If students can’t guess, it is the next student’s turn. Students take it in turns to play and the first person with six points is the winner. Monitor and correct students’ pronunciation as appropriate and listen for correct usage of the target language from this lesson.

  FAST FINISHERS Tell students to look at the Vocabulary Focus on SB p.151 and do the same activity.

7A  this, that, these, those Photocopiable activity on p.186 You will need one sheet for each pair of students, cut up. Go around the room, pointing at some objects and using this, that, these, those to describe them, e.g. This is a door. That is a window. What are these? They’re pens. Get students to do the same and help them with new words. Divide the class into pairs and give each pair one set of cards. Ask them to place the cards in two separate piles: determiners (this / that / these / those) and nouns (objects). Tell them to shuffle the two sets separately and arrange them face down. Alternatively, do this before the class. Explain the meaning of the picture under the nouns: some nouns are ‘near’ and some are ‘far’. Give a few examples of matches and non-matches, e.g. this + laptop but these + lamp

is OK, and those + blankets

is OK,

is not OK.

Tell students to take it in turns to take two cards. If they match, they make a sentence (e.g. This lamp is expensive.) and win the pair, taking the two cards. The winner is the person who takes all the cards or the most cards in a time limit. Take feedback by showing some of the object cards and getting students to say this, that, these or those.

  NO-CUT VARIATION  ne student chooses an object on the sheet and the other O student must say this, that, these or those to get one point and put the two words in a sentence to get an extra point.

154 Grammar

7B Possessive ’s Photocopiable activity on p.187 You will need one sheet for each pair of students. Tell students to close their eyes. Say some sentences about the colour of the students’ clothes. With closed eyes, the other students must say true or false, e.g. – Tina’s skirt is dark blue. (True) – Sasha’s shoes are white. (False, Sasha’s shoes are black.) Divide the class into pairs and give each pair a sheet. Ask: What clothes do you see in the pictures? Demonstrate the activity by pointing at the first item of clothing. Say: This is Dominique’s dress. Ask students if they agree with you and why / why not. Tell students to decide whose clothes the different items are using possessive ’s, e.g. The glasses are Gary’s. You may wish to pre-teach No, I think ..., e.g. No, I think the glasses are Jackie’s. Tell them there is no right answer. Monitor and check for correct use of the possessive ’s. Ask students to compare their answers with another pair’s, and to present their ideas to the class using the possessive ’s. Take feedback as a class.

  EXTRA ACTIVITY Collect one object from each student, or at least ten students. If students don’t know the name of the object in English, pre-teach it and write it on the board. Put the objects on your desk, so everyone can clearly see them. Get individual students to pick an object, not their own, and make a sentence about it using a possessive.

8A  Past simple: be Photocopiable activity on p.188 You will need one sheet for each pair of students, cut in half. Say some present simple sentences with be and ask students to put them in the past, e.g. Say: They’re good. Students say: They were good. Say: Today’s Tuesday. Students say: Yesterday was Monday. Divide the class into pairs, assign A and B roles and give each student their part of the quiz. Check if there are any words students don’t know and make sure they know how to say the years, 2008, 2013, etc. (two thousand and eight, twenty thirteen). Ask students to complete the questions with was or were. Check they’ve completed the questions correctly by calling out the question numbers and getting them just to say was or were at this stage. Answers Student A 1 was  2 were  3 was  4 Were  5 was Student B 1 were  2 was  3 were  4 was  5 was

Students ask and answer the questions in pairs. When students answer their partner’s questions, they must make full sentences with was or were. If their partner’s answer is wrong, they must correct it with wasn’t / weren’t and give the correct answer with was/were, e.g. No, Eusebio wasn’t a tennis player, he was a football player. Monitor and help if necessary.

Check answers as a class by eliciting all the questions and answers.

8B  Past simple: positive Photocopiable activity on p.189 You will need one sheet for each group of four students, cut up. Divide the class into groups of four students and give each group a set of cards face down. Ask students to share them out and complete them with the verbs in the past tense. Draw a table on the board with four columns (Who?, When?, Where?, What?), and eight rows with all the names. Tell students to copy it. Tell students that they need to read out – not show – the sentences to each other and complete the table. Explain that there are two sentences about each person, and students must put the information in the table. Monitor and help if necessary. When they have finished, ask them to decide which two people apart from the two couples mentioned were in the same place at the same time. Check answers as a class by asking students to make past simple sentences from the table, e.g. On Saturday Mario watched a film at the cinema. Answers Who? Freda Herman

When? Monday Monday

Where? home home

Sara Irene and Connor Mario Tom Gerald and Sylvia Alice

yesterday Friday

café friend’s house

What? read a book cooked lunch for a friend had a pizza went to a party

Saturday at 11:00 this afternoon

cinema town park

watched a film went shopping played tennis

Monday

friend’s house

had a nice meal

Alice and Herman were together. They had a meal at his house.

  NO-CUT VARIATION  ive out the sheet and ask students to complete the table G using the information from the four cards.

  EXTRA ACTIVITY Ask students to complete the same table about people in their class – one person for each day of the week. They then make sentences about these people and share the information.

9A  Past simple: negative Photocopiable activity on p.190 You will need one sheet for each pair of students, cut in half. Tell students to write down five things that they usually do, but didn’t do today. They then compare in pairs, e.g. I didn’t go to work. Ask students what problems people can have on holiday, e.g. no shower. Divide the class into pairs, assign A and B roles and give each student their half of the sheet. Tell them to find another student with the same worksheet and then complete their texts using past simple negative forms. Check answers as a class.

Grammar 155

Answers Student A 1  didn’t like  2  didn’t meet  3  didn’t eat  4  didn’t speak 5  didn’t have  6  didn’t use  7  didn’t swim Student B 1  didn’t wait  2  didn’t go  3  didn’t eat  4  didn’t listen 5  didn’t use  6  didn’t swim  7  didn’t like

Divide the class into groups of four, each with a Student A pair and a Student B pair. Explain that Student As want to complain about their holiday, and Student Bs work for the hotel as travel agents. Check students know what a travel agent is. Demonstrate with a stronger student, e.g. A: The taxi driver didn’t meet us at the airport, so we went by bus. B: The taxi driver was a few minutes late at the airport, but you didn’t wait for him. Monitor and check students are making sentences with the past simple negative where appropriate. Take feedback as a class by discussing who students think was in the right.

9B  Past simple: questions Photocopiable activity on p.191 You will need one sheet for each group of four students, cut up into a set of cards, and the board game on p.173. You will also need a dice and counters for each group. Before you explain the rules of the game, write one or two question prompts on the board, similar to the ones in the activity, to prepare students for the game and elicit questions and possible answers, e.g. What / you do last Saturday? (What did you do last Saturday? – I went to a party.) and you get up early yesterday? (Did you get up early yesterday? – Yes, I did. I got up at 7 o’clock.). Divide the class into groups of four and give each group a set of cards, a board game, and a dice and counters. Tell students to take it in turns to roll the dice and try and get to the finish. After a student rolls the dice they move forward and then take a question card. They read out the question in full and then answer it. If they ask and answer grammatically correctly, they stay on the square; if they don’t, they go back two squares. Other members of the group should decide if the question and answer were grammatically correct (or ask you if they are in doubt). Monitor and make sure students are making full grammatical questions and answers. Check answers by eliciting all the past simple questions for the question cards. For each question also elicit a possible answer.

Answers Where did you go on holiday last summer? Where did you go to school when you were six? What time did you wake up this morning? Did you have breakfast this morning? Did you go shopping yesterday? Where were you at 9:00 this morning? Did you go to the cinema last weekend? What was the weather like yesterday? What did you do last night? Where did you go on your last holiday?

Did you go to a restaurant last week? How did you get here today? What did you have for dinner yesterday? Did you watch TV last night? What did you do yesterday? What did you have for breakfast? Did you listen to the radio this morning? When did you go to bed last night? Did you drink coffee yesterday? What new words did you learn last week?

 VARIATION Cut up the sheet and make sure there is one question per student. Give each student one question and tell them to mingle and ask their question. When two students have asked and answered their questions, they exchange pieces of paper and then mingle asking their new question.

10A  Present continuous: positive Photocopiable activity on p.192 You will need one sheet for each group of three students, cut up. If your classroom looks out on to a road, or a scene where people are doing different things, ask a few students to go to the window, look outside and say what is happening, e.g. Two people are walking. If not, you could ask the class to imagine what’s happening at that moment in a part of the town or city where they live. Ask a couple of stronger students to say the sentences with the present continuous, e.g. Some people are going shopping; two people are playing tennis, etc. Divide the class into groups of three, assign A, B and C roles and give each student a different picture. Tell them not to look at each other’s pictures. Students should take turns to say a sentence about something that is happening in their picture. Ask them to find the things that are the same in all three pictures and write sentences about them. Monitor to check they are saying full present continuous sentences. Take feedback as a class by going through the three pictures and asking students to say what the people are doing using the present continuous. Answers A man is playing a guitar. Two people are having a pizza. A woman is listening to music.

156 Grammar

10B  Present continuous: negative and questions Photocopiable activity on p.193

11B  can for ability Photocopiable activity on p.195

You will need one sheet for each student.

You will need one sheet for each student.

Ask students present continuous questions about what they think their family and friends are doing, e.g. Is your sister watching TV?. Students should reply with positive and negative present continuous statements.

Tell the class three sentences about yourself with can/can’t. Ask students to say if they’re true or false, e.g.

Divide the class into pairs and give each student a sheet. Tell students that they are going to play Battleships with the present continuous. Explain the rules of the game. Students may have played it in their own language. Each student writes the names in the box in six squares in the ‘Me’ grid. Students must find what these people are doing and where in the ‘My partner’ grid by making present continuous questions, e.g. Is Tim reading a newspaper on the train?. If their partner has put that person’s name in that square, they must say so and the other student writes the name in the correct place in the ‘My partner’ grid. If the square is empty, their partner must say, No, Tim isn’t reading a newspaper on the train. and the other student then puts an X in that square. If there’s another person’s name in that square, their partner must say Tim isn’t reading a newspaper on the train, but someone is reading a newspaper on the train. and the other student can ask more questions, e.g. Are Pablo and Sue reading a newspaper on the train?. Students take it in turns to ask questions until someone has found all the people. Demonstrate with one of the more confident students. Monitor and make sure students are asking full present continuous questions and giving answers with the present continuous. Take feedback by asking students to say some present continuous questions using the verbs and nouns, e.g. Is Julia speaking to a friend on the beach?.

 VARIATION Instead of using the names on the sheet, use the names of students in the class.

11A  Object pronouns Photocopiable activity on p.194 You will need one sheet for each student. On the board, write: My favourite film star is (Jennifer Lawrence). Do you like (Jennifer Lawrence)? and elicit how it can be made more natural using the object pronoun her (or him). Elicit other object pronouns and write them on the board. Give each student a sheet. Tell them to complete the sentences with their own ideas and the questions with the correct object pronoun. They should write their own sentence and question at 12. Monitor to check they are using the correct object pronouns. Divide the class into pairs and tell them to ask and answer the questions. Encourage them to ask follow-up questions, e.g. Who’s your favourite film star? What sports can you play? Take feedback from the class by asking who answered yes the most.

Say: I can speak English. Students say: True. Say: My wife/husband can’t swim. Students say: False? Say: Right, she/he can swim. Give a sheet to each student. Explain that Marie is living in a new city and wants to make new friends. She used a website to find people and found four people. In groups, students must look at all the profiles and choose the best friend for Marie. Divide the class into groups of three or four. Ask students to read about Marie and the four people and discuss what each person can and can’t do, as well as the other information. Monitor to check students are using can/can’t correctly. Take feedback as a class by asking the different groups to say which person they decided on and why. Discuss as a class who the best friend for Marie is and why.

  EXTRA ACTIVITY In pairs, students ask each other Can you … ? questions using the information on the sheet.

12A  going to: positive and negative Photocopiable activity on p.196 You will need one sheet and one or two dice for each pair of students. Ask students to think of three things they’re going to do after the lesson. Give an example of your own, e.g. I’m going to meet my friend Tomas. They then compare with a partner. Divide the class into pairs and give each pair a sheet and two dice. Demonstrate the activity by rolling both dice for When? and What?, one dice for Who? and asking students to notice the prompts. For example, for When? 7, Who? 2, What? 9, you would make the sentence On Monday, our teacher isn’t going to drink coffee. Elicit a possible explanation why or why not, e.g. She’s going to drink tea. If you only have one dice per pair, tell students to roll it twice for When? and What?. You could teach or elicit how to make sums using and or plus, e.g. four and three is seven, five plus one is six, etc. Students take turns to roll the dice to make a sentence with going to and ask their partner to say Why / Why not?. Do the activity for ten minutes and ask students to report some of the sentences they made to the class.

  EXTRA ACTIVITY Call out different combinations of three numbers. Students race to be the first to make a sentence. You can do this as a whole-class activity or with students working in pairs.

Grammar 157

12B  going to: questions Photocopiable activity on p.197 You will need one sheet for each student. Ask students some going to questions and elicit a few answers, e.g.: Ask: Are you going to meet a friend tonight? Ask: Are you going to have a coffee after this lesson? Ask: Are you going to do your homework this evening? Give each student a questionnaire and tell them to complete the gaps with the correct forms of going to. Monitor and check they make correct use of going to. Answers 1 What are you going to do next Saturday? A  I’m going to go to bed early. B  I’m going to visit a museum. C  I’m going to do my English homework. 2 Are you going to clean your flat/house tonight? A  Yes, I’m going to clean it. B  No, I’m going to have a party in my flat/house. C  No, my friend is going to clean it. 3 Where are you going to go on holiday this summer? A  I’m going to stay at home and sleep late every day. B  I’m going to visit Australia. C  I’m going to go to my grandparents. 4 Are you going to relax this evening? A  Yes, I’m going to finish work early, at 9 pm. B  Yes, I’m going to do yoga. C  Yes, I’m going to go shopping. 5 Are you going to get up early tomorrow? A  No, I’m going to get up late, at 11:00. B  Yes, I’m going to run 5 km. C  No, I’m going to stay in bed all morning. 6 Are you going to do any sport today? A  Yes, I’m going to walk to the kitchen! B  Yes, I’m going to play tennis. C  No, I’m going to play a computer game. 7 Are you going to meet your friends this week? A  I don’t have friends. B  Yes, I’m going to invite them to the cinema. C  Yes, they’re going to do my washing. 8 What are you going to get your friend for his/her birthday? A  I’m going to give him/her a picture of me. B  We’re going to visit Paris. C  I’m going to buy him/her a plant.

Ask students to answer the questionnaire by choosing the best answers for them. Then they read what their results mean at the bottom of the sheet. Next, divide the class into pairs and tell them to ask each other the questions. Monitor and check they’re making correct use of going to in questions. Take feedback as a class. Nominate a few pairs to tell you whether their answers were mostly As, Bs or Cs.

  EXTRA ACTIVITY Ask students to think of two more questions with going to to ask their partner.

158  Grammar / Vocabulary

VOCABULARY 1A Countries Photocopiable activity on p.198 You will need one sheet for each group of three or four students, cut up into ‘country’ cards and blank cards. Divide the class into groups of three or four. Give each group a set of blank cards and write the names of the countries on the board. Tell students to work as a group and write down one thing they know about each country, e.g. the capital city, a famous person from there, a famous food, etc. Demonstrate this by eliciting, e.g. London (the capital of the UK), George Clooney (a famous American), sushi (a kind of Japanese food), etc. You could also elicit something famous about the country you are currently in. Monitor and help if necessary. Allow no more than ten minutes for this. When all the groups have written something for each country, ask them to place the cards face down and spread them out on the table. Then give a set of country cards to each group. Each group should spread them out and place them face down on the table. Students take it in turns to pick up a country card and a blank card they have written on. If they match, the student keeps them, otherwise they are put back down. The next student then has a turn. Demonstrate this by picking up two cards and asking: Do these go together? The student in each group with the most pairs is the winner. Take feedback as a class by eliciting some sentences based on the cards. Students can also discuss which was the most interesting fact about each country.

  NO-CUT VARIATION  ive each group a sheet. They should write a fact about each G country as above, but the fact should not be in the correct space, e.g. London could be written next to Brazil. The sheets are then redistributed and the new group has to discuss and match the correct items.

  EXTRA ACTIVITY Collect the written-on cards from each group and redistribute them so students play the game again with another group’s set of cards.

1B Nationalities Photocopiable activity on p.199 You will need one sheet for each group of four students, cut up. Divide the class into groups of four, assign A, B, C and D roles and give each student in the group their corresponding card. If the class does not divide neatly into groups of four, this activity will easily work in groups of three. Student A begins by reading out a sentence to the others, who call out either the nationality (e.g. Chinese) or the country with from (e.g. from China) depending on the sentence. If the response is correct, Student A writes the word or phrase in the space and the name of the student who called out the correct response under the sentence. Demonstrate the activity with a stronger student. Say: I’m from Britain. I’m ... to elicit British. Say: Olga’s Russian. She’s ... to elicit from Russia.

Students continue like this in their groups. The student who gets an answer correct then reads out a sentence and the others have to complete it in a similar way. The student with the most correct answers is the winner.

 VARIATION Instead of making it a competition, students can answer in turn. Student A asks Student B, Student B asks Student C, etc.

2A  Common adjectives Photocopiable activity on p.200 You will need one sheet for each pair of students, cut in half. Ask the class for an example of a good book and write the name on the board. Then elicit the sentence: (Book title) is a good book. When students say the sentence correctly, say That’s right and write it on the board. Repeat with another example, e.g. a small town. Divide the class into pairs, assign A and B roles and give each student their half of the sheet. Tell them not to look at each other’s sheet. Each student writes an example for each description. Monitor and help as necessary. When students are ready, Student A reads out an example at random, e.g. the USA. Student B looks at the list of adjectives for Student A’s sentences and tries to guess what it is, e.g. The USA is a big country. If Student B gets it wrong, Student A says That’s wrong. If Student B can’t guess it, Student A gives a clue, e.g. the noun country. When they have finished, students swap pairs and repeat the activity. Take feedback as a class by asking for some examples and discussing whether students agree that the book is sad, the person is interesting, etc.

  EXTRA ACTIVITY Take some of the examples discussed, e.g. an old hotel, and elicit the opposite adjective – a new hotel. Ask students if they can name a new hotel, etc.

2B  Common objects 1 Photocopiable activity on p.201 You will need one sheet for each group of three or four students, cut up into a set of cards. Divide the class into groups of three or four and give each group a set of cards. Ask students to work together to insert the missing letters in each object. Monitor and help as necessary. Check answers as a class. Answers a watch, a bottle of water, a computer, a key, a newspaper, a knife, a phone, a ticket, a book, an umbrella

Demonstrate one of the words, e.g. watch, by looking at your wrist to elicit watch. Tell students they must mime and not point to the object even if it is in the classroom. Ask one student in each group to shuffle the cards, and place them face down on the table. Another student picks a card, and does an appropriate mime. The first student who calls out the correct object wins the card, and then the next student picks a card and does a mime. The winner is the student who has the most cards at the end of the activity.

 VARIATION Copy one sheet for each pair, and cut it up so that students have five cards each. Put students into pairs. Student A chooses an object to mime, and Student B guesses. If Student B guesses correctly, Student A ticks the object; if not, Student A puts a cross on it. Then Student B chooses an object to mime, and so on. The winner is the student who has guessed the most objects.

  NO-CUT VARIATION Put students into groups. Give each group of students a sheet. The first student chooses an object, without telling the others, and mimes it (as above). The first student to guess the object ‘wins’ the card and writes his/her name underneath it on the sheet. The next student then selects an object and mimes, etc. The winner is the student who has guessed the most objects.

3A  Food 1 Photocopiable activity on p.202 You will need one sheet for each student. Give out a sheet to each student. For Activity A, ask students to look at the pictures and write the missing letters for each word. Encourage them to work in pairs or groups if they want to. Monitor and help as necessary. Check answers as a class. Answers 1 bread  2 cola  3 fruit  4 water  5 meat  6 fruit juice 7 rice  8 coffee  9 fish  10 milk  11 vegetables  12 tea 13 eggs

Ask students to look at Activity B. Demonstrate by saying I like rice and fish and show students where this information would go on the sheet. Ask: What don’t you like? and again show students where this would go on the sheet. Individually, students complete the sentences. Put them into pairs to compare sentences and find out how similar or different they are.

  EXTRA ACTIVITY Put students into groups of four to six. When they have completed their sentences, collect the sheets. Redistribute them and tell students to work in their groups to guess whose sentences they have.

3B  Food 2; Time Photocopiable activity on p.203 You will need one sheet for each student. Divide the class into groups of three or four and give each student a sheet. For Activity A, tell students they have to find and correct the ten spelling mistakes in the food diary. Monitor and help as necessary. Check answers as a class by eliciting the incorrectly spelled words, together with the correct spellings. If students are confident enough, invite them to write the words on the board. Answers breakfast, butter, lunch, cheese, sandwich, biscuits, banana, apple, cake, (ice) cream

Vocabulary 159

For Activity B, students individually complete the food diary with their ideas. Tell them to include the times of the meals. Put students into pairs to present their food diary to each other. To help students you may wish to write on the board: For (meal), at (time), I have (food). Take feedback as a class and nominate a few pairs to talk about their diaries for the class.

4A  Common verbs

For Activity B, tell students to look at the four family trees. Say: I’m going to give you information about the people. Tick the people I am talking about. Read out the following sentences and either ask individual students to answer or the whole class: – He has three sisters. (Roberto) – She is 46 and her daughter is Alison. (Kirsty) – Her father is Anton. (Maria) – She has four children. (Victoria or Sarah)

Photocopiable activity on p.204 You will need one sheet for each pair of students, cut in half.

– She has two brothers. (Alison, Jane or Emma)

Divide the class into pairs, assign A and B roles and give each student their half of the sheet. Tell them not to look at each other’s sheet.

In pairs, students write their own sentences in the spaces provided. Tell them to use each family word (mother, children, etc.) only once, and remind them to include ages in some of their sentences.

Demonstrate the activity. Read out the first sentence beginning (I go …) on the Student A sheet and ask someone with the Student B sheet to complete it with the correct ending (… to university every day). In pairs, students take it in turns to read the beginnings of sentences to their partner, who then provides a suitable ending. Monitor and help as necessary. Take feedback as a class by checking that students have the correct combinations. Answers Student A 1  I go to university every day. 2  I always play football on Saturdays. 3  I study English at school. 4  I live in a flat. 5  I work in a big office. 6  I meet a friend every Friday.

  EXTRA ACTIVITY Students draw and describe their own family tree to each other.

5A  Places in a town You will need one sheet for each pair of students, cut in half. Divide the class into pairs, assign A and B roles and give each student their half of the sheet. Tell Student As to work together in pairs or small groups to complete the gaps in their place words (a–g) in 1. Student Bs do the same. Then put students into A/B pairs. Tell them that they are going to read out the clues on their sheet, and their partner has to guess what the place is. Student A goes first. If he/ she agrees with Student B, then he/she writes the place next to the clue. Student B then reads out a clue, and so on. Monitor and help where necessary.

  EXTRA ACTIVITY Students complete their sentence beginnings with their own ideas. Put students into new pairs or groups, with As and Bs working together, so they can compare their ideas.

4B  Family and people; Numbers Photocopiable activity on p.205 You will need one sheet for each pair of students. Divide the class into pairs and give a sheet to each pair. For Activity A, ask students to complete the gaps in the family words and put them in the appropriate box. Check answers as a class. Answers

160 Vocabulary

Each pair then works with another pair and takes it in turn to read their sentences and elicit the correct answers. Monitor and help as necessary.

Photocopiable activity on p.206

Student B 1  I sometimes meet my friends after work. 2  I speak French and English. 3  I work in a factory. 4  I play the guitar. 5  I teach young children. 6  I sometimes go to the gym.

husband, father, son, daughter, wife, brother sister, mother

– She is eight and she doesn’t have a sister. (Maria)

parents, children

Check answers as a class by getting students to read their clues and name the places. Write them on the board for students to check their spelling. Answers 2 Student A 1 station  2 beach  3 supermarket  4 school  5 museum 6 hotel  7 café Student B 1 park  2 cinema  3 swimming pool  4 restaurant  5 shop 6 bank  7 hospital

  EXTRA ACTIVITY Put the pairs of students with other pairs to make groups of four. Pair B turns over their sheets so they cannot see words a–g. One of the students in Pair A chooses one of the places on their list and says, for example, I see food and tables. Where am I? The other pair has to guess the answer (You’re in a restaurant.). The first student says That’s right. or No, try again. Demonstrate this example with a stronger student.

5B Hotels Photocopiable activity on p.207 You will need one sheet for every four students, cut up. If your students are not familiar with either the word Bingo or the game itself, explain it by drawing a small grid on the board with six words or numbers. Call out random words/ numbers, crossing out the ones on the board. Shout Bingo! when you have crossed out all the words/numbers on the board. Give each student a copy of a bingo card. Ask them to look at the pictures on their card and make sure they know what the hotel words are. Encourage them to check the Vocabulary Focus 5B on SB p.149 if they are not sure. Tell them to complete the two gaps on their cards with more hotel vocabulary words – but not words already on their card. Start calling out hotel words at random, speaking clearly and using the list on SB p.149. Tick off each word as you call it out. When a student hears a word from their card, they put a small X in the top left-hand corner of the cell with the (picture of the) word in it. (If they do this, they can re-use the cards and play the game several times.) The first student to have an X next to all their words shouts Bingo! Ask them to say the words on their card so you can check they are words you have called out. If so, that student is the winner, but you can still continue playing the game until other students have called out Bingo!. You can repeat the game by collecting the cards and giving each student a different one. Alternatively, ask them to exchange cards with the student next to them. Give them a few minutes to change any of the two extra words if they wish. This time, students could write O instead of X. Call out hotel vocabulary words again or invite a student to take your role. With bigger classes, divide the class into groups of six or eight. In each group, there’s a ‘teacher’ who calls out the words.

 VARIATION Ask students to draw a similar Bingo card on a piece of paper, but with a third column. Give them time to complete each cell with a hotel word. Call out hotel vocabulary words, but this time, students call out Bingo! when they have completed one column and/or one row.

6A Jobs Photocopiable activity on p.208 You will need one sheet for each student. Divide the class into pairs or groups of three and give each student a sheet. For Activity A, tell students to work together to unscramble job titles 1­–14. Check answers as a class. Answers 1 football player  2 student  3 receptionist  4 waiter/waitress 5  taxi driver  6  factory worker  7  office worker 8 shop assistant  9 businessman/businesswoman  10 chef 11 bank worker  12 IT worker  13 teacher  14 doctor

For Activity B, ask students to discuss each job from Activity A and write it in one of the four parts of the table. Demonstrate the activity with a strong student. Ask: Is it easy to be a businessman? And elicit a Yes answer, or No, it’s difficult, etc.

Tell students that a job can go into more than one part of the table. For example, being a chef might be both fun and difficult. Encourage students to give reasons for their choices. Monitor and help as necessary. Take feedback as a class. Ask students to explain their choices. How many of the other students agree?

  FAST FINISHERS Ask students to think of other jobs which can go in the table.

6B  Daily routine Photocopiable activity on p.209 You will need one sheet for each student. Tell students they are going to guess what time different classmates do different things throughout the day. Revise ways of telling the time with students. If you have a clock you can use, set it to different times (e.g. six o’clock; quarter to six; quarter past six; half past six) and elicit what the time is. Otherwise, draw clock pictures on the board. Demonstrate the activity. Say: I think Akiko has breakfast at 8 o’clock, and write this on your sheet. Then say to Akiko: I think you have breakfast at 8 o’clock, and elicit Yes, that’s right. or No, that’s wrong, I have breakfast at … . If you were correct, put a tick next to your sentence; if wrong, put a cross, and write in the correct time. Do a few more examples with different students. Tell students that they should write sentences about different members of the class. If the class is small, they should write a sentence about everybody at least once before using a classmate a second time. When they have completed their sentences, they should mingle and find out how many of their guesses are correct by talking to their classmates as you demonstrated earlier. Take feedback as a class. Find out who had the most right guesses.

7A  Common objects 2; Prices Photocopiable activity on p.210 You will need one sheet for each pair of students, cut in half. Divide the class into pairs and give each pair the top half of the sheet. Hold up a sheet, point to the guitar, and elicit the word and spelling. Write this on the board. Explain that the lines in the labels could represent one or more letters. Tell students to work together to complete the words for all the labels. Check answers and write the words on the board. Check pronunciation as necessary. Answers 1 plate  2 cup  3 glass  4 football  5 picture  6 guitar 7 lamp  8 radio  9 suitcase  10 bag  11 plant  12 chair 13 clock

Next, show students (but don’t give it out yet) the bottom half of the sheet. Tell them that the objects are missing and they have to remember where each object was, and, where appropriate, the price. Give students 60 seconds to memorise the shop.

Vocabulary 161

Take back these sheets, and give out the other ones. Tell students to draw and label the objects so that the new sheet is as identical as possible to the old one. Ask each pair to compare with another pair before handing out the originals for them to check. Find out how many pairs got everything right. You could also elicit the prices of the objects with price tags.

7B  Clothes; Colours Photocopiable activity on p.211 You will need one sheet for every four students, cut up. Elicit the adverbs of frequency always, usually, sometimes and never and write them on the board. Give a card to each student. If the class doesn’t divide exactly into four, leave out card D, or, if there is a particularly strong student, give him/her cards C and D. Demonstrate the activity by taking card A and finding someone who usually wears jeans. Ask students in turn Do you wear jeans? until you get a positive answer, then ask How often? until someone says usually. Write that student’s name in the space next to usually wears jeans. Next, write the full sentence on the board, e.g. Pedro usually wears jeans. and elicit the question you asked. Demonstrate with another question so the students can clearly see what they have to do. Write examples of the question beginnings on the board, e.g. Do you wear ... ? How often?, Do you like ... ?, Do you have ... ?, etc. Leave these prompts on the board for students to refer to during the activity. Encourage students to mingle and find people who match the prompts on their cards. Take feedback as a class. Ask students if there is anything else they like, don’t like, often wear, etc.

 VARIATION With stronger students, encourage them to ask follow-up questions, e.g. Why do you always wear a T-shirt?, When do you wear a hat?.

8A  Past time expressions Photocopiable activity on p.212 You will need one sheet for each pair of students, cut in half.

8B  Free time activities Photocopiable activity on p.213 You will need one sheet for each pair of students, cut up into verbs and nouns. Divide the class into pairs and give each pair the verbs and nouns, which must be kept in separate piles. In each pair, one student has the verbs, and one student has the nouns. The students hold their cards, in a pile, face down. Tell students to put their first cards on the table at the same time. The first student to successfully see a match of a verb with a noun then says a sentence, e.g. I went to the cinema last night. If the sentence is correct, that student keeps the pair of cards. When they get to the end of their piles, they shuffle the cards and start again, until all the cards are paired up. The winner is the student with the most pairs of cards.

  NO-CUT VARIATION  ive each pair a sheet. Student A chooses a verb for Student G B to use, e.g. I listened. Student B has to complete the sentence in the same way as before, e.g. I listened to music last night. Student B then crosses off the squares used, and selects a different verb for Student A to use.

9A Transport Photocopiable activity on p.214 You will need one sheet for every four students, cut up. Give a card to each student. If the class doesn’t divide exactly into four, leave out card D, or if you have a particularly strong student, give him/her cards C and D. Demonstrate the activity by taking a card and finding someone who goes to work by train. Ask: Do you go to work by train? until you get a positive answer, then write that student’s name in the space next to the question. Write the full sentence on the board, e.g. Sasha goes to work by train., and elicit the question you asked. Write examples of the question beginnings on the board, e.g. Do you go/like/have/take … ?, Did you go … ?, etc. Leave these prompts on the board for students to refer to during the activity. Encourage students to mingle and find people who match the prompts on their cards.

Elicit today’s date from the class (including the year), and put this information on the board. Say the date for three months ago, elicit the time phrase, and write the phrase on the board. Say: four days ago, elicit the relevant date, and write it on the board. If appropriate, say this afternoon, and elicit the date, but only do this if you have an evening class.

Take feedback as a class on how most people travel.

Divide the class into pairs, assign A and B roles and give each student their half of the sheet. Tell students to write appropriate dates for their past time expressions. Monitor and help as necessary.

Divide the class into pairs and give each pair a sheet. For Activity A, ask students to work together to do the matching exercise. Monitor and help as necessary. Check answers as a class.

Then students take turns to read out their dates to each other and choose the correct time expressions. Take feedback as a class.

  EXTRA ACTIVITY Students use their partners’ time expressions to say where they were at that time, e.g. At the weekend I was at the beach.

162 Vocabulary

9B  The seasons; The weather Photocopiable activity on p.215 You will need one sheet for each pair of students.

Answers (not) go + to the cinema/to the beach/to school/to the park//for a walk make a snowman stay at home drink hot chocolate eat ice cream visit a museum

Demonstrate Activity B by saying People eat ice cream. Where am I? to elicit Mexico in summer. In pairs, students take turns to think of the country and season, and say an activity for their partner to guess.

  FAST FINISHERS Ask students to think of other activities they could do in the different countries.

10A  The home Photocopiable activity on p.216 You will need one sheet for each group of three or four students, cut up. Before the activity, encourage students to list as many words as they can connected with the home. Give them two minutes for this, then write their words on the board. Tell students they will need to use these words for the activity. Divide the class into groups of three or four. Give each group a set of cards and tell students they should be placed face down as a pile on the table. Demonstrate the activity by picking a card, e.g. kitchen, and giving a clue as to what it is: I can make a cup of tea here. Ask students to guess what is on the card. Students take turns to pick a card and give the other students in the group a clue as to what is on it. The student who guesses correctly wins the card. The next student then picks a card, and so on. The second time a word is picked, the student should give a different clue. The winner in each group is the student with the most cards at the end.

  NO-CUT VARIATION  opy one sheet for each group, as before. The sheet is placed C on the table, face up. Student A selects a card (without saying what it is) and gives a clue as before. The first student to guess correctly writes his/her name at the bottom of the card before Student B has a turn. The winner is the student with the most cards.

  EXTRA ACTIVITY In their same groups, students design and draw their ‘dream house’. Alternatively, they write sentences about it. They then present their houses to the rest of the class.

10B  Place phrases with prepositions Photocopiable activity on p.217 You will need one sheet and a dice for each group of three or four students. Divide the class into groups of three or four and give each group a sheet and a dice. Demonstrate the activity by rolling a dice, and, depending on the number you throw, making a sentence about one of the pictures and its noun using the appropriate preposition, e.g. for 2 at, you could make sentences like He’s at work. or She’s waiting at a bus stop., etc. Elicit or pre-teach the meaning of Miss a go. In groups, the students take it in turns to throw the dice and make a sentence. If the other students agree that the

sentence is correct, the student writes his/her name under the illustration and the next student has a turn. If the sentence is incorrect, the student does not write his/her name. Once a picture has been used, it can’t be used again. Monitor and help as necessary. If, towards the end of the activity, all the pictures related to the selected preposition have been used, the player forfeits their go and the next student rolls the dice. The winner is the student with his/her name under the most pictures.

11A  Life events; Years Photocopiable activity on p.218 You will need one sheet for each pair of students, cut in half. Elicit the words diver and racing driver by miming the sports. Elicit more words connected to the sports, including medal, Formula One and Grand Prix. Ask students if they know any famous divers or racing drivers and what years they were good. Divide the class into pairs, assign A and B roles and give each student their half of the sheet. Tell students that they have to complete information about the important life events of Natalia Molchanova and Ayrton Senna. Ask students to read their texts and complete the questions that they will ask their partner to get the missing information. Monitor and help as necessary. Next, students take it in turns to ask their partner for the rest of the information so they can complete the text. Check answers by eliciting the completed texts about Molchanova and Senna. Answers Student A 1 born  2 When  3 free diving  4 gold medals  5 die Natalia Molchanova was a free diver. She was born in 1962 in the city of Ufa in Russia. She had a son, Alexey, in 1987; he’s also a free diver. Natalia only started free diving when she was 40, but she won 23 gold medals. She died in 2015 near the Spanish island, Formentera. She is the best free diver of all time. Student B 1 born  2 grow up  3 school  4 1981  5 die Ayrton Senna was a racing driver. He was born in 1960 in Brazil. He grew up in São Paulo and learned to drive when he was only seven. He finished school in 1977 and he moved to England in 1981. He got married in 1981 too. He won three Formula One world championships but he died in the San Marino Grand Prix in Italy in 1994. Many people say he was the best racing driver of all time.

  EXTRA ACTIVITY Students tell each other about important life events of relatives or of famous people from their country.

11B Abilities Photocopiable activity on p.219 You will need one sheet for each group of three or four students, cut up. Divide the class into groups of three or four and give each group their set of cards. Tell students to shuffle the cards and put them in a pile face down on the table. Demonstrate the activity by taking a card and miming the ability. Ask the class to guess what you are doing.

Vocabulary 163

A student in the group takes the top card and mimes the activity. The first student to guess the ability wins the card. The next student takes a turn, and so on until all the cards have been used. The winner is the student with the most cards.

 VARIATION Divide the class into pairs and give each student in a pair the same half of the sheet, so students in their pairs have the same 12 activities. Student A picks an ability to mime; when Student B identifies it, he/she crosses it off on his/her sheet. Then Student B picks an ability. They keep going until all the abilities have been crossed off.

  FAST FINISHERS Students discuss in pairs or groups (depending on the version of the activity they have done) which of the abilities they can/can’t do.

12A  Months and future time expressions; Ordinal

numbers; The date

Photocopiable activity on p.220 You will need one sheet for every four students, cut up. Divide the class into groups of four, assign A, B, C and D roles and give each student their card. (It doesn’t matter if the class doesn’t divide exactly into four, but try to make the numbers of As, Bs, Cs and Ds the same as far as possible.) Ask each student to complete the first part of their card. Demonstrate this on the board by writing the following examples: – I was born in spring.

– My birthday is on 16th April.

– My birthday is in three months. Individually, students complete the top half of their cards. Next, tell them they need to talk to the other students in the class to get the information on the bottom half of their cards. Elicit the questions they have to ask: Which month were you born in? or When’s your birthday?. When they have finished, put students into groups according to their letter, A, B, C or D. Ask them to compare their answers and discuss any differences. Did they speak to everybody? Did they include themselves in their numbers? Take feedback as a class.

12B  Common verbs and collocations Photocopiable activity on p.221 You will need one sheet for each pair of students, cut in half. Divide the class into pairs, assign A and B roles and give each student their half of the sheet. Tell students they should take it in turns to ask and answer the questions on their sheets. Tell them that when they write their partner’s answers they should spell the words correctly. They are given the first letter and the number of letters they need to use. When they have finished, students check the spelling with their partners’ sheets.

  EXTRA ACTIVITY Students work in pairs to think of other collocations they might know for each of the verbs.

164  Vocabulary / Pronunciation

PRONUNCIATION Introduction 1  Phonemic symbols (vowels and

diphthongs)

Photocopiable activity on p.222 You will need one sheet for each group of four students, cut in half. The first set of cards (in phonemic script) should be cut up, but not the second set (words). The aim of this sheet is to help students recognise vowels and diphthongs in phonemic script. Write /sɪt/ and /haʊ/ on the board and ask what words these are (sit, how). Show students the vowels and diphthongs in the phonemic chart on SB p.165. Divide the class into groups of four. Give each group the set of cards and the second half of the sheet. Tell students to put the cards in a pile face down in front of them. Students take turns to pick up a card and match the vowel in bold in the word with the phonemic symbol, e.g. man /æ/. The group that does this in the quickest time wins. Answers

/eə/ hair /ɪ/ chip /i/ happy /e/ men /iː/ cheap /ɪə/ near /ʊ/ put

/ʌ/ up /ʊə/ tour /æ/ man /əʊ/ window /ɔː/ walk /ɒ/ got /ɜː/ shirt

/ɑː/ part /ə/ breakfast /eɪ/ eight /aɪ/ nine /ɔɪ/ boy /uː/ who /aʊ/ now

  NO-CUT VARIATION  tudents write the word (in pencil in case they make a S mistake) under the phonemic symbol.

Introduction 2 Phonemic symbols (consonants) Photocopiable activity on p.223 You will need one sheet for each group of four students, cut in half. The first set of cards (in phonemic script) should be cut up, but not the second set (names). The aim of this sheet is to help students recognise consonants in phonemic script. Write the names /kɑːlɒs/ and /dʒeɪn/ on the board and ask who can say them (Carlos, Jane). Show students the consonants in the phonemic chart on SB p.165. Ask them to tell you the consonants that look different from the alphabet: /θ/, /ð/, /tʃ/, /dʒ/, /ʃ/, /ʒ/, /ŋ/ and /j/. Divide the class into groups of four. Give each group the set of cards and the second half of the sheet. Tell students to put everything face down in front of them. Students take turns to turn over a card with the phonemic symbol and think of a male or female name which begins with that sound, e.g. /d/ Derek. They then turn over the second half of the sheet and match that symbol with a name, e.g. /d/ Dan. They get a point if they think of a suitable name beginning with that sound and an extra point if their name matches the one on the sheet. See which group has the most points at the end of the game. Check answers as a class and ask which three consonants don’t have names (/ŋ/, /ð/, /ʒ/).

Answers

/k/ Kate /t/ Tom /dʒ/ John /w/ Wendy /s/ Sam /l/ Lou /h/ Harry

1 syllable: we’re, know /z/ Zack /f/ Fay /v/ Vera /ʃ/ Sharon /b/ Bill /θ/ Theo /g/ Gary

/j/ Yolanda /tʃ/ Charles /p/ Pam /d/ Dan /m/ Mo /n/ Nina /r/ Rita

  NO-CUT VARIATION  tudents go through the phonemic symbols in turn, thinking S of names and matching the symbols to the ones on the sheet.

  EXTRA ACTIVITY Ask students to write their own names in phonemic symbols.

1A  Sound and spelling: Long and short sounds Photocopiable activity on p.224 You will need one sheet for each student. Give each student a sheet. For Activity A, explain that they need to get from I’m to you using words where the underlined vowel is long. Demonstrate by saying, After ‘I’m’ is the next word ‘Madrid’ or ‘student’? (student). Monitor and help as necessary. Check answers as a class. Drill all the words with long sounds when students have finished. Answers I’m – student – no – meet – name – nice – paper – you

For Activity B, students repeat the activity, but with short sounds. Demonstrate by saying, After ‘the’ is the next word ‘sorry’ or ‘Beijing’? (sorry). Monitor and help as necessary. Check answers as a class. Drill all the words with short sounds when students have finished. Answers the – sorry – China – thanks – am – not – Hello – from

For Activity C, divide the class into pairs and tell students to make a test for other students by completing the two Word columns in the table with words used on the sheet. Ask them to underline the part of the word they want to focus on, e.g. Japan. When students have completed the tables, they swap tests with another pair. One student reads out a pair of words, and the other student must say if there are two, one or no long sounds.

 VARIATION To make Activities A and B interactive, students could work in pairs, taking it in turns to identify and say the next word.

1B Syllables Photocopiable activity on p.225 You will need one sheet for each pair or group of four students, cut up. Divide the class into pairs or groups of four and explain the activity. The aim is to collect all the cards from the other player(s) by finding words with the same number of syllables. There are four different patterns:

2 syllables: Chinese, tennis 3 syllables: Mexican, afternoon 4 syllables: American, conversation Write the words on the board as examples and drill them. Ask one student in each pair/group to deal out the cards so they each have the same number of cards. Tell them to hold their cards so they can’t see the words. One student begins by putting a card on the table. Students then take turns to put a card down on the table, turn it face up and say the word. If the number of syllables is the same as the previous card, e.g. tennis – Poland (2), the first person to shout Snap! takes all the cards on the pile. If they’re wrong, they miss a turn. The winner is the person who collects all the cards. Monitor and help when necessary, making sure that the students actually say the word when they put it down. Check answers by going through the sheet and drilling all the words. Answers 1 syllable: we’re, what’s, meet, aren’t, these, friends, group, I’m, they’re, know, who’s, she’s 2 syllables: Chinese, Spanish, Russian, English, British, student, Poland, tennis, football, Turkey, teacher, hello, married 3 syllables: Mexican, Japanese, Italy, USA, syllable, Mexico, afternoon, Canada, listening 4 syllables: American, receptionist, conversation, Australia, Australian, Canadian

  NO-CUT VARIATION  sk students to use four different coloured pencils to A highlight the four different patterns. Then students take turns to go through the table and read out all the words which have the same stress pattern, e.g. Mexican–Canada–Japanese–afternoon.

2B  Sound and spelling: /s/, /z/ and /ɪz/ Photocopiable activity on p.226 You will need one sheet for each group of three students, cut up. Write some one-syllable nouns on the board (e.g. book, key, watch) and elicit the plural forms and the three different pronunciations, /s/, /z/ and /ɪz/. Ask which pronunciation has an extra syllable (/ɪz/ – watches). Divide the class into groups of three, assign A, B and C roles and give each student their part of the sheet. Explain that they must take it in turns to read out their lists, listen and write down the words ending in their sound – they each have a sound to concentrate on. They should also write down the words with their sound on their own list as they say them. Monitor and make sure students are pronouncing the words correctly. Check answers as a class by drilling the words. Answers Student A: / s/ tickets, books, groups, objects, students, flats, restaurants Student B: /z/ computers, umbrellas, cities, homes, friends, bottles, knives Student C: / ɪz/ sentences, villages, boxes, watches, offices, buses, glasses

Pronunciation 165

  EXTRA ACTIVITY Put students into pairs and get them to turn over the sheet and write down as many of the plurals as they can remember and then pronounce them.

2C  Tone in questions Photocopiable activity on p.227 You will need two sheets for each group of four students. Dictate these questions to students and get them to answer. Then ask them to repeat the questions and say whether the tone goes up or down at the end. – What’s your surname? (down) – What’s your phone number? (down) – Are you Spanish? (up) Tell students they’re going to play noughts (0) and crosses (X). Divide the class into groups of four and ask the groups to divide themselves into two teams, noughts and crosses. Give each team a sheet. Noughts go first. Tell them to choose a numbered square on the first grid. They need to say one of the questions which matches the tone in that square, e.g. for 1 in game 1, they could ask Is it a big town?. Point out that questions with a yes/no answer have a rising tone at the end. Other questions have a falling tone at the end. If they say the questions with the correct tone at the end, they put a 0 in square 1 in game 1. Once a question has been used, it should be crossed out in pencil and it can’t be used again. Then it is the turn of the other students to pick a square in game 1 and ask a question with the correct tone. If a team uses the wrong tone, the other team has a chance to answer instead. The first team to get a row of three squares horizontally, vertically or diagonally in game 1 is the winner. There are three different games for variety. Check answers as a class by drilling all the questions with the right tone. Answers Rising tone ➚ Is it near your office? Is she American? Are they Italian? Do you have a bottle? Do you have a pen? Are you from Granada? Is it a big town? Do you have a ticket?

Falling tone ➘ How are you? What’s your address? Where are you from? What’s your name? How do you spell that? What’s this? Where’s her flat? What’s your email address?

 VARIATION Students could make up their own questions.

3A  Sound and spelling: /iː/, /ɪ/ and /aɪ/ Photocopiable activity on p.228 You will need one sheet for each group of three students, cut in three. Write this sentence on the board and ask students to find words with /ɪ/, /iː/ and /aɪ/ sounds: I’m British and I like tea. (I’m – /aɪ/, British –­ /ɪ/, I – /aɪ/, like – /aɪ/, tea – /iː/)

166 Pronunciation

Divide the class into groups of three, assign A, B and C roles and give each student a card. (If there is a group of four, two students could share a card.) Make sure students don’t look at each other’s cards. Explain that there are 12 rounds. In each round, students take turns to say their word and they have to find the odd word out. Two words have the same /iː/, /ɪ/ or /aɪ/ sound and the odd word doesn’t. Demonstrate by asking a Student A to say his/her first word (big), then ask a Student B (it’s) and finally a Student C (meat). Ask: Which word has a different vowel sound? to elicit that big and it’s both have the /ɪ/ sound; meat is different because it has an /iː/ sound. So, in round 1, Student C has the ‘odd word out’. Check answers by asking the three students in a group to say their words and then the odd word out. Change groups for each round. When you have finished, you could ask students to put all the words into three categories and then drill all the words. Answers 1 C  2 C  3 B  4 A  5 B  6 B  7 C  8 B  9 A  10 A 11 C  12 B

  EXTRA ACTIVITY Ask students to make a sentence with all three sounds from each round. They then read out their sentences.

3C  Sentence stress in phrases Photocopiable activity on p.229 You will need one sheet for each group of six to eight students, cut up. Write these phrases on the board: a cup of tea, a piece of cheese, a glass of water. Ask students which words are stressed (the ones underlined) and what vowel sound a and of have (/ə/). Drill these phrases. Divide the class into groups of six to eight students. Give each group a set of cards upside down. The first student says I’d like …, takes a card and continues the sentence, e.g. I’d like a cup of coffee. This card then goes to the bottom of the pile. The second student takes a card and continues, e.g. I’d like a cup of coffee and a piece of toast. This card then also goes to the bottom of the pile. The students continue taking cards and adding more food and drink to their sentence. The student who forgets what has been said before or uses the wrong sentence stress is out of the game and the game restarts from the beginning. Continue until only one student is left in the game. Monitor and make sure students are using the correct sentence stress and the weak forms of of and a. Take feedback as a class by drilling all the cards as phrases.

  NO-CUT VARIATION  ivide the class into groups of three. Ask students to take D turns saying the phrases. Tell them to cover each row as they complete it, so they need to remember the previous phrases.

4A  Sentence stress in questions Photocopiable activity on p.230 You will need one sheet for each group of three students, cut up. Revise sentence stress in questions by writing the first item on the Game card on the board (In Barcelona.), and asking students to think of and say questions for this answer with the appropriate stress: Where do you live? Where do you work? Where is your flat? Divide the class into groups of three, assign A, B and C roles and give each group a game card and the three student cards (if there is a group of four, two students could share a card). Individually, students practise saying their questions and underline the stressed words in their questions. Monitor and help when necessary. Explain that there are 12 rounds. In each round, one student reads the answer on the game card. The students then each read out their question for this round, using the appropriate stress. Students must choose the best question for the answer. Monitor and help when necessary. Take feedback as a class by drilling a selection of the questions on the student cards. Answers 1 B  2 C  3 A  4 B  5 C  6 A  7 A  8 C  9 B  10 C  11 B  12 A

  EXTRA ACTIVITY Ask students to turn their sheet over. Read out an answer and see if they can remember the question, or think of another appropriate question.

4C  Sound and spelling: /tʃ/ and /dʒ/ Photocopiable activity on p.231 You will need one sheet for each student. Say some words with /tʃ/ and /dʒ/ sounds, e.g. chair and Japan. Ask students to think of more words with these sounds. Give each student a sheet and get them to underline the words in the list with a /tʃ/ sound. Check and drill all the words. Students then put the words from the box into the two grids. They must all have the same order of words in both grids or the game won’t work. Check this before the next stage and drill the words again. Answers

/tʃ/  2 picture  3 cheese  4 chip  5 question  6 match /dʒ/  8 large  9 manager  10 page  11 job  12 jeans Ask each student to draw three planes in the You grid. Tell them that each plane should cover four squares and that they can be horizontal or vertical. Next, divide the class into pairs. Tell students to find their partner’s planes by reading out coordinates with the words (not numbers), e.g. manager – cheese. If they find part of a plane, they draw an X in the ‘Your partner’ grid. If there is no plane there, they draw an O in that square. The game finishes when one student finds all of their partner’s three planes.

Demonstrate the game with a stronger student. Write Miss! and Hit! on the board. Explain that Miss! means no plane was found and Hit! means the player has found a plane. Monitor and help as necessary. Take feedback as a class by drilling all the /tʃ/ and /dʒ/ words again.

5B  Sound and spelling: /ʃ/ Photocopiable activity on p.232 You will need one sheet for each student. Give students one minute to write down as many words with /ʃ/ sounds as they can. Elicit the words. Give each student a sheet and ask them to underline all the words with the /ʃ/ sound and then say them. Check answers as a class. Answers fish, station, Turkish, conversation, Polish, international, shower, Spanish, shop, English, information, Russia, nationality, receptionist, British

Divide the class into pairs. Go through the example as a class: lesson, shower, Russia, fish = the pattern in line 2 in the table. Students take turns to say a set of words which matches one of the patterns in the table. The other student must say the number. Students could also play the other way round: one student says a number and the other student says four words which fit that pattern. Take feedback as a class by eliciting examples of each group (1–6).

5C  Emphasising what you say 1 Photocopiable activity on p.233 You will need one sheet for each student. Write It’s cold. on the board and ask students for ways of emphasising this adjective by adding adverbs: It’s very / really / so cold. Drill the sentences with strong stress on very/really/so (you may wish to add that really can be used to modify adverbs and verbs too, e.g. I really like ice cream). Point out that when we emphasise these words, we say them slightly louder than the other words in the sentence, and we give them a rise–fall intonation. Divide the class into pairs and give each student a sheet. Ask them to choose eight sentences, some true and some false, and say the sentences with the appropriate pronunciation to show emphasis. The other student listens and says if it is true or false for their partner. Monitor and help when necessary. Take feedback as a class by drilling a selection of the sentences with the appropriate pronunciation to show emphasis.

  EXTRA ACTIVITY Ask students to test the class with information about their partner using true/false questions: Student says:  Anna thinks football is very boring. Class guesses: False? Student says: Yes!

Pronunciation 167

6A  Sound and spelling: /ɜː/ Photocopiable activity on p.234 You will need one sheet for each student. Model the /ɜː/ sound with students: it’s a long vowel said in the middle of the mouth with the lips slightly spread. Divide the class into pairs and give each student a sheet. For Activity A, explain that they need to get from were to thirty using words with an /ɜː/ sound. Demonstrate by saying, After ‘were’ is the next word ‘number’ or ‘university’? (university). Monitor and help as necessary. Check answers and drill all the words with /ɜː/ sounds. Answers were – university – learn – surname – her – word – verb – girl – thirty

For Activity B, students repeat the activity but this time they need to get from verb to learn. Monitor and help as necessary. Check answers and drill all the words with /ɜː/ sounds. Answers verb – world – first – university – girl – thirty – surname – work – learn

For Activity C, students work in pairs and make a test for other students by completing the two Word columns in the table with words used on the sheet. When students have completed the tables, they swap tests with another pair. One student reads out a pair of words and the other student must say if there are two, one or no /ɜː/ sounds.

 VARIATION To make Activities A and B interactive, students could work in pairs, taking it in turns to identify and say the next word.

  EXTRA ACTIVITY Divide the class into groups. Students have one minute to make a sentence including words with /ɜː/ sounds, e.g. The girl learns thirty words every day at university. The students with the most number of words in a grammatical and meaningful sentence win. They must also pronounce their sentence correctly. Repeat the activity with students making new sentences.

6C  Emphasising what you say 2 Photocopiable activity on p.235 You will need one sheet for each student. Say these verbs and drill them, first with I’ll and then with I can: come, drive, go, help, pay, walk. Divide the class into pairs and give each student the sheet. Ask them to take it in turns to say one of the sentences. Their partner must choose a suitable response from the replies, and they must say it using strong emphasis. If they do this, they get a point and the question/sentence is crossed off. Some sentences have different answers, but some answers are not suitable so students should check with you if they aren’t sure. Monitor and help as necessary. Take feedback as a class by drilling all the offers with strong stress.

168 Pronunciation

Suggested answers I need to go to the hospital. – I’ll drive you there. Would you like a piece of cake? – Yes, but I’ll pay. I can’t do this! – Sam can help you. I’d really like a sandwich. – Sit down, I can get it. I can’t do my English homework. – I’ll help you. I finish work at 10 pm today. – Don’t worry, I’ll make dinner. I need to clean my room. – I’ll do it for you. I feel tired. – Don’t worry. Tim can do it. My friends arrive at the airport at 6:00. – I can meet them. Would you like to go shopping? – Yes, I’ll drive.

7A  Sound and spelling: /b/, /p/, /g/ and /k/ Photocopiable activity on p.236 You will need one sheet for each pair of students, cut in half. Divide the class into pairs, assign A and B roles and give each student their half of the sheet. Ask students to label their picture with the words in the box and then practise saying the words. Monitor and help as necessary. Tell students that their pictures are similar but there are eight differences. Explain that they need to talk about and compare their pictures to find the differences. They shouldn’t look at each other’s pictures but describe them. When they find a difference they should write it down in a sentence. When students have finished, elicit the differences and agree on the correct sentences. They then underline the /b/, /p/, /g/ and /k/ sound in each of the words, e.g. In picture A, there’s a blanket. In picture B, there’s a pillow. Take feedback as a class by drilling the words. Answers In picture A, there’s a blanket on the bed; in picture B, there’s a pillow. In picture A, there’s a glass on the table; in picture B, there’s a cup. In picture A, there are three biscuits; in picture B, there are five. In picture A, the clock says ten o’clock; in picture B, it says eleven o’clock. In picture A, there’s a picture of a baby girl; in picture B, it’s a baby boy. In picture A, there’s a lamp on the table; in picture B, there’s a computer. In picture A, there’s a guitar. In picture B, there’s a bag. In picture A, there’s an umbrella. In picture B, there’s a football.

  NO-CUT VARIATION  tudents work in pairs and find the differences. Ask them to S write sentences.

7C  Joining words Photocopiable activity on p.237 You will need one sheet for each pair of students, cut in half. /j/ eggs and too /w/old on the board. Write the words three Explain or elicit from the class that we add a /j/ sound between words ending with /iː/ or /i/ and words starting with a vowel. We add a /w/ sound between words ending with /uː/ and words starting with a vowel.

Divide the class into pairs, assign A and B roles and give each student their half of the sheet. Tell them to look at the picture and ask: Where is this? (a shop) and What does the shop sell? (nothing!).

Tell students to decide whether the linking sounds are /w/ or /j/. If necessary, read the examples – one from a Student A and one from a Student B sheet. Ask students to dictate their text to each other sentence by sentence until they both have a complete text. Get Student A to begin dictating sentence 1 for Student B to write, then Student B dictates sentence 2 for Student A to write. If necessary, demonstrate in front of the class with a stronger student, you being Student A. Monitor that they’re doing the task correctly, reading out full sentences rather than spelling out each word, and linking the words correctly. Students then check their answers with each other. Ask them to write their own idea for what the women say in the end. Read out the whole text aloud for the students to listen and check. Drill the text piece by piece. Students then practise reading the whole text aloud, concentrating on the linking. Finally, ask pairs to sit with another pair and compare ideas about what the shop assistant says at the end. You could have a class vote to see which pair comes up with the best ending. Answers /w/ old women go /w/ into a shop. 1 Two /j/ is 70 and Sue /w/ is 75. 2 Julie /j/ eggs, please.’ 3  Julie says to the shop assistant, ‘We’d like three /j/ eggs.’ 4  The shop assistant says, ‘Sorry, we don’t have any /w/ asks, ‘Can we have two /w/ oranges then?’ 5 Sue /j/ oranges.’ 6  The shop assistant says, ‘We don’t have any /w/ oranges? OK, do you have any /j/ apples?’ 7 ‘No /j/ only have apples!’ 8 ‘We /w/ apples then?’ 9  ‘Good. Can we have two /j/ eight euros, please,’ says the assistant. 10  ‘That’s twenty /w/ expensive!’ the women say. 11  ‘That’s too /w/ isn’t happy and Julie /j/ isn’t happy. 12  Sue /j/ end, the two /w/ old women say, ‘ 13  In the ’.

8B  Sound and spelling: /t/ and /d/ Photocopiable activity on p.238 You will need one sheet for each pair of students, cut in half. Read out the past simple verbs, in a different order from the answers, and get students to raise their left hand if they end in /t/ and their right hand if they end in /d/. Divide the class into pairs, assign A and B roles and give each student their half of the sheet. Get them to categorise the past simple verbs as ending with /t/ or /d/ sounds and say them. Monitor and help if necessary. Answers Student A

/t/

finished liked worked

/d/

arrived lived phoned

Student B

/t/

spelled talked watched

/d/

killed played stayed

Explain that they each have half of the same crossword and that they need to complete it by reading out sentences with the missing past tense regular verbs to their partner. Suggest that when they read out their sentences, they

indicate the gap with a ‘beep’ sound. For example, 4 across – Rita ‘beep’ her friend at six o’clock. Pre-teach What is __ across/down? so they can ask each other about the crossword. Students can give the first letter of the verb if their partner does not get it from the sentence. Drill all the words when everyone has finished. Answers 1 killed /d/ 2 liked /t/ 3 stayed /d/ 4 talked /t/ 5 lived /d/ 6 finished /t/ 7 spelled /t/ 8 watched /t/ 9 arrived /d/ 10  played /d/ 11  worked /t/ 12  phoned /d/

8C  Main stress and tone Photocopiable activity on p.239 You will need one sheet for each student. Write this suggestion and response on the board: – Let’s have a cup of coffee. – That’s a great idea! Point out the main stress in each sentence (on coffee and great). Ask whether the tone rises or falls at the end (falls). Give each student a sheet. Demonstrate the flowchart activity with one of the stronger students, taking it in turns to start the conversation with Hello, how are you?. With weaker classes, go all the way through the flowchart; with stronger classes, just do a few turns. There are different directions for the conversation to go so the student taking part in the example can choose which arrow to follow and which response to give. Divide the class into pairs to do the conversation. Students should take it in turns to start the conversation and go through different directions in the flowchart. Monitor and help when necessary. Make sure that they use the correct stress and tone on the responses to suggestions. They can then repeat the activity with a new partner. Take feedback as a class by drilling a selection of the responses to suggestions using the correct stress and tone.

9A  Sound and spelling: the letter a Photocopiable activity on p.240 You will need one sheet for each group of four students, cut up. Dictate these words with the letter a: bad, car, day, park, cat, USA, was, watch. Ask students to put them in the right sound category /æ/, /ɑː/, /eɪ/ or /ɒ/. Write the answers on the board and leave them there for students to refer to during the activity. 1 /æ/ bad, cat 2 /ɑː/ car, park 3 /eɪ/ day, USA 4 /ɒ/ was, watch

Pronunciation 169

Divide the class into groups of four and give each group a set of cards, face down so they can’t read the questions. Tell students that they should take it in turns to pick up a card and read it to the student on their right, who has to answer it. If they answer it wrongly, the question goes to the bottom of the pile. Get one group to demonstrate the game by doing a few moves. Monitor and help when necessary. Take feedback as a class by drilling all the answers and getting students to say which category the letters a in the answers belong to, e.g. 1 Spain, /eɪ/ category 3. Answers 1  A (Spain /eɪ/) 2  C (grass /ɑː/) 3  B (flat /æ/) 4  B (party /ɑː/) 5  A (watch /ɒ/) 6  C (father /ɑː/) 7  B (plane /eɪ/) 8  A (apple /æ/) 9  A (guitar /ɑː/) 10   C (What /ɒ/)

11  12  13  14  15  16  17  18  19  20 

C (am /æ/) B (café /æ/) A (newspaper /eɪ/) A (want /ɒ/) C (glass /ɑː/) B (bag /æ/) A (market /ɑː/) C (station /eɪ/) B (stay /eɪ/) A (was /ɒ/)

  NO-CUT VARIATION Give each group a coin and tell them heads = move forward one square and tails = move forward two squares. Students put the uncut sheet on the table. When they land on a question square, they must answer the question. Once the question has been answered correctly, it is crossed out. If a student lands on a question which has already been answered, he/she can’t move and misses a turn.

 VARIATION To make the game last longer or suitable for pairs, ask students to use a coin: heads = move forward one square, tails = move forward two squares.

9C  Syllables and spelling Photocopiable activity on p.241 You will need one sheet for each pair of students. Divide the class into pairs and give each pair a sheet. Explain that each group of words has an odd one out based on the number of syllables. The odd one out can be the only word with two syllables or three syllables. Demonstrate by writing these examples on the board and eliciting the answer: – guitar, newspaper, potato (guitar has only two syllables) – Australian, Mexican, Canadian (Mexican has only three syllables) Ask students to decide what the odd one out is in each line. They then bet on their answers, based on how certain they are. Pre-teach the word bet (to risk money on the result of a competition). They have a limit of $200 to bet in total, and they must bet on at least eight answers. Check answers as a class. For correct answers, students double the money that they bet. For incorrect answers, they lose their money. The pair with the most money at the end wins. Take feedback as a class by drilling all the words in the answers.

170 Pronunciation

Answers 1 rest(au)rant 2 fam(i)ly 3 cam(e)ra 4 veg(e)table 5 fav(ou)rite 6 fact(o)ry 7 diff(e)rent 8 int(e)resting 9 bus(i)ness 10   We(d)n(e)sday

10B  Main stress in questions (present continuous) Photocopiable activity on p.242 You will need one sheet for each group of four students, cut up. Ask students present continuous questions with What/Why/ Where/Are + you, e.g. What are you doing?, Where are you going? and What are you reading?. Ask students where the stress is in each question (on the first part of the -ing verb). Divide the class into groups of four, assign A, B, C and D roles and give out the cards. Each student has a card with four actions to mime and four questions to ask. Ask them to take turns to choose one of their actions to mime. When they mime, the other students must find out if one of their questions is appropriate. If it is, they ask it, using the correct stress, e.g. Student A mimes You’re playing a computer game. Student C asks: What are you playing?. They then write the answer down. The first student to complete all their answers wins. Take feedback as a class by drilling all the questions. Answers What are you reading? You’re reading a fashion magazine. Who are you talking to? You’re talking to a friend. Are you driving? You’re driving a bus. Where are you listening to it? You’re listening to music in bed. What are you drinking? You’re drinking water. Why are you running? You’re running because you’re late. Are you studying? You’re studying English. Where are you walking to? You’re walking to the station. What are you eating? You’re eating a pizza. What are you playing? You’re playing a computer game. Where are you shopping? You’re shopping in a supermarket. Are you cooking? You’re making a cake. What are you making? You’re making coffee. Are you sleeping? You’re sleeping. What are you watching? You’re watching a James Bond film. Where are you meeting them? You’re meeting friends at the cinema.

10C  Sound and spelling: /ɪə/ and /eə/ Photocopiable activity on p.243 You will need one sheet for each student. Write these minimal pairs on the board and drill them: /ɪə/

/eə/

here

hair

year

yeah

Give each student a sheet. For Activity A, ask students to put the words with /ɪə/ and /eə/ sounds into the correct columns of the table. Check answers as a class. Drill the words.

Answers

/ɪə/

hear dear near clear meal idea here year real

/eə/

wear they’re care where hair chair there pair yeah

For Activity B, explain the rules of Bingo (see Vocabulary 5B Hotels). Tell students to write one word in each part of the table, using words from Activity A. Read out the words from Activity A in random order. When students hear a word which is in their table, they cross it off. When all their words have been crossed off, they shout Bingo!. The first player to do this wins. Ask them to say the words back to you so you can check. When students understand the game, they can play in groups, with one student being the ‘teacher’ and saying the words.

  EXTRA ACTIVITY Divide the class into groups. Students have one minute to make a sentence including the words in Activity A, e.g. Mary’s hair is here on the chair. The students with the most number of words in a grammatical and meaningful sentence win. They must also pronounce their sentence correctly. Repeat the activity with students making new sentences.

11B  can / can’t Photocopiable activity on p.244 You will need one sheet for each student. Write on the board: Can you speak French? A: Yes, I can. B: No, but I can speak English. C: No, I can’t speak French.

Answers 1 Can you speak many languages? A  Not very many. I can speak two (my language and English). B  Yes, I can. I can speak more than two. C  Sorry, I can’t understand you. 2 Can you swim well? A  Not very well. I can swim about one kilometre. B  Yes, I can. I can swim more than one kilometre. C  No, I can’t swim at all. 3 What can you do for your friend’s birthday? A  I can sing ‘Happy Birthday’. B  I can make a birthday cake. C I can’t make a birthday cake, but I can eat it. 4 Can you drive? A  No, but I’m learning. B  Yes, I can. C  No, I can’t. 5 Can you play tennis well? A  I can play quite well, but not very well. B  Yes, I can. I can play very well. C  No, I can’t see the ball very well. 6 Can you cook? A  Yes, I can. I can cook some things well. B  Yes, I can. I can cook a lot of things very well. C  Yes, but people can’t eat my food. 7 Can you run fast? A  Sometimes. I can run for the bus. B  Yes, I can. I can run very fast and very far. C  No, I can’t, and I can’t walk fast! 8 Can you read this? A  Yes, I can. B  Yes, I can. I can read and write it. C  No, I can’t. Is this English?

In the same pairs, students take it in turns to read out each question to their partner and write the letter of each answer. Students check their answers at the end of the questionnaire. Take feedback as a class by asking some students to answer the questions, and to tell you whether they agree with the interpretation at the end of the questionnaire.

  EXTRA ACTIVITY Students play a guessing game. Ask them to read out a question about their partner, e.g. Can Ana cook?. Other students guess the answer, e.g. Yes, she can.

Elicit that can isn’t stressed in positive sentences and questions, but it is stressed in short answers; can’t is stressed in negative sentences and short answers.

11C  Consonant groups

Divide the class into pairs. Give each student a questionnaire. Tell them to look at the questions and answers and underline when can and can’t are stressed. Students then compare their ideas in pairs. Check and drill some of the questions and answers to make sure students are using the correct pronunciation before they do the main activity.

You will need one sheet for each pair of students.

Photocopiable activity on p.245 Divide the class into pairs and give each pair a sheet. Ask students if they can see anything in common in the pronunciation of all the words (they all have consonant groups, combinations of two consonants or more). Write some of the words on the board and ask for the pronunciation. Drill them. Explain the rules of ‘four in a row’. The two students each choose either X or O and take turns to read out a word on a square. If they pronounce it correctly, they can write X or O there. After the first go, they can only go next to or directly above a square which already has an X or O. The first person with four Xs or Os in a row, horizontally, vertically or diagonally, is the winner. Monitor and help when necessary. Take feedback as a class by drilling the words.

Pronunciation 171

  EXTRA ACTIVITY Ask students to play the game again, but this time they use the word in a sentence to get the square, e.g. I walk to school.

12A  going to Photocopiable activity on p.246 You will need one sheet for each student. Divide the class into pairs and give each student a sheet. Set the scene for the students. You want to go on holiday but you don’t have any money. Ask them for their plans. How are they going to get money? Tell students to look at question 1 and underline the examples of going to. Elicit the pronunciation of going to (it is often pronounced quickly as /gənə/ and the first syllable is stressed). Student A starts by asking question 1, e.g. You want to go on holiday, but you have no money. How are you going to get money? Work in a café or play guitar on the streets?. Student B replies by choosing one of the options. They say the full sentence with going to, e.g. work in a café – I’m going to work in a café. They then go to the number indicated and read the next question. Students continue until they reach the end of the story. Monitor and make sure that they pronounce going to correctly. Help as necessary. Students then swap roles and repeat the story. Take feedback as a class by asking students which of them reached a happy ending in the game and are going to go on holiday.

12C  Sound and spelling: oo Photocopiable activity on p.247 You will need one sheet for each pair of students, cut in half. Write look /ʊ/ and boot /uː/ on the board. Elicit the pronunciation of the oo in each word. Elicit other words with oo and get students to pronounce them. Divide the class into pairs, assign A and B roles and give each student their half of the sheet. Student As should underline all the oo words with an /ʊ/ sound and Student Bs underline all the oo words with an /uː/ sound. Check answers and get students to pronounce the words. Answers Student A /ʊ/ 1 good  4 cook  6 football  8 book  9 took Student B /uː/ 2 food  3 afternoon  5 zoos  7 soon  10 choose

Students now ask each other the questions with their sound. Monitor and make sure students are pronouncing the oo words correctly and giving full answers. Students then swap partners and sounds so they ask their new partner the questions with the other sound. Take feedback as a class by drilling all the words with oo sounds.

172 Pronunciation

  EXTRA ACTIVITY Ask students to tell the class something interesting they learned about their partner. Then students test each other’s memories by asking other questions about their partner, e.g. What’s Paulo’s favourite book?

Board game Grammar 9B Past simple: questions (Teacher’s Notes on page 156).

11 12 10 22 1 13 21 2 8 14 20 7 15 4 6 18 5 17 START

FINISH

9 GO BACK FOUR SQUARES

3

GO ON FOUR SQUARES

19 GO BACK FOUR SQUARES

16 GO ON FOUR SQUARES

173

1A

Grammar be: I / you / we positive, negative and questions I

✂

You We

from the USA

from the UK

from Brazil

from Spain

from Mexico

from China

+ ? 174

–

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✂

✂

1B

Grammar be: he / she / they positive, negative and questions

Student A Ask and answer questions to get the missing information. 1

2

3

4

5

6

Name

Anna

Carlo

Sue

Alex

Maria and Antonio

Cristina and Marco

Nationality

Russian

Chinese

Mexican

Town

Sochi

Beijing

Tijuana

✂

Student B Ask and answer questions to get the missing information.

Name

1

2

3

4

5

6

Anna

Carlo

Sue

Alex

Maria and Antonio

Cristina and Marco

Nationality

American

Brazilian

Spanish

Town

Miami

Rio de Janeiro

Segovia

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 175

2A

Grammar be: it’s / it isn’t

A

B

C

D

E

F

G

a flat  a house  a hotel  big  small  old new  beautiful  in a town  in a village

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2B

Grammar Plural nouns; have

Ask questions with Do you have to guess your partner’s answers.

Me

My partner

book

watch

computer

phone

key

knife

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177

3A

Grammar Present simple: I / you / we / they

I drink cola. I like vegetables. I eat meat.

I like eggs. I eat bread. I drink

milk.

I eat rice.

I eat eggs.

I drink milk.

I drink coffee.

I like meat. I eat vegetables. I drink coffee.

I like meat.

I eat rice. I drink cola. I like fruit.

I drink water.

I eat fish.

I eat fruit.

I drink water.

I like meat.

I like bread.

I eat vegetables. I drink cola. I like rice. 178 

I like fruit.

I drink water. I eat fish. I like vegetables.

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I drink milk. I like eggs. I eat bread.

3B

Grammar Adverbs of frequency

Activity A Look at the graphs and make sentences about the students. Graph 1

Do you have coffee with milk? always

8

9

usually sometimes

3

4

never

Graph 2

Do you have a big dinner? 10 8 6 4 2 0

always

usually

sometimes

never

Activity B In pairs, write your own questions to ask other students. Then make graphs to present to the rest of the class. Cambridge English Empower A1 Teacher’s Book © Cambridge University Press 2016  PHOTOCOPIABLE

 179

4A

Grammar Present simple: Wh- questions

Student A Ask questions to complete the gaps.

I work in a 1

in Gdansk in Poland. I love Gdansk – it’s very nice. I don’t live in a house –

I live in a small flat near the factory. I go to work early at 2 3

so I have breakfast in

, usually 4

at eight o’clock.

My sister lives in Germany so I study 5

two days a week in a language

school. I sometimes meet my friends and play football in 6 7

. We like , but we aren’t very good!

✂ Student B Ask questions to complete the gaps.

I work in a factory in Gdansk in Poland. I love 1 I live in a small 2 4

– it’s very nice. I don’t live in a house –

near the factory. I go to 3

early at seven o’clock so I have

in the factory, usually tea and sandwiches at 5

Germany so I study German two days a week in a 6

.

I sometimes meet my friends and play 7

in the park. We like football, but

we aren’t very good!

180

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o’clock. My sister lives in

4B

Grammar Present simple: he / she / it positive

Student A 1

t

e

a

c

h

e

2

3

s p

4 5 8

6

w

e

a

t

a r

k

e

9

10

g o

7

e

Across

Down

1 Carlos English in a very big school.

2 Manuel Spanish at home and English at work.

6 My brother

s

s

factory.

s

in a

to

5 Lucy work at 9:00.

10 Tessa meat three times a week.

s

✂ Student B 1

2

3

h a

4 5 8

t u

7 9

p l

d

a

i

y

e

s

10

i

v

e

e

t

s

Down

4 Rita her friends at six o’clock in the café.

3 My sister two daughters.

9 Mark a small flat.

6

s

m

Across

e

s

in

7 Ronaldo football very well. 8 Tom French at a language school.

s

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 181

5A

Grammar there is / there are: positive

Activity A Look at this picture for 30 seconds. Then write sentences with there is/there’s and there are.

Activity B 1 Draw a picture with the ten objects in the picture in Activity A, but change the number of objects.

2

Give your picture to your partner for 30 seconds. After 30 seconds, your partner says sentences with there is/there’s and there are.

182 

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5B

Grammar there is / there are : negative and questions

Student A: Room 101

Free wi-fi

You are in Room 101 of The London Hotel. Your friend is in Room 102. Describe your room and ask questions about your partner’s room. Find six differences and write them here:

✂ Student B: Room 102

You are in Room 102 of The London Hotel. Your friend is in Room 101. Describe your room and ask questions about your partner’s room. Find six differences and write them here:

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 183

6A

Grammar Present simple: he / she / it negative

2 1

3

5 4

Name:

Bart Johnson

Name:

Victor Polenski

Name:

Martina Lopez

Nationality:

American

Nationality:

Polish

Nationality:

Mexican

Job:

office worker

Job:

IT worker

Job:

student of English

Languages:

English

Languages:

English, Polish

Languages:

Spanish, English

Likes and dislikes:

cars

Likes and dislikes:

tennis

Likes and dislikes:

tennis

books

tea

football

swimming

swimming

computers

Name:

Brita Schmidt

Nationality:

German

Job:

receptionist

Languages:

German, English, Polish, Russian

Likes and dislikes:

football computer books swimming

184

Name:

Diego Sanchez

Nationality:

Spanish

Job:

football player

Languages:

Spanish, English

Likes and dislikes:

cars tennis computers swimming

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6B

Grammar Present simple: he / she / it questions

Take turns to choose different people and answer questions to guess the job.

Where Does What time When Is his/her job

meet many people sit down a lot work at night work or study play (tennis) get up go to work/home interesting difficult boring fun work Cambridge English Empower A1 Teacher’s Book © Cambridge University Press 2016 PHOTOCOPIABLE

185

7A

Grammar this, that, these, those

this

these

this

these

this

these

186 

lamp

plate

chair

clock

computer

laptop

TV

radio

pillow

bed

blanket

table

lamps

plates

chairs

clocks

computers

laptops

TVs

radios

pillows

beds

blankets

tables

that

those

that

those

that

those

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✂

7B

Grammar Possessive ’s

Look at the clothes. Are they Gary’s, Jackie’s, Jose’s or Dominique’s?

GARY

JOSE

JACKIE

DOMINIQUE

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187

Past simple: be

Student A

1 Complete the questions with was / were. 2

Ask your partner the questions. The correct answer has a *.

1 Who

B a tennis player from Spain C a basketball player from Brazil the 2008 Olympics?

A London

1 Complete the questions with was / were. 2

Ask your partner the questions. The correct answer has a *. Beatles?

A John, Paul, Ringo and George* B John, Paul, Simon and George C John, Paul, Ringo and Simon

2 What country

B Sochi

A Brazil

C Beijing*

B Spain Albert Einstein

from?

Brontë?

B Germany*

A singers

C France

B painters

4 Orville and Wilbur Wright are famous for flying the first plane.

they … ?

A brothers* B father and son C friends in Brazil?

Christopher

C Italy*

3 Who

A Russia

5 When

the four people in The

Columbus from?

3 What country

188

Student B 1 Who

Eusebio?

A a football player from Portugal*

2 Where

✂

8A

Grammar

the last Football World Cup

Emily, Anne and Charlotte

C writers*

4 What

Kareem Abdul-Jabbar’s job?

A football player B tennis player C basketball player*

5 Where

A 2013

A Manchester

B 2014*

B London*

C 2015

C Paris

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Sherlock Holmes’ flat?

8B

Grammar Past simple: positive

✂ Freda

a book. (read)

Herman

lunch for a friend. (cook)

At 11:00 Tom Sara

to town. (go) in a café with her friend. (be)

✂ Irene and Connor

to a friend’s party. (go)

Mario

at the cinema on Saturday. (be)

Freda

at home on Monday. (stay)

This morning Tom

shopping. (go)

✂ Mario

a film with a friend. (watch)

Irene and Connor

at a friend’s house on Friday. (be)

Gerald and Sylvia

tennis. (play)

Alice

to her friend’s house on Monday. (go)

✂ On Monday Herman Gerald and Sylvia

at home. (stay) in the park this afternoon. (be)

Alice

a nice meal at a friend’s house. (have)

Sara

a pizza yesterday. (have)

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 189

9A

Grammar Past simple: negative

Student A 1

Work with another Student A and complete the text with the past simple negative forms of the verbs in the box. not eat  not have  not like  not meet  not speak  not swim  not use

We really 1

this holiday! The taxi driver 2

so we went by bus. We 3

us at the airport

the food at the hotel because it was horrible!

The people at the hotel 4

English very well. We 5

our room so we 6

the Internet. We 7

wi-fi in in the pool because the

water was very cold. It was a terrible holiday!

2

Work with two Student Bs. You were the guests in the hotel. Speak to your travel agents about your bad holiday!

✂ Student B 1

Work with another Student B and complete the text with the past simple negative forms of the verbs in the box. not eat  not go  not like  not listen  not use  not swim  not wait

These guests were really bad! The taxi driver was a few minutes late at the airport, but they 1

for him. So they 2

They 3

at the hotel, but they went to restaurants every evening.

They 4

when we spoke to them in English. There’s free wi-fi downstairs in the

hotel, but they 5 shopping every day. I really 7

2

190 

by taxi, they went by bus!

it. They 6

in the pool because they went these guests!

Work with two Student As. You are travel agents. Speak to your bad hotel guests!

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9B

Grammar Past simple: questions

✂ Where / go on holiday last summer?

you go to a restaurant last week?

Where / go to school when you were six?

How / you get here today?

What time / you wake up this morning?

What / you have for dinner yesterday?

have breakfast this morning?

you watch TV last night?

go shopping yesterday?

What / you do yesterday?

Where / you at 9:00 this morning?

What / you have for breakfast?

you go to the cinema last weekend?

you listen to the radio this morning?

What / the weather like yesterday?

When / you go to bed last night?

What / you do last night?

you drink coffee yesterday?

Where / you go on your last holiday?

What new words / you learn last week?

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 191

10A

Grammar Present continuous: positive

Student A Talk about your picture. What can you see? Which three things are the same in all the pictures?

✂ Student B Talk about your picture. What can you see? Which three things are the same in all the pictures?

✂ Student C Talk about your picture. What can you see? Which three things are the same in all the pictures?

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10B

Grammar Present continuous: negative and questions

1 Write the names of the people in the box in the table. Tim  Karen  Sam and Mia  Carlo  Pablo and Sue  Julia 2

Ask questions with the present continuous to find the names in your partner’s table.

Me in the park in the garden on the train at work in a restaurant at home in a café on the beach eat a cake

read a newspaper

speak to a friend

drink cola

listen to music

study English

have coffee

play a computer game

eat a cake

read a newspaper

speak to a friend

drink cola

listen to music

study English

have coffee

play a computer game

My partner in the park in the garden on the train at work in a restaurant at home in a café on the beach

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 193

11A

Grammar Object pronouns

1 Complete the sentences with your own ideas and the questions with the correct object pronoun. Write your own sentence and question for number 12. me 2

her

him

them

it

Ask and answer the questions with a partner.

1. My favourite film star is 2. My favourite food is 3. My favourite restaurant is 4. My favourite city is 5. I don’t know how to get to 6. My favourite animals are 7. My favourite sport is

. Do you know . Do you like

. Do you know

12. My favourite

194

? ?

. Can you tell

?

. Do you like . Can you play

? ?

and

9. My favourite football player is

11. My favourite book is

?

. Do you know

8. My favourite free time activities are

10. My favourite singers are

?

. Do you do

. Do you know

?

and . Do you have

. Do you know

?

? .

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?

?

11B

Grammar can for ability

Marie wants to meet new friends in a new city. Read about Marie and different people. Choose one person for Marie to meet.

Name

Marie

Nationality

French

Age

24

Job

hotel receptionist

Abilities

✓ swims, speaks English, rides a

MAKE FRIENDS

horse, dances

✗ cooks, plays tennis Other information

likes good food and fast cars doesn’t like her job or computers

Name

Dasha

Name

Julie

Nationality

Russian

Nationality

German

Age

26

Age

30

Job

racing driver

Job

doctor

Abilities

✓ plays chess well, plays tennis, speaks French ✗ cooks, dances

Abilities

✓ paints well, rides a horse, speaks English ✗ cooks, dances

Name

Enzo

Name

Pablo

Nationality

Italian

Nationality

Spanish

Age

21

Age

24

Job

works in an expensive restaurant

Job

works with computers

Abilities

✓ rides a motorbike,

Abilities

✓ dances, sings well, cooks well, speaks French ✗ rides a horse, drives

swims quite well

✗ speaks English, plays tennis, sings

I think Enzo is a good friend for Marie because he can cook.

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195

12A

Grammar going to: positive and negative

Roll the dice three times. Make sentences with going to. When? 2

tomorrow

3

in winter

4

this Wednesday

5

in three weeks

6

at the weekend

7

on Monday

8

this evening

9

next week

10

in the summer

11

on Thursday morning

12

on my birthday

1

me

2

our teacher

3

my friend _____

4

we

5

you

6

_____ and ______ (your own ideas)

2

study Japanese

3

start a new job

4

buy a flat

5

not eat meat

6

buy a motorbike

7

not play computer games

8

swim 20 km

9

not drink coffee

10

go on holiday

11

not drive

12

run 10 km

Who?

What?

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12B

Grammar going to: questions

1 Complete the questions and answers with the correct form of going to and the verbs in brackets. 2 Choose the best answers for you. When you have finished, check what your answers mean. 1 What next Saturday?

2

(do)

5

(get)

A I to bed early.

(go)

A No, I up late, at 11:00 am.

(get)

B I a museum.

(visit)

B Yes, I 5 km.

(run)

C I my English homework.

(do)

C No, I in bed all morning.

(stay)

your flat/house tonight?

(clean)

6

any sport today?

(do)

A Yes, I it.

(clean)

A Yes, I to the kitchen!

(walk)

B No, I a party in my flat/house.

(have)

B Yes, I tennis.

(play)

C No, I a computer game.

(play)

C No, my friend (clean) it. 3 Where (go) on holiday this summer?

7

(stay) A I at home and sleep late every day.

4

up early tomorrow?

your friends this week? A I don’t have friends.

B I Australia.

(visit)

B Yes, I them to the cinema.

C I to my grandparents.

(go)

C Yes, they (do) my washing.

(relax)

this evening?

(invite)

8 What (get) your friend for his/her birthday?

A Yes, I work early, at 9 pm.

(finish)

A I him/her a picture of me.

B Yes, I yoga.

(do)

B We Paris.

C Yes, I shopping.

(go)

C I him/her a plant.

Mostly As = Not good! Read the advice on p.98 of the Student’s Book. Mostly Bs = Great! You’re going to have a very interesting life! Mostly Cs = Not good, not bad. Make a to-do list.

(meet)

(give) (visit)

?? ? ?

(buy)

??

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1A

Vocabulary Countries

✂ the USA

Brazil

the UK

Spain

Italy

Russia

China

Japan

198

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1B

Vocabulary Nationalities

Student B

Student A John’s from the USA. He’s

.

Natalia’s Russian. She’s

Student’s name: .

Manuel’s from Spain. He’s

Student’s name:

.

Student’s name:

Sally’s from the UK. She’s

.

Yoko’s Japanese. She’s

Student’s name:

.

Student’s name:

Carlo’s Italian. He’s

.

Pedro’s from Brazil. He’s

Student’s name:

.

Student’s name:

Student D

Student C Ivan’s from Russia. He’s

.

Laura’s Brazilian. She’s

Student’s name:

.

Student’s name:

Ying’s Chinese. He’s

.

Yildiz is from Turkey. She’s

Student’s name:

.

Student’s name:

Sumika’s from Japan. She’s

.

Student’s name:

Student’s name:

.

Student’s name:

Marcela’s Spanish. She’s

Tom’s British. He’s

✂

Debbie’s American. She’s

.

Student’s name: .

Li Ma’s from China. She’s

.

Student’s name:

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199

2A

Vocabulary Common adjectives

Student A 1 Write an example for each person, place or thing.

a beautiful part of this town

a sad book

a funny person

an old hotel

a difficult language

a big country

2

Read your examples to your partner. Can your partner guess what they are?

3

Listen to your partner. Use these adjectives to guess the things: good

interesting

new

small

boring

easy

✂

Student B 1 Write an example for each person, place or thing. an easy language

a small village

an interesting person a boring book

2

Listen to your partner. Use these adjectives to guess the things: big

3 200

beautiful

funny

old

sad

difficult

Read your examples to your partner. Can your partner guess what they are? Cambridge English Empower A1 Teacher’s Book © Cambridge University Press 2016 PHOTOCOPIABLE

a good footballer

a new film

2B

Vocabulary Common objects 1

a w_tch

a b_ttl_ of w_t_r

a c_mp_t_r

a k_y

a n_wsp_p_r

a kn_f_

a ph_n_

a t_ck_t

a b_ _k

an _mbr_ll_

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✂

201

3A

Vocabulary Food 1

Activity A Look at the pictures and write the missing letters of the different types of food and drink. 1 b _ _ _ _ 2 c _ _ _ 3 f _ _ _ _ 4 w _ _ _ _ 5 m _ _ _ 6 f _ _ _ _ j _ _ _ _ 7 r _ _ _ 8 c _ _ _ _ _ 9 f _ _ _ 10 m _ _ _ 11 v _ _ _ _ _ _ _ _ s 12 t _ _ 13 e_ _ _ Activity B Complete the gaps with the words in Activity A. 1 I like

and

.

2 I eat

and

every day. .

3 I don’t eat a lot of 4 I don’t like 5 I drink 6 I eat a lot of

or

.

every day. and

.

Compare your sentences. Do you like the same food and drinks? 202 

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3B

Vocabulary Food 2; Time

Activity A Find ten spelling mistakes in the food diary.

FOOD DIARY Brekfast Bread and buter Fruit Coffee Lunsh Cheeze and tomato sanwich Biscits Bananna Aple Dinner Meat, potatoes and vegetables Kake Ice creem Fruit juice

Activity B 1 Complete a food diary with food you like. What time do you have each meal? Meal: Time: Food: Meal: Time: Food: Meal: Time: Food:

2

Compare your food diaries. Do you eat at the same time? Do you like the same food? Cambridge English Empower A1 Teacher’s Book © Cambridge University Press 2016  PHOTOCOPIABLE

 203

4A

Vocabulary Common verbs

Student A 1

Read the sentence beginnings to Student B. Listen to B and write the correct endings. 1 I go … 2 I always play … 3 I study … 4 I live … 5 I work … 6 I meet …

2

Listen to Student B’s sentence beginnings. Give the correct endings. … young children. … in a factory. … my friends after work. … French and English. … to the gym. … the guitar.

Student B Listen to Student A’s sentence beginnings. Give the correct endings. 1 … English at school. … in a flat. … football on Saturdays. … a friend every Friday. … in a big office. … to university every day. 2

Read the sentence beginnings to Student A. Listen to A and write the correct endings. 1 I sometimes meet … 2 I speak … 3 I work … 4 I play … 5 I teach … 6 I sometimes go …

204

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✂

4B

Vocabulary Family and people; Numbers

Activity A Write the missing letters in these words and put them in the correct boxes.

p_r_n_s h_s_a_d f_t_e_ d_u_h_e_ w_f_ s_n

s_s_e_

m_t_e_

b_o_h_r

c_i_d_e_

Activity B Family 1



David (46)     Tom (18)   

Kirsty (46)

Alison (16)   

Simon (15)

Family 2



Enrique (37)     Rosa (12)   

Isabel (12)   

Victoria (34) Veronica (8)   

Roberto (6)

Family 3



Anton (29)    

Katya (30)

Maria (8) Family 4



Richard (50)     Mark (18)   

Will (17)   

Sarah (46) Jane (15)   

Emma (14)

Write six sentences about some of the people in the family trees. Remember to include some ages. 1 He 2 She

. . .

3 They 4 She

. .

5 They 6 She

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 205

5A

Vocabulary Places in a town

Student A 1 Write the missing letters in the places. 1 h_sp_t_l 2 sw_mm_ng p_ _l 3 b_nk 4 sh_p 5 p_rk 6 c_n_m_ 7 r_st_ _r_nt 2

Say your clues. Can your partner guess the place? Write the places. 1 There are trains here.

5 There are old things here.

2 It is next to the sea.

6 You sleep here.

3 There is food here.

7 You have a cup of coffee here.

4 Teachers work here. 3

Listen to your partner’s clues, look at 1–7 in Activity 1 and guess the place.

✂ Student B 1 Write the missing letters in the places. 1 m_s_ _m 2 st_t_ _n 3 h_t_l 4 c_f_ 5 sch _ _l 6 b__ch 7 s_p_rm_rk_t 2 3

Listen to your partner’s clues, look at 1–7 in Activity 1 and guess the place. Say your clues. Can your partner guess the place? Write the places. 1 You play football here.

5 There are lots of things to buy here.

2 You see films here.

6 A lot of money is here.

3 People go swimming here.

7 There are doctors here.

4 You eat dinner here. 206

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5B

Vocabulary Hotels

HOTEL BINGO

HOTEL BINGO

HOTEL BINGO

HOTEL BINGO

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✂

207

6A

Vocabulary Jobs

Activity A Unscramble the jobs. 1 blatolof preyal

.

2 duttens 3 prettesionci 4 traiew / straiews 5 axit verrid 6 trofyac krerow 7 coffie krorew 8 phos tassstani 9 snussnabime / osnussawbimen 10 fech 11 kanb rokrew 12 TI rorkwe 13 chreate 14 crodot Activity B What do you think of the jobs? Put them in different groups. difficult

208 

boring

easy

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fun

6B

Vocabulary Daily routine

I think ... Name

Activity

Time

Right?

Correct time

wakes up at

gets up at

has breakfast at

goes to school/work at

starts classes/work at

has lunch at

finishes school/work at

gets home at

has dinner at

goes to bed at

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 209

7A

Vocabulary Common objects 2; Prices

7 l__p

£50

£1

5

5 p_____e

13 c___k 8 r____o

10 b_g

£25

3 g___s

1 p___e

£2.50

12 c___r 2 c_p

9 s_____e £5

4 f______l £1

6 g____r

11 p___t

✂

210 

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7B

Vocabulary Clothes; Colours

Student A

Student B

Find someone who ...

Find someone who ...

• never wears black 

• likes red skirts 

• likes light blue shirts 

• sometimes wears a hat 

• usually wears jeans 

• never wears a blouse 

• sometimes wears a tie 

• has a red coat 

• has brown shoes 

• wears dark grey trousers 

Student C

✂

Student D

Find someone who ...

Find someone who ...

• usually wears a jacket 

• likes hats 

• never wears yellow 

• sometimes wears glasses 

• sometimes wears a white T-shirt 

• never wears a tie 

• has a dark green tie 

• has a long dress 

• likes black shoes 

• usually wears a skirt 

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 211

8A

Vocabulary Past time expressions

Student A Look at the past time expressions. Write a date.

• last month • three days ago • yesterday • five years ago • this morning • last Wednesday Read out your dates. Does your partner know the time expression? Listen to your partner. What’s the time expression? Choose from the expressions below. Be careful! You don’t need all of them. three years ago   last week   last night   at the weekend two years ago   six months ago   last month   six months ago   on Friday

✂

Student B Look at the past time expressions. Write a date.

• last week • two years ago • at the weekend • six months ago • on Friday • last night Listen to your partner. What’s the time expression? Choose from the expressions below. Be careful! You don’t need all of them. three days ago  last Wednesday  yesterday  five years ago six months ago  last month  this morning  on Friday Read out your dates. Does your partner know the time expression? 212 

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8B

Vocabulary Free time activities

✂ I went

I had

I went

I had

I went

I had

I went

I had

I listened

I listened

I watched

I watched

I read

I played

I read

I played

I read

I played

music

football match

film on TV

coffee

pizza

magazine

guitar

shopping

cinema

computer game

football

party

newspaper

café

drink

book

radio

shower

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 213

9A

Vocabulary Transport

Student A Find someone who ...

Student B Find someone who ...

Name

Name

goes to work by train

likes long journeys by train

flew to another country last year

goes to work by metro

has trams in their home town

never takes a taxi

doesn’t drive a car

took a bus to work yesterday

Student C Find someone who ...

Student D Find someone who ...

Name

Name

likes going on holiday by plane

goes to work by bike

took a taxi last weekend

doesn’t like the metro

walked to class today

drives a big car

doesn’t like travelling by boat

took a bus to school when they were young

214

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✂

9B

Vocabulary The seasons; The weather

Activity A Match the verbs with the nouns. Verbs (not) go  make  stay  drink  eat  visit Nouns at home  to the cinema  a museum  to the beach  ice cream to school  hot chocolate  to the park  a snowman  for a walk Activity B Look at the countries below. Think of one, but don’t say it. Say what people in this country do in this season. Use words from Activity A. Can your partner guess the country?

The UK in autumn windy and rainy

Japan in spring warm and not windy

Mexico in summer very hot and sunny

Russia in winter snowy and very cold Cambridge English Empower A1 Teacher’s Book © Cambridge University Press 2016  PHOTOCOPIABLE

 215

10A

Vocabulary The home

✂ dining room

dining room

living room

living room

kitchen

kitchen

garden

garden

bedroom

bedroom

bathroom

bathroom

wall

wall

door

door

floor

floor

window

window

216 

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10B

Vocabulary Place phrases with prepositions

2

1

3

at

in

Miss a go!

5

4

6

in, on

on

You choose!

train holiday

taxi

plane bus home

school

work cinema party

bus stop

bed restaurant

airport

station

café hotel

car

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217

11A

Vocabulary Life events; Years

Student A Read your text about Natalia Molchanova and complete the questions you will ask your partner for the missing information. Your partner for the information about Molchanova. Your partner will ask you for information about Ayrton Senna. Natalia Molchanova Natalia Molchanova was a free diver. She was born in 1962 in the city of 1 in Russia. She had a son, ; he’s also a free diver. Natalia only started free diving when she was 3 , but she Alexey, in 2 gold medals. She died in 5 near the Spanish island, Formentera. She is the best free won 4 diver of all time. 1  Where was she 2 

?

did she have her son?

3  How old was she when she started 4  How many

?

did she win?

5  When did she

?

Ayrton Senna Ayrton Senna was a racing driver. He was born in 1960 in Brazil. He grew up in São Paulo and learned to drive when he was only seven. He finished school in 1977 and he moved to England in 1981. He got married in 1981 too. He won three Formula One world championships but he died in the San Marino Grand Prix in Italy in 1994. Many people say he was the best racing driver of all time.

✂

Student B

Read your text about Ayrton Senna and complete the questions you will ask your partner for the missing information. Ask your partner for the information about Senna. Your partner will ask you for information about Natalia Molchanova. Ayrton Senna Ayrton Senna was a racing driver. He was born in 1 in Brazil. He grew up in 2 and learned to 3 and he moved to England in 1981. He 4 drive when he was only seven. He finished school in in 1981 too. He won three Formula One world championships but he died in the San Marino Grand Prix in Italy in 5 . Many people say he was the best racing driver of all time. 1  When was he

?

2  Where did he

? ?

3  When did he finish

?

4  What else did he do in 5  When did he

?

Natalia Molchanova Natalia Molchanova was a free diver. She was born in 1962 in the city of Ufa in Russia. She had a son, Alexey, in 1987; he’s also a free diver. Natalia only started free diving when she was 40, but she won 23 gold medals. She died in 2015 near the Spanish island, Formentera. She is the best free diver of all time.

218 

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11B

Vocabulary Abilities

✂ cook

sing

drive

play cards

ride a bike

run fast

swim

play basketball

dance

ride a horse

paint a picture

ride a motorbike

cook

sing

drive

play cards

ride a bike

run fast

swim

play basketball

dance

ride a horse

paint a picture

ride a motorbike

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 219

12A

Vocabulary Months and future time expressions; Ordinal numbers; The date

✂ Student A I was born in

Student B

. (season) .

My birthday is on My birthday is in

days/weeks/months.

Now find out ...

I was born in My birthday is on My birthday is in

. days/weeks/months.

Now find out ...

• how many students were born in spring

• how many students were born in summer





• how many students have a birthday this month

• how many students have a birthday in three months





Student C I was born in My birthday is on My birthday is in

Student D

. (season) . days/weeks/months.

Now find out ...

220 

. (season)

I was born in My birthday is on My birthday is in

. (season) . days/weeks/months.

Now find out ...

• how many students were born in autumn

• how many students were born in winter





• how many students have a birthday in more than six months

• how many students have a birthday in a few weeks





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12B

Vocabulary Common verbs and collocations

Student A Ask your partner to tell you the things below. Write the answer in the space. Tell me … • something I can make. ( a c _ _ _ ) • something I can clean. ( y _ _ _ f_ _ _ ) • where I can invite someone. (t_ a p_ _ _ _ ) • two things I can do. ( s_ _ _ _ , t_ _ w_ _ _ _ _ _) • something I can use. (a c_ _ _ _ _ _ _) • somewhere I can visit. (a m_ _ _ _ _) • somewhere I can go. (t_ t_ _ b_ _ _ _ )

Your partner will ask you some questions. Choose the answer from the words/phrases in the box. coffee

to Paris

a friend

the Internet

a room

yoga

for a meal

your homework

✂

Student B Your partner will ask you some questions. Choose the answer from the words/phrases in the box. to the beach

a museum

a cake

computer

to a party

the washing

your flat

sport

Ask your partner to tell you the things below. Write the answer in the space. Tell me … • something I can make. ( c _ _ _ _ _ ) • something I can clean. ( a r_ _ _ ) • where I can invite someone. (f_ _ a m_ _ _ ) • two things I can do. ( y_ _ _ , y_ _ _ h_ _ _ _ _ _ _) • something I can use. (t_ _ I _ _ _ _ _ _ _) • someone I can visit. (a f_ _ _ _ _) • somewhere I can go. (t_ P_ _ _ _ )

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1A

Vocabulary Countries

✂ the USA

Brazil

the UK

Spain

Italy

Russia

China

Japan

198

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1B

Vocabulary Nationalities

Student B

Student A John’s from the USA. He’s

.

Natalia’s Russian. She’s

Student’s name: .

Manuel’s from Spain. He’s

Student’s name:

.

Student’s name:

Sally’s from the UK. She’s

.

Yoko’s Japanese. She’s

Student’s name:

.

Student’s name:

Carlo’s Italian. He’s

.

Pedro’s from Brazil. He’s

Student’s name:

.

Student’s name:

Student D

Student C Ivan’s from Russia. He’s

.

Laura’s Brazilian. She’s

Student’s name:

.

Student’s name:

Ying’s Chinese. He’s

.

Yildiz is from Turkey. She’s

Student’s name:

.

Student’s name:

Sumika’s from Japan. She’s

.

Student’s name:

Student’s name:

.

Student’s name:

Marcela’s Spanish. She’s

Tom’s British. He’s

✂

Debbie’s American. She’s

.

Student’s name: .

Li Ma’s from China. She’s

.

Student’s name:

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199

2A

Vocabulary Common adjectives

Student A 1 Write an example for each person, place or thing.

a beautiful part of this town

a sad book

a funny person

an old hotel

a difficult language

a big country

2

Read your examples to your partner. Can your partner guess what they are?

3

Listen to your partner. Use these adjectives to guess the things: good

interesting

new

small

boring

easy

✂

Student B 1 Write an example for each person, place or thing. an easy language

a small village

an interesting person a boring book

2

Listen to your partner. Use these adjectives to guess the things: big

3 200

beautiful

funny

old

sad

difficult

Read your examples to your partner. Can your partner guess what they are? Cambridge English Empower A1 Teacher’s Book © Cambridge University Press 2016 PHOTOCOPIABLE

a good footballer

a new film

2B

Vocabulary Common objects 1

a w_tch

a b_ttl_ of w_t_r

a c_mp_t_r

a k_y

a n_wsp_p_r

a kn_f_

a ph_n_

a t_ck_t

a b_ _k

an _mbr_ll_

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✂

201

3A

Vocabulary Food 1

Activity A Look at the pictures and write the missing letters of the different types of food and drink. 1 b _ _ _ _ 2 c _ _ _ 3 f _ _ _ _ 4 w _ _ _ _ 5 m _ _ _ 6 f _ _ _ _ j _ _ _ _ 7 r _ _ _ 8 c _ _ _ _ _ 9 f _ _ _ 10 m _ _ _ 11 v _ _ _ _ _ _ _ _ s 12 t _ _ 13 e_ _ _ Activity B Complete the gaps with the words in Activity A. 1 I like

and

.

2 I eat

and

every day. .

3 I don’t eat a lot of 4 I don’t like 5 I drink 6 I eat a lot of

or

.

every day. and

.

Compare your sentences. Do you like the same food and drinks? 202 

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3B

Vocabulary Food 2; Time

Activity A Find ten spelling mistakes in the food diary.

FOOD DIARY Brekfast Bread and buter Fruit Coffee Lunsh Cheeze and tomato sanwich Biscits Bananna Aple Dinner Meat, potatoes and vegetables Kake Ice creem Fruit juice

Activity B 1 Complete a food diary with food you like. What time do you have each meal? Meal: Time: Food: Meal: Time: Food: Meal: Time: Food:

2

Compare your food diaries. Do you eat at the same time? Do you like the same food? Cambridge English Empower A1 Teacher’s Book © Cambridge University Press 2016  PHOTOCOPIABLE

 203

4A

Vocabulary Common verbs

Student A 1

Read the sentence beginnings to Student B. Listen to B and write the correct endings. 1 I go … 2 I always play … 3 I study … 4 I live … 5 I work … 6 I meet …

2

Listen to Student B’s sentence beginnings. Give the correct endings. … young children. … in a factory. … my friends after work. … French and English. … to the gym. … the guitar.

Student B Listen to Student A’s sentence beginnings. Give the correct endings. 1 … English at school. … in a flat. … football on Saturdays. … a friend every Friday. … in a big office. … to university every day. 2

Read the sentence beginnings to Student A. Listen to A and write the correct endings. 1 I sometimes meet … 2 I speak … 3 I work … 4 I play … 5 I teach … 6 I sometimes go …

204

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✂

4B

Vocabulary Family and people; Numbers

Activity A Write the missing letters in these words and put them in the correct boxes.

p_r_n_s h_s_a_d f_t_e_ d_u_h_e_ w_f_ s_n

s_s_e_

m_t_e_

b_o_h_r

c_i_d_e_

Activity B Family 1



David (46)     Tom (18)   

Kirsty (46)

Alison (16)   

Simon (15)

Family 2



Enrique (37)     Rosa (12)   

Isabel (12)   

Victoria (34) Veronica (8)   

Roberto (6)

Family 3



Anton (29)    

Katya (30)

Maria (8) Family 4



Richard (50)     Mark (18)   

Will (17)   

Sarah (46) Jane (15)   

Emma (14)

Write six sentences about some of the people in the family trees. Remember to include some ages. 1 He 2 She

. . .

3 They 4 She

. .

5 They 6 She

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 205

5A

Vocabulary Places in a town

Student A 1 Write the missing letters in the places. 1 h_sp_t_l 2 sw_mm_ng p_ _l 3 b_nk 4 sh_p 5 p_rk 6 c_n_m_ 7 r_st_ _r_nt 2

Say your clues. Can your partner guess the place? Write the places. 1 There are trains here.

5 There are old things here.

2 It is next to the sea.

6 You sleep here.

3 There is food here.

7 You have a cup of coffee here.

4 Teachers work here. 3

Listen to your partner’s clues, look at 1–7 in Activity 1 and guess the place.

✂ Student B 1 Write the missing letters in the places. 1 m_s_ _m 2 st_t_ _n 3 h_t_l 4 c_f_ 5 sch _ _l 6 b__ch 7 s_p_rm_rk_t 2 3

Listen to your partner’s clues, look at 1–7 in Activity 1 and guess the place. Say your clues. Can your partner guess the place? Write the places. 1 You play football here.

5 There are lots of things to buy here.

2 You see films here.

6 A lot of money is here.

3 People go swimming here.

7 There are doctors here.

4 You eat dinner here. 206

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5B

Vocabulary Hotels

HOTEL BINGO

HOTEL BINGO

HOTEL BINGO

HOTEL BINGO

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✂

207

6A

Vocabulary Jobs

Activity A Unscramble the jobs. 1 blatolof preyal

.

2 duttens 3 prettesionci 4 traiew / straiews 5 axit verrid 6 trofyac krerow 7 coffie krorew 8 phos tassstani 9 snussnabime / osnussawbimen 10 fech 11 kanb rokrew 12 TI rorkwe 13 chreate 14 crodot Activity B What do you think of the jobs? Put them in different groups. difficult

208 

boring

easy

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fun

6B

Vocabulary Daily routine

I think ... Name

Activity

Time

Right?

Correct time

wakes up at

gets up at

has breakfast at

goes to school/work at

starts classes/work at

has lunch at

finishes school/work at

gets home at

has dinner at

goes to bed at

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 209

7A

Vocabulary Common objects 2; Prices

7 l__p

£50

£1

5

5 p_____e

13 c___k 8 r____o

10 b_g

£25

3 g___s

1 p___e

£2.50

12 c___r 2 c_p

9 s_____e £5

4 f______l £1

6 g____r

11 p___t

✂

210 

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7B

Vocabulary Clothes; Colours

Student A

Student B

Find someone who ...

Find someone who ...

• never wears black 

• likes red skirts 

• likes light blue shirts 

• sometimes wears a hat 

• usually wears jeans 

• never wears a blouse 

• sometimes wears a tie 

• has a red coat 

• has brown shoes 

• wears dark grey trousers 

Student C

✂

Student D

Find someone who ...

Find someone who ...

• usually wears a jacket 

• likes hats 

• never wears yellow 

• sometimes wears glasses 

• sometimes wears a white T-shirt 

• never wears a tie 

• has a dark green tie 

• has a long dress 

• likes black shoes 

• usually wears a skirt 

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 211

8A

Vocabulary Past time expressions

Student A Look at the past time expressions. Write a date.

• last month • three days ago • yesterday • five years ago • this morning • last Wednesday Read out your dates. Does your partner know the time expression? Listen to your partner. What’s the time expression? Choose from the expressions below. Be careful! You don’t need all of them. three years ago   last week   last night   at the weekend two years ago   six months ago   last month   six months ago   on Friday

✂

Student B Look at the past time expressions. Write a date.

• last week • two years ago • at the weekend • six months ago • on Friday • last night Listen to your partner. What’s the time expression? Choose from the expressions below. Be careful! You don’t need all of them. three days ago  last Wednesday  yesterday  five years ago six months ago  last month  this morning  on Friday Read out your dates. Does your partner know the time expression? 212 

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8B

Vocabulary Free time activities

✂ I went

I had

I went

I had

I went

I had

I went

I had

I listened

I listened

I watched

I watched

I read

I played

I read

I played

I read

I played

music

football match

film on TV

coffee

pizza

magazine

guitar

shopping

cinema

computer game

football

party

newspaper

café

drink

book

radio

shower

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 213

9A

Vocabulary Transport

Student A Find someone who ...

Student B Find someone who ...

Name

Name

goes to work by train

likes long journeys by train

flew to another country last year

goes to work by metro

has trams in their home town

never takes a taxi

doesn’t drive a car

took a bus to work yesterday

Student C Find someone who ...

Student D Find someone who ...

Name

Name

likes going on holiday by plane

goes to work by bike

took a taxi last weekend

doesn’t like the metro

walked to class today

drives a big car

doesn’t like travelling by boat

took a bus to school when they were young

214

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✂

9B

Vocabulary The seasons; The weather

Activity A Match the verbs with the nouns. Verbs (not) go  make  stay  drink  eat  visit Nouns at home  to the cinema  a museum  to the beach  ice cream to school  hot chocolate  to the park  a snowman  for a walk Activity B Look at the countries below. Think of one, but don’t say it. Say what people in this country do in this season. Use words from Activity A. Can your partner guess the country?

The UK in autumn windy and rainy

Japan in spring warm and not windy

Mexico in summer very hot and sunny

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 215

10A

Vocabulary The home

✂ dining room

dining room

living room

living room

kitchen

kitchen

garden

garden

bedroom

bedroom

bathroom

bathroom

wall

wall

door

door

floor

floor

window

window

216 

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10B

Vocabulary Place phrases with prepositions

2

1

3

at

in

Miss a go!

5

4

6

in, on

on

You choose!

train holiday

taxi

plane bus home

school

work cinema party

bus stop

bed restaurant

airport

station

café hotel

car

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217

11A

Vocabulary Life events; Years

Student A Read your text about Natalia Molchanova and complete the questions you will ask your partner for the missing information. Your partner for the information about Molchanova. Your partner will ask you for information about Ayrton Senna. Natalia Molchanova Natalia Molchanova was a free diver. She was born in 1962 in the city of 1 in Russia. She had a son, ; he’s also a free diver. Natalia only started free diving when she was 3 , but she Alexey, in 2 gold medals. She died in 5 near the Spanish island, Formentera. She is the best free won 4 diver of all time. 1  Where was she 2 

?

did she have her son?

3  How old was she when she started 4  How many

?

did she win?

5  When did she

?

Ayrton Senna Ayrton Senna was a racing driver. He was born in 1960 in Brazil. He grew up in São Paulo and learned to drive when he was only seven. He finished school in 1977 and he moved to England in 1981. He got married in 1981 too. He won three Formula One world championships but he died in the San Marino Grand Prix in Italy in 1994. Many people say he was the best racing driver of all time.

✂

Student B

Read your text about Ayrton Senna and complete the questions you will ask your partner for the missing information. Ask your partner for the information about Senna. Your partner will ask you for information about Natalia Molchanova. Ayrton Senna Ayrton Senna was a racing driver. He was born in 1 in Brazil. He grew up in 2 and learned to 3 and he moved to England in 1981. He 4 drive when he was only seven. He finished school in in 1981 too. He won three Formula One world championships but he died in the San Marino Grand Prix in Italy in 5 . Many people say he was the best racing driver of all time. 1  When was he

?

2  Where did he

? ?

3  When did he finish

?

4  What else did he do in 5  When did he

?

Natalia Molchanova Natalia Molchanova was a free diver. She was born in 1962 in the city of Ufa in Russia. She had a son, Alexey, in 1987; he’s also a free diver. Natalia only started free diving when she was 40, but she won 23 gold medals. She died in 2015 near the Spanish island, Formentera. She is the best free diver of all time.

218 

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11B

Vocabulary Abilities

✂ cook

sing

drive

play cards

ride a bike

run fast

swim

play basketball

dance

ride a horse

paint a picture

ride a motorbike

cook

sing

drive

play cards

ride a bike

run fast

swim

play basketball

dance

ride a horse

paint a picture

ride a motorbike

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 219

12A

Vocabulary Months and future time expressions; Ordinal numbers; The date

✂ Student A I was born in

Student B

. (season) .

My birthday is on My birthday is in

days/weeks/months.

Now find out ...

I was born in My birthday is on My birthday is in

. days/weeks/months.

Now find out ...

• how many students were born in spring

• how many students were born in summer





• how many students have a birthday this month

• how many students have a birthday in three months





Student C I was born in My birthday is on My birthday is in

Student D

. (season) . days/weeks/months.

Now find out ...

220 

. (season)

I was born in My birthday is on My birthday is in

. (season) . days/weeks/months.

Now find out ...

• how many students were born in autumn

• how many students were born in winter





• how many students have a birthday in more than six months

• how many students have a birthday in a few weeks





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12B

Vocabulary Common verbs and collocations

Student A Ask your partner to tell you the things below. Write the answer in the space. Tell me … • something I can make. ( a c _ _ _ ) • something I can clean. ( y _ _ _ f_ _ _ ) • where I can invite someone. (t_ a p_ _ _ _ ) • two things I can do. ( s_ _ _ _ , t_ _ w_ _ _ _ _ _) • something I can use. (a c_ _ _ _ _ _ _) • somewhere I can visit. (a m_ _ _ _ _) • somewhere I can go. (t_ t_ _ b_ _ _ _ )

Your partner will ask you some questions. Choose the answer from the words/phrases in the box. coffee

to Paris

a friend

the Internet

a room

yoga

for a meal

your homework

✂

Student B Your partner will ask you some questions. Choose the answer from the words/phrases in the box. to the beach

a museum

a cake

computer

to a party

the washing

your flat

sport

Ask your partner to tell you the things below. Write the answer in the space. Tell me … • something I can make. ( c _ _ _ _ _ ) • something I can clean. ( a r_ _ _ ) • where I can invite someone. (f_ _ a m_ _ _ ) • two things I can do. ( y_ _ _ , y_ _ _ h_ _ _ _ _ _ _) • something I can use. (t_ _ I _ _ _ _ _ _ _) • someone I can visit. (a f_ _ _ _ _) • somewhere I can go. (t_ P_ _ _ _ )

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221

Introduction 1

Pronunciation Phonemic symbols (vowels and diphthongs)

✂ /ə/

/æ/

/ʊ/

/ɒ/

/ɜː/

/ɑː/

/uː/

/ɔː/

/iː/

/ɪ/

/i/

/e/

/ʌ/

/eə/

/ɪə/

/ʊə/

/ɔɪ/

/aɪ/

/eɪ/

/əʊ/

/aʊ/

✂

222 

hair

chip

happy

men

cheap

near

put

up

tour

man

window

walk

got

shirt

part

breakfast

eight

nine

boy

who

now

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Introduction 2

Pronunciation Phonemic symbols (consonants)

✂ /r/

/b/

/j/

/m/

/d/

/v/

/s/

/tʃ/

/ʃ/

/f/

/h/

/k/

/z/

/dʒ/

/g/

/w/

/t/

/θ/

/l/

/n/

/p/

✂ Kate

Tom

John

Wendy

Sam

Lou

Harry

Zack

Fay

Vera

Sharon

Bill

Theo

Gary

Yolanda

Charles

Pam

Dan

Mo

Nina

Rita

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 223

1A

Pronunciation Sound and spelling: Long and short sounds

Activity A ➔

Find your way from I’m to you. You can move across (➔) or down ( ) through squares where the underlined sound is a long sound. Say the words. I’m

Madrid

from

in

student

no

Japan

the

sorry

meet

name

thanks

from

the

nice

what’s

hello

England

paper

you

Activity B ➔

Find your way from the to from. You can move across (➔) or up ( ) through squares where the underlined sound is a short sound. Say the words. USA

Moscow

Hi

from

teacher

no

meet

Hello

China

thanks

am

not

sorry

my

Spain

name

the

Beijing

paper

nice

Activity C 1 Complete the table with words from Activities A and B to make a test for other students. Choose: • one word with a long sound and one word with a short sound • two words with long sounds • two words with short sounds

1

Word 1

Word 2

How many long sounds?

sorry

the

0

2 3 4 5 6 7 2 Swap tests with other students and write the number of words with long sounds in the table: 2, 1 or 0.

224

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1B

Pronunciation Syllables

✂ teacher

they’re

friends

Australian

afternoon

Australia

Spanish

listening

meet

conversation

Mexican

Canada

aren’t

Poland

she’s

we’re

British

hello

Turkey

syllable

student

Japanese

these

Chinese

I’m

Russian

receptionist

Canadian

Italy

married

English

American

know

Mexico

what’s

group

USA

tennis

who’s

football

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 225

2B

Pronunciation Sound and spelling: /s/, /z/ and /ɪz/

Student A • Read your words to Students B and C. Write down the words which end in a /s/ sound. • Listen to Students B and C. Write down the words which end in a /s/ sound. Words to read out

Words ending in an /s/ sound

sentences tickets villages computers books groups umbrellas Student B • Listen to Students A and C. Write down the words which end in a /z/ sound. • Read your words to Students A and C. Write down the words which end in a /z/ sound. Words to read out

✂

Words ending in a /z/ sound

boxes objects students watches cities homes offices Student C • Listen to Students A and B. Write down the words which end in an /ɪz/ sound. • Read your words to Students A and B. Write down the words which end in an /ɪz/ sound. Words to read out

Words ending in an /ɪz/ sound

buses friends bottles flats glasses knives restaurants 226 

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✂

2C

Pronunciation Tone in questions

Play noughts (0) and crosses (X). Choose a square and say a question with the correct tone at the end. Mark the square with a nought or cross if you’re correct.

0X0 0X0 0X0 How are you?   What’s your address?   Is it near your office?   Is she American?

Where are you from?   Are they Italian?   What’s your name?   How do you spell that? Do you have a bottle?   Do you have a pen?   What’s this?   Are you from Granada?

Where’s her flat?   Is it a big town?   Do you have a ticket?   What’s your email address?

Game 1  1

 

 2

 

 3

4

 

5

 

6

7

8

 

9

 1

 

 2

 

 3

4

 

5

 

6

7

8

 

9

 1

 

 2

 

 3

4

 

5

 

6

7

8

9

 

     

Game 2

 

     

Game 3

 

 

     

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 227

3A

Pronunciation Sound and spelling: /iː/, /ɪ/ and /aɪ/

Student A Find the ‘odd word out’. 3

1

big

7

sister

2

4

Hi 9

8

5

nice

we

6

11

his 10

Italy

I’m

tea

12

these

meet

sandwich sandw

✂

Student B Find the ‘odd word out’. 3

1

it’s

7

his

2

5 4

five 9

8

Chinese

ice

rice

6

11

teacher 10

fish Mexican

keys 12

is

please

✂

Student C Find the ‘odd word out’. 1

7

228

3 meat

China

2

4

me 9

8

5

fine

isn’t

like

6

11

eat 10

nine Japanese Japan

Turkish

British

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12

drink

3C

Pronunciation Sentence stress in phrases

✂

a cup of tea

a piece of banana cake

a glass of water

a glass of apple juice

a glass of milk

a piece of chocolate cake

a glass of cola

a piece of bread

a glass of orange juice

a piece of toast

a cup of coffee

a piece of cheese

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229

4A

Pronunciation Sentence stress in questions

Game card 1 In Barcelona.

1 Do you work in an office?

2 Yes, I do.

2 Where do you work?

3 Economics.

3 What do you study?

4 No, it isn’t.

4 Do you like it?

5 I’m fine, thanks.

5 Where are you from?

6 10 Baker Street.

6 What’s your address?

7 B-A-K-E-R

7 How do you spell that?

8 Yes, certainly.

8 Do you live in a flat?

9 Yes, we do.

9 What’s your job?

10 It’s a great city.

10 Where do you live?

11 No, not very well.

11 Do you like Madrid?

12 In a language school.

12 Where do you study?

Student B

230

Student A

Student C

1 Where do you live?

1 When do you go to work?

2 Are you a teacher?

2 Do you study English?

3 What’s your job?

3 Do you like your job?

4 Is your office near your house?

4 Do you work at home?

5 What’s your name?

5 How are you?

6 Do you like your flat?

6 Where is Baker Street?

7 Where is it?

7 Are you Peter Baker?

8 Is your house big?

8 Can I have a piece of cake?

9 Do you have dinner early?

9 Are flats expensive in Rome?

10 Where is London?

10 What do you think of London?

11 Do you speak Spanish?

11 Do you have friends in Spain?

12 What do you study?

12 What’s your job?

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✂

4C

Pronunciation Sound and spelling: /tʃ/ and /dʒ/

1 Write the words in the tables. 1–6 are /tʃ/ words (e.g. teacher) and 7–12 are /dʒ/ words (e.g. James). The words must be in the same order in both tables. teacher

picture

James

large

chip

question

job

manager match

cheese

page

jeans

You 6 5 4 3 2 1 teacher /tʃ/

/dʒ/

7 James

8

9

10

11

12

7 James

8

9

10

11

12

Your partner 6 5 4 3 2 1 teacher /tʃ/

/dʒ/

2 Draw three planes in your table: one plane ➔ four squares

3

Play Battleplanes in pairs.

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231

5B

Pronunciation Sound and spelling: /ʃ/

Underline all the words with the /ʃ/ sound and practise saying them.

1

fish  station  sandwich  Turkish  beach  conversation student  swim  Polish  international  exciting  cheese  shower Spanish  restaurant  shop  English  school  information Russia  nationality  receptionist  lesson  British  lunch 2

Say four of the words which fit one of the patterns below, e.g. lesson, shower, Russia, fish = 2. Your partner says the number.

232 

1

/ʃ/

/ʃ/

no /ʃ/

/ʃ/

2

no /ʃ/

/ʃ/

/ʃ/

/ʃ/

3

/ʃ/

/ʃ/

/ʃ/

/ʃ/

4

/ʃ/

/ʃ/

/ʃ/

no /ʃ/

5

/ʃ/

no /ʃ/

no /ʃ/

/ʃ/

6

/ʃ/

no /ʃ/

/ʃ/

/ʃ/

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5C

Pronunciation Emphasising what you say 1

Choose eight sentences to say to your partner. Some are true and some are false. Can your partner guess which are true?

My flat/house is very small.

My phone is so old.

false

I really like ice cream.

Very cold showers are nice.

true

true My Spanish is so bad.

true

I think football is very boring.

false

I think TV is so boring.

There are so many shops in my street.

I sing really well.

true

I’m so happy today. I really don’t like fish.

I really like Chinese food.

I have a really fast car.

true My flat/house is very near a supermarket.

My studies are very interesting.

Cold pizza is really great.

English pronunciation is so easy.

false I have a very beautiful sister.

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 233

6A

Pronunciation Sound and spelling: /ɜː/

Activity A ➔

Find your way from were to thirty. Move across (➔) or up ( ) through squares where the underlined sound must be /ɜː/. Say the words. was

partner

girl

thirty

driver

boring

verb

interesting

father

her

word

teacher

your

surname

study

bread

university

learn

player

computer

were

number

picture

international

Activity B ➔

Find your way from verb to learn. Move across (➔) or down ( ) through squares where the underlined sound must be /ɜː/. Say the words. verb

international

your

partner

world

study

father

fourteen

first

university

interesting

boring

player

girl

bread

picture

computer

thirty

number

where

there

surname

work

learn

Activity C 1 Complete the table with words from Activities A and B to make a test for other students. Choose: • one word with an /ɜː/ sound and one word without an /ɜː/ sound • two words with an /ɜː/ sound • two words without an /ɜː/ sound

1

Word 1

Word 2

How many /ɜː/ sounds?

computer

bread

0

2 3 4 5 6 7 2 Swap tests with other students and write the number of words with /ɜː/ in the table: 2, 1 or 0? 234

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6C

Pronunciation Emphasising what you say 2

Work in pairs. Take it in turns to say a sentence and reply with a suitable offer.

Sentences I can’t do this!

Would you like a piece of cake?

I need to go to the hospital.

I need to clean my room.

I’d really like a sandwich.

I feel tired. Would you like to go shopping?

I finish work at 10 pm today.

My friends arrive at the airport at 6:00. I can’t do my English homework.

Replies Sit down, I can get it.

Yes, but I’ll pay.

I’ll do it for you.

I can meet them.

Sam can help you.

Don’t worry, I’ll make dinner.

Yes, I’ll drive.

Don’t worry. Tim can do it.

I’ll help you.

I’ll drive you there.

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235

7A

Pronunciation Sound and spelling: /b/, /p/, /g/ and /k/

Student A 1

Label the picture with the words in the box and practise saying them. baby  girl  bed  biscuits  blanket  clock glass  guitar  lamp  picture  umbrella

2

Now compare your picture with your partner’s picture and find eight differences.

In my picture, there’s a bed and …

✂

Student B 1

Label the picture with the words in the box and practise saying them. baby  boy  bag  bed  biscuits  clock  cup football  computer  picture  pillow

2

Now compare your picture with your partner’s picture and find eight differences.

In my picture, there’s a bed and …

236 

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7C

Pronunciation Joining words

Student A 1 Read the story and decide if the linking sound is /w/ or /j/. /w/old women go intoa shop. 1. Two

7. ‘Nooranges? OK, do you have anyapples?’ .

2.

10.

4. .

5. Sueasks, ‘Can we have twooranges then?’

.

11. ‘That’s tooexpensive !’ the women say. 12.

.

13. In theend, the twoold women say, .’ ‘

6.

.

9. ‘Good. Can we have twoapples then?’

3. Julie says to the shop assistant, ‘We’d like threeeggs , please.’

8.

.

2

Work in pairs. Read sentence 1 to Student B using linking sounds. He / She must write the sentence. Then listen to student B and write sentence 2.

3

Complete the story with your partner in the same way. What do you think the women say in the end?

✂

Student B 1 Read the story and decide if the linking sound is /w/ or /j/. 1.

.

7.

2. Julieis 70 and Sueis 75.

8. ‘Weonly have apples!’

3.

9.



.

4. The shop assistant says, ‘Sorry, we don’t have anyeggs.’ .

5. 6. The shop assistant says, ‘We don’t have anyoranges.’

.

.

10. ‘That’s twentyeight euros, please,’ says the assistant. 11.

.

12. Sueisn’t happy and Julieisn’t happy. 13.

2

Work in pairs. Listen to Student A and write sentence 1. Then read sentence 2 to Student A using linking sounds. He / She must write the sentence.

3

Complete the story with your partner in the same way. What do you think the women say in the end? Cambridge English Empower A1 Teacher’s Book © Cambridge University Press 2016  PHOTOCOPIABLE

.

 237

8B

Pronunciation Sound and spelling: /t/ and /d/

Student A 1

Say these past tense -ed verbs and put them in the correct column in the table. /t/

arrived  finished  liked lived  phoned  worked

/d/

Do the crossword. Student B will give you clues for your missing words.

2

1

3 4

l 6 f i n i 7s h e d v i v e d 10 d 11 w 12 p h o n e d r k e d

l i k e d

2

a r r

9

Down

6 The game

2 Thank you, I really the cake.

22:00.

5

8

Across at

9 I home late and went to bed. Margit 12 I on my mobile.

5 We small flat.

11 Ten years ago I in a bank.

✂

Student B 1

in a

Say these past tense -ed verbs and put them in the correct column in the table. /t/

killed  played  spelled stayed  talked  watched

/d/

Do the crossword. Student A will give you clues for your missing words.

2

2 k i 3 s l 4 t a l k e d a e y d e d 1

5 6 8

w 9 a t c h e d

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11 12

s p e 10 p l a y e d l e d 7

Across

Down

4 We on the phone for ten minutes.

1 Brutus Julius Caesar.

10 Pele for Brazil.

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3 I was tired and at home. 7 The girl her name. 8 Denis film on TV.

a

8C

Pronunciation Main stress and tone

Not too bad, thanks.

Shall we go to Sue’s party on Saturday?

I’m fine, thanks.

Really?

Hello, how are you?

Great idea!

We could meet at Sue’s house.

That’s a good idea.

Great, thanks.

Let’s go shopping this afternoon.

Sorry, I’m not free.

Why not?

I have a lot of work.

There’s a new cinema on Oxford Street.

That’s a lovely idea!

I have a French lesson.

You could have the lesson another day.

Yes, I know.

That’s not a good idea!

OK, see you later.

We could see a film there tonight.

I can’t go tonight.

Let’s go tomorrow.

Let’s meet at the café then.

That’s a nice idea!

Let’s meet at 7:00 then.

Great, see you then!

That’s a good idea!

Oh no! That’s not good.

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239

9A

Pronunciation Sound and spelling: the letter a

✂ 1 Where is Barcelona? A Spain

B a flat

B class

C Portugal

C a garden

C grass

TV.

3 People live here. A a park

A glass

B Canada

5 You

2 This is green and in a garden or park.

6 My

is 42.

4 Which word has a different a sound? A taxi B party C lamp

7 People fly in this.

8 This is a fruit.

A watch

A car

A a taxi

A apple

B play

B baby

B a plane

B potato

C have

C father

C a car

C cake

9 You make music . with

10

address?

is your

11 Which word has a different a sound?

12 You have coffee here.

A a guitar

A And

A car

A a factory

B glasses

B Has

B are

B a café

C a radio

C What

C am

C a bank

13 You read it. A a newspaper B a suitcase C a hat

17 You can buy many things here.

two 14 I tickets, please.

15 A of orange juice.

16 My keys and phone . are in my

A want

A jacket

A plate

B have

B bath

B bag

C am

C glass

C blanket

18 Trains go from this place.

19 Which word has a different a sound?

20 Yesterday Sunday.

A a market

A a match

A man

A was

B a car park

B a supermarket

B stay

B last

C a party

C a station

C black

C are

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9C

Pronunciation Syllables and spelling

Words

Odd one out

Bet $

Winnings $

1 expensive, magazine, restaurant

2 family, computer, holiday

3 cinema, camera, computer

4 vegetable, Canadian, supermarket

5 tomato, favourite, beautiful

6 difficult, Japanese, factory

7 different, umbrella, museum

8 interesting, American, receptionist

9 assistant, business, radio

10 Saturday, afternoon, Wednesday

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10B

Pronunciation Main stress in questions (present continuous)

✂ Student A

Student B

Actions to mime:

Actions to mime:

You’re watching a James Bond film.

You’re eating a pizza.

You’re playing a computer game.

You’re talking to a friend.

You’re making coffee.

You’re listening to music in bed.

You’re walking to the station.

You’re making a cake.

Questions to ask:

Questions to ask:

What are you reading?

What are you drinking?

Who are you talking to?

Why are you running?

Are you driving?

Are you studying?

Where are you listening to it?

Where are you walking to?

Student C

Student D

Actions to mime:

Actions to mime:

You’re reading a fashion magazine.

You’re drinking water.

You’re studying English.

You’re running because you’re late.

You’re meeting friends at the cinema.

You’re driving a bus.

You’re sleeping.

You’re shopping in a supermarket.

Questions to ask:

Questions to ask:

What are you eating?

What are you making?

What are you playing?

Are you sleeping?

Where are you shopping?

What are you watching?

Are you cooking?

Where are you meeting them?

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10C

Pronunciation Sound and spelling: /ɪə/ and /eə/

Activity A Do the words have /ɪə/ or /eə/ sounds? Say the words and complete the table. hear  dear  wear  near  they’re  care  clear meal  idea  where   hair  here  year  chair  there pair  real  yeah /ɪə/

/eə/

Activity B Play Bingo. Write six words from Activity A in the table below.

BINGO

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 243

11B

Pronunciation can / can’t

1 Underline when can and can’t are stressed in the questions and answers. 2

Ask and answer the questions with the correct stress.

How much can you do?

1 Can you speak many languages? 5 Can you play tennis well? A Not very many. I can speak two (my language and English). B Yes, I can. I can speak more than two. C Sorry, I can’t understand you.

A I can play quite well, but not very well. B Yes, I can. I can play very well. C No, I can’t see the ball very well.

2 Can you swim well?

6 Can you cook?

can you do for your 3 What friend’s birthday?

7 Can you run fast?

A Not very well. I can swim about one kilometre. B Yes, I can. I can swim more than one kilometre. C No, I can’t swim at all.

A I can sing ‘Happy Birthday’. B I can make a birthday cake. C I can’t make a birthday cake, but I can eat it.

4 Can you drive?

A No, but I’m learning. B Yes, I can. C No, I can’t.

A Yes, I can. I can cook some things well. B Yes, I can. I can cook a lot of things very well. C Yes, but people can’t eat my food.

A Sometimes. I can run for the bus. B Yes, I can. I can run very fast and very far. C No, I can’t, and I can’t walk fast!

8 Can you read this?

A Yes, I can. B Yes, I can. I can read and write it. C No, I can’t. Is this English?

Mostly Cs: Not great. You can’t do very much. Mostly Bs: Great! You can do everything! Mostly As: Not bad. You can do a lot. 244

/ʌndəˈwɔːtə/

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drink

assistant

arrived

six

spring

think

parents

wants

blanket

truck

different

space

orange

student

restaurant

can’t

watch

round

find

cards

glasses

school

husband

right

questions

orange

went

umbrella

breakfast

dance

receptionist

friends

skirt

helped

place

tourist

England

match

difficult

objects

last

clock

thanks

lunch

bank

seconds

underground

sounds

fruit

11C Pronunciation

Consonant groups

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 245

12A

Pronunciation going to

Work with a partner. How are you going to get money to go on holiday?

1 You want to go on holiday, but you have no money. How are you going to get money? (work in a café 5, play guitar on the streets 10)

10

11

You don’t play the guitar very well. What are you going to do? (learn to play 19, play with my friend 2)

One man likes your music a lot. He wants you to play in his music group. What do you want? (be famous 8, go on holiday now 4)

9

2

The old man says, ‘I’m going to speak to the chef!’ What are you going to say now? (say ‘Sorry, I’m going to get the apple.’ 17, say ‘Your horse isn’t going to have an apple!’ 13)

Not many people give you money. What are you going to do? (work in a café 5, play in the park 18)

3 You don’t make the cake. You think the café is boring. What are you going to do to make it interesting? (have free wi-fi 14, have music 7)

8 You have a new job but you’re not going to be famous in a small group. You’re going to spend a lot of money on travelling to concerts and you’re not going to have money for your holiday. The end!

4 You have money now and you’re going to have a great holiday. The end!

7 5

People in the café don’t like the music. They want a quiet cup of coffee. What are you going to do? (have free wi-fi 14, go on holiday 4)

What are you going to do in the café? (cook 15, be a waiter/waitress 12)

6 You’re right. The people in the café are happy with your work. You’re going to learn to cook very well and then you’re going to have a great holiday. The end!

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12 An old man wants half an apple for his horse. What are you going to say? (say ‘Yes’ 17, say ‘No’ 9)

13 The old man, Sir Jeffrey Ransome, is going to speak to the chef. You have no job now and you’re not going to go on holiday. The end!

14 There are a lot of people in the café now. Great! Are you going to have free coffee with free wi-fi? (yes 20, no 6)

15 Can you cook? (Yes, I’m going to enjoy it! 16, No, I’m going to be a waiter/ waitress 12)

16 You can make easy things like pizza and hot sandwiches, but one day a woman asks for a chocolate cake. Are you going to make the cake? (yes 21, no 3)

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21 You make the cake, but it’s terrible! The woman isn’t going to pay for the cake. You have no job now and you’re not going to go on holiday. The end!

20 There are a lot of happy people, but they don’t spend a lot of money… You’re not going to have a job for long and you’re not going to go on holiday. The end!

19 The guitar is difficult! What are you going to do? (work in the café 5, play with my friend 2)

18 People give you money. Great! What are you going to do? (go on holiday 4, stay here 11)

17 The old man, Sir Jeffrey Ransome, is very happy. You speak with him and he wants to help you. You’re going to have a holiday in Sir Jeffrey’s house in the Caribbean and you’re going to ride his horse every day. The end!

12C

Pronunciation Sound and spelling: oo

Student A

Underline all the oo words with an /ʊ/ sound. Ask the questions with the /ʊ/ sound to your partner. 1 Are you good at dancing? 2 What’s your favourite food? 3 What did you do yesterday afternoon? 4 Can you cook well? 5 Do you like zoos? 6 Is football boring? 7 Are you going to have a holiday soon? 8 What’s your favourite book? 9 Who took your favourite photo and what is it?

10 What would you choose – a boring job with great money or an interesting job with not much money?

Now ask the questions with an /uː/ sound to a new partner.

Student B

✂

Underline all the oo words with an /uː/ sound. Ask the questions with the /uː/ sound to your partner. 1 Are you good at dancing? 2 What’s your favourite food? 3 What did you do yesterday afternoon? 4 Can you cook well? 5 Do you like zoos? 6 Is football boring? 7 Are you going to have a holiday soon? 8 What’s your favourite book? 9 Who took your favourite photo and what is it?

10 What would you choose – a boring job with great money or an interesting job with not much money? Now ask the questions with an /ʊ/ sound to a new partner. Cambridge English Empower A1 Teacher’s Book © Cambridge University Press 2016  PHOTOCOPIABLE

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