WELCOME TO ROADMAP
Roadmap is a new, flexible eight-level general English course for adults. Recognising
that every class is different and every learner is unique, Roadmap provides a dual
track approach that allows all learners to develop confidence in speaking while taking
a more tailored approach to skills development. It does this by providing smooth
syllabus progression based on the Global Scale of English, by putting clear and
achievable speaking goals at the heart of every lesson, and by providing in-depth skills
development lessons for teachers to choose from at the back of the Students’ Book.
Multiple opportunities are provided for learners to practise outside the classroom in
print, online and using the mobile app.
Map your own route through the course
It can be challenging for institutions and teachers to deal with the different needs,
interests and abilities of each student, especially if they have a wide mix of
learners in the same class. The unique dual track approach of Roadmap helps you
solve this problem.
●
●
The fast track route concentrates on developing learners’ speaking skills as well
as giving them the grammar, vocabulary and functional language they need to
achieve their goals.
The extended route gives learners valuable practice in reading, writing and
listening as well as specific training and strategies for developing these skills.
Fast track route:
Extended route:
10 core units featuring
grammar, vocabulary and
pronunciation with each lesson
leading to a final GSE-related
speaking activity.
10 core units plus
additional skills-based
lessons (reading, writing
and listening) linked to the
content of each lesson.
This unique approach also allows you to adapt material to suit different course
lengths. Whatever the number of hours in your course and whatever the interests of
your learners, the flexible organisation of Roadmap makes it easy for you to choose
the best route for your students’ success.
Build your students’ confidence
Learners need to know what they are aiming for and why. This is key to building
confidence, increasing motivation and helping learners make rapid, tangible
progress.
●
●
●
Global Scale of English learning objectives provide students with clear goals for
every lesson (the goals have been selected to be useful and relevant to students in
real-life situations).
Grammar and vocabulary has been specifically selected according to how useful it
is in terms of helping learners reach specific goals.
Carefully structured tasks with ‘models’ and opportunities to review performance,
Check and reflect activities and regular progress tests allow learners to see how
well they are doing and highlight the areas they need to improve.
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Make the most of your skills as a teacher
Roadmap is designed to be as supportive and easy to use as possible, whatever your
level of experience, with:
‘pick-up-and-go’ lessons with clear aims and outcomes that are guaranteed to work.
●
clear instructions on how to exploit each lesson, including help with tricky
language points, ideas for warmers, fillers, extension and homework activities.
●
a huge range of additional support materials, including video, photocopiable games
and activities, online and mobile app practice activities, are provided to add variety
to your lessons.
●
The front of class presentation tool makes it easy to access all the support material in
one place and enhances your performance as a teacher.
A1
WORKBOOK
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COURSE CO
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10
20
30
40
50
60
70
80
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• Students
’ Book with
digital reso
and mobile
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• Workbook
with key and
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Book with
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and assessm
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• Presenta
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ROADMAP_
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and mobile
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Amanda Mar
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A1_SBK_CV
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A1
TEACHER’S BOOK
with digital resources and assessment package
Kate Fuscoe, Clementine Annabell
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COURSE COMPONENTS
FOR LEARNERS
1A
1A | Hello
STUDENTS’ BOOK WITH DIGITAL RESOURCES
AND MOBILE APP
Hello
A
B Maria Fernandez, Spain
John Miller, the UK
Goal: introduce yourself to other students
Ten units with three main input lessons linked to three
Develop your skills lessons at the back of the book.
● Each lesson includes grammar, vocabulary and pronunciation
and leads to a final speaking task based on Global Scale of
English learning objectives.
● Key language presented and cross-referenced to a
Grammar bank at the back of the book.
● A Vocabulary bank extends some of the key lexical sets in
each unit and focuses on important areas such as word-building
and collocation.
● An English in action lesson in each unit covers key functional
language.
● Check and reflect pages at the end of each unit show
learners how their confidence and mastery of spoken language
has improved.
● Light-hearted video clips and worksheets (available online)
extend and consolidate key language covered in the unit.
● Extra grammar and vocabulary exercises, available on
the mobile app (the Pearson Practice English app), consolidate
language points covered in the Students’ Book.
● Develop your skills lessons at the back of the book expose
learners to different genres and give them strategies for
developing skills.
● Communication games at the back of the book enable learners
to practise key language in a fun, communicative way.
● Audio/video scripts and word lists available online.
Grammar: be: I and you
Vocabulary: countries
●
Amy Desmond, the US
Vocabulary
Argentina Brazil Canada Italy
Mexico Poland Spain Thailand
the US Turkey
5
Japan
the UK
C
2
Ela Atan, Turkey
5
8
6
? Am I late?
1.3 Listen to two conversations at a language
conference. Complete them with the correct
countries.
+ Yes, you are.
8
? Are you a teacher?
1
= I am
= you are
Listen and complete the table.
Argentina Brazil Canada Italy
Mexico Poland Spain Thailand
o
Oo
oO
Poland
Japan
Ooo
Japan
Turkey
ooOo
c How do you say your country in English? Underline
the stressed syllable.
Brazil, Italy
3
A: Hello. 1
you here for the conference?
B: Yes, I 2
.I3
A: I 4
A: Yes, I’m Barbara. Nice to meet you. Sorry, am I late?
c Work in pairs. Practise the conversations.
b
from Ankara in Turkey.
1.5
Work in groups. You are at the language conference.
Introduce yourself to the other students.
A: Hi. I’m Mehmet Osman.
B: Hello. I’m Lana Cruz. Nice to meet you.
A: Nice to meet you, too. Where are you from?
Develop
your
reading
. Are you from Spain?
A: No, I’m not. I’m from 4
10
Listen and check your answers.
A: Great. So where are you from, Lucy?
B: I’m from 3
you from the US?
not. I’m from Toronto in Canada. Where
you from?
7
A: I 8
B: No, you aren’t.
SPEAK
Elif.
B: No, I 6
B: Yes, I am. Barbara?
b Listen again and repeat.
Laura.
B: Nice to meet you.
A: Nice to meet you, too. 5
Conversation 2
A: Hi, are you Lucy?
Go to your app for more practice.
Country:
student
school teacher
university teacher
language school teacher
manager
of be.
A: No, I’m not. I’m the manager of a language school.
. I’m a university teacher.
Complete the conference card with your information.
City:
7 a Complete the conversation with the correct form
B: Yes, I am. Are you a teacher?
. How about you?
Country: Poland
Name:
b Listen again and repeat.
B: Nice to meet you, too. I’m Akiko.
A: Hi. Are you here for the conference?
Name: Aleksander Nowicki
City: Warsaw
Country: Italy
10th International Language Conference
4 You aren’t late.
A: Hello, I’m Juan. Nice to meet you.
Work in pairs. Look at photos A–F and roleplay
conversations.
A: Hello, I’m Maria.
B: Hi, Maria. I’m John.
A: Where are you from?
B: I’m from the UK. Where are you from?
.
page 86
6
M01 Roadmap SB A1 227689.indd 6
9
3 You’re on time.
Conversation 1
B: I’m from 2
Country: Brazil
Name: Sofia Romano
City: Milan
PREPARE
1.4 Listen to the sentences. Notice the
pronunciation of the short forms in blue.
2 I’m not a teacher.
A: I’m from 1
City: São Paulo
Country: Argentina
Speaking
1 I’m from Mexico.
B: Where are you from?
b Listen again and repeat.
Name: Ana Santos
City: Buenos Aires
I’m from Mexico.
= are not
3
12
Listen and check your answers. Then listen
again and repeat.
1.2
Name: Diego Castillo
Go to page 116 or your app for more information and practice.
2
1.1
2a
- No, I’m not.
Short forms
6a
b
+ Yes, I am.
with where
Where are you from?
9
11
10
F
Masayuki Ogawa, Japan
Conversation 2
- No, you aren’t.
Are you from Spain?
7
E
Work in pairs. Roleplay conversations with the
information below. Use Exercise 7a to help you.
Conversation 1
+ I’m Juan.
I’m a university teacher.
You’re on time.
Reading and listening
3
4a
4
Santos Flores, Mexico
Read and complete the grammar box.
be: I and you
1 Canada
1
D
Grammar
1 a Match flags 1–12 with the countries in the box.
7
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STUDENTS’ BOOK WITH ONLINE PRACTICE,
DIGITAL RESOURCES AND MOBILE APP
Provides online practice for students, class management for
teachers and a gradebook to review performance.
● Includes all the Students’ Book material plus a digital version
of the exercises and activities from the Workbook and Tests.
● Includes tools for managing and assigning self-study and
practice activities to students, with automatic marking to
save time.
● Includes a gradebook for reviewing performance of individual
students and classes.
●
WORKBOOK WITH KEY AND ONLINE AUDIO
Ten units provide additional practice of material covered in the
Students’ Book.
● Additional grammar, vocabulary and functional language
practice activities.
● Additional reading, writing and listening practice activities.
● Answer key at the back of the book allows learners to check
their answers.
● Audio available online.
●
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FOR TEACHERS
The Teacher’s Book features a host of support materials to help
teachers get the most out of the course.
● Teacher’s notes for every unit with warmers, fillers, alternative
suggestions, advice on dealing with tricky language items,
culture notes, etc.
● Teaching tips on useful areas such as dealing with mixed
abilities, teaching grammar, vocabulary and pronunciation.
● Grammar and vocabulary photocopiable worksheets for
every unit, including accompanying teacher’s notes and
answer keys.
● Class audio scripts and answer keys.
● Photocopiable worksheets for each Students’ Book unit
accompanied by teaching notes and answer key.
1A
1
OVERVIEW
Goal | introduce yourself to other students
Grammar | be: I and you
Vocabulary | countries
Warm-up
Goal | ask and answer about jobs
Grammar | be: he/she/it
Vocabulary | jobs
Introduce yourself to the class. Say Hello, I’m (name). Write the
phrase on the board and drill. Invite Ss to come to the front and
rub out your name, replacing it with their own. Read aloud for Ss
to repeat. Ask Ss around the class What’s your name? and elicit
a response with I’m … . Ask Ss to work in pairs, taking turns to
introduce themselves to their partners. Monitor and help where
necessary.
GSE learning objective
Can say what someone’s job is, using familiar common
job names
Vocabulary
Nationalities
Countries
GSE learning objective
Can give very limited personal information using basic fixed
expressions
1B
1C
1D
Jobs
Goal | talk about different nationalities
Grammar | be: you/we/they
Vocabulary | nationalities
1a Refer Ss to the countries in the box and look at the example.
GSE learning objective
Can recognise and say the name of their own country,
nationality and language
b
2a
VOCABULARY BANK
Develop your reading
Goal | understand a simple online profile
Focus | understanding capital letters
GSE learning objective
Can extract personal details in a limited way
Develop your listening
Oo
oO
Ooo
ooOo
Spain
Poland
Brazil
Canada
Argentina
Thailand
Japan
Italy
1C
Turkey
5 Look at the grammar box as a class. Ask Ss to look at the words
in bold. Explain that I’m is a contraction of I am and You’re is a
contraction of You are. Elicit, or explain, that I and You are the
subjects of these sentences and am and are are the first and
second person forms of the verb be. If you have a monolingual
class, you might consider doing this in the Ss’ language if possible.
Read through the box and ask Ss what happens to the subject
and verb in a question (they change places). Take your time going
through the box and drawing attention to the contracted verb
forms. Ask Ss to complete the contracted forms 1–3. When they
have finished, check the answers and write them on the board.
Point out that the apostrophe takes the place of the missing letter
in contracted forms and deal with any questions Ss may have.
Teaching tip
o
GSE learning objective
Can understand the main information when people introduce
themselves (e.g. name, where they are from, job)
be: I and you
Ask a pair of more confident Ss to model the conversation
across the class. They don’t need to leave their seats. This is
called open pairs. Once Ss have seen the example in open pairs,
they can practise more confidently in closed pairs, with the
person beside them. Pairwork helps Ss develop confidence. They
don’t have to get everything right, but through practising with
others they will develop their confidence in speaking English.
1.2 Refer Ss to the table and look at the examples, Poland
Answers: 1 I’m 2 you’re 3 aren’t
6a
1.4 Focus Ss’ attention on the short forms in blue and
explain they should listen to how they sound.
b Play the recording and ask Ss to repeat each time. Drill further
as needed.
Further practice
7a Focus attention on the conversation and ask what words are
Photocopiable activities: 1A Vocabulary, p143
missing (the verbs). Ask Ss to complete the missing verbs, using
the grammar box to help them. With weaker classes, do several
together as a class, then let Ss continue. Monitor and listen. When
they finish, don’t go through the answers as they will hear these in
the next activity. Make sure that Ss use capital letters when needed.
Reading and listening
4a
1.3 Look at the photo and explain that the people are at a
language conference. Ask Ss if the people know each other (no).
Tell them they should listen and write the countries in the gaps.
Play the recording, twice if necessary, then ask Ss to compare in
pairs before you go through the answers.
Answers:
Goal | understand short conversations about personal details
Focus | understanding answers to questions
Grammar
3 Ask Ss to look at photos A–F and spend time saying the names
and countries. Read the first line of the conversation aloud and
encourage a stronger student to answer you. Continue to read the
conversation and drill the class in each response. Ask a stronger
pair to practise another conversation for the class, then put Ss in
pairs to practise more conversations. Monitor and listen, helping
with pronunciation.
and Japan. Say these with exaggerated stress, so that Ss can hear
the difference (see the Pronunciation checkpoint below). Tell Ss
they will now listen to the country names in the box and write
them in the correct place in the table, depending upon their stress
pattern. Play the recording, pausing after each country for Ss to
write. When they finish, ask them to compare their answers in
pairs, then play the recording again. Go through the answers as a
class and drill as you do so.
Jobs
DEVELOP YOUR SKILLS
1B
With a multilingual class, ask Ss to number the columns with
stress patterns 1–5. Ask individuals to say their country and the
others in the class decide which column the country belongs in. If
anyone comes from a country that doesn’t follow any of the stress
patterns, write the word on the board and ask the class to help
you place the stress.
1.1 Tell Ss they are going to listen and check their answers.
Countries (and cities) start with a capital letter and most do
not need an article. Countries that are a collection of islands
or territories, such as the UK or the Maldives, and certain
republics, start with the.
Check and reflect
Review exercises and communicative activities to review the
grammar and vocabulary from the unit.
1A
Optional extra activity
Vocabulary checkpoint
Roadmap video
Go online for the Roadmap video and worksheet.
Conversation 2
A: Hi, are you Lucy?
B: Yes, I am. Barbara?
A: Yes, I’m Barbara. Nice to meet you. Sorry, am I late?
B: No, you aren’t.
A: Great. So where are you from, Lucy?
B: I’m from the UK. Are you from Spain?
A: No, I’m not. I’m from Argentina.
stress is. They write down the word and underline the stressed
syllable. Ss can use the stress patterns in the table to help them,
but there may be some Ss whose country name doesn’t follow any
of these. Monitor and help where necessary.
Answers: 1 Canada 2 the UK 3 the US 4 Spain
5 Poland 6 Turkey 7 Japan 8 Thailand 9 Argentina
10 Mexico 11 Brazil 12 Italy
Goal | ask for and give contact information
1B
further if you think they need it.
c Ask Ss to say their country’s name and think about where the
When they have finished, elicit Ss’ answers and write them on the
board. Play the recording again for Ss to listen and repeat.
GSE learning objective
Can answer short, simple questions related to basic personal
information, using a single word or phrase
Audioscript 1.3
Conversation 1
A: Hello, I’m Juan. Nice to meet you.
B: Nice to meet you, too. I’m Akiko.
A: Hi. Are you here for the conference?
B: Yes, I am. Are you a teacher?
A: No, I’m not. I’m the manager of a language school.
B: Where are you from?
A: I’m from Mexico. How about you?
B: I’m from Japan. I’m a university teacher.
b Ask Ss to listen again and repeat chorally. Drill individual Ss
Ask them to work in pairs and match the countries to the flags.
Monitor and provide support and encouragement.
English in action
With stronger classes, ask Ss to repeat the activity substituting
new names and countries.
Explain that each word is divided into syllables and words of
more than one syllable have a primary stress that is longer
and louder than the others. Use the examples from the table
in Ex 2a to show this. Point out that English doesn’t have a
visible accent system, so each word has to be learned with its
stress pattern. Weaker classes would benefit from dividing
the words in the box into syllables before attempting the
task. Make pronunciation fun by exaggerating your own
pronunciation and praise Ss’ efforts.
The goal of this lesson is for Ss to practise introducing
themselves. To help them achieve this, they will learn the verb
be with I and you and the names of countries in the context of
meeting new people.
1A Hello
Optional extra activity
Pronunciation checkpoint
Hello
Introduction
Mexico
b
1.5 Play the recording and ask Ss to listen and check their
answers. Go through the answers as a class and write them on
the board.
Answers: 1 Are 2 am 3 ’m 4 ’m 5 Are 6 ‘m 7 are 8 ’m
Answers: 1 Mexico 2 Japan 3 the UK 4 Argentina
Develop your writing
Optional extra activity
b Play the recording again and pause after every line so that Ss
Goal | write a short personal profile
Focus | using capital letters and full stops
Ss practise reading the conversation in pairs, taking turns with
each role. This builds confidence and is good for all classes,
especially weaker classes.
can repeat chorally. You could divide the class into As and Bs and
ask them to take turns to repeat their lines.
GSE learning objective
Can write a few basic sentences introducing themselves and
giving basic personal information, given prompts or a model
c Put Ss in pairs to practise reading the conversations together.
Monitor and listen. When they finish, give some feedback if there
have been any pronunciation difficulties, and invite one or two
pairs to repeat for the class.
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1A
TEACHER’S DIGITAL RESOURCES
Additional resources can be accessed on the Pearson English
Portal using the access code in the Teacher’s Book.
● Class audio.
● Video and video worksheets.
● Audio and video scripts.
● Word lists.
● Students’ Book answer key.
● Assessment package with a range of tests including unit tests
(grammar, vocabulary and functional language), achievement
and mid and end of course tests (grammar, vocabulary,
functional language and skills), with accompanying audio.
● Workbook audio.
Unit 1
TEACHER’S BOOK
1A
Grammar 1 be: I and you
Grammar 2
be: I and you
1
1
Are you a new student today?
2
Emma is a new student from Italy. Complete Emma’s conversations with the words in the boxes.
 Yes, I am.
am
you / are / Spain
 No, I’m not.
are
aren’t
I’m (x2)
you a new student?
. Am I late?
A: No, you 3
on time.
. You 4
B: OK, Great. 5
you / here / are
?
4
student / a / am
/I?
you / teacher
?
?
5
are / from / you
6
/ where ?
from / am / Japan
?
are (x2)
I
I’m
B: Yes, I 8
7
. I’m Emma.
A: I 9
8
late / am / I ?
Emir. Nice to meet you.
B: Nice to meet you, too. Where 10
you from?
11
’m from Turkey. How about you?
B:
12
from Italy.
I
I’m
’m
14
not
?
. I 16
3
18
/I?
?
are / here / you
12
/ for the confer
ence ?
?
from, Emma?
late / are / you
’m from Florence, in Italy.
Work in pairs. Practise the conversations.
PHOTOCOPIABLE © Pearson Education Limited 2020
Z02_Roadmap_TB_A1_27726.indd 1
on / am / time
?
11
Emma.
A: Sorry! Nice to meet you, Emma.
A: Where are 17
10
/ you / a ?
you
Tim. I’m your teacher.
you Ela?
B: Nice to meet you, too, Tim.
B:
university ?
9
are / manager
B: No, I’m 15
Emma Cabello.
you / at / are /
?
A:
A: Hello, 13
/I?
?
‘m
you here for the English class?
Hi, 7
are
/ are / a ?
Emma Cabello.
B: Nice to meet you.
A:
?
3
A: Nice to meet you, Emma. I’m Sandy Reed.
6
the manager of the language school.
am
/ for the class
?
‘re
A: Hello, 1
B: Yes, I 2
✁
2
/ from ?
?
?
142
PHOTOCOPIABLE
© Pearson Educatio
n Limited 2020
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VIDEO
Ten videos – one for each unit – designed to consolidate key
language and illustrate some of the quirkier aspects of real life.
● Each video features a roving reporter who goes out on location
to visit interesting places, meet interesting people and/or try
new experiences.
● Video clips are 2–3 minutes in length and are designed to
entertain learners and provide a bit of light relief.
● Video worksheets (to exploit the language in the videos) are
available online.
●
PRESENTATION TOOL
Interactive version of the Students’ Book with integrated
audio and video is available on the Pearson English Portal.
● Planning mode (includes teacher’s notes) and teaching mode.
● Easy navigation via book page and lesson flow.
● Answers to exercises at the touch of a button.
● Integrated audio.
● Integrated video, with timed-coded video scripts.
● A host of useful classroom tools.
●
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STUDENTS’ BOOK
Roadmap is a new eight
-level general English
ROADMAP A1 STUD
ENTS’ BOOK
The Students’ Book has ten units featuring three double-page main
lessons containing approximately 90 minutes of teaching material.
Each lesson features grammar, vocabulary and pronunciation
activities which lead up to a final speaking task. Each lesson links to a
Develop your skills lesson and other material at the back of the book
Ever bank,
class
is differ
including a Grammar y
Vocabulary
bank,
Communication bank and
ent,
ev
er
y learner is unique.
Communication games.
for adults which recog
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nises
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1 Clearly defi
ned Global Scale
of rEnglish
objectives
at the start of
is unique. Built on
Global Scale of Engli
learning objectives, the
sh
course is designed to
give learners the specifi
training they need to progr
c language
ess. Engaging, relevant
each lesson.
content and extensive
materials make lesson
support
course
s enjoyable for both learne
rs and teachers.
2 Different Road
topics
forles
each
lesson to maintain interest and motivation.
map enab
learners to:
measurable progress
a syllabus builtin
3 Striking images
provokewith
interest
the
topic
and provide a vehicle
on GSE
learni
ng objectives.
• build confidence in
speaking with relevant,
communicative tasks
.
• develvocabulary.
op strategies for impro
for teaching
ving reading, writing and
• make
• practise grammar and
listening skills.
ulary out of class with
the mobil
e app.
4 Short reading
and/or listening
texts
featuring
real-life information
Roadmap enables teac
hers to:
are used•to
present
grammar
and/or
vocabulary.
deliver successful lesson
s which are easy to
vocab
prepare
and fun to teach.
5 Grammar• adapt
rules
arerialclearly
highlighted and target language practised
the mate
easily to meet learners’
specific needs.
through•form-based
and communicative practice activities.
maintain learners’ intere
st with an extensive
range of additi
support materials.
6 Pronunciation is onal
highlighted
and practised in each lesson.
7 Additional
is provided on the mobile app and in the
COUpractice
RSE COMPON
ENTS
• Stude
nts’ Book
Grammar
bank
atwiththe
digitalback
resources of the book.
and mobile app
• Students’ Bookis
8 Key vocabulary
with
presented
in context and practised through
online practice,
digital resources and
mobile app
• Workbookactivities.
personalised
with key and online audio
10
20
C1/2
30
40
50
60
70
80
90
B2+
• Teacher’s Book with
B2
l resources
assessment packa
9 Carefullyandstaged
speaking
tasks with ‘models’ and time to prepare
ge
• Presentation tool
build learners’ confidence.
digita
B1+
B1
A1
§
A2+
A2
A1
more at english.com/roa
dmap engage learners and prepare them for
10 Relevant, meaningful
tasks
real life.
Find out
CEFR
<A1 A1 A2 A2+
B1 B1+
Learn more about the
Global Scale of English
B2 B2+ C1
C2
at english.com/gse
with digital resources
Maris
11 English in action pages focus on functional language.
STUDENTS’ BOOK
and mobile app
Amanda Maris
12 Each unit ends with a Check and reflect page that consolidates
key grammar and vocabulary.
ROADMAP_A1_SBK_CVR.i
ndd 1
1A | Hello
1A
1
28/07/2020 11:48
2
Hello
A
B Maria Fernandez, Spain
John Miller, the UK
Goal: introduce yourself to other students
3
Grammar: be: I and you
Vocabulary: countries
8
Amy Desmond, the US
Vocabulary
5
1 a Match flags 1–12 with the countries in the box.
Argentina Brazil Canada Italy
Mexico Poland Spain Thailand
the US Turkey
Japan
the UK
C
2
4
4
3
5
5
8
Read and complete the grammar box.
6
Ela Atan, Turkey
Reading and listening
4a
? Am I late?
Listen to two conversations at a language
conference. Complete them with the correct
countries.
1.3
8
+ Yes, you are.
b
? Are you a teacher?
1.2
o
Listen and complete the table.
Oo
oO
Poland
Japan
Ooo
Japan
Turkey
ooOo
6
b Listen again and repeat.
= I am
2
= you are
3
= are not
6a
c How do you say your country in English? Underline
the stressed syllable.
Brazil, Italy
7
1.4 Listen to the sentences. Notice the
pronunciation of the short forms in blue.
A: Hello. 1
A: Nice to meet you, too. 5
B: No, I 6
B: Yes, I am. Barbara?
A: I 8
A: Yes, I’m Barbara. Nice to meet you. Sorry, am I late?
b
B: No, you aren’t.
M01 Roadmap SB A1 227689.indd 6
F01_Roadmap_TB_A1_27726.indd 12
you from the US?
from Ankara in Turkey.
1.5
Complete the conference card with your information.
10
SPEAK
10
Work in groups. You are at the language conference.
Introduce yourself to the other students.
A: Hi. I’m Mehmet Osman.
B: Hello. I’m Lana Cruz. Nice to meet you.
A: Nice to meet you, too. Where are you from?
Listen and check your answers.
A: Great. So where are you from, Lucy?
Develop
your
reading
. Are you from Spain?
.
page 86
6
12
Laura.
not. I’m from Toronto in Canada. Where
you from?
7
c Work in pairs. Practise the conversations.
.I3
Elif.
B: Nice to meet you.
A: Hi, are you Lucy?
b Listen again and repeat.
Country: Poland
City:
you here for the conference?
B: Yes, I 2
A: I 4
Conversation 2
Go to your app for more practice.
City: Warsaw
Country: Italy
of be.
A: No, I’m not. I’m the manager of a language school.
A: No, I’m not. I’m from 4
Name: Aleksander Nowicki
City: Milan
Country:
student
school teacher
university teacher
language school teacher
manager
7 a Complete the conversation with the correct form
B: Yes, I am. Are you a teacher?
B: I’m from 3
Name: Sofia Romano
Name:
b Listen again and repeat.
A: Hi. Are you here for the conference?
Work in pairs. Look at photos A–F and roleplay
conversations.
A: Hello, I’m Maria.
B: Hi, Maria. I’m John.
A: Where are you from?
B: I’m from the UK. Where are you from?
Country: Brazil
10th International Language Conference
4 You aren’t late.
B: Nice to meet you, too. I’m Akiko.
. I’m a university teacher.
City: São Paulo
Country: Argentina
PREPARE
9
3 You’re on time.
A: Hello, I’m Juan. Nice to meet you.
. How about you?
City: Buenos Aires
Speaking
9
2 I’m not a teacher.
Conversation 1
B: I’m from 2
Name: Ana Santos
I’m from Mexico.
1 I’m from Mexico.
A: I’m from 1
Conversation 2
Name: Diego Castillo
Go to page 116 or your app for more information and practice.
1
B: Where are you from?
3
- No, I’m not.
Short forms
12
Argentina Brazil Canada Italy
Mexico Poland Spain Thailand
+ Yes, I am.
with where
Where are you from?
1.1 Listen and check your answers. Then listen
again and repeat.
2a
F
Masayuki Ogawa, Japan
- No, you aren’t.
9
11
10
E
Work in pairs. Roleplay conversations with the
information below. Use Exercise 7a to help you.
Conversation 1
+ I’m Juan.
I’m a university teacher.
You’re on time.
Are you from Spain?
7
Santos Flores, Mexico
be: I and you
1 Canada
1
D
Grammar
7
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01/09/2020 18:14
Name: Josh King
Jobs
6
Job: 1
City: Chicago
Country: the US
1.8 Choose the correct alternatives. Then listen
and check your answers.
A: So, Patrick are you a football player?
B: Yes, 1I'm / it is a football player in the UK.
Name: Amy Gardner
Name: Lidia Nowak
Job: 2
Job: 3
City: Torun
Country: Poland
City: Norwich
Country: the UK
Goal: ask and answer about jobs
1B | Jobs
1B
Grammar: be: he/she/it
A: 2It is / Is it a good team?
B: Yes, 3it is / it’s.
A: 4Is the manager / The manager is nice?
B: Yes, 5he’s / is he OK.
A: 6He’s / Is he from the UK?
Name: Sakura Sato
Vocabulary: jobs
Job: 4
City: Nagoya
Country: Japan
B: No, he 7isn’t / not.
A: Where 8's he / he from?
B: 9He’s / Is from Argentina.
7 a Look at the profiles in Exercise 1a again. Answer the
questions.
4 a Read the web page again. Choose the correct option,
a or b, to answer the questions.
1 Is Mali from Japan?
No, she isn’t. She’s from Thailand.
1 Is the hospital in London?
2 Is Santiago a pilot?
a Yes, it is.
3 Is Sakura a farmer?
b No, it isn’t.
4 Is Emilio a nurse?
5 Is Josh a school teacher?
2 Is Paul from the UK?
6 Is Yolanda a doctor?
a Yes, he is.
Name: Yolanda Alvarez
b No, he isn’t.
Job: 5
City: Guadalajara
Country: Mexico
b Complete the profiles for two people. Work in pairs
and tell your partner about them.
3 Is Mila a doctor?
a No, she isn’t a doctor. She’s a nurse.
Name:
Job:
City:
Country:
b No, she isn’t a doctor. She’s an office worker.
b Underline all the examples of ’s, is and isn’t in
Exercises 3 and 4a.
Grammar
5 a Read and complete the grammar box with ’s and isn’t.
Name: Mali Arak
Name: Emilio Garcia
Name: Santiago Castillo
3
1 a Look at the map and the profiles. Where are the
people from?
b Complete 1–8 in the profiles with jobs a–h.
2
+
a football player
e farmer
b doctor
f nurse
c school teacher
g taxi driver
d pilot
h office worker
-
He’s a nurse.
He isn’t from the UK.
a doctor.
She 1
a big hospital.
It 3
Read the web page. Match people 1–3 with jobs a–c.
?
+
-
1 Lucy
a office worker
Is he from the UK?
Yes, he is.
No, he isn’t.
2 Paul
b doctor
Is she a doctor?
Yes, she is.
No, she isn’t.
3 Mila
c nurse
Is it in London?
Yes, it is.
No, it isn’t.
Green Cross Hospital
Green Cross Hospital is a small hospital. It’s in Manchester
in the UK.
b
Hospital staff
Work in pairs. Choose a person from Exercise 1a. Then
ask and answer questions about the person.
A: Are you from Poland?
B: No, I'm not.
A: Are you a football player?
B: Yes, I am. I'm Santiago.
Speaking
PREPARE
8
Work in pairs. Student A: Turn to page 151. Student B:
Turn to page 152.
She 4
from Spain.
9
1.7 Listen to the sentences. Notice the
pronunciation of the short forms in blue.
Ask and answer the questions and complete the
profiles on pages 151/152.
A: Is Julia a doctor?
B: No, she isn’t. She’s …
1 She’s a doctor.
Lucy Brown
Lucy is from London. She’s a doctor.
Paul Turner
Paul is from Manchester. He’s a nurse.
Mila Kowalski
Mila is from Toronto. She’s an office worker at the hospital.
Go to page 136 or your app for more vocabulary and practice.
Go to page 116 or your app for more information and practice.
SPEAK
with where
Where’s she from?
About us
1.6 Listen and underline the stressed syllables in
the jobs in Exercise 1b. Then listen again and repeat.
football player
A: This is Diego. He’s a teacher. He’s from Córdoba in …
She isn’t from Canada.
a small
It 2
hospital.
Reading
Vocabulary
c
Job: 8
City: Chiang Mai
Country: Thailand
Job: 7
City: Valencia
Country: Spain
Job: 6
City: Mendoza
Country: Argentina
Name:
Job:
City:
Country:
be: he/she/it
2 He’s a nurse.
3 It’s a small hospital.
Develop
your
listening
4 Where’s she from?
5 She isn’t a doctor.
6 Mila’s an office worker.
page 87
c Listen again and repeat.
8
9
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11
1D
M01 Roadmap SB A1 227689.indd 9
12
English in action
Check and reflect
1
P
L
B
R
A
Z
I
L
L
M
2 Cristiano Ronaldo is a doctor. (football player)
O
T
U
X
O
P
R
N
N
E
3 The students are at a British university. (American)
a at a conference
L
U
R
I
T
A
L
Y
K
X
b in a language school
A
R
G
E
N
T
I
N
A
I
c in a hotel
N
K
J
A
P
A
N
S
F
C
D
E
K
Z
Z
O
N
B
T
O
B
Y
U
S
P
A
I
N
K
C
T
H
A
I
L
A
N
D
R
S
U
K
V
S
J
J
K
P
K
N
C
A
N
A
D
A
I
B
B
E
1.14 Listen to the conversation. Who is the
student? Where is she from?
3 a Read the Useful phrases box. Listen to the
conversation again and number the phrases in the
order that you hear them.
Useful phrases
Complete the form with your information.
3
NEW CONTACT
First name:
Family name:
Phone number:
Email address:
: Selin
: Atakan
: 020-555-7645
: selin2000@dmail.com
6
2 A: I
in Class 4.
.I
4 A:
questions. Use the Useful phrases to help you.
?
A: And 3
6 d _ _t_ _
7 t _ _ _ d_ _ _ _r
8 n_ _ _ _
again?
5
2 Marina from Italy?
3 Yes, Yoko in Class 5.
?
4 The White House in New York.
B: 07700 900617.
A: And 6
B: It’s dietern@intertalk.com.
?
Correct the sentences. Add is or isn't.
1 Lionel Messi a football player.
?
B: It’s 07700 900617.
A: Sorry, 5
late.
5 p _ _ o_
B: Neumann. That’s N - E - U - M - A - N - N.
A: 4
I late?
Complete the names of the jobs.
4 o_ _ _ _ _ w_ _ _ _ r
B: D - I - E - T - E - R.
Go online for the
Roadmap video.
5 Pete a doctor?
6 No, he.
2 Hey Luca, we are / are we in Classroom 2 today?
4 A: Hello Yuki, hello Yumi. Are we / Are you from Tokyo?
B: We aren’t / They aren’t from Tokyo. You’re / We’re
from Osaka.
5 Hi Jaime, hi Abdul. Don't worry! You aren’t / They aren’t
late.
Burak from Turkey.
3 f_ _ _ _ r
first name?
Choose the correct alternatives.
1 Ana and Lydia are friends. We’re / They’re from Mexico.
from Japan.
2 s_ _ _ _ _ t_ _ _ _ _r
B: Dieter Neumann.
8
3 Mike and Sally are teachers. Are they / They are British.
1 f _ _ _b_ _ _ p l a y e r
First name:
Family name:
Phone number:
Email address:
.
.
c Work in pairs. Tell your partner about the people in
Exercise 7b.
Gino’s my friend. He’s Italian and he’s a doctor.
in Class 3.
Tomoko. I
B: No, you
4
.
.
10 Anurak’s from Thailand. Anurak’s
you?
B: Nice to meet you. I
Work in pairs. Ask and answer questions to complete
the form with your partner's information.
.
7 Maria’s from Argentina. Maria’s
from Mexico.
B: No, I
NEW CONTACT
4 a Complete the conversation with the correct
A: 2
6 Manolo’s from Spain. Manolo’s
8 Sergio’s from Mexico. Sergio’s
you from Spain?
B: No, I
.
b Write the names, nationalities and jobs of three
people you know.
Complete the sentences with the correct form of be.
Use short forms.
1 A:
.
.
5 Felipe's from Brazil. Felipe's
5 my / you / are / No, / in / class / not
5
.
4 Jake’s from Canada. Jake’s
4 are / Where / from / you ?
3 A: Hi, I
A: 1
1 Gemma’s from the UK. Gemma’s British .
2 Murat’s from Turkey. Murat’s
3 Sonoko’s from Japan. Sonoko’s
9 Agnieszka’s from Poland. Agnieszka’s
b Rewrite three of the sentences in Exercise 2a. Use
short forms.
NEW CONTACT
4
nationalities.
3 you / class / my / in / Are ?
b Listen again and complete the form.
3
5 We are from Spain. (all over the world)
2 am / London / from / not / I
Giving information
My first name is (Selin).
My family name is (Atakan).
My number is (020-555-7645).
My email address is (selin2000@dmail.com).
2
4 Celine Dion is from Spain. (Canada)
7 a Complete the sentences with the correct
1 from / I / Brazil / am
I am from Brazil.
Checking information
Sorry, can you say that again?
How do you spell (your first name)?
1
1 Jennifer Lopez is English. (American)
Jennifer Lopez isn’t English. She’s American.
2 a Put the words in the correct order to make sentences.
Asking for information
What’s your first name?
What’s your family name?
What’s your phone number?
What’s your email address?
b
Correct the sentences. Use the information in
brackets.
Japan
Turkey
Look at the photo. Work in pairs. Where are the people?
2
6
Find the ten countries in the wordsearch.
Argentina Brazil Canada
Italy
Mexico Poland Spain Thailand
Goal: ask for and give contact information
1
05/08/2020 10:11
9
Complete the text with ’re, are and aren’t.
my friends in London. I’m from the
Nick and Kelly
British. They
from
UK, but Nick and Kelly
Canada.
Reflect
How confident do you feel about the statements
below? Write 1–5 (1 = not very confident, 5 = very
confident).
• I can introduce myself to other students.
• I can ask and answer about jobs.
• I can talk about different nationalities.
• I can ask for and give contact information.
Want more
practice?
Go to your Workbook
or app.
1.15 Listen, check and repeat.
12
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13
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13
01/09/2020 18:14
STUDENTS’ BOOK
The Students’ Book also features Develop your skills lessons at
the back of the book. These lessons are based on GSE learning
objectives and are thematically linked to the main lessons. They
focus on developing specific strategies for improving reading,
writing and listening and expose learners to a wide variety of
different text types/genres. The Develop your skills lessons can
either be done in class following the main lessons they are
linked to, or they can be used for homework.
1A
4
1
1
Develop your reading
Goal: understand a simple online profile
Focus: understanding capital letters
Match photos A–D with sentences 1–4.
1 John Smith is from Liverpool in the UK.
2 Maria Fernandez is from Granada in Spain.
3 Toru Yamashita is from Osaka in Japan.
4 Natalia Mazur is from Poznań in Poland.
2
1 Develop your reading lessons provide practice of specific
genres such as online profiles, descriptions, texts, articles,
stories and blogs.
A
Read the Focus box. Underline the capital letters in
Exercise 1.
Understanding capital letters
5
2 Develop your listening lessons provide practice in different
types of listening such as short conversations on a range of
familiar subjects, monologues, directions and descriptions.
People’s names start with CAPITAL letters:
• John Smith
• Maria Fernandez
Place names start with CAPITAL letters:
• Granada in Spain
• Poznań in Poland
3 a Look at the website. Underline the people’s names.
Circle the place names.
B
C
3 Develop your writing lessons provide practice of specific
genres such as personal profiles, informal messages, short
descriptions and texts, online discussions and directions.
4 Each Develop your skills lesson has a clearly defined
genre-related goal and a focus which teaches a sub-skill
related to the genre.
D
4
International Student
Conference
5 Special Focus boxes highlight reading, listening and writing
sub-skills such as understanding capital letters,
understanding answers to questions, completing forms,
understanding and and but, planning your writing and using
subject and object pronouns etc.
Read the messages and complete the table. Use the
capital letters to help you.
1
London University
2
Listen to these people:
Marco Silva: he's from Buenos Aires in Argentina.
Monika Lewandowski: she's from Warsaw in Poland.
Benjamin Carter: he's from Auckland in New Zealand.
Mariko Sato: she's from Fukuoka in Japan.
Sang Mai: he's from Hanoi in Vietnam.
6 Practice exercises are provided to ensure learners can
recognise and use the sub-skills in focus.
3
Hello. Nice to meet you. I’m Antoni Bakula. I’m
an English teacher at a language school in Berlin
in Germany. I’m from Lublin in Poland. Are you an
English teacher? Where are you from?
Hi. I’m Billy Davies. I’m from Chicago in the US.
I’m an English teacher at a university in Moscow in
Russia. It’s nice to meet you.
Hi! Nice to meet you. I’m Josefina Flores. I’m from
Acapulco in Mexico. I’m an English teacher at a
school in San Juan in Mexico.
b Read the website again. Answer the questions.
1 Is Benjamin from the UK?
Name
2 Where is Marco from?
From
Place of work
1
3 Is Mariko from Tokyo?
2
4 Where is Monika from?
3
5 Where is Sang from?
86
1C
3
M11 Roadmap SB A1 227689.indd 86
2
Goal: understand short
conversations about personal
3
Match
riting
Goal: write a shor
t personal
profile
Develop your listening
1B
05/08/2020 10:55
Develop your w
3
Correct the mist
akes. Use capital
letters and
full stops.
Focus: using capi
tal letters and
full stops
questions 1–3 with answers a–h.
1 What’s your name?
2 Where are you from?
1 Hello. I’m louis
a west. i’m from
London I’m an engli
sh teacher.
3 What’s your job?
details
a It’s Pamela.
Focus: understanding answers
to questions
b Spain.
c Steven.
d I’m called Trudy.
e I’m a taxi driver.
2 hello. i’m Mare
k Kowalski. i’m
from Lodz in polan
d. i’m a
nurse.
f My job? I’m a teacher.
g My name’s Anna.
h I come from Argentina.
4
1.10
Listen to three conversations and
3 Hi. I’m christine
chen. I’m from
Beijing in china. I’m
an office
worker
complete
the information about the people.
A
1
Name:
Country:
Job:
1 a Match questions 1–3 with answers
5 hi. i'm stefano
pomesano. i'm
from Bergamo in
italy. i'm a
farmer.
a–c.
1 What’s your name?
2 Where are you from?
2
3 What’s your job?
6
b
1.9
Listen to four conversations. How
4
Name:
Country:
Job:
a I’m a farmer.
b Jason.
c the US.
4 Hello. i’m Tama
ra Gonzalez. i’m
from valencia in Spai
n. i’m a
football player.
B
1
does Jason
answer the questions?
I’m called Jason.
1
2
3
4
2
important
Read the Focus box. Where is the
beginning or end?
information in answers, at the
ons
Understanding answers to questi
What’s your name?
It’s Jason.
My name’s Jason.
2
3
Name:
Country:
Job:
Match photos A–C
with profiles 1–3.
1 Hi. I’m Pedro. I’m
from Barcelona in
Spain. I’m a docto
2 Hello. My name
r.
is Benjamin Turn
er. I’m from Vancouve
in Canada. I’m an
r
English teacher.
3 Hello. I’m Raqu
el Jimenez. I’m from
Mexi
co City in
Mexico. I’m an offi
ce worker.
Read the Focus
box. Circle the capit
al letters and full
stops in Exercise
1.
Using capital lett
ers
Write a profile for
this student. Use
capital letters
and full stops.
Name
City
Country
Job
Jonas weber
berlin
germany
taxi driver
Prepare
5
Complete the table
Name
with your informati
on.
City
and full
stops
Use capital letters
(A, B, C, etc.):
• for I: I’m a footb
all player.
• for names: My
name is Helen Mart
in.
• for places: I’m
from Nagasaki in
Japan.
• for languages
: I’m an English stude
nt.
Use full stops (.)
and capital letters
in sentences:
I’m a teacher. Are
you a teacher?
No, I’m not. I’m an
office worker.
Jason.
I’m called Jason.
Where are you from?
I’m from the US.
I come from the US.
The US.
What’s your job?
I’m a farmer.
My job? I’m a farmer.
C
Country
Job
Write
6 a Write your profi
le.
b Work in pairs
. Read and chec
k the capital lette
full stops in your
rs and
partner’s profile.
88
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The Students’ Book also has extensive back of book material including a Grammar bank,
a Vocabulary bank, Communication games and a Communication bank.
Vocabulary bank
2A Family
1B Jobs
1
1
Look at the photos and complete 1–12 with the words in the box.
artist bus driver manager police officer
soldier student tennis player tour guide
student
police officer
Look at the photos and complete the sentences with the words in the box.
aunt
niece
receptionist shop assistant
waiter/waitress writer
manager
boyfriend cousins
parents uncle
girlfriend
grandad
grandma
nephew
solider - could you please
use the photo we have cut
from page 8 of the proofs
(male Polish solder)
5
2
3
4
1
1
2
student
3
artist
writer
Beth: They are my mum and dad. They
are my 1parents.
4
tennis player
Yuri: They are my father’s parents. He's Rick: They are my dad’s brother and his
my 2
and she's my 3
.
and she's my
wife. He's my 4
5
.
shop assistant
7
8
6
5
6
7
bus driver
waiter/waitress
receptionist
9
Marcus: They are my aunt and uncle's
children. They are my 6
.
8
2
tour guide
Eve: They are my brother’s children. He Elsa: He’s not in my family. He’s my
is my 7
and she is my 8
. 9
and I’m his 10
.
Work in pairs. Tell your partner the names of people in your family.
My uncle’s name is Vladimir.
2B Everyday objects
1
9
10
11
Look at the picture and complete 1–12 with the words
in the box.
backpack
keyboard
passport
12
1
2
2
6,
page from SB, p14
)
on the
er the question
(Units 1–2 review
re. Read and answ
.
Reach the enddice and move your counter to the correct squa
reach Finish wins
e first person to
9
10
5
11
6
12
4
8
Work in pairs. What objects are in your bag?
my credit card, my glasses, …
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12
11
9
10
7
Communication bank
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Lesson 1B
Roll the
ious square.Th
Work in groups.
back to your prev
ot answer it, go
square. If you cann
8 Student A
20 How much is a pen
in your country?
19 Who is a football
player? How old is
he/she?
18 Is this a clock?
1
8
3
4
6
5
7
137
Z02 Roadmap SB A1 227689.indd 136
17 What are these numbers?
2
to be supplied
review
Communication
136
newspaper
2
Work in pairs. Do you know anyone who does the jobs in Exercise 1?
My mum is a bus driver.
3
credit card glasses handbag
laptop money newspaper
screen umbrella wallet
Read the profiles of
Julia Smith and Pavel
Kowalski and think of
turn back to page 9,
questions to complete
Exercise 9.
the information. Then
Is Julia a doctor?
FINISH
11 12 13
Name: Julia Smith
Name: Pavel Kowalski
Job:
City:
Job:
Country:
City:
Country:
16 What are these in English?
15 What’s this in English?
14 What is in this classroom?
13 Think of a pet. Is it yours?
What is its name?
Name: Javier Martinez
9
10 Are your friends at
university?
s?
Who are your friend
8
How do you spell your
name?
first
7 What’s your phone
number?
11 Who is in your family?
Are you a nurse or
doctor?
6
a
Job:
pilot
City:
Los Angeles
Country:
12 Think of a person in your
er
family. What is his/h
Name: Yuki Mori
the US
Job:
farmer
City:
São Paulo
Brazil
Country:
name?
Lesson 2C
5 Are you an office worker?
9 Student A
Read the profiles and
think of questions to
complete the inform
Where’s Lena from?
ation. Then turn back
Name: Lena Baros
Country:
Age:
93
Country:
Age:
Job:
to page 19, Exercise
10.
Name: Niran Meeboon
Thailand
Job:
1
Where are you from?
2
?
Are you from Spain
3
Where is your
teacher from?
from
4 Are your classmates
different countries?
Name: Silvia Lopez
Country: Mexico
START
Age:
Job:
146
Z03 Roadmap SB
doctor
Name: Thiago Moreno
Country:
Age:
81
Job:
office worker
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SUPPORT COMPONENTS
WORKBOOK WITH ONLINE AUDIO
●
WORKBOOK
●
A1
●
ROADMAP
The Roadmap Workbook contains a wide variety of grammar,
vocabulary and functional language exercises that review all
the areas covered in the Students’ Book. It also features
Ever
y class
additional
listening,
reading
is diand
fferwriting
ent, practice.
every lea
rner
is uniqu
e.
Extensive practice
of grammar,
vocabulary
and functional
Roadmap is a new eight
-level general English
course for adults Book.
that every classcovered
which recognises
language
in the
Students’
is different and every
learner is uniqu
learning objectives, the
e. Built on Global Scale
course is designed
of English
to give learners the specifi
training they need to progr
c langupractice
age
Additional
listening,
and
writing
to further
ess. Engagreading
ing, relevant conte
nt and extensive suppo
materials make lessons
rt
enjoyable for both learne
rs and teachers.
develop
learners’
knowledge
and
mastery
of skills.
The Roadmap
Workbook with online
audio
consolidates key langu
age
ed in the accompanying
nts’audio
Book and provid
Full answer
keys Stude
and
scripts
arepoints
provided at the back
es:
• extra grammar, vocab
ulary and functional langu
age practice exercises.
of•the book.
cover
additional practice in
reading, writing and listen
ing.
answer key.
Roadmap
Workbook audio is available online for students and
• audio scripts.
teachers in the Pearson English Portal.
•
MOBILE APP
RSE COM
PONvocabulary
ENTS
ExtraCOU
grammar
and
exercises, available on the
• Students’ Book with
digital resources
mobileandapp
Pearson
Practice English app), consolidate
mobile (the
app
• Students’ Book with
online practice,
language
points
covered in the Students’ Book.
digital resou
rces and mobile app
• Workbook with key
and online audio practice which can be done
● On-the-go, bite-sized
• Teacher’s Book with
digital resources
and assessment packa
anywhere,
anygetime.
• Presentation tool
● Instant feedback provided to students.
Find out more at engli
sh.com/roadmap
● Progressive levels
of challenge.
10
C1/2
20
30
40
50
60
70
80
90
B2+
B2
B1+
B1
A2+
§
A2
A1
CEFR
<A1 A1 A2 A2+
B1 B1+
Learn more about the
Global Scale of English
B2 B2+ C1
C2
at english.com/gse
WORKBOOK
Richardson
with key and online
A1
audio
Anna Richardson
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ONLINE PRACTICE
Roadmap Online practice provides a blended
and personalised learning environment with
materials that can be assigned at the touch of
a button.
●
●
●
●
Interactive Workbook exercises with
instant feedback and automatic grade
book.
Common errors report that highlights
mistakes learners are making.
Tips and feedback that direct learners
to reference materials and encourage
them to work out answers
themselves.
Unit, achievement, mid and end of
course tests.
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SUPPORT COMPONENTS
TEACHER’S BOOK
The Roadmap Teacher's Book provides step-by-step instructions
on how to exploit the material.
●
●
●
●
Teacher’s notes for every unit with warmers, fillers, alternative
suggestions, culture notes and answer keys.
Generic teaching tips on useful areas such as grammar,
lexis, pronunciation etc.
Photocopiable grammar and vocabulary worksheets for
every unit.
Class audio scripts.
TEACHER’S DIGITAL RESOURCES
The Roadmap digital resources area (accessed via the Pearson
English Portal) provides a host of support materials to help
teachers get the most out of the course.
●
Photocopiable grammar and vocabulary worksheets for
every unit, with teacher’s notes and answer keys.
●
Class audio and scripts.
●
Workbook audio and scripts.
●
Word lists.
●
Students’ Book answer key.
●
Video, video scripts and video worksheets.
●
Unit, achievement, mid and end of course tests.
●
Tests audio, audio scripts and answer keys.
TEACHER’S BOOK
A1
with digital resources
and assessment pack
age
Kate Fuscoe, Clementin
e Annabell
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OVERVIEW
1A Hello
Goal | introduce yourself to other students
Grammar | be: I and you
Vocabulary | countries
1C
1D
GSE learning objective
Can say what someone’s job is, using familiar common
job names
Vocabulary
Jobs
Nationalities
Countries
Goal | talk about different nationalities
Grammar | be: you/we/they
Vocabulary | nationalities
1a Refer Ss to the countries in the box and look at the example.
Ask them to work in pairs and match the countries to the flags.
Monitor and provide support and encouragement.
GSE learning objective
Can recognise and say the name of their own country,
nationality and language
b
English in action
GSE learning objective
Can answer short, simple questions related to basic personal
information, using a single word or phrase
Roadmap video
Go online for the Roadmap video and worksheet.
Check and reflect
Review exercises and communicative activities to review the
grammar and vocabulary from the unit.
VOCABULARY BANK
Jobs
DEVELOP YOUR SKILLS
1A
Develop your reading
Goal | understand a simple online profile
Focus | understanding capital letters
GSE learning objective
Can extract personal details in a limited way
1B
Develop your listening
Goal | understand short conversations about personal details
Focus | understanding answers to questions
GSE learning objective
Can understand the main information when people introduce
themselves (e.g. name, where they are from, job)
1C
Develop your writing
Goal | write a short personal profile
Focus | using capital letters and full stops
GSE learning objective
Can write a few basic sentences introducing themselves and
giving basic personal information, given prompts or a model
24
18
Warm-up
Goal | ask and answer about jobs
Grammar | be: he/she/it
Vocabulary | jobs
Goal | ask for and give contact information
1B
Introduction
The goal of this lesson is for Ss to practise introducing
themselves. To help them achieve this, they will learn the verb
be with I and you and the names of countries in the context of
meeting new people.
Introduce yourself to the class. Say Hello, I’m (name). Write the
phrase on the board and drill. Invite Ss to come to the front and
rub out your name, replacing it with their own. Read aloud for Ss
to repeat. Ask Ss around the class What’s your name? and elicit
a response with I’m … . Ask Ss to work in pairs, taking turns to
introduce themselves to their partners. Monitor and help where
necessary.
GSE learning objective
Can give very limited personal information using basic fixed
expressions
1B
Pronunciation checkpoint
Hello
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1.1 Tell Ss they are going to listen and check their answers.
When they have finished, elicit Ss’ answers and write them on the
board. Play the recording again for Ss to listen and repeat.
Answers: 1 Canada 2 the UK 3 the US 4 Spain
5 Poland 6 Turkey 7 Japan 8 Thailand 9 Argentina
10 Mexico 11 Brazil 12 Italy
Vocabulary checkpoint
Countries (and cities) start with a capital letter and most do
not need an article. Countries that are a collection of islands
or territories, such as the UK or the Maldives, and certain
republics, start with the.
2a
1.2 Refer Ss to the table and look at the examples, Poland
and Japan. Say these with exaggerated stress, so that Ss can hear
the difference (see the Pronunciation checkpoint below). Tell Ss
they will now listen to the country names in the box and write
them in the correct place in the table, depending upon their stress
pattern. Play the recording, pausing after each country for Ss to
write. When they finish, ask them to compare their answers in
pairs, then play the recording again. Go through the answers as a
class and drill as you do so.
Answers:
o
Oo
oO
Ooo
ooOo
Spain
Poland
Brazil
Canada
Argentina
Thailand
Japan
Turkey
Italy
Mexico
Explain that each word is divided into syllables and words of
more than one syllable have a primary stress that is longer
and louder than the others. Use the examples from the table
in Ex 2a to show this. Point out that English doesn’t have a
visible accent system, so each word has to be learned with its
stress pattern. Weaker classes would benefit from dividing
the words in the box into syllables before attempting the
task. Make pronunciation fun by exaggerating your own
pronunciation and praise Ss’ efforts.
b Ask Ss to listen again and repeat chorally. Drill individual Ss
further if you think they need it.
c Ask Ss to say their country’s name and think about where the
stress is. They write down the word and underline the stressed
syllable. Ss can use the stress patterns in the table to help them,
but there may be some Ss whose country name doesn’t follow any
of these. Monitor and help where necessary.
Optional extra activity
With a multilingual class, ask Ss to number the columns with
stress patterns 1–5. Ask individuals to say their country and the
others in the class decide which column the country belongs in. If
anyone comes from a country that doesn’t follow any of the stress
patterns, write the word on the board and ask the class to help
you place the stress.
3 Ask Ss to look at photos A–F and spend time saying the names
and countries. Read the first line of the conversation aloud and
encourage a stronger student to answer you. Continue to read the
conversation and drill the class in each response. Ask a stronger
pair to practise another conversation for the class, then put Ss in
pairs to practise more conversations. Monitor and listen, helping
with pronunciation.
Teaching tip
Ask a pair of more confident Ss to model the conversation
across the class. They don’t need to leave their seats. This is
called open pairs. Once Ss have seen the example in open pairs,
they can practise more confidently in closed pairs, with the
person beside them. Pairwork helps Ss develop confidence. They
don’t have to get everything right, but through practising with
others they will develop their confidence in speaking English.
Further practice
Photocopiable activities: 1A Vocabulary, p143
Reading and listening
4a
1.3 Look at the photo and explain that the people are at a
language conference. Ask Ss if the people know each other (no).
Tell them they should listen and write the countries in the gaps.
Play the recording, twice if necessary, then ask Ss to compare in
pairs before you go through the answers.
Answers: 1 Mexico 2 Japan 3 the UK 4 Argentina
b Play the recording again and pause after every line so that Ss
can repeat chorally. You could divide the class into As and Bs and
ask them to take turns to repeat their lines.
c Put Ss in pairs to practise reading the conversations together.
With stronger classes, ask Ss to repeat the activity substituting
new names and countries.
Unit 1
1
1A
Optional extra activity
Audioscript 1.3
Conversation 1
A: Hello, I’m Juan. Nice to meet you.
B: Nice to meet you, too. I’m Akiko.
A: Hi. Are you here for the conference?
B: Yes, I am. Are you a teacher?
A: No, I’m not. I’m the manager of a language school.
B: Where are you from?
A: I’m from Mexico. How about you?
B: I’m from Japan. I’m a university teacher.
Conversation 2
A: Hi, are you Lucy?
B: Yes, I am. Barbara?
A: Yes, I’m Barbara. Nice to meet you. Sorry, am I late?
B: No, you aren’t.
A: Great. So where are you from, Lucy?
B: I’m from the UK. Are you from Spain?
A: No, I’m not. I’m from Argentina.
Grammar
be: I and you
5 Look at the grammar box as a class. Ask Ss to look at the words
in bold. Explain that I’m is a contraction of I am and You’re is a
contraction of You are. Elicit, or explain, that I and You are the
subjects of these sentences and am and are are the first and
second person forms of the verb be. If you have a monolingual
class, you might consider doing this in the Ss’ language if possible.
Read through the box and ask Ss what happens to the subject
and verb in a question (they change places). Take your time going
through the box and drawing attention to the contracted verb
forms. Ask Ss to complete the contracted forms 1–3. When they
have finished, check the answers and write them on the board.
Point out that the apostrophe takes the place of the missing letter
in contracted forms and deal with any questions Ss may have.
Answers: 1 I’m 2 you’re 3 aren’t
6a
1.4 Focus Ss’ attention on the short forms in blue and
explain they should listen to how they sound.
b Play the recording and ask Ss to repeat each time. Drill further
as needed.
7a Focus attention on the conversation and ask what words are
missing (the verbs). Ask Ss to complete the missing verbs, using
the grammar box to help them. With weaker classes, do several
together as a class, then let Ss continue. Monitor and listen. When
they finish, don’t go through the answers as they will hear these in
the next activity. Make sure that Ss use capital letters when needed.
b
1.5 Play the recording and ask Ss to listen and check their
answers. Go through the answers as a class and write them on
the board.
Answers: 1 Are 2 am 3 ’m 4 ’m 5 Are 6 ‘m 7 are 8 ’m
Optional extra activity
Ss practise reading the conversation in pairs, taking turns with
each role. This builds confidence and is good for all classes,
especially weaker classes.
Monitor and listen. When they finish, give some feedback if there
have been any pronunciation difficulties, and invite one or two
pairs to repeat for the class.
25
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Grammar 2
5B
1
Vocabulary Sk
ills
Look at the pict
ures. Complete
the
Brianna
Jason
Lina
1
7.00 Get up
8.00 Leave home
9.00 Arrive at work
2
Azra
Ben
4
7
a plane
a website
pictures
6
a horse
8
a cake
9
football
Ray
Sasha
Gareth
10
2
6.00 Get up
7.00 Leave home
8.00 Arrive at work
7.00 Get up
8.00 Leave home
9.30 Arrive at work
3
6.30 Get up
7.00 Leave home
7.30 Arrive at work
6.00 Get up
7.00 Leave home
7.30 Arrive at work
7.00 Get up
7.30 Leave home
8.00 Arrive at work
on a train
Diana
Rachel
Vijay
7.00 Get up
7.30 Leave home
8.00 Arrive at work
5
6.30 Get up
7.00 Leave home
9.00 Arrive at work
6.30 Get up
8.00 Leave home
9.00 Arrive at work
missing words.
Ming
7.00 Get up
7.30 Leave home
9.00 Arrive at work
6.00 Get up
7.00 Leave home
7.30 Arrive at work
6C
estions:
Present simple qu
ey
/th
e
/w
I /you
Can you …
How often do you
…
Where do you …
6.00 Get up
7.00 Leave home
7.30 Arrive at work
tion Limited 2020
© Pearson Educa
PHOTOCOPIABLE
clothes
Work in groups.
Ask
11
two languages
12
each other questio
ns about the thin
gs in Exercise 1.
Start with:
194
PHOTOCOPIABLE
© Pearson Educa
tion Limited 2020
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PRESENTATION TOOL
The Roadmap Presentation tool contains everything
you need to make the course come alive. It includes
integrated whiteboard software that allows you to
add notes, embed files, save your work and reduce
preparation time.
Presentation tool:
●
●
Fully interactive version of the Students’ Book.
Planning mode (includes teacher’s notes)
and teaching mode.
●
Easy navigation via book page and lesson flow.
●
Answers to exercises at the touch of a button.
●
Integrated audio.
●
●
Integrated video, with time-coded
video scripts.
A host of useful classroom tools.
Resources area:
●
PDFs of the Grammar bank materials.
●
Video worksheets.
●
Photocopiable activities with teacher’s notes.
●
Audioscripts.
●
Assessment package containing all the
course tests.
19
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COURSE METHODOLOGY
Syllabus
The Roadmap syllabus is built on Global Scale of English language
learning objectives (see below) but there is a strong focus on the
key grammar, functional language, vocabulary and pronunciation
needed to perform those objectives in each of the main lessons.
Language items have been selected according to their level of
difficulty and how useful they are in helping learners to achieve
the communicative goal which is at the heart of each lesson.
As a result, learners never feel that they are studying grammar,
functional language, vocabulary or pronunciation for its own sake
and can immediately see the relevance of what they are learning.
●
●
Syllabus built on Global Scale of English learning objectives so
learners can immediately see the relevance of what they are
learning.
Strong focus on the grammar, vocabulary, functional language
and pronunciation needed to achieve the speaking objective at
the heart of every lesson.
The Global Scale of English
The Global Scale of English (GSE) is a standardised, granular
scale that measures English language proficiency. Using the
GSE students and teachers can now answer three questions
accurately: Exactly how good is my English? What progress have
I made towards my learning goal? What do I need to do next if I
want to improve?
The GSE identifies what a learner can do at each point on a scale
from 10 to 90, across all four skills (listening, reading, speaking,
and writing), as well as the enabling skills of grammar and
vocabulary. This allows learners and teachers to understand a
learner’s exact level of proficiency, what progress they have made
and what they need to learn next.
The GSE is designed to motivate learners by making it easier to
demonstrate granular progress in their language ability. Teachers
can use their knowledge of their students’ GSE levels to choose
course materials that are precisely matched to ability and learning
goals. The GSE serves as a standard against which English
language courses and assessments can be benchmarked,
offering a truly global and shared understanding of language
proficiency levels.
Topics
Maintaining learners’ interest is a vital part of the teacher’s role.
Research suggests that learners get bored if they stay on the
same topic for too long so each lesson in Roadmap introduces a
fresh theme, although there is always a coherent link in terms
of language items covered from one lesson to the next. There
is also a topic link with the Develop your skills lessons which are
an extension of the main lesson. Fresh angles on familiar topics
have been used wherever possible and reading and listening texts
have been designed to be as authentic as possible. The texts
are based on real-world sources and although they have been
graded, especially at the lower levels, to make them accessible
for students, the ‘tone’ of the texts is as realistic as possible.
Every unit contains a variety of rich and authentic input material
including specially filmed video clips.
●
●
●
These GSE learning objectives are only a selection from the larger
collection contained within the GSE. To explore additional
resources to support students, there is an online GSE Teacher
Toolkit. This searchable online database gives you quick and easy
access to the learning objectives and grammar and vocabulary
resources. It also gives you access to GSE job profiles: 250 job skills
mapped to GSE learning objectives, enabling you to pinpoint the
specific language skills required for professional learners.
For more information please go to english.com/gse.
Fresh angles on familiar topics have been introduced
wherever possible.
Reading and listening texts are designed to be as authentic as
possible and are based on real-world sources.
Grammar
Successful communication is dependent on an ability to recognise
and use grammatical structures. Learners can often manage to
make themselves understood with a limited repertoire of words
and phrases but as their level progresses, they increasingly need
grammar to navigate more complex situations and communicate
more sophisticated ideas and opinions. Students also need a
knowledge of grammar to understand sentence formation when
reading and listening and to be able to produce accurate grammar
in professional and exam situations. Grammar is a core feature of
learning a language and Roadmap recognises this by giving it a
central role in each of the main lessons:
●
●
Teacher Mapping Booklet and GSE Toolkit
You will find the GSE Teacher Mapping Booklet for Roadmap online
at english.com/roadmap. This booklet provides an overview of all
the learning objectives covered in each unit of Roadmap, lesson
by lesson.
New topics are introduced in every lesson so learners never
get bored.
●
●
●
Grammar is introduced in context through short listening/
reading texts so that learners can see the language in action,
and understand how and when it is used.
Grammar items are then presented and practised using a
‘guided-discovery’ approach. Learners study the patterns of
a grammar point and are often asked to identify aspects of
meaning or form by completing simple exercises and/or rules
and tables.
Language items are presented in a concise form in a Grammar
box in the main lesson and a fuller explanation of each
grammar point is provided in the Grammar bank at the back of
the book.
Each grammar point has one or two controlled practice
exercises plus a freer personalised activity which is designed
to be genuinely communicative and to offer students the
opportunity to say something about themselves or the topic.
Learners are also encouraged to use the language they have
learned in the final speaking task.
The Grammar bank in the Students’ Book, the Workbook
and mobile app have additional grammar practice exercises.
There are also further photocopiable grammar activities in the
Teacher’s Book.
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Pronunciation
Developing a wide range of vocabulary is also key to developing
communicative competence. A good knowledge of vocabulary
helps learners to improve their reading and listening skills and
is also important for writing. A knowledge of high-frequency
collocations and fixed and semi-fixed phrases is also an effective
way to increase spoken fluency. Vocabulary is an important
feature of every lesson in Roadmap. Vocabulary items have been
selected a) according to the topic of the lesson and b) according
to how useful they are for the final speaking task. Vocabulary is
always presented in context through photos or texts and practised
through controlled and freer practice activities. Vocabulary is
also constantly recycled throughout the course and learners are
actively encouraged to use the new vocabulary they have learned
to give their personal opinions on the topics in focus and to talk
about their own lives and experiences.
Teachers often have mixed attitudes towards teaching
pronunciation in their lessons. Some consider that it is relatively
unimportant, especially if their learners can generally make
themselves understood, but others place great importance on
developing pronunciation that is more than just intelligible. They
consider that a systematic focus on pronunciation in a lesson,
however brief, can have a significant impact on developing
learners’ communicative competence.
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Vocabulary is an important feature of every lesson. It is usually
presented in context through quotes and/or short reading
texts or illustrated with photos and/or cartoons so that
learners can understand how and when an item is used.
The emphasis throughout is on high-frequency, useful
vocabulary. At lower levels, the focus is on presenting lexical
sets and at higher levels there is an increased focus on
word-building, collocation and useful fixed phrases.
Vocabulary is practised in a variety of ways with one or two
controlled practice activities for each vocabulary section.
Learners are often asked to relate the vocabulary they have
learned to their own lives making it more memorable.
Vocabulary is constantly recycled throughout the course and
further practice is provided in the Check and reflect pages, on
the mobile app, in the Workbook and photocopiable activities
in the Teacher’s Book.
The Vocabulary bank at the back of the Students’ Book
further extends some of the key vocabulary areas covered in
the main lessons.
Functional Language
Learners need to manage communication in a wide variety of
different situations and they need to be able to recognise and use
phrases and expressions that are appropriate for each situation.
These include transactional exchanges, where the focus is on
getting something done or interactional exchanges where the
focus is on socialising with others.
Roadmap recognises the importance of functional language
and each unit has an English in action page which focuses on
useful areas such as giving directions, asking for information,
clarifying information, etc. Each English in action lesson has a
communicative outcome based on a GSE learning objective and
key functional language items are highlighted in a Useful phrases
box.
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English in action lessons focus on useful functional areas such
as giving directions, clarifying information, etc.
Each English in action lesson has a communicative outcome
based on a GSE learning objective.
Key functional language items are highlighted in a Useful
phrases box.
Course methodology
Vocabulary
In Roadmap, we have taken a practical, integrated approach to
developing students’ pronunciation by highlighting features that
often cause problems in conjunction with the areas of grammar,
vocabulary or functional language in focus. Where relevant to
the level, a grammatical or functional language focus is followed
by practice of a feature of pronunciation, for example, the weak
forms of auxiliary verbs or connected speech in certain functional
exponents. Students are given the opportunity to listen to models
of the pronunciation, notice the key features and then practise it.
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Pronunciation is a prominent feature of the syllabus, and
practice is generally linked to the main grammar, vocabulary
and functional language in focus.
Listen and repeat activities reinforce pronunciation of new
language. As and when appropriate, there is an emphasis
on areas of pronunciation that affect communication, for
example, sentence stress/intonation.
Skills development
Roadmap recognises that effective communication involves
receptive as well as productive skills. Although speaking is the
main skills focus in each of the main lessons, short reading and
listening texts are used to present and practise new language
and introduce topics for discussion. These cover a variety of
different genres – blogs, articles, fact files, etc. – but are never
very long as research indicates that teachers want to maximise
speaking practice during class time. Roadmap also recognises
the importance of writing and suggestions for writing extension
activities are suggested in the teacher’s notes for each of the main
lessons.
In addition to the reading, writing and listening material in the
main lessons, there is a Develop your skills section at the back of
the book for learners who want to improve their reading, writing
or listening skills. There are three Develop your skills lessons for
each unit. Each lesson is built around a GSE learning objective
and concentrates on a specific skill – reading, listening or writing.
They are linked thematically to one of the main lessons and
can be done at home or in class. The Develop your skills lessons
expose learners to different text genres of reading (articles, blogs,
etc.), writing (emails, reports, essays, etc.) and listening (radio
broadcasts, conversations, etc.) and focus on different strategies
or sub-skills to improve general competence in each skill. These
strategies are particularly useful for exam training.
Speaking
Most learners, whatever their age and whatever specific goals
or reasons they might have for learning English, want to improve
their speaking skills. Many learners lack opportunities to practise
in the real world so they need to make the most of opportunities
to speak English in the classroom. Roadmap recognises the
importance of speaking and there are many opportunities
throughout the course for learners to participate in a wide variety
of different speaking activities. For example, learners might
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Course methodology
be asked to discuss a series of questions, respond to photos
or cartoons, give their opinions about the content of a reading
or listening text or take part in conversations, discussions and
role-plays. Speaking is a fundamental part of each lesson and
learners are frequently asked to work together in pairs or groups
to maximise opportunities to speak in class.
Many learners are reluctant or unable to speak because they have
nothing to say or lack the language they need to say what they
want to say. Roadmap helps learners to overcome these problems
and one of the key aims of the course is to increase learners’
confidence and fluency. Each of the four core lessons in each unit
are built around a Global Scale of English speaking objective and all
the grammar, functional language, vocabulary and pronunciation
is geared towards helping learners achieve that objective.
Learners develop fluency when they are motivated to speak
and for this to happen, engaging topics and relevant, carefullystaged speaking tasks are essential. In each lesson of Roadmap
there is a logical sequence of linked activities that have been
carefully constructed and staged to help learners perform the final
speaking task to the best of their ability. Learners are given time
to prepare their ideas and think about the language they need for
the final speaking task in a structured way. Giving learners time to
rehearse is crucial in terms of building their confidence and this in
turn leads to better motivation and greater accuracy and fluency.
As learners’ confidence increases, their willingness to experiment
with the language also increases. Speaking is systematically
developed in Roadmap through the following activities:
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Lead-in questions and/or striking images engage learners’
interest and activate passive knowledge of vocabulary related
to the topic.
more speakers perform whole or part of the task. Learners listen
to this and try to replicate what they have heard when they come
to perform the task themselves.
Listening is a prominent feature in the main lessons but more
in-depth practice of different genres, for example, short talks and
monologues, conversations, radio interviews and discussions, etc.
is provided in the Develop your listening lessons at the back of the
book. The Develop your listening lessons also provide invaluable
training in listening sub-skills, for example, predicting information,
recognising discourse markers and weak forms, identifying
examples and sequencing words. Each Develop your listening
lesson provides an example of the genre as well as highlighting
a sub-skill which is outlined in a special Focus box and practised
in the lesson. As mentioned in the introduction to the Teacher’s
Book, the Develop your listening lessons are optional and can be
selected according to the needs of individual learners or classes.
They can be used in conjunction with the main lessons to form
the extended route through the course or they can be used
individually and/or given to learners to do for homework.
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Grammar and vocabulary relevant for the final speaking
activities are presented and practised.
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Personalised practice activities encourage learners to give
their own opinions on the topic and talk about their own lives
and experiences
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Learners are given ‘models’ and time to prepare their ideas for
the final speaking task.
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Useful phrases give learners ideas and provide prompts to help
them get started.
Learners perform the speaking task in pairs or groups and are
invited to reflect on their performance through a whole class
round-up activity.
Listening
Listening is an important skill for all users of English and one which
learners often find quite challenging. Many learners complain
that they can understand their teacher but find it difficult to
understand people speaking English outside the classroom,
especially if speakers do not make any concessions to their
audience in terms of their speed of delivery. Learners with poor
listening skills are unlikely to be competent communicators or
users of the language so listening features almost as prominently
as speaking in the main lessons in Roadmap. It is important
to expose learners to real language in use as well as different
varieties of English. Listening material, particularly at lower levels,
is scripted but aims to reflect the patterns of natural speech and is
designed to be as authentic-sounding as possible whilst bearing
in mind the need to make it accessible for the level. Listening texts
are often used to present new grammar or vocabulary and can act
as a springboard to stimulate discussion in class. In addition, there
is a listening ‘model’ for each of the speaking tasks in which one or
Listening is a prominent feature of the main lessons and is
often used to present new grammar or vocabulary or act as a
springboard to stimulate discussion.
Listening ‘models’ are provided to build learners’ confidence.
Listening material is designed to be as authentic-sounding as
possible whilst bearing in mind the need to make it accessible
for the level.
More in-depth practice of different listening genres – short
talks and monologues, conversations, radio interviews and
discussions – is provided in the Develop your listening lessons
at the back of the book.
Develop your listening lessons provide an example of the
genre as well as highlighting different sub-skills needed to
develop mastery of the skill.
Listening sub-skills are outlined in a special Focus box and
practised in the lesson.
Develop your listening lessons are optional and can be selected
according to the needs of individual learners or classes. They
can be used individually and/or given for homework.
Reading
Reading is important for many students, particularly if they need
it for their work or studies. The learner who develops confidence
in reading both in and outside the classroom will undoubtedly
make faster progress. We now have access to a very wide range
of English language reading material and it is a good idea to
encourage learners to read as much as possible outside the
classroom. Roadmap provides ample opportunities for learners
to practise their reading skills, both in the main lessons and in the
Develop your reading sections at the back of the book.
Short reading texts are included in the main lessons to
contextualise new grammar or vocabulary and they also often
serve as a springboard for discussion. As with the listening
material, there is an emphasis on authenticity, and although
reading texts have been adapted or graded for the level, there is
an attempt to maintain authenticity by remaining faithful to the
text type in terms of content and style. Texts are relevant and
up-to-date, and are designed to stimulate interest and motivate
learners to read. The texts represent a variety of genres and
mirror the text types that learners will probably encounter in their
everyday lives. Texts are generally not exploited in any great depth
in the main lessons (as in-depth work on reading is provided in
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More in-depth practice of different genres is provided in the
Develop your reading lessons at the back of the book. The Develop
your reading lessons also provide invaluable training in reading
sub-skills such as identifying the main ideas in a text, guessing
the meaning of words from context, identifying positive and
negative attitudes, understanding pronouns, missing words, etc.
Each Develop your reading lesson provides an example of the
genre as well as highlighting a sub-skill which is outlined in a
special Focus box and practised in the lesson. As mentioned in the
introduction to the Teacher’s Book, the Develop your reading
lessons are optional and can be selected according to the needs of
individual learners or classes. They can be used in conjunction
with the main lessons to form the extended route through the
course or they can be used individually and/or given to learners to
do for homework.
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Reading is a prominent feature of the main lessons and is
often used to present new grammar or vocabulary or act as a
springboard to stimulate discussion.
Each Develop your writing lesson provides an example of the
genre as well as highlighting a sub-skill which is outlined in a
special Focus box and practised in the lesson. As mentioned in
the introduction to the Teacher’s Book, the Develop your writing
lessons are optional and can be selected according to the needs
of individual learners or classes. They can be used in conjunction
with the main lessons to form the extended route through the
course or they can be used individually and/or given to learners
to do for homework. Each Develop your writing lesson follows a
similar format:
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Reading material is designed to be as authentic as possible
whilst bearing in mind the need to make it accessible for the
level. Text types mirror those learners will encounter in their
everyday lives, for example, blogs, social media posts, etc.
More in-depth practice of different reading genres – stories,
articles, reviews, factual texts, reports, social media and blog
posts, etc. – is provided in the Develop your reading lessons at
the back of the book.
Develop your reading lessons provide an example of the genre
as well as highlighting different sub-skills needed to develop
mastery of the skill.
Reading sub-skills are outlined in a special Focus box and
practised in the lesson.
Develop your reading lessons are optional and can be selected
according to the needs of individual learners or classes. They
can be used individually and/or given for homework.
Writing
In recent years the growth of email and the internet means
that people worldwide are writing more than ever before – for
business, for their studies and for personal communication.
Learners need effective writing skills for professional and
academic purposes but people also use writing – email, text
messages, social media posts, etc. – as an informal means of
communication far more than they used to. The latter isn’t simply
speech written down and there are all sorts of conventions for
both informal and formal writing. It is therefore important to focus
on a range of genres, from formal text types such as essays,
letters and reports to informal genres such as blog entries and
personal messages. Roadmap provides extensive training in all
these types of writing.
Writing is not a prominent feature of the main lessons in
Roadmap although learners are frequently asked to make notes
as preparation for the speaking task. There are also suggestions
in the teacher’s notes on ways to extend the tasks with followup written work. However, in-depth practice of different genres
of writing is provided in the Develop your writing lessons at the
back of the book. The Develop your writing lessons also provide
invaluable training in writing sub-skills such as organising ideas,
using paragraphs, explaining reasons and results, using time
expressions and linkers, constructing narratives, etc.
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Course methodology
the Develop your reading section) but learners are always given a
reason to read along with basic comprehension exercises.
Some writing practice is provided in the main lessons and
in-depth work on different genres of writing as well as writing
sub-skills is provided in the Develop your writing section at the
back of the book.
Each Develop your writing lesson starts with a few discussion
questions designed to activate learners’ vocabulary and get
them thinking about ideas related to the topic.
Each Develop your writing lesson provides a model of the
genre in focus. These are designed to be as authentic as
possible whilst bearing in mind the need to make them
accessible for the level. Types of writing mirror those that
learners will encounter in their everyday lives, for example,
stories, formal and informal emails, blog posts, descriptions,
invitations, reviews, etc.
Develop your writing lessons provide examples of the genre
as well as highlighting different sub-skills needed to develop
mastery of it, for example, organising ideas, using paragraphs,
explaining reasons and results, using time expressions and
linkers, constructing narratives, etc.
Writing sub-skills are outlined in a special Focus box and
practised in the lesson.
Learners prepare and then write their own example of the
genre in focus and are encouraged to use the sub-skills they
have practised in the lesson.
Develop your writing lessons are optional and can be selected
according to the needs of individual learners or classes. They
can be used individually and/or given for homework.
Review and consolidation
Language items are regularly recycled in each lesson of Roadmap.
At end of each unit, there is a Check and reflect page which is
designed to review all the language points covered and give
learners an opportunity to reflect on how their confidence and
mastery of the language has improved. In addition, each unit is
accompanied by a short video –the Roadmap report – that can
be used to provide a break from the routine of the Students’ Book
as well as revise and consolidate language in a fun, light-hearted
way. Each Roadmap report features a ‘roving reporter’ who goes
out on location to visit interesting people and places and has a
variety of new experiences. The videos are designed to illustrate
some of the quirkier aspects of real life as well as show language
items covered in the unit in realistic contexts.
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Video clips and extension activities consolidate key language
covered in each unit and illustrate some of the quirkier aspects
of real life.
Video clips are 3–5 minutes in length and are designed to
entertain learners and provide a bit of light relief.
Video worksheets (to exploit the language in the videos) are
available online.
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1
1A
OVERVIEW
1A Hello
Goal | introduce yourself to other students
Grammar | be: I and you
Vocabulary | countries
1C
1D
Vocabulary
Nationalities
Countries
Goal | talk about different nationalities
Grammar | be: you/we/they
Vocabulary | nationalities
1a Refer Ss to the countries in the box and look at the example.
Ask them to work in pairs and match the countries to the flags.
Monitor and provide support and encouragement.
GSE learning objective
Can recognise and say the name of their own country,
nationality and language
b
English in action
Roadmap video
Go online for the Roadmap video and worksheet.
Check and reflect
Review exercises and communicative activities to review the
grammar and vocabulary from the unit.
VOCABULARY BANK
Jobs
DEVELOP YOUR SKILLS
Develop your reading
Goal | understand a simple online profile
Focus | understanding capital letters
GSE learning objective
Can extract personal details in a limited way
1B
Develop your listening
Goal | understand short conversations about personal details
Focus | understanding answers to questions
GSE learning objective
Can understand the main information when people introduce
themselves (e.g. name, where they are from, job)
1C
Warm-up
GSE learning objective
Can say what someone’s job is, using familiar common
job names
Jobs
GSE learning objective
Can answer short, simple questions related to basic personal
information, using a single word or phrase
1A
The goal of this lesson is for Ss to practise introducing
themselves. To help them achieve this, they will learn the verb
be with I and you and the names of countries in the context of
meeting new people.
Goal | ask and answer about jobs
Grammar | be: he/she/it
Vocabulary | jobs
Goal | ask for and give contact information
1B
Introduction
Introduce yourself to the class. Say Hello, I’m (name). Write the
phrase on the board and drill. Invite Ss to come to the front and
rub out your name, replacing it with their own. Read aloud for Ss
to repeat. Ask Ss around the class What’s your name? and elicit
a response with I’m … . Ask Ss to work in pairs, taking turns to
introduce themselves to their partners. Monitor and help where
necessary.
GSE learning objective
Can give very limited personal information using basic fixed
expressions
1B
Hello
1.1 Tell Ss they are going to listen and check their answers.
When they have finished, elicit Ss’ answers and write them on the
board. Play the recording again for Ss to listen and repeat.
Answers: 1 Canada 2 the UK 3 the US 4 Spain
5 Poland 6 Turkey 7 Japan 8 Thailand 9 Argentina
10 Mexico 11 Brazil 12 Italy
Vocabulary checkpoint
Countries (and cities) start with a capital letter and most do
not need an article. Countries that are a collection of islands
or territories, such as the UK or the Maldives, and certain
republics, start with the.
2a
1.2 Refer Ss to the table and look at the examples, Poland
and Japan. Say these with exaggerated stress, so that Ss can hear
the difference (see the Pronunciation checkpoint below). Tell Ss
they will now listen to the country names in the box and write
them in the correct place in the table, depending upon their stress
pattern. Play the recording, pausing after each country for Ss to
write. When they finish, ask them to compare their answers in
pairs, then play the recording again. Go through the answers as a
class and drill as you do so.
Answers:
o
Oo
oO
Ooo
ooOo
Spain
Poland
Brazil
Canada
Argentina
Thailand
Japan
Italy
Turkey
Mexico
Develop your writing
Goal | write a short personal profile
Focus | using capital letters and full stops
GSE learning objective
Can write a few basic sentences introducing themselves and
giving basic personal information, given prompts or a model
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Explain that each word is divided into syllables and words of
more than one syllable have a primary stress that is longer
and louder than the others. Use the examples from the table
in Ex 2a to show this. Point out that English doesn’t have a
visible accent system, so each word has to be learned with its
stress pattern. Weaker classes would benefit from dividing
the words in the box into syllables before attempting the
task. Make pronunciation fun by exaggerating your own
pronunciation and praise Ss’ efforts.
b Ask Ss to listen again and repeat chorally. Drill individual Ss
further if you think they need it.
c Ask Ss to say their country’s name and think about where the
stress is. They write down the word and underline the stressed
syllable. Ss can use the stress patterns in the table to help them,
but there may be some Ss whose country name doesn’t follow any
of these. Monitor and help where necessary.
Optional extra activity
With a multilingual class, ask Ss to number the columns with
stress patterns 1–5. Ask individuals to say their country and the
others in the class decide which column the country belongs in. If
anyone comes from a country that doesn’t follow any of the stress
patterns, write the word on the board and ask the class to help
you place the stress.
3 Ask Ss to look at photos A–F and spend time saying the names
and countries. Read the first line of the conversation aloud and
encourage a stronger student to answer you. Continue to read the
conversation and drill the class in each response. Ask a stronger
pair to practise another conversation for the class, then put Ss in
pairs to practise more conversations. Monitor and listen, helping
with pronunciation.
Teaching tip
Ask a pair of more confident Ss to model the conversation
across the class. They don’t need to leave their seats. This is
called open pairs. Once Ss have seen the example in open pairs,
they can practise more confidently in closed pairs, with the
person beside them. Pairwork helps Ss develop confidence. They
don’t have to get everything right, but through practising with
others they will develop their confidence in speaking English.
Further practice
Photocopiable activities: 1A Vocabulary, p143
Reading and listening
4a
1.3 Look at the photo and explain that the people are at a
language conference. Ask Ss if the people know each other (no).
Tell them they should listen and write the countries in the gaps.
Play the recording, twice if necessary, then ask Ss to compare in
pairs before you go through the answers.
Answers: 1 Mexico 2 Japan 3 the UK 4 Argentina
b Play the recording again and pause after every line so that Ss
can repeat chorally. You could divide the class into As and Bs and
ask them to take turns to repeat their lines.
c Put Ss in pairs to practise reading the conversations together.
Optional extra activity
With stronger classes, ask Ss to repeat the activity substituting
new names and countries.
Unit 1
Pronunciation checkpoint
Audioscript 1.3
Conversation 1
A: Hello, I’m Juan. Nice to meet you.
B: Nice to meet you, too. I’m Akiko.
A: Hi. Are you here for the conference?
B: Yes, I am. Are you a teacher?
A: No, I’m not. I’m the manager of a language school.
B: Where are you from?
A: I’m from Mexico. How about you?
B: I’m from Japan. I’m a university teacher.
Conversation 2
A: Hi, are you Lucy?
B: Yes, I am. Barbara?
A: Yes, I’m Barbara. Nice to meet you. Sorry, am I late?
B: No, you aren’t.
A: Great. So where are you from, Lucy?
B: I’m from the UK. Are you from Spain?
A: No, I’m not. I’m from Argentina.
Grammar
be: I and you
5 Look at the grammar box as a class. Ask Ss to look at the words
in bold. Explain that I’m is a contraction of I am and You’re is a
contraction of You are. Elicit, or explain, that I and You are the
subjects of these sentences and am and are are the first and
second person forms of the verb be. If you have a monolingual
class, you might consider doing this in the Ss’ language if possible.
Read through the box and ask Ss what happens to the subject
and verb in a question (they change places). Take your time going
through the box and drawing attention to the contracted verb
forms. Ask Ss to complete the contracted forms 1–3. When they
have finished, check the answers and write them on the board.
Point out that the apostrophe takes the place of the missing letter
in contracted forms and deal with any questions Ss may have.
Answers: 1 I’m 2 you’re 3 aren’t
6a
1.4 Focus Ss’ attention on the short forms in blue and
explain they should listen to how they sound.
b Play the recording and ask Ss to repeat each time. Drill further
as needed.
7a Focus attention on the conversation and ask what words are
missing (the verbs). Ask Ss to complete the missing verbs, using
the grammar box to help them. With weaker classes, do several
together as a class, then let Ss continue. Monitor and listen. When
they finish, don’t go through the answers as they will hear these in
the next activity. Make sure that Ss use capital letters when needed.
b
1.5 Play the recording and ask Ss to listen and check their
answers. Go through the answers as a class and write them on
the board.
Answers: 1 Are 2 am 3 ’m 4 ’m 5 Are 6 ‘m 7 are 8 ’m
Optional extra activity
Ss practise reading the conversation in pairs, taking turns with
each role. This builds confidence and is good for all classes,
especially weaker classes.
Monitor and listen. When they finish, give some feedback if there
have been any pronunciation difficulties, and invite one or two
pairs to repeat for the class.
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Unit 1
8 Tell Ss they are now going to practise. Put Ss in pairs and refer
them to the information on the badges. Explain that they should
take one identity each from conversation 1 and practise the
conversation in Ex 7a, changing the names, cities and countries
to match the information on their badges. They repeat with
conversation 2. Fast finishers can improvise more conversations.
Teaching tip
It can be helpful to ask questions to check Ss understand what
to do before starting an activity, so that they can do it correctly
and with confidence. These questions should focus on the key
aspects of the task. In this case, Do you write? (no, speak) Do you
use your own information? (no, the information on the badges).
GRAMMAR BANK 1A pp.116–117
Stronger classes could read the notes at home. Otherwise,
go over the notes with Ss, especially the use of contractions
and the fact that you is both singular and plural. In each
exercise, elicit the first answer, or look at the example as a
class. Ss work alone to complete the exercises, then check
their answers in pairs. In feedback, check answers with the
whole class. Ss can refer to the notes to help them.
Answers:
1 1 I’m 2 I’m 3 ’m not 4 You’re 5 aren’t 6 Are you
7 I am 8 are you
2 1 I’m 2 Are you 3 I’m not 4 I’m from 5 Where are you
Further practice
Photocopiable activities: 1A Grammar 1, p141;
1A Grammar 2, p142
Speaking
Prepare
9 Focus on the conference card and ask Ss to look at what
information is missing. Ask them to complete the card with their
own details and choose an occupation (they don’t have to be a
student). Monitor and help. Allow a few minutes for this.
Speak
10 Model the activity by completing a card for yourself on the
board and inviting Ss to question you. Drill as needed, then ask Ss
to get up and move around the room, introducing themselves and
asking questions. Monitor the activity, making a note of errors and
problems. When Ss finish, ask them to sit again and correct the main
errors on the board, focusing particularly on question formation.
Reflection on learning
Write the following question on the board:
How many country names can you remember? Make a list.
Put Ss in pairs to discuss the question. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Grammar bank: 1A Ex 1–2, pp.116–117
Workbook: Ex 1–6, p4
App: grammar and vocabulary practice
Fast route: continue to Lesson 1B
Extended route: go to p86 for Develop your reading
1B
Jobs
Introduction
The goal of this lesson is for Ss to talk about jobs. To help them
achieve this, they will learn vocabulary for jobs and how to use the
verb be with he, she and it in sentences and questions.
Warm-up
Write a list of cities on one side of the board and their countries, in
a different order, on the other. From this lesson, include Chicago/
the US, Guadalajara/Mexico and Nagoya/Japan. Ask Ss to match
the cities and the countries. Ask Ss to work in pairs, then in
feedback ask individuals to say the pairings aloud. Drill as needed.
Vocabulary
Jobs
1a Put Ss in pairs and give them a few minutes to discuss the
question. Go through the answers as a class. Drill and mark
syllable stress.
Answers: 1 The US 2 The UK 3 Poland 4 Japan
5 Mexico 6 Argentina 7 Spain 8 Thailand
b Ask Ss to look at the list of jobs. Explain that they must match
the jobs (a–h) with the profiles (1–8).
Answers: 1 g 2 e 3 d 4 h 5 b 6 a 7 f 8 c
c
1.6 Tell Ss that they’re going to listen to a list of jobs. They
should listen and underline the stressed syllables in the jobs. Point
out that one-syllable words don’t have a stress and two-word jobs
may have two stress points. Look at the first one as an example
and play the recording. Before feedback, ask Ss to check answers
in pairs, then go through with the whole class. Drill the sentences
after the recording with the correct stress pattern.
Answers: 1 football player 2 doctor 3 school teacher
4 pilot 5 farmer 6 nurse 7 taxi driver 8 office worker
Vocabulary checkpoint
Point out that jobs take an article, a or an. Make sentences
to show that we need a before consonants and an before
vowels, e.g. She’s a doctor. He’s an actor.
Ss may have heard the gender specific terms actor and
actress. Point out that these days we use actor for both
males and females.
2 Look at the example conversation with the class. Explain that Ss
should pretend to be someone else from Ex 1 and ask and answer
questions to find out who their partner is. Read the example with
the class and demonstrate the activity with a stronger student.
Ss ask and answer the questions in pairs. Monitor and make notes
on their language use for feedback after they’ve finished.
Grammar checkpoint
At this level, encourage Ss to use language at phrase level,
without analysing exactly what it is or how it works as
‘grammar’. If Ss are uncomfortable with this approach, assure
them they will do more focused work on grammar as they
progress with the course.
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Grammar
Unit 1
VOCABULARY BANK 1B p136
Jobs
be: he, she, it
These optional exercises build on the lexical set in the
vocabulary section.
5a Ask Ss to tell you the difference between ’s, is and isn’t –’s is
in pairs. Check answers as a class.
2 Ss discuss the question in pairs. In feedback, nominate a
few Ss to share their ideas with the class.
Focus Ss’ attention on the grammar box and point out how it
is divided into positive, negative and question forms. Ask Ss to
use the examples in bold to help them complete the gaps. Check
answers with the whole class and be prepared to give further
explanations or examples where necessary. With weaker classes,
do this activity as a class. Point out how the verb and subject
change place in the question form.
Optional alternative activity
Answers: 1 ’s 2 ’s 3 isn’t 4 ’s
Stronger classes can complete Ex 1 at home, then discuss Ex 2 in
the next class.
Grammar checkpoint
1 Ss match the words with the photos alone, then check
Answers: 1 student 2 police officer 3 manager 4 soldier
5 artist 6 writer 7 tennis player 8 shop assistant
9 bus driver 10 waiter/waitress 11 receptionist 12 tour guide
Optional additional activity
Prepare a list of names of Ss in the class on a handout. Ss ask
each other the question, Are you … ? , using the list provided and
ticking the name when they have found the correct person. This
is suitable for weaker classes that would benefit from further
practice. It’s good for classes that are new to each other, but can
equally be used even when Ss know each other’s names.
Further practice
Photocopiable activities: 1B Vocabulary, p146
Reading
3 Refer Ss to the web page. Ask Ss what the workplace is (a
hospital). Ask Ss to read the web page, then match the names to the
jobs. Ss can compare in pairs before you check answers as a class.
the contracted verb with no change in meaning, and is and isn’t
are positive and negative forms of the verb.
Some Ss may consider full forms to be more ‘correct’ than
contracted verbs. Point out that most people almost always
use contracted verb forms when speaking and also in
informal writing. Remind Ss that the apostrophe takes the
place of the letter that has been removed. Show this with
examples on the board.
b
1.7 Ask Ss to listen to the sentences, paying particular
attention to how the short forms in blue are pronounced.
c Ask Ss to listen to the sentences again and repeat chorally after
the recording. Monitor and make sure they pronounce the short
forms correctly.
6
1.8 Ask Ss to look at the conversation and the pairs of
options in italics. Ask Ss to underline the correct option, then
listen and check. When they have finished listening, go through
the answers as a class.
Answers: 1 b 2 c 3 a
Answers: 1 I’m 2 Is it 3 it is 4 Is the manager 5 he’s
6 Is he 7 isn’t 8 ’s he 9 He’s
4a Ask Ss to read the web page again and choose the correct
7a This exercise checks if Ss have absorbed the rules and can
answers (a or b) to the questions. Check the answers with the class.
Answers: 1 b 2 a 3 b
b Tell Ss that they are going to use the text from Exs 3 and 4a to
study some grammar. Ask them to locate all the examples of ’s, is
and isn’t in Exs 3 and 4a. They can underline or highlight. Ask Ss
what kind of words these are (verbs). Go through the answers.
Answers:
Green Cross Hospital
About us
Green Cross Hospital is a small hospital. It’s in Manchester in the UK.
Hospital Staff
Lucy Brown
Lucy is from London. She’s a doctor.
Paul Turner
Paul is from Manchester. He’s a nurse.
Mila Kowalski
Mila is from Toronto. She’s an office worker at the hospital.
1 Is the hospital in London?
a Yes, it is. b No, it isn’t.
2 Is Paul from the UK?
a Yes, he is. b No, he isn’t.
3 Is Mila a doctor?
a No, she isn’t a doctor. She’s a nurse.
b No, she isn’t a doctor. She’s an office worker.
apply them. Refer Ss back to the profiles in Ex 1a. With weaker
classes, look at each person in turn, and ask if they are male (he)
or female (she). Read the example question and answer as a class,
then ask Ss to continue the activity in pairs. When they finish,
go through the answers as a class. Ask pairs to read out each
question and answer. Write them on the board to ensure that Ss
record them correctly.
Answers:
1 No, she isn’t. She’s from Thailand.
2 No, he isn’t. He’s a football player.
3 No, she isn’t. She’s an office worker.
4 Yes, he is.
5 No, he isn’t. He’s a taxi driver.
6 Yes, she is.
Optional extra activity
Ask fast finishers in stronger classes to write some of their own
questions about the people from the profiles. They then work in
pairs to ask and answer the questions.
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Unit 1
b Ask Ss to complete the profiles about people they know or
people they have made up. Put Ss in pairs to tell each other about
the people. Monitor and listen, making a note of any errors. Fast
finishers can take turns to ask and answer questions about the
people. When they finish, ask a few pairs to share information
about the people they heard about. During feedback, go through
any errors you heard and ask the class to help correct them.
GRAMMAR BANK 1B pp.116–117
Stronger classes could read the notes at home. Otherwise,
go over the notes with Ss, reminding Ss of how the word
order changes in question forms. In each exercise, look
at the example as a class. Ss work alone to complete the
exercises, then check their answers in pairs. In feedback,
check answers with the whole class. Ss can refer to the notes
to help them.
Answers:
1 1 Is 2 ’s 3 he 4 isn’t 5 it 6 it’s 7 is 8 he’s
2 1 He’s a nurse. He isn’t a teacher.
2 She’s a taxi driver. She isn’t a doctor.
3 He’s a teacher. He isn’t a farmer.
4 She’s a football player. She isn’t a nurse.
5 He’s an office worker. He isn’t a pilot.
Further practice
Photocopiable activities: 1B Grammar 1, p144;
1B Grammar 2, p145
Reflection on learning
Write the following questions on the board:
How many jobs can you name? Make a list.
How do you make a question with the verb to be? Write two
questions and check with a partner.
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 7b: Write a profile for a family member or friend.
Grammar bank: 1B Ex 1–2, pp.116–117
Workbook: Ex 1–6, p5
App: grammar and vocabulary practice
Fast route: continue to Lesson 1C
Extended route: go to p87 for Develop your listening
1C
Nationalities
Introduction
Speaking
Prepare
8 Read the instruction together. Name Ss A or B and ask them to
turn to the correct page. Explain that they need to ask questions
to complete the missing information. Give Ss time to think about
the questions they can ask. Weaker classes can write the
questions down.
Optional extra activity
Ss can prepare the questions in pairs, AA and BB, so they can help
each other. If Ss need further practice, provide names or photos of
famous people for them to ask and answer about.
Speak
9 Ask Ss to work in pairs, ask the questions and write the
answers, then change roles. Monitor and check that they are using
the correct verb forms in their questions and answers.
Teaching tip
Observe Ss during speaking activities. Look for common
problem areas in pronunciation and grammar, etc. When Ss
finish, decide which errors to focus on and add them to the
board for Ss to try and correct. If there is a pronunciation
problem, write the phrase or word and ask Ss to say it, then
model yourself so they can hear the difference. Try and include
examples of correct language use as well, so Ss don’t feel
disheartened.
The goal of this lesson is for Ss to talk about different nationalities.
To help them achieve this, they will learn and practise
nationalities and further forms of the verb be.
Warm-up
Play a game to review the vocabulary from the previous lessons.
Write the countries on the board, with some of the letters
replaced by gaps. Ask Ss to work in pairs to write the names of
the countries, without checking back in their books. After two
minutes, go through the answers and write the missing letters in
the words on the board.
Vocabulary
Nationalities
1a Ask Ss to work in pairs to look at the photos and name the
countries. When they have finished, check the answers as a class
and drill new words as needed.
Answers: 1 the UK 2 Canada 3 Argentina 4 the US
5 Japan 6 Thailand
Optional extra activity
You may like to lead a whole-class discussion on what places/
things they can see in the photos.
Answers:
1 red phone boxes in the UK.
2 maple leaf, national symbol of Canada
3 a gaucho in Argentina
4 The Statue of Liberty in New York
5 Mount Fuji in Japan
6 a beach in Thailand
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the nationalities and to discuss with each other how they think
each nationality should be pronounced. Once they have completed
the task, go through the answers with them, but don’t discuss the
pronunciation yet as that will be covered in the next task.
Reading
4a Ask Ss to read the blog silently and match the photos (A–E)
to the correct paragraphs (1–5). Complete the first one together,
to identify Nina (D), then ask Ss to continue. Check the answers
as a class.
Answers: 1 d 2 j 3 g 4 i 5 c 6 l 7 a 8 b 9 e
10 f 11 k 12 h
Answers: 1 D 2 A 3 C 4 B 5 E
2a
Teaching tip
1.11 Ask Ss to look at the nationalities shown in Ex 1b.
Play the recording for them to listen and underline the stressed
syllables. Check the answers with the class.
Answers: Thai British Polish Spanish Turkish
Mexican Japanese Italian American Canadian Brazilian
Argentinian
b Ask Ss to listen again and repeat.
c
1.12 Ask Ss to look at the sentences. Read the first pair of
sentences with the class, emphasising the stress on the words
Argentina and Argentinian. Ss may notice that the vowel quality
is a bit different, but the stress is in the same place. Put Ss in pairs
to read the sentences and decide if the stress in the countries and
nationalities is the same (S) or different (D). Play the recording for
them to check before feedback as a class. Share the information in
the Pronunciation checkpoint if you think your Ss will find it useful.
Answers:
1 She’s from Argentina. She’s Argentinian. (S)
2 She’s from Canada. She’s Canadian. (D)
3 He’s from Japan. He’s Japanese. (D)
4 She’s from Mexico. She’s Mexican. (S)
5 He’s from Poland. He’s Polish. (S)
Pronunciation checkpoint
All words of more than one syllable have a stressed syllable
that is longer and louder than the others in the word. Related
words don’t always follow the same pattern. When a word
becomes longer, as in Japan and Japanese, the placement
of stress often changes. Two-syllable nouns are most often
stressed on the first syllable, but not always. One-syllable
words don’t have a stress.
3 Name or show an image of a famous person. Ask Ss which
country he/she comes from. Elicit a sentence about the person’s
nationality, e.g. Jaden Smith is American. Repeat with other
examples. Then, ask Ss to write their own sentences about
the nationalities of famous people and compare in pairs before
feedback as a whole class.
Unit 1
b Ask Ss to work in pairs. Ask them to match the countries with
There are a few words and phrases in the text that Ss may not
have seen before (all over the world and team), but they should
be able to complete the task without knowing them. Encourage
Ss to ‘read past’ unknown words and not look everything up on
their device. This helps develop reading skills. Ss should read
silently, as this is what we usually do in our first language, but if
they finish quickly and are keen, they can read the text to their
partner in pairs for pronunciation practice. At the end of the
activity, go through the meanings of any words that Ss are still
unsure of.
b Write the example on the board and go through it together.
Show that false means wrong by marking it with a cross and the
letter F. Ask Ss to read the text again and check if the remaining
sentences are true or false, marking them T or F. Where the
answer is false, they should rewrite the sentence so that it is true.
When they finish, they should discuss in their pairs, before you go
through the answers as a class.
Answers:
1 False – Nina is from the UK.
2 False – Tessa is from Turkey. Julia is from Poland.
3 True.
4 False – They aren’t in the UK now. / They’re at an American
university.
5 False – He’s from London. / He’s in Vancouver.
Grammar
be: you/we/they
5a Ss will probably already have noticed the verb forms in the
reading text. Read the instruction and ask which is positive (are)
and negative (aren’t). Ask Ss what aren’t is a contracted form of
(are not). Refer Ss to the grammar box and ask them to use the
reading to complete the gaps. Go through the answers as a class.
With weaker classes, complete the gaps as a class. Make sure
that Ss use capital letters when needed.
Answers: 1 aren’t 2 are 3 Are 4 aren’t 5 are
Further practice
Optional extra activity
Photocopiable activities: 1C Vocabulary, p149
Ss work in pairs. One reads the left-hand column and their partner
reads the right. This provides pronunciation practice while
reinforcing Ss’ understanding of the grammar. They change roles
when they finish.
b
1.13 Ask Ss to listen, paying particular attention to how the
short forms in blue are pronounced. Share the information in the
Pronunciation checkpoint if you think it will help the class.
Pronunciation checkpoint
Ss often try to pronounce the letter r in the word aren’t
(aːnt). Listen for this. Point out that the r is not sounded and
drill as needed.
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Unit 1
c Ask Ss to listen again and repeat the sentences. Monitor and
make sure they pronounce the short forms correctly.
6 Ask Ss to complete the texts using the words in the box. Ask
Ss to compare in pairs, then ask individuals to read the correct
answers aloud as a whole-class check.
Answers: 1 are 2 ’re 3 aren’t 4 ’re 5 ’re 6 are 7 aren’t
8 ’re 9 are 10 are
7a Look at the example together, then ask Ss to work alone to
write questions. Monitor and help where necessary, checking that
they are completing the task correctly. When they have finished,
ask pairs to compare, then go through answers as a class and
write the correct answers on the board.
Answers:
1 Are you and your friends at university?
2 Are the teachers at your school American?
3 Are your classmates from different countries?
4 Where are you and your classmates now?
5 Who are your teachers?
6 Where are your teachers from?
b Ask Ss to work in pairs to ask and answer the questions in Ex 7a,
about themselves. Monitor and listen. When they finish, ask a few
confident pairs to question and answer across the class.
GRAMMAR BANK 1C pp.116–117
Stronger classes could read the notes at home. Otherwise,
go over the notes with Ss. In each exercise, elicit the first
answer, or look at the example as a class. Ss work alone to
complete the exercises, then check their answers in pairs. In
feedback, check answers with the whole class. Ss can refer
to the notes to help them.
Answers:
1 1c 2d 3a 4e 5f 6b
2 1 My friends aren’t American.
2 We aren’t in Class 6 today.
3 They aren’t from Thailand.
4 Karel and Suki aren’t Polish.
5 Annie and Nick aren’t from the UK.
6 We aren’t in the same class for English.
7 They aren’t from New York.
8 Beth and Simon aren’t at work today.
Further practice
Photocopiable activities: 1C Grammar 1, p147;
1C Grammar 2, p148
Speaking
Prepare
8a Put Ss in pairs and name them A and B. Refer A to photo 1 and
B to photo 2 and explain that these are their friends. Ask them to
think about what the people might be called, which countries they
come from and what their jobs are.
b Ask Student A to make notes about photo 1 and Student B
about photo 2. Remind them they are making notes, like the
example, not sentences. There are no fixed answers. Monitor
and help.
Optional alternative activity
Some Ss may benefit from completing this task in pairs,
particularly weaker classes or groups that need speaking
practice. They can share ideas and help each other. Both Ss need
to write, for the speaking stage that follows. Re-pair them for the
next stage, so that when they come to ask their questions they
work with a new partner who hasn’t seen their profiles.
Speak
9 Look at the example as a class. With weaker classes, do a more
detailed example yourself and elicit other questions that Ss might
need, e.g. Is she (a farmer)? / Is he (a student)? Write these on the
board as a reminder. Put Ss in pairs to ask their questions and give
their answers, taking turns to speak. Monitor and encourage them
to ask a range of questions.
Optional extra activity
Ask Ss to pair with another student and repeat the activity. Fast
finishers can repeat more than once with different partners.
Reflection on learning
Write the following questions on the board:
Can you remember all the forms of the verb to be? Write them.
How many nationalities can you remember? Make a list and
compare with a partner.
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 8–9: Write sentences about the people.
Grammar bank: 1C Ex 1–2, pp.116–117
Workbook: Ex 1–6, p6
App: grammar and vocabulary practice
Fast route: continue to Lesson 1D
Extended route: go to p88 for Develop your writing
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English in action
Introduction
The goal of this lesson is for Ss to ask for and give contact
information. To help them achieve this, they will study numbers
and spelling.
Warm-up
Write the numbers and words 1–10 in jumbled order on the board.
Ask Ss to match them. Say the numbers 1–10 around the class.
1 Ask Ss to look at the photo, then answer the question in pairs.
Check the answer as a class.
Answer: b
2
1.14 Tell Ss they are going to listen to a new student
registering at a language school. They should listen and answer the
questions. Play the recording, then check answers with the class.
Answers: The student is Selin Atakan. She is from Turkey.
3a Refer Ss to the Useful phrases and ask them to read them
through. Explain that they will listen again and should number the
phrases in the order that they hear them. Point out that there are
two phrases they won’t hear (What’s your first name? and My first
name is … ). Play the recording. Ask Ss to check in pairs and play it
again as needed. Check as a class.
Answers:
2 What’s your family name?
4 What’s your phone number?
7 What’s your email address?
6 Sorry, can you say that again?
1 How do you spell … ?
3 My family name is …
5 My number is …
8 My email address is …
Vocabulary checkpoint
Go through the names of symbols in email addresses and
their pronunciation:
@ = at
. = dot
_ = underscore
- = hyphen
Point out that we often ‘chunk’ phone numbers into groups
of three to four digits, we say oh rather than zero in phone
numbers and we say double when a number repeats:
031 4425 0865 = oh three one, double four two five,
oh eight six five
b Ask Ss to look at the card and read it through. Tell them to listen
to the recording again and complete the missing information. Ask
Ss to compare answers with their partners, then go through the
answers as a class.
Answers: First name: Selin Family name: Atakan
Phone number: 020-555-7645
Email address: selin2000@dmail.com
Audioscript 1.14
A: Hello. Are you a new student?
B: Yes, I am.
A: OK. I’m the manager of the school. My name is Julia. It’s very nice to
meet you.
B: Nice to meet you, too. I’m Selin.
A: Where are you from, Selin?
B: I’m from Turkey.
A: Great. Well, welcome to our school. Can I take your contact details?
B: Sure.
A: How do you spell your first name?
B: S-E-L-I-N.
A: And what’s your family name?
B: My family name is Atakan. That’s A-T-A-K-A-N.
A: And what’s your phone number?
B: My number is 020-555-7645.
A: Sorry, can you say that again?
B: 020-555-7645.
A: Thank you. And what’s your email address?
B: My email is selin2000@dmail.com.
A: Is that dmail.com?
B: Yes.
A: OK. Thank you.
Unit 1
1D
4a Tell Ss they will listen to another conversation. First, ask them
to use the Useful phrases to help them complete the gaps with
questions. Allow plenty of time for this. Don’t go through the
answers as Ss will listen for them in the following activity.
b
1.15 Ss should check their answers to Ex 4a in pairs, then
listen to the recording and check as a class. Pause the recording
after each line for Ss to repeat chorally and individually.
Optional extra activity
Ss read the conversation in pairs, taking turns at both roles. This
is a confidence building and enjoyable step before using their own
details in Ex 6.
Answers:
1 What’s your name?
2 How do you spell your …
3 what’s your family name
4 What’s your phone number?
5 can you say that again?
6 what’s your email address?
Audioscript 1.15
A: What’s your name?
B: Dieter Neumann.
A: How do you spell your first name?
B: D-I-E-T-E-R.
A: And what’s your family name again?
B: Neumann. That’s N-E-U-M-A-N-N.
A: What’s your phone number?
B: It’s 07700 900617.
A: Sorry, can you say that again?
B: 07700 900617.
A: And what’s your email address?
B: It’s dietern@intertalk.com.
5 Tell Ss that now it’s time to practise. Refer them to the contact
form and ask them to complete it. They can give their own details
or invent them. Allow a few minutes for this and monitor to ensure
Ss are completing it correctly.
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Unit 1
6 Tell Ss they are going to ask and answer and complete the new
contact information for their partner. Model a question and answer
exchange with a stronger student, then put Ss in pairs to ask and
answer. Remind them to use the Useful phrases to help them.
Monitor and see how they manage with the phrases. When they
finish, give feedback on good use of language or ask a confident
pair to perform their roleplay for the class.
Optional extra activity
Make multiple copies of the form, so that Ss can repeat the activity
with new partners.
Teaching tip
Ss at this level need to repeat several times. It’s not boring for
them; they need plenty of practice to help them embed new
language. You can vary this by changing partners and details.
1
Check and reflect
Introduction
Ss revise and practise the language of Unit 1. The notes below
provide some ideas for exploiting the activities in class, but you
may want to set the exercises for homework or use them as a
diagnostic or progress test.
1 Look at the example with the class. Explain that nine more
countries are hidden in the grid and may read across or down. Ss
work alone to find the remaining countries, then check in pairs. Go
through the answers as a class.
Answers:
1P L B R A Z
I
O
T U X O
P
R N N
E
Write the following questions on the board:
L
U R
X
A
R
Write two questions asking for information. Check with a
partner.
When do you think you can use these questions in the future?
N K
Reflection on learning
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Reflection on learning: Write your answers.
Workbook: Ex 1–3, p7
App: grammar and vocabulary practice
Roadmap video
Go online for the Roadmap video and worksheet.
L
L M
I
T
A
L
Y
K
G
E
N T
I
N A
I
J
A
P
A N
S
F
C
T
O
D
E
K
Z
Z
O N B
B
Y
U
S
P
A
T H A
I
L
A N D
U
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S
J
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A N A D A
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B
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2a Ss write the words in the correct order to make sentences or
questions in their notebook. Go through the answers as a class.
Answers:
1 I am from Brazil.
2 I am not from London.
3 Are you in my class?
4 Where are you from?
5 No, you are not in my class.
b Look at Ex 2a again with the class and ask Ss to identify the
sentences (1, 2 and 5). Ss work alone to rewrite these sentences
using short (contracted) forms. Go through the answers.
Answers:
1 I’m from …
2 I’m not from …
5 No, you aren’t in …
3 Ss work alone to complete the sentences with the correct form
of be, using short forms where possible. Ask Ss to compare in
pairs, then go through the answers.
Answers: 1 Are, ’m 2 ’m, Are, ’m not, ’m 3 ’m, ’m, ’m
4 Am, aren’t
4 Ss complete the job names alone, then check in pairs. Go
through the answers.
Answers: 1 football player 2 school teacher 3 farmer
4 office worker 5 pilot 6 doctor 7 taxi driver 8 nurse
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the remaining sentences and questions, putting is or isn’t in the
correct place. Ask them to check in pairs, then go through the
answers.
Answers:
1 Lionel Messi is a football player.
2 Is Marina from Italy?
3 Yes, Yoko is in Class 5.
4 The White House is in New York.
5 Is Pete a doctor?
6 No, he isn’t.
6 Ask Ss to look at the sentences. Explain that all of the sentences
are incorrect, but the correct information is given in brackets. If
Ss don’t know who all of the people are, it doesn’t matter. Focus
on the example. Show how the first sentence is negative and the
second is positive. Ss correct the remaining sentences using the
information in brackets. Put fast finishers in pairs to practise
saying the sentences aloud. Go through the answers with the
class.
Answers:
1 Jennifer Lopez isn’t English. She’s American
2 Cristiano Ronaldo isn’t a doctor. He’s a football player,
3 The students aren’t at a British university. They’re at an
American university.
4 Celine Dion isn’t from Spain. She’s from Canada.
5 We aren’t from Spain. We’re from all over the world.
7a Ss complete the second sentence in each pair with the correct
nationality, using the information from the first sentence. Go
through the answers, paying attention to pronunciation.
Answers: 1 British 2 Turkish 3 Japanese 4 Canadian
5 Brazilian 6 Spanish 7 Argentinian 8 Mexican 9 Polish
10 Thai
b Ask Ss to think of three people they know and write their
names, nationalities and jobs. Go round the class and check.
c Read through the example with the class. Ss tell each other
about the people from Ex 7b, using the details they wrote down.
Monitor and help with sentence formation and pronunciation
where necessary. Ask some of the Ss to tell the class about one of
their people.
8 Ss work alone to read the sentences and choose the correct
option from each pair of alternatives. Ask them to compare in
pairs, then go through the answers. Write them on the board to
ensure Ss are correct.
Answers: 1 They’re 2 are we 3 They are
4 Are you, We aren’t, We’re 5 You aren’t
9 Ss work alone to complete the text with the correct words.
Allow them to check in pairs, then go through the answers as a
class.
Answers: are, aren’t, ’re
Reflect
Ask Ss to rate each statement alone, then compare in pairs.
Encourage them to ask any questions they still have about any of
the areas covered in Unit 1.
1A
Unit 1
5 Elicit the first answer as an example. Ss work alone to rewrite
Develop your reading
Introduction
The goal of this lesson is for Ss to understand a simple online
profile. To help them achieve this, they will learn to identify and
use capital letters.
Warm-up
Write the letters of the alphabet on the board in jumbled order,
both in capital and lower case format. Ask Ss to work in pairs to
match the capital letters to the corresponding lower case letters
and write them down. Tell them that in today’s lesson, they will be
learning more about using capital letters.
1 Put Ss in pairs and ask them to match the sentences and
photos, writing the letter with the number. In feedback, ask
individual Ss to read the sentences aloud.
Answers: 1 C 2 D 3 A 4 B
2 Refer Ss to the Focus box. Read it aloud or ask a stronger
student to read it, then ask Ss to underline the capital letters in
Ex 1. Ask Ss to compare in pairs, then go through the answers.
Answers:
1 John Smith is from Liverpool in the UK.
2 Maria Fernandez is from Granada in Spain.
3 Toru Yamashita is from Osaka in Japan.
4 Natalia Mazur is from Poznań in Poland.
Optional extra activity
With classes whose first language doesn’t have a Roman script,
you might like to spend time looking at letter formation and
position. Point out that capital letter shapes can be the same as
their lower case equivalents, but larger, e.g. s/S, w/W and c/C. In
other cases, the shape is different, e.g. h/H, r/R and g/G. Draw
a line on the board and point out that capital letters go above
the line, but some lower case letters extend below it. Show how
capital P goes above the line, whereas lower case p rests on it,
with the tail going below. Provide further examples for Ss to
practise, e.g. y, g and f.
3a Refer Ss to the website text. Ask them to underline the
people’s names and circle the place names. Complete the first
one together to ensure all Ss know what to do, then ask them to
continue. Ask Ss to compare their answers in pairs. Go through the
answers as a class.
Answers:
Underline: Marco Silva, Monika Lewandowski, Benjamin Carter,
Mariko Sato, Sang Mai
Circle: Buenos Aires, Argentina, Warsaw, Poland, Auckland,
New Zealand, Fukuoka, Japan, Hanoi, Vietnam
b Refer Ss to the five questions. Ask them to read the website
again and find the answers. Weaker Ss can write single word
answers; stronger classes can write sentences. Remind them to
use capital letters for people’s names and place names. When they
finish, check the answers as a class.
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Unit 1
Answers:
1 No, he isn’t. He’s from New Zealand.
2 He’s from Buenos Aires in Argentina.
3 No, she isn’t. She’s from Fukuoka in Japan.
4 She’s from Warsaw in Poland.
5 He’s from Hanoi in Vietnam.
Optional extra activity
For extra speaking practice, Ss ask and answer the questions in
pairs after you have checked the answers.
4 Refer Ss to the text and tell them it’s an online discussion
forum. Refer them to the table and ask them to complete it with
the information. Point out that they can use capital letters to help
them identify people’s names and the places they come from.
When Ss finish, ask them to compare answers, then check them as
a class. Write the answers on the board, using capitals as required.
Answers:
Name
From
1 Antoni Bakula Lublin in Poland
Place of work
a language school in
Berlin in Germany
2 Billy Davies
Chicago in the US a university in Moscow
in Russia
3 Josefina
Flores
Acapulco in
Mexico
a school in San Juan in
Mexico
Homework ideas
Workbook: Ex 1–4, p8
b
1.9 Explain to Ss that they will hear four different ways
of responding to the same question. Play the recording for Ss to
listen and complete the answers. Ask Ss to compare in pairs, play
the recording again as necessary, then check the answers.
Answers: 1 I’m called Jason. 2 Jason. 3 My name’s Jason.
4 It’s Jason.
Audioscript 1.9
Narrator: 1
A:
What’s your name?
B:
I’m called Jason.
Narrator: 2
A:
What’s your name?
B:
Jason.
Narrator: 3
A:
What’s your name?
B:
My name’s Jason.
Narrator: 4
A:
What’s your name?
B:
It’s Jason.
Optional extra activity
Ask Ss to practise the four answers in pairs with their own names.
2 Refer Ss to the Focus box and ask them where the important
information comes in a sentence.
Answer: At the end.
3 Ask Ss to match the questions with the different answers. Ask
them to work individually, then check their answers in pairs.
Answers: 1 a, c, d, g 2 b, h 3 e, f
Teaching tip
1B
Develop your listening
Introduction
The goal of this lesson is for Ss to understand short conversations
about personal details. To help them achieve this, they will
practise listening for specific information such as names, countries
and jobs.
In developing listening and reading skills, Ss need to learn to
disregard information that is not important to them. These
exercises help Ss to tune in only to the information required.
4
1.10 Play the recording for Ss to complete the information
under each photo. Ask Ss to compare in pairs, then check the
answers.
Warm-up
Answers:
1 Name: Dan Country: the US Job: Student
2 Name: Sara Country: the UK Job: Teacher
3 Name: Jim
Country: Canada Job: Nurse
Write the following sentences on the board, without capital
letters.
Audioscript 1.10
madrid is the capital of spain.
peter lives in germany.
Ask Ss to write them in their notebooks, using capital letters
for people’s names and place names. To check answers, ask a
confident student to come and write the sentences on the board.
1a Ask Ss to match questions 1–3 with answers a–c, then
check their answers in pairs. After a few minutes, go through the
answers as a class.
Answers: 1 b 2 c 3 a
Optional extra activity
1
A: Hi! What’s your name?
B: My name? It’s Dan. D-A-N
A: Hi Dan! Where are you from?
B: I come from the US.
A: And what’s your job?
B: My job? I’m a student.
2
A: Hello, come in! What’s your name?
B: Hi! It’s Sara. S-A-R-A.
A: Sara, great. And where are you from?
B: The UK.
A: The UK, OK. And what’s your job, Sara?
B: My job? I’m a teacher.
For extra speaking practice, Ss ask and answer the questions
across the class after you have corrected the answers.
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Homework ideas
Workbook: Ex 1–4, p7
Answers:
1 Hello. I’m Louisa West. I’m from London. I’m an English
teacher.
2 Hello. I’m Marek Kowalski. I’m from Lodz in Poland. I’m a nurse.
3 Hi. I’m Christine Chen. I’m from Beijing in China. I’m an office
worker.
4 Hello. I’m Tamara Gonzalez. I’m from Valencia in Spain. I’m a
football player.
5 Hi. I’m Stefano Pomesano. I’m from Bergamo in Italy. I’m a
farmer.
Unit 1
3
A: Good morning, how are you?
B: Fine, thank you.
A: OK, so what’s your name?
B: Jim. J-I-M.
A: Tim,
B: Jim.
A: Ah, Jim … And where are you from, Jim?
B: I come from Canada.
A: Canada, great. And what’s your job?
B: I’m a nurse.
A: Great, thanks!
Optional alternative activity
If you are short of time, divide the task among different pairs, then
share answers as a class.
4 Ask Ss to read over the table quickly and use the information
1C
Develop your writing
to write a profile for Jonas Weber, using sentences like the ones in
Ex 3. Point out that they need to add capital letters and full stops.
Give them a few minutes to work alone, then check in pairs. Go
through the answers as a class.
Introduction
Answers: Hello. I’m Jonas Weber. I’m from Berlin in Germany.
I’m a taxi driver.
The goal of this lesson is for Ss to write a short personal profile.
To help them achieve this, they will learn how to begin a sentence
with a capital letter and finish it with a full stop.
Prepare
Warm-up
Display a map of the world and give Ss the following place names
to locate on the map: Japan, Mexico, Spain, Canada, plus a few
others of your choice. You could put Ss in pairs and give each pair a
place name to stick on the map.
Ask Ss to identify their own countries on the map.
1 Read the instruction aloud or ask a student to read it out. Ask Ss
5 Refer Ss to the table and ask them to complete it with their own
information. Point out that they don’t need to write sentences,
just words.
Write
6a Ask Ss to use the information in the table to write sentences,
like the profiles they saw in Exs 3 and 4. Remind them to use
capital letters and full stops. Ss should work alone. Monitor and be
available to help as needed.
b Put Ss in pairs. Ask them to exchange profiles and check each
to match the photos A–C to sentences 1–3. After a few minutes,
put Ss in pairs and ask them for their answers.
other’s work for correct punctuation.
Answers: 1 B 2 C 3 A
Put Ss in small groups to read their profiles to each other. When
they finish, the profiles can be used for a wall display.
2 Refer Ss to the Focus Box. Read it aloud to the class. Ss then
work alone to circle the capital letters and full stops in Ex 1. Ask
them to compare in pairs, then go through the answers and deal
with any queries. Point out that doctor has a lower case letter at
the beginning when we’re referring to someone’s job but has a
capital if it’s a name – Doctor Brown.
Optional extra activity
Homework ideas
Workbook: Ex 1–6, p9
Answers:
1 Hi, I’m Pedro. I’m from Barcelona in Spain. I’m a doctor.
2 Hello. My name is Benjamin Turner. I’m from Vancouver in
Canada. I’m an English teacher.
3 Hello. I’m Raquel Jimenez. I’m from Mexico City in Mexico.
I’m an office worker.
3 Ask Ss to look at the poster. Give them a few minutes to read
the information and ask if anything seems wrong (some of the
punctuation is missing). Ask Ss to work alone to correct the poster
by adding full stops and capital letters. Ask them to compare, then
go through the answers as a class.
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2
2A
OVERVIEW
Families
Introduction
The goal of this lesson is for Ss to talk about their family. To
help them achieve this, they will study family vocabulary and
possessive adjectives and the possessive ’s.
2A Families
Goal | talk about your family
Grammar | possessive ’s, I/my, you/your, etc
Vocabulary | family
GSE learning objective
Can talk about the family in a basic way, given prompts
2B
Everyday things
Goal | talk about everyday objects
Grammar | this, that, these and those
Vocabulary | everyday objects (1)
GSE learning objective
Can talk about everyday things (e.g. people, places, job, study)
in a basic way
2C
Numbers
Goal | ask questions about other people
Grammar | question words with be
Vocabulary | numbers 1–100
GSE learning objective
Can ask simple questions about other people (e.g. their name,
age, where they live, things they have)
2D
English in action
Goal | pay for things in a shop
GSE learning objective
Can say a range of basic numbers, quantities and prices
Roadmap video
Go online for the Roadmap video and worksheet.
Check and reflect
Review exercises and communicative activities to review the
grammar and vocabulary from the unit.
VOCABULARY BANK
2A
Family
2B
Everyday objects
DEVELOP YOUR SKILLS
2A
Develop your reading
Goal | read a description of a photo
Focus | understanding subject pronouns and possessive
adjectives
GSE learning objective
Can recognise some familiar words related to themselves and
their family (e.g. ‘girl’, ‘brother’)
2B
Develop your writing
Goal | complete a form
Focus | completing forms
GSE learning objective
Can complete simple forms with basic personal details
2C
Develop your listening
Goal | understand a description of classmates
Focus | understanding numbers
GSE learning objective
Can understand cardinal numbers 21–100
Warm-up
Display a picture of a famous family, likely to be known to Ss. Ask
Ss what they know about this family (where they are from, what
they do, etc.) and perhaps elicit some names of family members.
Show and teach the word family tree. Show Ss how the tree
shows relationships of marriage and children (but do not teach
vocabulary for the relationships at this stage). Tell Ss that today’s
lesson is about families.
Vocabulary
Family
1 Ask Ss to look at the photos and to complete the family tree
with the names of the people in the photos. Go through the
answers as a class.
Answers: María – mother José – brother
Luisa – brother’s wife Alonzo – son
Vocabulary checkpoint
The family tree shows a range of males and females with
various jobs. Point out that we don’t usually have gendered
titles for jobs and there is no need to say male or female
nurse/doctor, etc. Remind Ss to use a/an before job titles.
There are a few gendered titles such as waiter/waitress,
but these days most people use gender neutral terms
wherever possible.
2a Point out the male and female icons in the table. Ask Ss to
complete the gaps in the table using the words in the family tree.
They only need to put the family word, not my. Ss can work alone,
then compare in pairs.
Answers: 1 mum 2 father 3 daughter 4 brother 5 wife
b
2.1 Play the recording for Ss to check their answers. When
they finish, elicit answers onto the board and play the recording
again for Ss to repeat. Elicit the word stress for the family words
and mark it on the board. Point out that all the two-syllable words
are stressed on the first syllable. This is a common stress pattern
for two-syllable nouns.
Pronunciation checkpoint
Ss should record stress of new vocabulary items to help
them remember how to pronounce them. It’s a good idea to
mark this on the board using a different colour to show that
it’s not part of the word. You could also draw attention to
vowel sounds that Ss might find surprising, such as the /ʌ/ in
brother, mother and son.
Answers:
6 mother
mum
daughter
sister
wife
7 father
dad
son
brother
husband
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complete the sentences with family words. Complete the first one
or two as a class to ensure Ss are clear about what to do, then ask
them to continue alone. Ask Ss to compare in pairs before going
through the answers. Point out that children is an irregular plural,
and doesn’t end in s.
Answers: 1 daughter 2 husband 3 son 4 brother
5 father 6 wife 7 children 8 parents
VOCABULARY BANK 2A p137
Family
These optional exercises build on the lexical set in the
vocabulary section.
1 Ss complete the sentences with the words from the box,
then check in pairs. Check answers as a class.
Answers: 1 parents 2 grandad 3 grandma 4 uncle
5 aunt 6 cousins 7 nephew 8 niece 9 boyfriend
10 girlfriend
2 Ss discuss the names of family members in pairs. In
feedback, nominate a few Ss to share their answers with
the class.
Optional alternative activity
Stronger classes can complete Ex 1 at home, then discuss Ex 2 in
the next class.
Further practice
Photocopiable activities: 2A Vocabulary, p152
Listening
4a
2.2 Ask Ss to look at the photos and listen. They should
number the photos in the order that they hear them. Ask Ss to
check together, then go through the answers.
Answers: 1 A 2 C 3 D 4 B
Audioscript 2.2
1
This is my family. This is my husband, Jon, and our son. His name
is James.
2 This is a photo of my children. Their names are Yuriko and Shinya.
And this is our dog. Its name is Aki.
3 This is a photo of my brothers. Their names are Jan, Karol and Tomasz.
4 This is a photo of my parents. My father, Tony, is from Canada.
His family are in Vancouver. My mother’s name is Lily.
Optional alternative approach
Before they listen, Ss talk in pairs about what they can see in the
photos and what they think the relationships are. This provides
extra practice of the vocabulary as well as preparing them for the
listening.
b Ask Ss to listen again and complete the sentences, then put
them in pairs to compare and check. Follow with whole-class
feedback and write answers on the board.
Answers: 1 husband, son 2 children 3 brothers
4 parents, father, mother
Grammar
Unit 2
3 Refer Ss to the family tree in Ex 1 again and ask them to
Possessive ’s, I/my, you/your, etc.
5 Focus on the grammar box and read it with the class. Explain
that we use ’s to show possession either after a person’s name
(as in the first example) or after a noun (as in the second).
We can also show possession with possessive adjectives. We don’t
use ’s with these. Write an example sentence on the board and
ask Ss to identify the possessive adjective, e.g. Alice is my sister.
Then ask Ss to look at Ex 4b again and use the words in bold to
complete the gaps in the grammar box.
Grammar checkpoint
Ss may remember coming across apostrophes in Lesson 1B.
Point out these had a different function; to contract verb
forms. The meaning of the sentence tells us whether ’s is
being used as a contraction or to show possession.
Answers: 1 my 2 his 3 its 4 our 5 their
6a
2.3 Write the first pair of sentences on the board and say
them. Ask Ss if they can hear a difference in the pronunciation of
their and they’re (they sound the same). Discuss the difference
in meaning (see Grammar checkpoint). Ask Ss to listen to the
sentence pairs and decide if the highlighted words sound the
same or different and which one is a possessive adjective (Their,
His, Your) or contracted verb form (They’re, He’s, You’re). Play the
recording. Check answers as a class.
Answers: 1 same 2 different 3 same
b Ask Ss to listen again and repeat chorally and individually.
7
2.4 Ask Ss to underline the correct words, using the
grammar box to help them, then listen to the recording and check.
Go over the answers and deal with any questions.
Answers: 1 my 2 your 3 their 4 father’s 5 He’s 6 Her
7 your 8 our 9 His 10 friend’s
Optional extra activity
Ss read the conversation aloud in pairs. When they finish, they
change roles.
GRAMMAR BANK 2A pp.118–119
Stronger classes could read the notes at home. Otherwise, go
over the notes with Ss. In each exercise, look at the example
as a class. Ss work alone to complete the exercises, then
check their answers in pairs. In feedback, check answers with
the whole class. Ss can refer to the notes to help them.
Answers:
1 1 Samia is Nick’s wife.
2 Ana is Raquel’s sister.
3 Peter’s office is near here.
4 That’s my friend’s school.
5 They’re Mike’s students.
6 Eddie is Fran and Steve’s son.
7 My brother’s children are at university.
8 Rover is my parents’ dog.
2 1 your 2 Our 3 Her 4 His 5 Their 6 my 7 its 8 your
Further practice
Photocopiable activities: 2A Grammar 1, p150;
2A Grammar 2, p151
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Unit 2
Speaking
Prepare
2B
Everyday things
8 Tell Ss they are going to talk about their own families. Ask Ss
to find a photo on their phones or in their wallets. If Ss don’t have
a photo of everyone together, allow a few minutes for them to
choose several photos. If they don’t have any photos, they draw
a picture.
Speak
9 Read through the example with the class. Point out the phrase
This is … to introduce someone. Ask Ss to take turns to show their
photo(s) to their partner and talk about their family. Encourage Ss
to ask questions about their partner’s family.
Optional alternative approach
With weaker classes, model this task by showing and talking
about your own family. Encourage Ss to ask questions and drill and
correct these before Ss move on to repeat the activity with their
own family pictures.
Introduction
The goal of this lesson is for Ss to talk about everyday objects.
To help them achieve this, they will study this , that , these and
those and learn vocabulary for common objects.
Warm-up
Write the following categories on the board: jobs, countries, family.
Ask Ss to write as many words as they can remember for each
category in one minute, then compare in pairs. See how many
they have got and, if appropriate, talk about the need for revising
and remembering new vocabulary. Tell Ss today they will learn
vocabulary for everyday things.
Vocabulary
Optional extra activity
Everyday objects (1)
Ask Ss to find a photo of a famous person with their family. They
work in pairs: one student is the famous person and the other is
an interviewer. They use the photo for a roleplay interview based
on the conversation in Ex 9.
1a Ask Ss to work in pairs and to decide where the people in the
Reflection on learning
Write the following questions on the board:
How many family words can you remember? Write a list, then
compare with a partner. Check your spelling.
Can you write two possessive sentences, one with a possessive
’s and one with a possessive adjective?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 9: Write sentences about the people in the picture.
Grammar bank: 2A Ex 1–2, pp.118–119
Workbook: Ex 1–6, p10
App: grammar and vocabulary practice
Fast route: continue to Lesson 2B
Extended route: go to p89 for Develop your reading
pictures are.
Answer: in an office
b Now ask Ss in their pairs to look at the pictures more closely and
to match the objects with the words.
Answers: 1 f 2 j 3 e 4 l 5 k 6 b 7 g 8 d 9 h
10 i 11 c 12 a
2
2.5 Play the recording for Ss to listen and repeat the words.
3 Ask Ss to look at the first photo and the example conversation.
Drill the question and answer. Put Ss in pairs to ask and answer
about the remaining objects in the same way. Monitor, helping
with pronunciation where necessary. When Ss finish, discuss the
answers as a class.
Answers: 1 It’s a pen. 2 It’s a clock. 3 It’s a chair. 4 It’s a book.
5 It’s a cup. 6 It’s a key. 7 It’s a box. 8 It’s a phone.
4 Tell Ss that they are going to talk about items in the classroom.
Read the example with the class, then ask Ss to look for the items
from Ex 1 and take turns to name them, using It’s a … . Monitor as
they work and help as necessary.
Optional extra activity
Provide sticky notes for Ss to label the classroom. Encourage them
to do this at home as well, to build their vocabulary.
VOCABULARY BANK 2B p137
Everyday objects
These optional exercises build on the lexical set in the
vocabulary section.
1 Ss match the words with the objects in the picture alone,
then check in pairs. Check answers as a class.
Answers: 1 newspaper 2 screen 3 backpack
4 keyboard 5 wallet 6 passport 7 handbag 8 umbrella
9 credit card 10 money 11 glasses 12 laptop
2 Ss discuss the objects they have with them in pairs. In
feedback, nominate a few Ss to share their answers with
the class.
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Grammar
Stronger classes can complete Ex 1 at home, then discuss Ex 2 in
the next class.
this, that, these and those
Further practice
Photocopiable activities: 2B Vocabulary, p155
Listening
5a
2.6 Ask Ss to look back at the pictures in Ex 1, then listen
and choose which picture matches the recording. Check the
answer with the class.
Answer: Picture B
b Refer Ss to the conversation and ask them to listen again
and complete the gaps. Ask Ss to compare in pairs and play the
recording again as needed. Go through the answers as a class and
write them on the board. Ask Ss how we know if a word is plural
(It has an s at the end) and if they can remember a plural that is
different (children).
Teaching tip
Ss can find listening difficult and even stressful. If they compare
answers after they listen, they can help each other, then listen
again. Generally, Ss should listen to a recording at least twice.
It’s a good idea to write the answers on the board as you go
through them, so that weaker Ss can catch up. If they have
struggled with a recording, then play it again once you have
checked the answers as a class, so that they can hear the
correct answers in context.
Answers: 1 desk 2 keys 3 computer 4 desk 5 photos
6 chair
Audioscript 2.6
Max: Hi. Are you Carla?
Carla: Yes, I am.
Max: I’m Max. Nice to meet you.
Carla: Nice to meet you, too.
Max: Welcome to the company. This is our office. And this is your desk.
Carla: OK.
Max: These are your keys for the office.
Carla: OK.
Max: This is your computer and this is the password.
Carla: Great.
Max: And that is my desk. Please ask me for help.
Carla: Thank you. Are those photos of your family?
Max: Yes. That’s my son and that’s my daughter.
Carla: Very nice.
Max: Thank you. OK. Any questions?
Carla: Yes, where’s my chair?
Max: Oh. Sorry. It’s in the meeting room!
Unit 2
Optional alternative activity
6 Refer Ss to the grammar box. Ask Ss which words are singular
(this, that) and how they differ (distance from the speaker). Then
ask them to use the conversation in Ex 5b to help them complete
the first gap. Check as a class. Ss should work alone to complete
the other gaps, then check in pairs. Go through the answers and
deal with any questions.
Answers: 1 this 2 that 3 these 4 those
7a
2.7 Ask Ss to look at the pairs of sentences. Explain
that they should listen and tick the one they hear first. Play the
recording, allow Ss to compare with a partner and play a second
time for them to check. Go through the answers with the class.
Answers: 1 b 2 b 3 a
b Play the recording one more time, so that Ss can repeat after it.
Audioscript 2.7
1
2
3
These are my keys. This is my key.
This is my book. These are my books.
What’s in this box? What’s in these boxes?
Pronunciation checkpoint
The pronunciation difference here is both about the length
of the vowel sound and the quality of the final consonant.
This has a short vowel /ɪ/ and ends with /s/. These has a
long vowel /iː/ and ends with /z/. If your Ss struggle to
notice this, you can help them by showing the different
mouth shape – spread lips for /iː/ vs neutral lips for /ɪ/.
To hear the final consonant /s/ or /z/, ask Ss to place their
hand on their throat when making each sound. With /z/ they
will feel a vibration as the sound is voiced, with /s/ there is
no vibration. Ss’ pronunciation doesn’t need to be perfect,
but they should aim to hear the difference even if they can’t
reproduce it.
8
2.8 Ask Ss to complete the gaps, using the pictures to help
them, then listen and check.
Answers: 1 that 2 those 3 this, That 4 those, these
9a Name half the class A and the other half B. Refer them to the
pictures in Ex 1. Ask Ss to use their dictionaries to help them label
the things in their pictures. Monitor and help. Ask Ss to compare in
AA/BB pairs and practise saying the words.
Answers:
In picture A: table, chair, clock, phone, whiteboard, pen(s), cup,
laptop, window
In picture B: desk(s), computer(s), pen(s), key, photo(s), books,
light, flipchart
Optional alternative approach
With weaker classes, give Ss A and B a list of the items to label
their pictures, then check as a class or ask them to use their
devices or dictionaries.
List for Ss A:
a door a flipchart a laptop a plant a rug a window
List for Ss B:
a cushion (cushions) a door a keyboard a light a monitor
a mouse a picture a plant (plants) a rug
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Unit 2
b Refer Ss to the example conversation and ask a stronger pair
to model the activity. Ask Ss to work in A/B pairs, asking and
answering about the objects in the pictures. They can write the
names of the new items they learn on their pictures. Monitor
and listen to how Ss pronounce the new words and, when they
finish, have a final round-up, drilling any words that they had
difficulties with.
GRAMMAR BANK 2B pp.118–119
Stronger classes could read the notes at home. Otherwise,
go over the notes with Ss. In each exercise, look at each
example as a class. Ss work alone to complete the exercises,
then check their answers in pairs. In feedback, check
answers with the whole class. Ss can refer to the notes to
help them.
Answers:
1 1 this 2 this 3 are 4 Those 5 word 6 is 7 students
8 These
2 1 They’re cups. 2 They’re keys. 3 They’re boxes.
4 They’re phones. 5 They’re photos. 6 They’re buses.
Further practice
Photocopiable activities: 2B Grammar 1, p153;
2B Grammar 2, p154
Speaking
2C
Introduction
The goal of this lesson is for Ss to ask questions about other
people. To help them achieve this, they will study vocabulary for
question words with be, as well as numbers 1–100.
Warm-up
Count the numbers 1–10 around the class as fast as possible, with
each student saying a number in turn. When you reach ten, count
backwards down to one and back up again, depending on the size
of the class.
Vocabulary
Numbers
1a Ask Ss to take turns to find the numbers, say them and
match them with the words in the box. When they finish, elicit
answers by saying, What number’s on the car? etc. and drilling the
pronunciation of numbers if needed.
Answers: 1 one 2 two 3 three 4 four 5 five 6 six
7 seven 8 eight 9 nine 10 ten
Culture notes
Prepare
Photo 10 shows the door of 10 Downing Street. This is the
home of the British Prime Minister and the headquarters of the
British Government.
10 Ask a stronger student to read the instruction to the class or
read it yourself. Write a few useful sentence starters on the board
to help Ss and ask them to write endings to ensure they can use
both singular and plural. This is your/our/the … These are your …
Speak
11 Put Ss in pairs of A and B. Explain that A is going to give a
tour of the meeting room. Ask A to speak first. Monitor and listen,
helping where necessary. When they finish, ask pairs to change
roles.
Optional extra activity
With stronger classes, encourage Ss playing the new worker to
ask questions, Is this /that my … ? Fast finishers can improvise a
conversation where they introduce their partner to the classroom.
Reflection on learning
Write the following questions on the board:
What activity did you enjoy most today?
Look around. How many everyday items can you name?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Grammar bank: 2B Ex 1–2, pp.118–119
Workbook: Ex 1–7, p11
App: grammar and vocabulary practice
Numbers
b
2.9 Ask Ss to read the numbers 11–19, listen and repeat
after the recording.
c
2.10 Refer Ss to the numbers 20–100. Ask them to read
them, then listen to the recording and repeat the numbers.
Optional extra activity
Ask pairs to discuss which birthdays are important in their country.
Compare as a class.
2
2.11 Write the first number pair on the board and say them,
so that Ss can hear the difference. Point out that in numbers
ending -ty, the stress is on the first syllable and in numbers
ending -teen, the stress is on the second syllable. Ask Ss to listen
and circle the number that they hear. When you go through the
answers, drill chorally.
Answers: 1 13 2 14 3 50 4 16 5 70 6 80 7 19
3a Ask Ss to read the numbers and write down the next seven
numbers in the sequence. They should write the numbers in
words, not figures.
Answers: twenty-four, twenty-five, twenty-six,
twenty-seven, twenty-eight, twenty-nine, thirty
b
2.12 Put Ss in pairs to listen to the recording and check their
answers. Then ask Ss to listen again and repeat the numbers.
Fast route: continue to Lesson 2C
Extended route: go to p90 for Develop your writing
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Audioscript 2.13
Play a game of Bingo: draw a grid of six squares on the board and
ask Ss to copy it, then write numbers of their choice in the boxes,
in random order. Say a list of numbers in random order. Make a
note of the numbers as you say them. Ss listen for their numbers
and circle each one as you say it. The first student to circle all of
their numbers calls out BINGO! Start with 1–10. With stronger
classes, go on to use numbers 1–30.
Woman: Look at this. These people are great!
Man:
Oh yeah?
Woman: Yes, look at this photo. This is Anna Chubb. She’s from Canada.
She’s a teacher.
Man:
How old is she?
Woman: She’s 99!
Man:
Really? Wow!
Woman: And this is Bill Gooch. He’s from the UK.
Man:
How old is he?
Woman: He’s 85 years old.
Man:
What’s his job?
Woman: He’s a taxi driver.
Man:
Amazing!
Woman: Yeah.
Man:
And what’s his name?
Woman: His name is Satoru Goto. He’s 51 and he’s a football player.
Man:
Wow! Where’s he from?
Woman: He’s from Japan.
Further practice
Photocopiable activities: 2C Vocabulary, p158
Listening
4a
2.13 Put Ss in pairs and ask them to listen to the recording,
then work together to add the people’s ages to their profiles. The
answers will be checked in the next activity.
Unit 2
Optional extra activity
Grammar
Teaching tip
Although Ss have limited English, they can still be encouraged
to use natural-sounding speech. Using the phrase, I think
she’s about 40 or 50 sounds completely natural and will give
Ss confidence to work at sentence level rather than just say a
number. Similarly, use natural English in your instructions and
praise to reinforce English speech patterns.
Question words with be
5 Refer Ss to the table. Ask them to use the profiles to help them
choose the correct options. With weaker classes, do this as a
class. Elicit answers and manage any questions.
Answers: 1 before 2 before
Answers: Anna = 99 Bill = 85 Satoru = 51
6a
b Ask Ss to listen again and complete the missing information in
b Ask Ss to listen to the questions again and repeat chorally after
the profiles. They may need to listen twice. Ask Ss to compare in
pairs after they listen, then ask individuals for their answers and
write them on the board.
Answers:
What’s her name?
How old is she?
Where is she from?
What’s her job?
Anna Chubb
99
Canada
She’s a teacher.
What’s his name?
How old is he?
Where is he from?
What’s his job?
Bill Gooch
85
The UK
He’s a taxi driver.
What’s his name?
How old is he?
Where is he from?
What’s his job?
Satoru Goto
51
Japan
He’s a football player.
2.14 Tell Ss to listen to the questions, paying particular
attention to the pronunciation of the words in blue,
the recording. Monitor and make sure they pronounce both forms
correctly.
7 Tell Ss to write the questions for the answers provided. They
can use the profiles to help them.
Optional alternative approach
This approach is suited to weaker classes, classes that struggle
with writing skills and to encourage collaboration and speaking.
Print out sets of questions and answers and cut them up. Give
pairs or threes the sets to match up, then conduct feedback.
Answers:
1 Where is he from? / Where’s he from?
2 What is his job? / What’s his job?
3 What is her name? / What’s her name?
4 Where is she from? / Where’s she from?
5 Where are they from?
8a Ask Ss to write the names of three family members.
b Write the names of three people on the board and tell Ss they
are from your family. Make sure you include male and female
examples. Tell Ss to ask you about their age and jobs. Elicit and
drill the questions and answer them. Refer the Ss to the further
example in their book. Then ask Ss to use their own three names
and repeat the activity in pairs.
Pronunciation checkpoint
Show Ss how when two adjacent words have a consonant
beside a vowel, they link across a phrase, so the words run
together, e.g. How old is she? Show these links on the board.
Point out that we don’t usually hear /w/ at the end of how,
but we do when it’s followed by a vowel.
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Unit 2
Optional extra activity
2D
Ss repeat the activity with famous people and include Where’s
he /she from?
GRAMMAR BANK 2C pp.118–119
Stronger classes could read the notes at home. Otherwise,
go over the notes with Ss. In each exercise, look at the
example as a class. Ss work alone to complete the exercises,
then check their answers in pairs. In feedback, check answers
with the whole class. Ss can refer to the notes to help them.
Answers:
1 1 Where 2 Who 3 What 4 How 5 What 6 Where
7 How 8 When
2 1c 2e 3d 4g 5a 6f 7b 8h
Further practice
Photocopiable activities: 2C Grammar 1, p156;
2C Grammar 2, p157
Speaking
Prepare
9 Name Ss A and B. Ask them to turn to the relevant pages to see
the incomplete profiles. Ask them to think of the questions they
will need to find the missing information. Go over the questions
from Ex 5 again if you think Ss need it and write them on the
board.
Speak
10 Ask Ss to work in pairs to ask and answer their questions and
complete the missing information in their profiles. Monitor the
activity, making a note of any mistakes you hear or problems with
language. When Ss finish, go through the answers and resolve the
language issues that you noted down.
Teaching tip
Ss improve and gain confidence the more they practise.
Encourage them to notice this by giving feedback between
each stage of a roleplay or speaking activity and by asking Ss
to reflect on whether they noticed an improvement. Ss need
to monitor their own language in order to keep improving, so
getting them to correct language at the board is another good
technique to use after speaking activities.
Reflection on learning
Write the following questions on the board:
Can you say numbers from 1 to 100?
What questions can you ask about other people?
Put Ss in threes to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 8A: Write sentences about one of the people.
Grammar bank: 2C Ex 1–2, pp.118–119
Workbook: Ex 1–6, p12
App: grammar and vocabulary practice
Fast route: continue to Lesson 2D
Extended route: go to p91 for Develop your listening
English in action
Introduction
The goal of this lesson is for Ss to practise the language of paying
for things in a shop. To do this, they will practise saying the names
of items, prices and quantities in this context.
Warm-up
Ask Ss to put two or three of their possessions on one table in the
classroom (preferably items from Lesson 2B vocabulary). Then
ask Ss to mingle and ask and answer questions about the objects
on the table.
Is this your pen? Yes, it is. / No, it isn’t.
Are those your keys? Yes, they are. / No, they aren’t.
After a couple of minutes, tell the Ss to take back their
possessions, saying what they are.
This is my phone. This is my book.
1 Ask Ss to look at the pictures and identify the items they see.
With weaker classes, provide a list of words on the board, or on
a handout, for them to match. Go through the answers as a class
and drill.
Possible answers: chairs, desks, books, pens, cups, photos,
clocks, boxes, a computer, a phone
2a
2.20 Tell Ss they will hear a conversation in a shop and
they should listen for the items that the man buys. Play the
recording for Ss to listen and tick the items in the picture. Ss can
then check in pairs. Go through the answers as a class.
Answers: He buys the clock and the cups.
Audioscript 2.20
Harry:
Excuse me. How much is this book?
Shop assistant: That’s £9.99.
Harry:
And how much are those cups?
Shop assistant: It’s £12 for four cups.
Harry:
And how much is that?
Shop assistant: The clock?
Harry:
Yes.
Shop assistant: Hmm. It’s £15.99.
Harry:
OK. The clock and the cups, please.
Shop assistant: OK.
Harry:
Oh. And how much is this?
Shop assistant: That pen is £2.
Harry:
Oh. OK. So, how much for the clock and the cups?
Shop assistant: That’s £27.99, please. Cash or card?
Harry:
Cash, please. Here you are.
Shop assistant: Thank you. Here’s your change.
Harry:
Thank you.
b Refer Ss to the Useful phrases and read them through.
Demonstrate the meaning of Here you are by miming giving
something as you say it. Tell Ss they should listen to the conversation
again and tick the phrases they hear. Play the recording, twice if
necessary. Ask Ss to check in pairs, then go through the answers.
Answers:
Ss should tick the following phrases:
How much is this book? How much are those cups?
How much is this? How much is that? Here you are.
It’s £12. That’s £9.99. It’s £15.99. That’s £27.99, please.
Cash or card? Here’s your change.
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2.21 Play the recording, pausing after each phrase for Ss to
repeat. Ss in weaker classes can read the phrases as they listen.
Repeat as needed.
2
Unit 2
c
Check and reflect
3a Refer Ss to the conversation and ask them to work alone to
complete it with the correct phrases from the box. Allow plenty
of time for this and check or support Ss as needed. Ask pairs to
compare answers, then go through them as a class.
Answers: 1 How much is 2 It’s / That’s 3 how much is
4 How much are 5 That’s 6 Cash or card
7 Here’s my card. / Here you are. 8 Here’s your card.
b Ss practise the conversation in pairs. When they finish, ask Ss to
say the conversation in open pairs across the class.
Optional extra activity
With stronger classes and classes that need more speaking
practice, Ss repeat the conversation using other items and prices
in the picture.
4a Tell Ss they will now roleplay a conversation in a shop. Read
through the instructions and name Ss A and B in their pairs. A is
the customer. Monitor as Ss do the activity and help where
necessary. Allow weaker classes to look at the conversation in
their books, but otherwise encourage Ss not to look at the book.
b Tell Ss to change roles and repeat.
Optional alternative activity
Provide Ss with real items or pictures for their shop. Ask them
to decide on prices and make a price list. Give shopkeepers a
maximum and minimum price. Give Ss a budget for their gift which
is below the maximum, and tell them they have to buy something
for less than the amount they have.
Reflection on learning
Write the following questions on the board:
What were the most useful phrases in today’s lesson?
Where and when can you practise these in the future?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Reflection on learning: Write your answers.
Workbook: Ex 1–3, p13
App: grammar and vocabulary practice
Roadmap video
Go online for the Roadmap video and worksheet.
Introduction
Ss revise and practise the language of Unit 2. The notes below
provide some ideas for exploiting the activities in class, but you
may want to set the exercises for homework or use them as a
diagnostic or progress test.
1 Ss work in pairs to complete the sentences with the correct
family words. Go through the answers as a class.
Answers: 1 husband 2 wife 3 son 4 daughter 5 brother
6 parents 7 sister 8 father
2 Ss work alone to rewrite the phrases using the possessive ’s.
Go through the answers.
Answers: 1 Peter’s sister 2 Julie’s family 3 Martin’s parents
4 my friend’s dog 5 my teacher’s pen 6 my brother’s book
3 Ss work alone to read the sentences and choose the correct
possessive adjectives from each pair of alternatives. Ask them to
compare in pairs, then go through the answers.
Answers: 1 Our 2 Her 3 his 4 their 5 its 6 my, His
4 Ss work alone to correct the mistakes. Ask Ss to compare in
pairs, then go through the answers.
Answers: 1 … photo of your mum 2 Their names are …
3 … your father’s name … 4 You’re from Spain …
5 Ss write the letters in the correct order to make everyday objects.
Ask them to check in pairs. Go through the answers with the class.
Answers: 1 table 2 chair 3 phone 4 pen 5 desk
6 computer 7 key 8 photo 9 cup 10 book 11 box
12 clock
6 Ss read the sentences and choose the correct alternative from
each pair of options. Go through the answers.
Answers: 1 this 2 That’s 3 these 4 those
7a Ask Ss to do the sums, then write the answers as words. Go
through the answers as a class, then ask Ss to say them with a partner.
Answers: 1 twenty-five 2 thirteen 3 thirty 4 fifty-six
5 fifteen 6 fifty 7 forty-two 8 fifty-six 9 twenty-nine
10 eighty-one 11 thirty-six 12 sixty-three
b Look at the example as a class and elicit the difference
between the two sentences. (My son in the first sentence is
replaced with the pronoun He and the number 10 is replaced with
the phrase ten years old ). Ss work alone to read the first sentence
in each pair, then complete the second. They can check their
answers in pairs before you go through the answers as a class.
Answers: 1 ten years old 2 fifty-eight (years old)
3 nineteen (years old) 4 thirty-three (years old)
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Unit 2
8a Ask Ss to write the words in order to make questions. Go
through the answers as a class.
Answers:
1 What is your father’s job?
2 Where is your teacher from?
3 How old is your phone?
4 How old are your parents?
5 Where are Maradona and Messi from? /
Where are Messi and Maradona from?
b Ss ask and answer the questions in pairs.
Answers: 1–4 Ss’ own answers.
5 Maradona and Messi are from Argentina.
Reflect
Ask Ss to rate each statement alone, then compare in pairs.
Encourage them to ask any questions they still have about any of
the areas covered in Unit 2.
2
Communication review
Reach the end
(Units 1–2 review)
Ss revise and practise the language of Units 1 and 2 in a
communicative game. This can be done after the Check and reflect
page as a fun way to revise the language of Units 1 and 2.
For this game, Ss can write numbers 1–6 on small pieces of paper
if dice are not available. All Ss place their counters on the START.
Ss take turns to roll the dice or take one of the pieces of paper and
move that number of squares along the board. When they land on
a square, they must read the question aloud to the person on the
left who answers it. Ss can assist each other with the answering if
necessary. While Ss are playing, monitor and be on hand to assist.
The first person to reach the FINISH wins.
Alternative activity
Ss work in pairs. They take turns to choose a question from the
board to ask their partner, ticking the questions as they are
answered correctly. For a competitive element, Ss could get one
point for each question which they answer appropriately and
accurately, and a bonus point for an extra sentence with
additional information.
Sample answers:
1 I’m from Mexico.
2 No, I’m not. I’m from Japan.
3 She’s from the UK.
4 Yes, they are. They’re from Turkey, Germany and Argentina.
5 No, I’m not. I’m a student.
6 I’m a nurse.
7 It’s three five one seven two six nine.
8 Daria. D-A-R-I-A
9 My friends are Jeremy and Paulo.
10 No, they’re not.
11 My mum, my dad, my sister and me.
12 My grandmother. Her name is Sonya.
13 My friend’s dog’s name is Monday.
14 desks, chairs, students, books, a clock
15 It’s a chair.
16 Those are cups.
17 eleven, twelve, thirteen
18 No, it isn’t. It’s a box.
19 Marta’s a football player. She’s 30 or 35.
20 It’s two euros.
2A
Develop your reading
Introduction
The goal of this lesson is for Ss to read a description of a photo.
To help them achieve this, they will practise using subject
pronouns, possessive adjectives and the possessive ’s to describe
relationships between people.
Warm-up
Bring in or display digitally a range of photos of family and friend
groups. They don’t need to be your family or real people (but they
could be). Tell Ss about the different people and who they are
and let Ss ask you questions. Tell Ss today’s lesson is about
describing photos.
1 Ask Ss to read the social media posts. Tell them that if there are
any words they don’t know, they should still try to answer the
question. Weaker classes can do the exercise in pairs. Once Ss
have finished, check the answer as a class and cover any unknown
vocabulary.
Answer: b
2 Refer Ss to the Focus box and ask them to read it through. Give
them a few minutes to read alone, then deal with any questions.
Then ask Ss to choose the correct alternatives in each sentence.
You may want to go through the first sentence with them or, for
weaker classes, go through all the options as a class.
Answers: 1 We 2 It’s 3 They 4 He 5 Her
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1 Focus attention on the form. Ask Ss what’s another word for
Answers: 1 Helena’s 2 Robin 3 Susan and Pedro
4 Yulia’s son 5 my family 6 Viola’s
7 mine and Gus’s / Gus’s and my
Answers: 1 William Sterling
2 12 Station Road, London, NW1 2PP
the person that the pronoun in bold refers to. Complete a further
example as a class, then ask Ss to continue. Let them compare in
pairs before going through the answers as a class.
4a Refer Ss to the text and ask them to read and circle the
occupation (job) and explain that DOB means date of birth. Ask Ss
to read the details on the form and to answer the questions. Elicit
the answers from the class.
2 Ask Ss to read the Focus box. Ask individual Ss to take turns to
people’s names. Elicit that names start with capital letters. When
they finish, ask them to compare in pairs before going through the
answers as a class.
read each point aloud and discuss. Point out that DD/MM/YY (day,
month, year) is British English, while in the US dates are expressed
MM/DD/YY (month, day, year). Refer Ss to the form in Ex 1 to
answer the questions, then go over the answers.
Answers: Gloria Martínez, Joe, Javier, Sofia, Raul, Miguel, Rosa,
Tony, Regina
Answers: 1 Surname 2 DOB 3 Occupation 4 address
5 DOB/date of birth
Teaching tip
Culture notes
Ss need to engage with a text. Their reading skills development
can be aided by marking a text, circling or otherwise
highlighting sections where answers are found. In this way,
they can retrieve the answers when checking (and re-read later
if they need to). Ss don’t tend to do this unless you encourage
them, as they often don’t like to (or may not have previously
been allowed to) ‘spoil’ their book.
b Ask Ss to look again at the text and complete the sentences
with the correct names. Complete the first example as a class,
then ask Ss to continue. Go through the answers as a class.
Answers: 1 Gloria and Joe 2 Raul 3 Miguel and Rosa
4 Gloria (and Raul) 5 Rosa 6 Tony and Regina
The term surname is used more commonly than family name.
It’s common to have one first name (or forename), a middle
name and one surname. Sometimes couples like their children
to have both of their surnames, but this is not a traditional
practice. DOB /date of birth includes the year of birth, while
birthday asks for only the day and month.
3 Refer Ss to the columns. Ask them to match form sections 1–7
with the appropriate information a–g, then check in pairs. Confirm
answers with the whole class and point out that Doctor has a
capital letter only because it’s on a form. Jobs don’t usually take
capital letters.
Answers: 1 f 2 d
3a 4c 5e 6g 7b
Optional extra activity
Prepare
Ss use the text in Ex 4a as a model to write about their own
photograph. Their descriptions can then be shared by reading
aloud in small groups or used to create a wall display.
4 Ask Ss to complete the form using the information in the box.
Homework ideas
Workbook: Ex 1–4, p14
Unit 2
3 Refer Ss to the example, clarifying that they should identify
They can work individually, then check answers in pairs.
Answers: 1 Isobel 2 Martinez 3 22.10.91
4 65 Cherry Road 5 Cambridge 6 07700 900 077
7 i.martinez 8 Teacher
Write
5a Ask Ss to complete the form with their details. Remind them to
2B
Develop your writing
use capital letters where needed. Point out that email addresses
are generally lower case and that forms can be completed either in
capital letters or with initial capitals for each word. Ss should not
mix the two approaches within one form.
b Ask Ss to exchange forms with their partner and check them.
Introduction
Optional extra activity
The goal of this lesson is for Ss to complete a form. To help
them achieve this, they will practise finding and giving personal
information in writing by completing forms.
Ask Ss to ask and answer about the information on their forms.
Ss could simply ask and answer or complete a blank form for their
partner.
Warm-up
Homework ideas
Show a form, real or digital, and ask Ss what it is. Ask them when
they complete one (at a hotel, a school, for a job, etc.) and what
kind of information is included (name, address, etc.). Tell Ss today’s
lesson is about completing a form in English.
Workbook: Ex 1–5, p15
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Unit 2
2C
Develop your listening
Introduction
The goal of this lesson is for Ss to understand a description of
classmates. To help them achieve this, they will listen and identify
numbers and practise giving information.
4
2.18 Refer Ss to the incomplete sentences. Tell them that
they will hear the missing numbers and should write the figure
(not word) they hear. Give them a minute to read through, then
play the recording for them to listen and complete the sentences.
Ask Ss to compare in pairs, then go through the answers as a class.
Play the recording again after checking the answers, if Ss want to
hear it.
Answers: 1 30 2 13 3 17 4 40 5 90 6 18
Warm-up
Audioscript 2.18
Ask Ss to write three to five numbers or sets of numbers that
are important to them. Give an example yourself (house number,
phone number, age, DOB, etc.) When they finish, ask Ss to show
their numbers to their partner who should guess what they are.
Tell Ss today’s lesson is about numbers.
1
2
3
4
5
6
1
2.15 Ask Ss to look at the photos and say the numbers in
pairs. After a few minutes, ask a few pairs for their answers.
Then ask Ss to listen to the recording. Check answers with the
whole class.
Answers: 1 B 2 D
3C 4A
Audioscript 2.15
Narrator: 1
Speaker 1: Today is my birthday! I’m 70 years old!
Narrator: 2
Speaker 2: My English class is in Room 19b.
Narrator: 3
Speaker 3: My email address is sarahj90@abcmail.com
Narrator: 4
Speaker 4: My address? Oh, it’s 49 Oxford Road, London, W5 6RS
2a
2.16 Refer Ss to the Focus box. Point out that the stressed
syllable in the first two examples is underlined. Drill the first two
examples (13, 30, 14 and 40). Then play the recording and ask Ss
to listen and underline the stress in the rest of the numbers. Elicit
the answers as a class. Ask Ss if they can see a rule.
Answers: fifteen / fifty; sixteen / sixty; seventeen / seventy;
eighteen / eighty; nineteen / ninety
This is my brother, Simon. He’s thirty.
Your class is in Room 13b.
My sister is seventeen years old.
My name’s George and I’m forty.
This hospital is ninety years old.
My address is eighteen London Road.
Optional extra activity
Ss read the completed sentences to each other. This approach
may help weaker classes or classes that need or enjoy more
pronunciation and speaking practice.
5
2.19 Refer Ss to the photos and captions. Ask them what
information they will hear (age – a number). Ask them to listen
and write the figures, not words. Pairs can compare and listen
again. Then check answers as a class.
Answers: Lucia – 16; Yuri – 30; Ahmed – 19; Azra – 18;
Petra – 50; Marco – 40
Audioscript 2.19
Paula: OK, so these are people from my English class. This is Lucia. She’s
sixteen. She’s from Spain. This is Yuri. She’s from Japan. She’s
thirty years old. This is Ahmed. He’s nineteen years old. He’s a
university student from Saudi Arabia. This is Azra. She’s from
Turkey. She’s eighteen years old. This is Petra. She’s from Serbia.
She’s fifty years old. She’s a doctor. And this is Marco. He’s an
office worker. He’s forty years old and he’s from Spain.
Homework ideas
Workbook: Ex 1–3, p13
Pronunciation checkpoint
The teen numbers are stressed on teen. The bigger numbers
are stressed on the first syllable. This distinction helps as the
words are so similar.
b Ask Ss to listen again and repeat.
3
2.17 Refer Ss to the list of numbers. Play the recording.
Ask them to listen and underline the number that they hear.
Go through the answers as a class.
Answers: 1 50 2 17 3 13 4 90 5 14 6 60 7 80
Optional extra activity
Ss work in pairs, both looking at the list of paired numbers. One
says a number from a pair of their choice. The other points to the
number they think they heard. After a few turns they change
roles. This task focuses on recognising and distinguishing
between similar sounding numbers.
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OVERVIEW
Unit 3
3
3A
My town
Introduction
The goal of this lesson is for Ss to talk about what’s in a town.
To help them achieve this, they will study There is /There are,
singular and plural nouns and vocabulary for places in a town.
3A My town
Goal | say what’s in a town
Grammar | There is /There are; singular and plural nouns
Vocabulary | places in town
GSE learning objective
Can say what’s in a town (e.g. buildings, places) using basic
words and phrases
3B
Is there wifi?
Goal | talk about a flat
Grammar | Is there a /an … ? / Are there any … ?
Vocabulary | rooms and things in a home
GSE learning objective
Can describe where they live
3C
It’s expensive!
Goal | describe a town or a city
Grammar | position of adjectives
Vocabulary | describing places
GSE learning objective
Can describe their home town or city using simple language
3D
English in action
Goal | ask for and give directions
GSE learning objective
Can ask for simple directions, referring to a map or plan
Roadmap video
Places in town
1a Ask Ss to work in pairs to match the places in the picture (A–L)
with the words in the list (1–12).
Answers: 1 B 2 C 3 A 4 J 5 I 6 L 7 D 8 G 9 F
10 E 11 K 12 H
b
3.1 Focus attention on the words in Ex 1a. Ask Ss to listen
and underline the stressed syllable, where there is one. Go over
the answers as a class, marking the stress on the board, then play
the recording again for Ss to repeat.
Answers: a train station a hotel a café a bank
a restaurant a supermarket a cinema a park a market
a bookshop a house a flat
Check and reflect
Display images of individual places for Ss to call out the names.
This kind of drill is more challenging as Ss are not looking at the
words.
3B
At home
3C
Adjectives (1)
DEVELOP YOUR SKILLS
Develop your reading
Goal | read a description of a place
Focus | understanding and and but
GSE learning objective
Can understand simple descriptions of places
Develop your listening
Goal | understand a description of a house
Focus | noticing intonation in lists
GSE learning objectives
Can understand basic factual statements relating to pictures or
simple texts
3C
Vocabulary
Optional extra activity
VOCABULARY BANK
3B
Before the class starts, ask Ss to talk in pairs about which
countries they would like to visit and why. This provides a context
for the language of the lesson.
Go online for the Roadmap video and worksheet.
Review exercises and communicative activities to review the
grammar and vocabulary from the unit.
3A
Warm-up
2 Demonstrate the activity by pointing to a place and asking the
class How do you say this in English? and eliciting a response.
Move on to the spelling, as in the example. If Ss struggle to
remember the letter sounds, go over this briefly. Show Ss the
example conversation in their book, then ask a stronger pair to
demonstrate. Put Ss in pairs to continue. Monitor and listen. Help
where necessary.
Optional extra activity
Provide Ss with other pictures to practise further. Stronger
classes can do this without looking at their books, while weaker
classes may need to have a list of key words to help them.
Further practice
Photocopiable activities: 3A Vocabulary, p161
Develop your writing
Goal | write about your town
Focus | using and and but
GSE learning objective
Can write simple sentences about their family and where
they live
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Unit 3
Listening
3
3.2 Focus attention on the pictures and ask Ss what they
see. Tell Ss they are going to listen to three people talking and
they should match each to their town, by writing the picture
number beside the name. Play the recording, twice if necessary.
Ask Ss to compare answers, then check as a class.
Answers: 1 B 2 A 3 C
Audioscript 3.2
1
Jack:
My town is great. There are three cafés and two restaurants –
a Spanish restaurant and a Japanese restaurant. And there is a
supermarket and a bookshop.
2
Diana: In my town, there are three hotels, two restaurants and a
cinema. There aren’t any supermarkets. There’s a market.
3
Yuki:
This is my town. There aren’t any shops and there aren’t any
restaurants. And there isn’t a bank. There’s a train station, a park
and a café.
Teaching tip
Ss often struggle with listening activities. Staging tasks with
progressive levels of challenge helps them. The first task here
asks Ss to listen for the main idea (gist) and doesn’t require
writing. The second requires closer listening (for detail). Don’t
be tempted to rush the earlier easier listening as this helps Ss
tune in to the main ideas and makes the second listening more
manageable. Make sure you play a recording more than once as
needed. Comparing in pairs helps Ss as it reassures them and
encourages peer correction.
4 Tell Ss they will now listen again more carefully. Ask them to
read through the sentences and explain that only one sentence in
each pair (a or b) is correct. Play the recording again, pausing after
each speaker to allow Ss time to choose the correct option. Ask Ss
to check together. Go over the answers as a class.
Answers: 1 b 2 a 3 a 4 b 5 a 6 b
Grammar
There is/There are; singular and plural nouns
5 Refer Ss to the grammar box and ask them to complete the gaps
using Ex 4 to help them. Complete the first one as a class, then ask
Ss to continue alone. Have whole-class feedback discussing any
questions and giving further clarification as needed.
Answers: 1 There is 2 There are 3 There are
Grammar checkpoint
6a
3.3 Ask Ss to look at the sentences. Tell them that they
are going to hear each sentence and to pay particular attention to
how the words (There is, There isn’t, There are and There aren’t )
link together. Give them a minute to read through first, then play
the recording.
b Ss should listen again as needed and repeat, being careful to
pronounce the contractions correctly. Share the information in the
Pronunciation checkpoint if you think your Ss will find it useful.
Pronunciation checkpoint
In spoken English we tend to use contracted forms much
more than full forms. Here, for example, There is becomes
There’s and There are becomes There’re. The contracted
’s makes the sound /z/ and is unlikely to cause problems
for Ss. The contracted ’re may be more difficult to hear and
pronounce. It makes the sound /ə/. Drill Ss in these sounds.
7a Refer Ss to the sentences with There is and There are. Ask
them to choose the correct alternatives. With weaker classes,
you may prefer to choose the first answer as a class. Ask Ss to
work alone. Compare in pairs, then check with the whole class.
Refer Ss to the rules in the grammar box as needed.
Answers: 1 are 2 a 3 is 4 any 5 no 6 two bookshops
7 There’s 8 no
b Refer Ss to the grammar box and point out what happens when
we want to make a noun plural. With most regular nouns we add
an s when there is more than one of them. Ask Ss to complete the
lists alone then check with the whole class.
Answers: 1 parks 2 café 3 restaurants
Optional extra activity
When Ss are giving the answers, drill around the class.
8 Ask Ss to read the text first, ignoring the gaps. They should
then work alone to choose the correct word to fill each gap,
using contractions where possible. They can use the grammar
box to help them. Ask Ss to check answers in pairs, then conduct
whole-class feedback.
Answers: 1 are 2 a 3 There’s 4 there 5 are 6 no
9 In this exercise, Ss will practise writing their own sentences
with There is … and There are … . Look at the examples and point
out that Ss should write both positive and negative forms. Remind
Ss that we use any in negative sentences when the noun is
plural: There aren’t any hotels. Ask Ss to work alone to write their
sentences. Monitor the class, supporting and correcting individual
answers. Put Ss in pairs to share their sentences with their
partner. Then ask some of the Ss to share sentences with
the class.
Ss can find it difficult to distinguish identifying (It’s a cinema)
and locating (There’s a cinema). Point out that It’s a cinema
is the answer to What’s this?, but that There’s a (cinema) is
more often followed by a location There’s a cinema in the
High Street. Ss may need to translate the two forms and
write further examples.
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Optional extra activity
Stronger classes could read the notes at home. Otherwise,
go over the notes with Ss. In each exercise, elicit the first
answer, or look at the example as a class. Ss work alone to
complete the exercises, then check their answers in pairs. In
feedback, check answers with the whole class. Ss can refer
to the notes to help them.
Ss take turns to report back to the class about the differences.
This provides extra speaking practice and may help weaker
classes. Provide the following structure on the board to help
them, then elicit sentences around the class.
Answers:
1 1 There’s 2 isn’t 3 There’s 4 are 5 no 6 is 7 are
8 aren’t
2 1 any 2 a 3 any 4 a, an 5 any 6 a 7 no 8 a, a
Reflection on learning
Unit 3
GRAMMAR BANK 3A pp.120–121
In picture A there’s … , but in picture B … .
Write the following questions on the board:
How many places in town can you remember from this lesson?
What was easy in today’s lesson? What was difficult?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Further practice
Photocopiable activities: 3A Grammar 1, p159;
3A Grammar 1, p160
Homework ideas
Speaking
Prepare
10 Tell Ss they are going to write and talk about another town.
Name alternate Ss A and B and refer them to the relevant pages,
then ask them to write sentences about what’s in the town. In
weaker classes, ask pairs of AA and BB Ss to work together, so
they can help each other.
Ex 9: Choose another town you know well and write sentences
about it.
Grammar bank: 3A Ex 1–2, pp.120–121
Workbook: Ex 1–5, p16
App: grammar and vocabulary practice
Fast route: continue to Lesson 3B
Extended route: go to p92 for Develop your reading
Teaching tip
Information gap activities such as this one require careful
setting up to work well. If pairs work together or Ss work alone,
check what they have written while you monitor the class,
but don’t have whole-class feedback as this will take away
the element of surprise in the information gap. When Ss come
to compare their pictures, it’s important for Ss to realise that
they must not look at each other’s pictures, but must do this by
speaking to each other. Model this with a stronger pair before
they start.
Speak
11 Put Ss in A/B pairs. Explain that there are nine differences
between their picture and their partner’s. Refer Ss to the example
conversation. They then take turns to tell each other their
sentences and find the differences in the same way. When they
find a difference, they should circle it on their page. Allow time for
this and make sure Ss don’t look at their partner’s page. When they
finish, they can compare pictures.
Answers:
In A there are two cafés. In B there are three cafés.
In A there is/there’s a hotel. In B there isn’t a hotel
In A there is/there’s a train station. In B there isn’t a train station.
In A there are two supermarkets. In B there is/there’s one
supermarket.
In A there is/there’s a phone shop. In B there isn’t a phone shop.
In A there is/there’s a Mexican restaurant and a Thai restaurant.
In B there is/there’s a Spanish restaurant.
In B there is/there’s a cinema. In A there isn’t a cinema.
In B there is/there’s a park. In A there isn’t a park.
In B there is/there’s a market. In A there isn’t a market.
3B
Is there wifi?
Introduction
The goal of this lesson is for Ss to talk about a flat. To help them
achieve this, they will use the structures Is there a /an … ? and
Are there any … ? They will also learn vocabulary for rooms and
things in a house.
Warm-up
Ask Ss to discuss what they can see in the classroom in pairs.
Write There’s a …There are … on the board to remind them of this
structure. Weaker classes can look back at the vocabulary on
p16. Stronger classes can also use the negative form. When they
finish, have a whole-class discussion about what’s in the room.
Vocabulary
Rooms and things
1 Ask Ss to look at the photos in pairs and say what they can see.
When they finish, ask a few Ss to report back and drill as needed.
2a Ask Ss to match items A–K in the picture to the words in the
box. Allow them to compare with their partners, then check the
answers as a class.
Answers: A living room B kitchen C bedroom D bathroom
E toilet F shower G bed H oven I lift J TV K wifi
b
3.4 Play the recording and ask Ss to listen and repeat.
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Unit 3
3 Look at the questions and make sure Ss know the question
words. Elicit that the Where questions will have answers with
in the … or on the … and the What questions will have answers
with There’s … or There are … . Ask Ss to work in pairs to ask and
answer. If time is short, you can do this as a whole class. If you
have plenty of time, ask Ss to repeat the exercise in open pairs
across the class.
Answers:
1 The clock is in the kitchen.
2 There is a shower and a toilet in the bathroom.
3 The oven is in the kitchen.
4 There is a TV in the living room.
5 There are two beds in the bedroom.
4 This exercise provides further practice. Ask Ss to read the
example, then to close their books and make similar sentences
about the flat. Monitor and listen. When Ss finish, drill sentences
or words you noted they had difficulty with. In weaker classes,
Ss can work in pairs, with one student having the book open to
check their partner’s sentences.
VOCABULARY BANK 3B p138
At home
These optional exercises build on the lexical set in the
vocabulary section.
1 Ss match the words with the photos alone, then check in
pairs. Check answers as a class.
Answers: 1 basement 2 hall 3 bath 4 window
5 floor 6 roof 7 door 8 mirror 9 washing machine
10 fridge 11 curtains 12 cupboard
Optional alternative activity
Stronger classes can complete Ex 1 at home.
Further practice
Photocopiable activities: 3B Vocabulary, p164
Listening
5a
3.5 Refer Ss to the three descriptions of flats and explain
that they should listen and decide which flat the conversation is
about. Play the recording, ask Ss to compare in pairs, then elicit the
correct answer.
Answer: Flat 3
b Ask Ss to listen to the conversation again and tick the
sentences they hear. Elicit answers from individual Ss in
whole-class feedback.
Answers: Ss should tick all the answers except 4 and 8.
c Ask Ss to look at Ex 5b again. They should work on their own to
add a and an to complete the description of another flat. Ask Ss to
compare in pairs, then check answers with the whole class. Elicit
which flat from Ex 5a the text describes.
Answer: There is a bathroom, a shower and a TV.
There isn’t an oven.
Audioscript 3.5
Jakub: What’s that?
William: It’s the holiday flat website.
Jakub: Great! Are there any flats in Berlin for us?
William: Yes, look at this. It’s £75 per night.
Jakub: OK. How many bedrooms are there?
William: There’s one bedroom.
Jakub: Oh. How many beds are there?
William: There’re two beds.
Jakub: OK. Is there a bathroom?
William: Yes, there is.
Jakub: Good. Is there a shower?
William: Yes, there is.
Jakub: Is there a living room?
William: No, there isn’t, but there’s a TV in the bedroom.
Jakub: Is there wifi?
William: No, there isn’t.
Jakub: Hmm.
Grammar
Is there a/an … ? Are there any … ?
Optional alternative activity
Write There’s a shower on the board. Ask Ss to make it negative
and add this to the board. Ask Ss if they can make a question. Elicit
the form to the board, name the subject and verb and highlight
how the subject and verb change position in the question. Repeat
with a plural example, then move on to Ex 6. This approach is most
suitable for weaker classes.
6 Refer Ss to the grammar box and explain that they should
complete it using the positive and negative forms of is and are.
Ask Ss to compare in pairs, then go through the answers as a class.
Answers: 1 Is 2 Are 3 is 4 isn’t 5 aren’t 6 are 7 is
8 are
7a
3.6 Refer Ss to sentences 1–6 and tell them that they’re
going to listen for whether the voice goes up or down in each
one. Play the recording for Ss to listen and choose the appropriate
arrows. Allow them to compare in pairs, then elicit the answers.
Share the information in the Pronunciation checkpoint if you think
Ss will find it useful.
Answers: 1 ▲ 2 ▼ 3 ▲ 4 ▼ 5 ▼ 6 ▼
Pronunciation checkpoint
Ss may observe that intonation rises in questions and falls in
answers. While not all questions have rising intonation, those
that are answered yes or no generally fit this pattern. To
encourage Ss to attempt English patterns of intonation, you
could point out that a lively tone of voice sounds friendly and
a flat tone of voice the opposite.
b Ask Ss to listen again and repeat.
8 Tell Ss they will see another conversation about flats. Ask them
to read through and complete each gap with there and is, isn’t, are
or aren’t. Point out that sometimes they will need the question
form Is there /Are there … ? Ask Ss to compare in pairs, then go
through the answers. Point out where both contracted and full
forms are possible.
Answers: 1 are there 2 There are 3 Is there 4 there is
5 Is there 6 there is 7 Are there 8 there aren’t/there are not
9 There’s/There is 10 Is there 11 there isn’t/there is not
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Optional extra activity
Ss read the conversation aloud in pairs. Stronger classes can do
this a couple of times, then close their books and try and recall the
conversation. To support this, add key prompts to the board in the
order that they occur in the conversation.
To extend the activity and stretch stronger classes, give Ss
profiles of people to choose a flat for, e.g. a family, a group of
friends or a couple. You could show images of these different
groups. Ss also benefit from discussing with others in pairs.
9a This exercise practises the question forms from the lesson.
Optional extra activity
Go through the first example with the class and write the question
on the board. Remind Ss to start with a capital letter and finish
with a question mark. Ss complete the exercise alone, then check
in pairs. Check answers with the whole class.
Answers: 1 Where is your house or flat?
2 How many rooms are there? 3 Is there a shower?
4 How many TVs are there? 5 Is there wifi?
b Ask Ss to work in pairs to ask and answer about their own home.
When they finish, they should change roles. Monitor and listen.
GRAMMAR BANK 3B pp.120–121
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss, reminding them of the change in
word order in questions. In each exercise, elicit the first
answer, or look at the example as a class. Ss work alone to
complete the exercises, then check their answers in pairs. In
feedback, check answers with the whole class. Ss can refer to
the notes to help them.
Answers:
1 1 Are 2 rooms 3 Is there 4 any 5 Is there 6 many
2 1c 2a 3d 4f 5b 6e
3 (possible answers)
1 Is there a shower in the flat?
2 Is there wifi in the bedroom?
3 How many bedrooms are there in your flat?
4 Is there a lift in the hotel?
5 How many tables are there in your flat?
Further practice
Photocopiable activities: 3B Grammar 1, p162;
3B Grammar 2, p163
Speaking
Prepare
10 Explain that Ss are going to ask and answer about flats.
Put Ss in pairs and refer them to the table, then ask them to work
together to write questions for the information they need.
Optional alternative activity
This task requires a lot of writing. With weaker classes, you
could provide the question stems: How much … How many … and
Is there /Are there … for Ss to add their endings to.
Speak
11a Name alternate Ss A and B. Ask A/B pairs to turn to their
page and read the information, then complete the column for their
flat and prepare to ask and answer about the flat.
b Ss ask and answer questions to complete the table for Flat 1 or
Flat 2.
c When they finish, pairs should look together at the table and
decide which flat is the best for a holiday.
Then discuss as a class and decide on the best flat.
Unit 3
Optional extra activity
For more speaking practice, Ss use the checklist from Ex 10 to
interview each other about their own home. They won’t need to
ask about the price per night, so tell them to leave that one out!
Ss can then use the checklist to write a paragraph about their
home/their partner’s home.
Reflection on learning
Write the following questions on the board:
How many words about flats can you remember? Work in pairs
and write a list.
What was fun for you in the lesson? Why?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 8–10: Write four to six sentences about your home.
Grammar bank: 3B Ex 1–3, pp.120–121
Workbook: Ex 1–7, p17
App: grammar and vocabulary practice
Fast route: continue to Lesson 3C
Extended route: go to p93 for Develop your listening
3C
It’s expensive!
Introduction
The goal of this lesson is for Ss to describe a town or city.
To help them achieve this, they will study the position of
adjectives and vocabulary for describing places.
Warm-up
Ask Ss to work in pairs and give them one to two minutes to write
as many places in a town as they can. When they finish, see how
many they have. Ask the pair with the longest list to share their
ideas with the class.
Tell Ss that today’s lesson is about describing places.
Vocabulary
Adjectives
1 Put Ss in pairs to discuss the pictures for a few minutes, naming
what they can see. Monitor and help if necessary. When they
finish, elicit the names of the places.
Answers: 1 and 2: cafés 3 and 4: houses
5 and 6: cinemas 7 and 8: restaurants 9 and 10: parks
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Unit 3
2
3.12 Tell Ss they are going to hear the sentences from Ex 1.
They should listen and repeat.
Vocabulary checkpoint
To reinforce the vocabulary, ask the class questions using the
new words. These questions should be very simple, so that
Ss just need to answer yes or no, e.g. Is our classroom big?
Is this book new? etc. This kind of concept check questioning
reassures Ss that they have the correct meaning.
3 Ask Ss to complete the sentences using the opposite adjectives.
Pairs can compare before whole-class feedback. With stronger
classes, ask individuals to give the answers in full sentences.
Check pronunciation and drill as needed.
Answers: 1 bad 2 big 3 old 4 expensive 5 quiet
4 Ask Ss to write sentences about their town, then work in pairs
and tell each other. Stronger classes may be able to do this
without looking at their sentences. Weaker classes can simply
read from their notebook.
Optional extra activity
If Ss are from the same town, write the names of some key wellknown shops or sights on the board. Ask Ss to make sentences
about these. When they finish, ask individuals to read out one of
their sentences, then ask others to agree or disagree. Introduce
the phrases, I agree /I disagree first. This encourages Ss to listen
to each other.
VOCABULARY BANK 3C p138
Adjectives (1)
These optional exercises build on the lexical set in the
vocabulary section.
1 Ss choose the correct alternative according to what they
see in the pictures, then check in pairs. Check answers as a
class.
Answers: 1 dirty 2 a cheap 3 big 4 a new 5 closed
6 dark
2 Ss take turns to describe various objects to their partner.
In feedback, nominate a few Ss to share their answers with
the class.
Optional alternative activity
Stronger classes can complete Ex 1 at home, then discuss Ex 2 in
the next class.
Further practice
Photocopiable activities: 3C Vocabulary, p167
Reading
5 Refer Ss to the leaflet and talk about it as a class. Ask Ss
questions to check understanding, e.g. What is this? (a tourist
leaflet) What can you see? (the sea, towns, etc.) What is this? (a
station) What is this building? (a hotel) Tell Ss they should use the
information in the leaflet to identify the towns from photos A–C
and match them with the correct texts (1–3). Check the answers.
If time allows, ask Ss to read the text to each other in pairs.
Answers: 1 A 2 C 3 B
Culture note
Norfolk is a county in East Anglia, in the east of England. It is
mostly rural and the coast is popular for family holidays. The
places in the leaflet are real. Cromer is famous for its crab.
Sheringham has a lovely beach and is home to the North
Norfolk Railway, which operates steam trains. West Runton is a
small village with a sandy beach. The county town is Norwich.
6 Tell Ss they will now read the leaflet more carefully. Refer them
to the statements and ask if the first is true or false (false). Ask
Ss to continue alone, writing T for true and F for false. Monitor to
ensure Ss know what to do. Allow Ss to check in pairs, then work
through the answers. Where the answer is false, ask Ss to provide
the true answer.
Answers:
1 F – Sheringham is a big town.
2 F – There are no hotels in West Runton.
3 T
4 T
5 F – The restaurant in West Runton is good.
6 T
Grammar
Position of adjectives
7 Write an example on the board, It’s big, and ask Ss to identify
the parts (subject, verb, adjective). Repeat this with It’s a big town.
(subject, verb, adjective, noun). Label these on the board, ideally
with a different colour for each component. Ask Ss to read the
grammar box and underline the adjectives in the tourist leaflet in
Ex 5. Go through the answers as a class.
Answers: 1 quiet, good, small 2 busy, big, good, cheap, small
3 good, expensive, cheap, old, big
Grammar checkpoint
Ss need to know basic terms for talking about grammar.
These include subject, object, verb, adjective and noun.
While these terms are new, use them from the start and use
colours to identify the components of a sentence, so that Ss
soon learn them. This is particularly important where Ss’ first
language does not follow the subject-verb-object word order
or where, for example, adjectives follow nouns rather than
precede them.
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b Ask Ss to listen again and repeat the examples chorally and
individually.
Answers: 1 This is a quiet town. 2 There are six small shops.
3 There are no hotels. 4 This town is busy.
5 There’s a small cinema.
Pronunciation checkpoint
Ss have seen word stress. This is sentence stress. Point out
that in a sentence some words are emphasised over others.
These are the information carrying words. This is a feature
of pronunciation that native speakers do automatically.
Being aware of it will help Ss’ listening skills as well as their
pronunciation skills, as they should stop straining to hear
every word.
9 Go through the first example with the class and write the
answer on the board. Remind Ss to start with a capital letter and
end with a full stop or question mark. With weaker classes,
write the example as a question and remind Ss of the word order
change required. Ss then work alone to write the sentences
before comparing in pairs. In feedback, nominate Ss to read the
sentences aloud, focusing on correct stress and weak forms. Write
the answers on the board, so Ss can check and point out which
sentences we would usually use contractions in (2, 3, 5).
Answers:
1 This restaurant is expensive.
2 There is a small park.
3 These hotels are not cheap.
4 This is a busy station.
5 It is not a big supermarket.
6 Is this a new bank?
7 Is there a big station in your town?
8 Are there any good restaurants in your town?
Optional alternative activity
Give pairs or groups of three copies of the sentences cut up into
words and ask Ss to put them in order at their desks.
10a Look at questions 6, 7 and 8 in Ex 9. Tell Ss they will now
write their own questions. Go through the first question with
the class as an example and write Ss’ suggestions on the board.
Ss continue, completing the remaining questions alone. Monitor
and check or help where necessary. With weaker classes, try the
optional alternative activity below.
Optional alternative activity
With weaker classes, provide the following structures on the
board:
Is there a /an (adjective + noun) in your town?
Are there any (adjective + noun)s?
Is the (noun) in your town (adjective)?
Is your town’s (noun) + (adjective)?
Elicit an example for each with the class and write the questions
and short answers on the board. Ask Ss to create their own
questions using the same patterns.
b Put Ss in pairs to ask and answer their questions. When they
finish, ask one or two Ss to report back on what their partner said.
GRAMMAR BANK 3C pp.120–121
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, look at the example
as a class. Ss work alone to complete the exercise, then check
their answers in pairs. In feedback, check answers with the
whole class. Ss can refer to the notes to help them.
Unit 3
8a
3.13 Look at the example and point out that in a
sentence some words are stressed. Share the information in the
Pronunciation checkpoint if you think Ss will find it useful. Ask Ss
to listen and to underline the stressed words. Check the answers.
Answers:
1 1 an old 2 new 3 small restaurant 4 an expensive hotel
5 a good 6 cheap 7 are new 8 big house
2 1 They’re good students.
2 It’s a busy town.
3 Houses in this town are expensive.
4 Our hotel isn’t big.
5 Paul Bryan is our new teacher. /
Our new teacher is Paul Bryan.
6 Anna’s car is expensive.
7 Is there a big cinema in this town?
8 There are no good restaurants here.
Further practice
Photocopiable activities: 3C Grammar 1, p165;
3C Grammar 2, p166
Speaking
Prepare
11 Explain that Ss are going to tell each other about different
places. Read the instructions and put Ss in groups. Ask them to
refer back to Ex 5 as an example, then prepare their notes.
Monitor and help as needed.
Speak
12 Ask groups to take turns to tell the class about their places.
Monitor and listen, making note of good language and errors.
During feedback, go through the errors and praise the good
language that you heard.
Optional alternative activity
With weaker classes who need more support and practice,
provide Ss with small simple maps marked with information similar
to that seen in Ex 5. Provide different maps to different groups.
Ss work together to discuss and write. Regroup them to tell other
groups, so all are presenting. They can do this more than once.
Reflection on learning
Write the following questions on the board:
How many adjectives can you remember from today’s lesson?
Can you describe a place with adjective + noun? Can you
describe a place with be + adjective?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 10a and b: Write four to six sentences about your town or city.
Grammar bank: 3C Ex 1–2, pp.120–121
Workbook: Ex 1–5, p18
App: grammar and vocabulary practice
Fast route: continue to Lesson 3D
Extended route: go to p94 for Develop your writing
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Unit 3
3D
English in action
Introduction
The goal of this lesson is for Ss to be able to ask for and give
directions. To help them achieve this, they will revise some useful
phrases for such situations.
Warm-up
Play Beat the clock with place names. Write a line on the board for
each letter of a place name, such as _ _ _ _ for café. Draw a clock
face on the board. Invite Ss to call out letters. If the letter is in the
word, put it in all spaces it occurs; if not, write the letter on the
board and move the clock hand five minutes. The Ss must try and
beat the clock by guessing the word before the clock advances one
hour. Once Ss know the game, they can take turns to stand at the
board and take your place.
1 Ask Ss to look at the map in pairs and say the place names to
each other. When they finish, ask Ss if this is a big or small town
(it’s not very small as it has a train station and a cinema).
Answers: a Thai restaurant a supermarket a bookshop
a Polish restaurant a bank a Turkish restaurant a hotel
a café a cinema a big house a train station a park
a school
2a
3.14 Refer Ss to the questions and explain that they should
listen and look at the map to answer them. Play the recording. Ss
can compare in pairs before you go through the answers.
Answers: 1 At the station. 2 At the Polish restaurant.
Audioscript 3.14
Mary: Hi, David. Where are you?
David: I’m at the restaurant.
Mary: Where is it?
David: It’s on Main Street. Where are you now?
Mary: I’m at the station.
David: OK. Go down Station Road and turn right at the hotel.
Mary: Turn right at the hotel?
David: Yes, then go straight on. Go past the hotel and the café. Then
turn left.
Mary: Go past the hotel and the café and turn left.
David: That’s right, The restaurant is next to a bank. On the right.
Mary: On the right. OK. Is it a Thai restaurant?
David: No, the Thai restaurant was busy. I’m in the Polish restaurant.
Mary: OK. See you soon.
David: Bye.
b Ask Ss to look at the pictures and explain that they illustrate
the phrases. Say each phrase and demonstrate the directions with
your hands. Play the recording again for Ss to listen and number
the directions as they hear them. Check as a class.
Answers: 1 F 2 C 3 A 4 D 5 B 6 E
c Ask Ss to use the directions to draw the woman’s route on the
map in Ex 1. Check as a class.
3
3.15 Refer Ss to the Useful phrases box and give them time
to read it through. Ask Ss to listen to the recording and number the
phrases as they hear them. Ask pairs to compare together, then
check answers as a class.
Audioscript 3.15
M: Excuse me. Where’s the (cinema) please?
F: It’s on (Park Street). Go down (Main Street). Go past the (bank).
Turn right (after the big house). It’s on the right.
M: Is there a (supermarket) near here?
F: Yes, there’s one on (Station Road). Go straight on. Turn left
(at the bookshop). (The supermarket) is on the right. It’s next to
(a restaurant).
Answers:
Is there a (supermarket) near here? 7
Yes, there’s one on (Station Road). 8
Excuse me. Where’s the (cinema) please? 1
It’s on (Park Street). 2
Go past the (bank). 4
Go straight on. 9
Go down (Main Street). 3
Turn left (at the bookshop). 10
Turn right (after the big house). 5
It’s next to (a restaurant). 12
It’s on the right. 6
(The supermarket) is on the right. 11
4a
3.16 Explain that Ss are going to listen to three short
conversations about directions. They should first complete the
gaps, using the Useful phrases and the map from Ex 1 to help
them. They then listen to the recording and check. Play the
recording a final time for Ss to go through the answers, pausing
after each conversation.
Audioscript: 3.16
Narrator: 1
Man:
Excuse me. Is there a supermarket near here?
Woman: Yes, there’s one on Station Road. Go straight on. Go past the
Turkish restaurant and the supermarket is on the left.
Man:
Thank you.
Woman: You’re welcome.
Narrator: 2
Woman: Excuse me. Where’s the cinema, please?
Man:
It’s on Park Street. Go down Station Road, turn right after the
park, go past the school and the cinema is on the left.
Woman: Thanks.
Man:
No problem.
Narrator: 3
Man:
Excuse me. Is there a bookshop near here?
Woman: Yes, there’s one on Market Street. Go straight on, go past the
supermarket and turn right onto Market Street. The bookshop
is on the right.
Man:
Thank you.
Woman: No problem.
Answers:
Conversation 1
1 Is there a supermarket near here?
2 Go straight on.
Conversation 2
3 Where’s the cinema, please?
4 Turn right after the park.
Conversation 3
5 Go past the supermarket
6 The bookshop is on the right.
Optional alternative activity
With weaker classes, provide copies of the conversations for
each pair of Ss at the checking stage. They can then listen again
and read the script at the same time.
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2 Ss work alone to complete each sentence with the correct
5a Ask Ss to choose a place on the map in Ex 1 without saying
Answers: 1 are 2 ’s 3 isn’t 4 are 5 aren’t 6 are
7 are 8 isn’t
b Put Ss in pairs. Ask A to direct B to their secret place. B should
3 Ss work alone to correct the errors. Ask them to compare in
Optional extra activity
Answers: 1 … aren’t any/are no dogs …
2 There are three keys … 3 There’s a box …
4 … isn’t a teacher …
and listen. Fast finishers can change roles and repeat. When they
finish, clarify the pronunciation of any words or phrases Ss have
had problems with.
where it is. They should prepare directions from the station to this
place. Allow plenty of time for this.
follow the route on the map and say where they end up. When they
finish, Ss change roles. Monitor and listen. Help where necessary.
Give Ss feedback on what they did well and not so well, then ask
them to repeat the activity with another student. Fast finishers
can improvise more conversations with other locations.
Reflection on learning
Write the following questions on the board:
How many direction words can you remember? Write a list.
When will this language be useful for you – on holiday,
at home or when at work?
Put Ss in pairs to discuss the questions. When they have
finished, ask a few Ss to share their ideas with the class, but
don’t force them to if they’d rather not.
Homework ideas
Reflection on learning: Write your own answers.
Workbook: Ex 1–2, p19
App: grammar and vocabulary practice
Roadmap video
Go online for the Roadmap video and worksheet.
word. Remind them to use short forms where possible. Go through
the answers.
Unit 3
b Ask Ss to work in pairs and practise the conversations. Monitor
pairs, then go through the answers as a class.
4 Ss work alone to read the sentences and choose the most
logical alternative from the two options. Ask them to check in
pairs, then go through the answers with the class.
Answers: 1 kitchen 2 living room 3 bathrooms 4 beds
5 shower 6 TV
5a Ss complete the gaps with the words provided, using one
word in each space. They will need to use each of the words more
than once. Go through the answers as a class.
Answers: 1 Is there 2 Are there any 3 How many, are there
4 Is there 5 Are there any 6 How many, are there
b Ask Ss to work in pairs. They take turns to ask and answer the
questions from Ex 5a.
6 Look at the example with the class. Point out that each short
line represents a letter. Ask Ss to write the correct adjective to
complete each sentence. Go through the answers as a class.
Answers: 1 small 2 old 3 big 4 quiet 5 expensive
6 busy 7 cheap
7 Look at the examples with the class. Establish that Ss should
3
Check and reflect
Introduction
Ss revise and practise the language of Unit 3. The notes below
provide some ideas for exploiting the activities in class, but you
may want to set the exercises for homework or use them as a
diagnostic or progress test.
rewrite the sentences to mean the same thing with the adjective
in a different position. Ask them to do this alone, check in pairs,
then go through the answers as a class.
Answers: 1 café is busy 2 is an expensive car
3 shop is cheap 4 are new houses. 5 street is quiet
6 is a busy station 7 computers are new 8 is an old man
8a Ss write the words in the correct order to make questions. Go
through the answers as a class.
Answers: 1 train station 2 cinema 3 café 4 supermarket
5 park 6 hotel 7 house 8 flat 9 bank 10 restaurant
11 market 12 bookshop
Answers:
1 Is your computer new?
2 Is your town busy?
3 Is there a quiet park near your house?
4 Is your house big or small? / Is your house small or big?
5 Are hotels in your town expensive or cheap? /
Are hotels in your town cheap or expensive?
b Ss work alone and tick the places there are in their town. Ask
b Ss ask the questions and give their own answers in pairs.
1a Elicit the first answer as an example and write it on the board.
Ss complete the missing letters alone, then check in pairs. Go
through the answers as a class.
them to work in pairs to ask and answer about the places, using
the example in their books as a model. Go through the answers
as a class.
Reflect
Ask Ss to rate each statement alone, then compare in pairs.
Encourage them to ask any questions they still have about any of
the areas covered in Unit 3.
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Unit 3
3A
Develop your reading
Introduction
The goal of this lesson is for Ss to read a description of a place.
To help them achieve this, they will look at what things there are
and aren’t in a town and practise longer sentences using and
and but.
Warm-up
b Ask Ss to read the texts in Ex 4a again and answer the
questions with town A, B or C. Remind Ss they need to read the
texts, as the pictures don’t show all the places mentioned in the
text. Ask Ss to compare in pairs, then go through the answers as
a class.
Answers: 1 Town B 2 Towns B and C 3 Town A
4 Town A 5 Town A 6 Towns A, B and C
c Ask Ss to discuss which is the best place to live in. Monitor,
offering support. Then ask Ss which place they think would be
the best to live in. Elicit feedback from a few Ss.
Show Ss a picture of a street scene. Tell them they should try and
remember what they see. After a minute, remove the image and
ask Ss to tell each other about the street in pairs, using sentences
with There’s, There are, There isn’t and There aren’t. The pairs can
make a list of the buildings they remember. Show the picture again
for them to check.
Ask Ss to work in pairs, taking turns to read the descriptions to
each other. This provides pronunciation practice and will help
them to build confidence. Point out the weak pronunciation of
but /bət/.
1 Refer Ss to the text. Ask them to read it quickly and choose
Homework ideas
picture 1, 2 or 3. After a few minutes, ask pairs to compare, then
conduct feedback. Ask Ss to justify their answers.
Optional extra activity
Workbook: Ex 1–5, p20
Answer: 1
2 Refer Ss to the Focus box and and ask them to read it through.
Give them a few minutes to read alone, then deal with any
questions. Point out that the plus and minus signs represent
contrasting ideas. Ask Ss to circle and and but in the text in Ex 1.
Check answers with the class.
Answers: There is a train station and a bookshop, but there
isn't a café. There isn't a hotel and there isn't a bank. There isn't
a market, but there is a supermarket.
Optional alternative activity
Ask Ss to go through and underline the verbs in the text in Ex 1
and identify them as positive or negative, adding a + or – sign.
Point out how these correspond with the use of and and but. Point
out that there isn’t a comma before and, but there is one before
but. If necessary, explain that the words do not need capital letters
as they are joining clauses together, not starting new sentences.
3 Tell Ss they will now practise using and and but. Ask Ss to read
the sentences and choose the correct alternatives. Complete
one example as a class, then ask Ss to continue alone. With
weaker classes, suggest Ss underline the verb forms in the first
part of the sentence and circle the linking word to help them as
they complete the exercise. Allow a few minutes, then ask Ss to
compare in pairs before going through the answers as a class.
Ask individuals to read the correct sentences aloud.
Answers: 1 is 2 isn’t 3 is 4 isn’t 5 is 6 isn’t
4a Ask Ss to read descriptions 1–3 and match them with pictures
A–C, writing the letter by the correct sentence. Ask Ss to compare
in pairs, then go through the answers.
Answers: 1 B 2 C 3 A
3B
Develop your listening
Introduction
The goal of this lesson is for Ss to understand a description of a
house. To help them achieve this, they will practise listening for
intonation in sentences listing several items.
Warm-up
Show Ss a picture of a room or floor plan of a building. Ask them
to make a list of what they can see. Give a time limit of one to two
minutes, then see who has got the longest list. Tell Ss today’s
lesson is about making lists.
1
3.7 Ask Ss to look at the pictures and explain that they will
listen and match each picture with the sentences in the Focus
box. Ask them to read the sentences a–d, ignoring the gaps for
now. Play the recording, ask pairs to compare answers, then elicit
answers.
Answers: 1 d 2 a 3 b 4 c
2a
3.8 Refer Ss to the Focus box. Ask them what the arrows
mean (the voice going up or down). Ask Ss to read and listen as
you play the sentences one by one. When playing the last two
sentences, pause the recording so that Ss have enough time
to draw in their arrows. Play again as needed. Ask Ss to discuss
in pairs, then check the answers with the class, writing the
arrows on the board. Share the information in the Pronunciation
checkpoint if you think your Ss will find it useful.
Answers: 1 ▲ 2 ▼ 3 ▲ 4 ▲ 5 ▲ 6 ▼
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Intonation is the rise and fall of the voice in speaking.
Different languages have different intonation systems.
A falling tone suggests to a listener that we have finished
speaking, a rising tone suggests we are continuing. In the
final item in a list – even if the list has just two items –
the fall indicates that the list is finished.
b Play the recording again and ask Ss to listen and repeat chorally.
Use your hand to show the up or down movement of the voice.
Audioscript 3.7 and 3.8
a
b
c
d
There’s a kitchen , a bathroom , two bedrooms and
a living room .
There’s a kitchen , a bathroom and a bedroom .
There’s a bathroom and a bedroom .
There’s a kitchen , a bathroom , a bedroom and
a living room .
3a
3.9 Explain that Ss will listen to questions, then decide
if the answer they hear is complete or whether it will continue
according to the intonation. Ask Ss to read through first, then play
the first question and establish the correct answer. Play the rest of
the recording. Ask Ss to compare in pairs, but don’t go through the
answers yet. Play the recording again if necessary.
Answers: 1 F 2 U 3 U 4 F
Audioscript 3.9
1
A: What is there in the living room?
B: A TV.
2
A: What is there in the kitchen?
B: A TV …
3
A: How many rooms are there?
B: Three bedrooms …
4
A: What is there in the town?
B: A café.
b
3.10 Tell Ss that they will listen to the recording again with
the complete answers. They will check their answers to Ex 3a
regarding whether they could hear if the answers
were complete or not according to the intonation.
Audioscript 3.10
1
A: What is there in the living room?
B: A TV.
2
A: What is there in the kitchen?
B: A TV, four chairs and a big table.
3
A: How many rooms are there?
B: Three bedrooms, a kitchen and a living room.
4
A: What is there in the town?
B: A café.
c Play the recording again for Ss to complete the sentences.
Pause the recording as necessary so that Ss have enough time to
write in the answers.
Unit 3
Pronunciation checkpoint
Answer:
2 … , four chairs and a big table.
3 … , a kitchen and a living room.
4a
3.11 Refer Ss to the table. Explain that they are going to
listen to two people and should make notes about what they hear.
Play the recording once for them to complete the table, pausing as
needed. Ask pairs to compare, then play the recording again.
Go through the answers.
Answers:
Flat 1:
Rooms: bedroom (2), living room, kitchen
Furniture: table, chair (4) a TV, bed (2)
Places in town: cafés (3), shops (about 5), park
Flat 2:
Rooms: bedroom, bathroom, kitchen
Furniture: bed
Places in town: shop, park
Audioscript 3.11
Narrator: Flat 1
A:
OK, so this flat has got two bedrooms, a living room and a
kitchen. In the living room there’s a table and four chairs, and
a TV. There are two beds – they are new. The town is nice, it
has three cafés, about five shops and a park.
Narrator: Flat 2
A:
OK, so this is the bedroom. The bathroom and the kitchen are
over there.
B:
Where’s the living room?
A:
There isn’t a living room.
B:
Is there any furniture?
A:
Yes. There’s a bed. It’s a little old …
B:
Great. And the town? Is it nice? Are there any cafés, any
shops?
A:
Well … No cafés, no. There’s a shop. Ooh, and a small park.
That’s nice.
b Ask Ss to work in pairs and to discuss which of the two flats
they like most. Monitor and make notes on Ss’ language use for
feedback later.
Optional extra activity
Give Ss a copy of the conversation and ask Ss to read it as you play
the recording, paying attention to the way the voices rise and fall.
Ask them to mark the words with arrows. Then ask pairs to read
the conversation together, concentrating on intonation.
Teaching tip
Ss often enjoy listening again while reading the audioscript. It
can be helpful when analysing a text for features or looking for
specific language.
Homework ideas
Workbook: Ex 1–4, p19
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Unit 3
3C
Develop your writing
Introduction
The goal of this lesson is for Ss to write about their town. To help
them achieve this, they will practise writing about which buildings
there are and aren’t in a town. They will focus on using and to join
similar sentences and but where there is a contrast.
Warm-up
Write a number of jumbled adjectives on the board, e.g. expensive,
cheap, small, big, good, bad, busy, quiet and ask Ss to match
them into pairs of opposites. Then ask Ss to discuss which of the
adjectives they think are positive and which are negative. Point
out that with some adjectives (e.g. cheap and big) it can be a
matter of opinion.
1a Ask Ss to read the description and tick the places which are
mentioned. Ask pairs to compare, then check the answers.
Answers:
1 There is a bookshop and (there is) a supermarket.
2 There is a hotel, a cinema and a park.
3 There is a hotel, but there isn’t a restaurant.
4 The hotel is expensive but (it is) good.
5 The market is big, but it is bad.
6 There is a park and a hotel, but there isn’t a café.
5 Ask Ss to work alone to select the correct options from the
box to complete the text. They will need to think about sentence
position, grammar and meaning. Ask pairs to compare, then check
the answers.
Answers: 1 small 2 is 3 and 4 isn’t 5 but 6 it’s
Optional extra activity
When you have checked the answers, go over where we could use
contractions in the text. Ss then take turns to read the text aloud
in small groups. When they are happy with their pronunciation,
they could record themselves and play it back.
Answers: Ss should tick: café, restaurant, market and hotel.
Prepare
b Ss should read the post again and make a note of the adjectives
Answers: café – good; restaurant – expensive;
market – big and cheap; hotel – small and old
city. Refer them to the list of places in the table. Tell them to
write Y if there is one in their town, or N if there isn’t, and make
notes in the third column. Remind them they shouldn’t write
sentences but one or two words in each section. Monitor and offer
support as needed.
2 Refer Ss to the Focus box. Read the first example and ask Ss to
Write
used to describe the places.
6 Tell Ss they are going to prepare to write about their town or
decide if the adjectives big and cheap are considered to be good
(they are). However, explain to Ss that whether an adjective is good
or bad can depend on context or our own viewpoint. Do the same
with the first example for but. Point out that, although the verb in
the second sentence is positive, the adjective is negative because
it follows but. If necessary, you could write the sentences on the
board, using the plus and minus signs above the adjectives to
show the similar and contrasting ideas, as in the Focus box on p92.
Ss then look again at the text in Ex 1a and circle and and but.
7a Ask Ss to write their description, using the notes they have
Answers: In my town there is a café and a restaurant. The
café is good, but the restaurant is expensive. There isn’t a
supermarket, but there is a market. It’s big and cheap. There’s a
hotel, but there isn’t a train station. The hotel is small and old.
Homework ideas
made. Remind Ss they can use the text in Ex 5 as a model. They
should write alone, but put Ss in pairs to help each other. Monitor
and help as needed.
b Ask Ss to share their description with a partner, read and check.
Optional extra activity
Ss can read the texts to each other in small groups. The completed
texts can be used for a wall display, with added pictures.
Workbook: Ex 1–6, p21
3 This exercise practises and and but. Look at the first sentence
and discuss the answer. If Ss are confused, point out that to use
but we’d need a negative phrase – there isn’t. Ask Ss to continue
alone, choosing and or but, then put Ss in pairs to compare
answers. After a few minutes, elicit answers from the class. Ask
individuals to read the complete sentences aloud.
Answers: 1 and 2 but 3 and 4 and 5 but, and
4 Tell Ss to rewrite the sentences, joining them using and or but.
Point out that, as they are making one sentence, there is no capital
letter in the middle. Do the first one as an example, writing the
sentence on the board. Point out that in a list of three, such as
number two, and is only used to join the last item. Ask Ss to write
the sentences alone, then check in pairs. Go through the answers,
writing them on the board and pointing out changes in punctuation.
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OVERVIEW
Unit 4
4
4A
You’ve got a friend
Introduction
The goal of this lesson is for Ss to describe people. To help them
achieve this, they will learn the verbs have and has got, as well as
some parts of the face and descriptive adjectives .
4A You’ve got a friend
Goal | describe people
Grammar | have /has got
Vocabulary | describing people
GSE learning objective
Can describe someone’s physical appearance in a basic way,
if guided by questions or prompts
4B
Have you got it?
Goal | prepare for a trip
Grammar | have /has got : questions
Vocabulary | everyday objects (2)
GSE learning objective
Can ask basic questions to find out what possessions others
have got
4C
Dos and don’ts
Goal | give advice
Grammar | imperatives
Vocabulary | common verbs
GSE learning objective
Can give basic advice using simple language
4D
English in action
Goal | tell the time
GSE learning objective
Can tell the time of day to within five minutes
Roadmap video
Go online for the Roadmap video.
Check and reflect
Review exercises and communicative activities to review the
grammar and vocabulary from the unit.
VOCABULARY BANK
4A Parts of the body
DEVELOP YOUR SKILLS
4A Develop your reading
Goal | understand a short text
Focus | understanding punctuation: apostrophes
GSE learning objectives
Can understand familiar phrases in a simple text
4B
Develop your listening
Goal | understand a short, informal conversation
Focus | understanding questions
GSE learning objective
Can understand basic questions about objects in pictures or in
their immediate surroundings
4C
Develop your writing
Goal | write a message to a friend
Focus | using basic punctuation
GSE learning objective
Can write short, simple notes, emails and postings to friends
Warm-up
Put Ss in pairs and ask them to write a list of parts of the face.
Give them a short time, then stop them and see who has the most.
For weaker classes, you can write parts of the face on the board
and see if Ss know any of them.
Reading and vocabulary
Parts of the body
1 Refer Ss to the social media post and ask them to read the
descriptions. Put them in pairs if they are a weaker class. Give
them enough time to process the information. Once they have
done that, ask them who is who in photos A and B.
Answers: A Luca B Mehmet
2 Ask Ss to read the profile again and to match the labels (1–6)
with the words in the box. Ask Ss to check answers in pairs, then
elicit answers from individuals in feedback with the whole class.
Answers: 1 blonde hair 2 blue eyes 3 in his 20s
4 brown hair 5 brown eyes 6 a beard 7 in his 30s
3a Ask Ss to look at the photos (A–D) and to match the
descriptions (1–4) with the photos. Give them a few minutes to
work alone, then check in pairs. Monitor and help where necessary,
then go through the answers as a class.
Answers: 1 D 2 B 3 A 4 C
b
4.1 Ask Ss to listen to the recording. Pause it after each
phrase, so that Ss can repeat the words in bold.
Vocabulary checkpoint
Remind Ss that adjectives go before the noun they modify:
blue eyes. Adjectives do not change and take a plural form
when the noun is plural. Point out that, in English, hair is not
plural.
c Put Ss in pairs and give them some time to come up with more
words for the diagram. While they are doing this, you may want to
draw the spidergram on the board. When they have finished, see
which pair has the most. Ask the Ss for their words and write them
on the board. Say them and ask the Ss to repeat.
Possible answers:
colours blonde red grey orange yellow blue purple
the body ears mouth nose legs arms hands
4a Ask Ss to work on their own first and to write some sentences
that describe someone in the class. Monitor and help where
necessary. For smaller classes (one to ones or small groups), Ss can
think of someone they all know. This person doesn’t necessarily
have to be in the room.
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Unit 4
b Put Ss in pairs and ask them to take turns reading out their
8 Refer Ss to the picture and give them a minute or so to look
VOCABULARY BANK 4A p139
Parts of the body
Answers:
1 Sofia is an office worker.
2 She’s got a son.
3 She’s got blonde hair and brown eyes.
4 She’s in her 30s.
5 Her son’s got brown hair and blue eyes.
6 He’s eight years old.
7 They live in Paris.
sentences. The other needs to guess who they are describing.
When they have done this, you can ask some of them to read their
sentences out loud and for the rest of the class to guess who they
are describing.
These optional exercises build on the lexical set in the
vocabulary section.
1 Ss label the parts of the body with words from the box,
then check in pairs. Check answers as a class.
Answers: 1 hair 2 head 3 face 4 ears 5 eyes
6 nose 7 mouth 8 neck 9 shoulder 10 chest
11 elbow 12 stomach 13 arm 14 fingers 15 hand
16 knee 17 leg
2 Ss write down any more parts of the body that they know
in English. In feedback, nominate a few Ss to share their
answers with the class.
Optional alternative activity
Stronger classes can complete Ex 1 at home, then discuss Ex 2 in
the next class.
Further practice
Photocopiable activities: 4A Vocabulary, p170
Grammar
have/has got
5 Ask Ss to complete the grammar box in pairs, referring back
to the text in Ex 3a. Allow plenty of time for this. With weaker
classes, complete as a class. Monitor and observe, then lead
feedback and deal with any questions. Point out that in she’s got
the contracted verb is has, not is.
Answers: 1 have 2 has 3 hasn’t
6a
4.2 Ask Ss to listen to the sentences and focus on the
pronunciation of the contracted forms in blue.
b Ask Ss to listen again and chorally repeat the sentences after
they hear them. You may want to pause the audio after each
sentence and drill individuals to check. If you think it’s useful,
explain the information in the Pronunciation checkpoint below,
using the examples given.
Pronunciation checkpoint
In spoken English, we usually use the contracted form. When
we use full forms, this sounds emphatic, e.g. I have got a
green bag. I have not got a black coat.
The main stress falls on got rather than subject + has/have
in the contracted forms. Most people use contracted forms.
7 Look at the first sentence together and remind Ss that the form
of have got they need depends on the subject. Ask Ss to work
alone and underline the correct options. Ask Ss to compare in pairs
before going through the answers as a class.
at the details of the mother and son’s appearance and work out
where they are. Ask Ss to complete the gaps in sentences 1–9
with the correct words. Give them plenty of time to do this, then
conduct whole-class feedback.
GRAMMAR BANK 4A pp.122–123
Stronger classes could read the notes at home. Otherwise,
go over the notes with Ss. In each exercise, look at the
example as a class. Ss work alone to complete the exercises,
then check their answers in pairs. In feedback, check
answers with the whole class. Ss can refer to the notes to
help them.
Answers:
1 1b 2b 3a 4a 5b 6b 7a 8a
2 1 Dimitri hasn’t got a sister.
2 We haven’t got a big bathroom.
3 Sam and Emma haven’t got a dog.
4 Rob hasn’t got a beard.
5 I haven’t got a class today.
6 You haven’t got a lot of time.
7 My father hasn’t got a credit card.
8 They haven’t got children.
Further practice
Photocopiable activities: 4A Grammar 1, p168;
4A Grammar 2, p169
Speaking
Prepare
Teaching tip
Personalisation activities such as this enable Ss to make
connections with language that go beyond mechanical
repetition. Emphasise that Ss should make true sentences, as
meaningful practice is more memorable.
9 Tell Ss they are going to describe a friend. Allow time for Ss to
make notes. Explain that the notes should act as prompts and that
they should avoid writing verbatim what they are going to say.
Monitor the class, helping where necessary.
Speak
10a Once Ss have made their notes about the friend they are
going to describe, put them in pairs. Ask them to take it in turns to
describe themself and then their friend.
b Ask individual Ss to tell the rest of the class if their partner is
very different to the friend they were describing.
Answers: 1 have 2 has 3 have 4 hasn’t 5 haven’t
6 has 7 haven’t 8 have
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Write the following questions on the board:
Which words and phrases from this lesson are new for you?
What did you find most difficult in today’s lesson?
What can you do to improve this in the future?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 9: Write a short description of a family member.
b Ask Ss to look at the photos in Ex 1 again and work in pairs to
decide on the items for each activity. After a few minutes, elicit
their answers.
Possible answers:
1 bag, a bottle of water, coat, credit card, food, house keys,
money, phone
2 bag, camera, coat, credit card, money, passport, phone, tickets
3 bag, a bottle of water, coat, credit card, food, house keys,
money, phone
4 bag, a bottle of water, camera, credit card, money, passport,
phone, sunglasses, tickets
Grammar bank: 4A Ex 1–2, pp.122–123
Workbook: Ex 1–5, p22
App: grammar and vocabulary practice
3a
Fast route: continue to Lesson 4B
Extended route: go to p95 for Develop your reading
Answer: Brazil
4B
Have you got it?
Introduction
The goal of this lesson is for Ss to talk about things that they need
to take with them on a trip. To help them achieve this, they will
learn more vocabulary for everyday things and to ask questions
using the verbs have and have got.
Warm-up
Ask Ss to write down three things that they would take with
them on a holiday or a business trip, using I’ve got … . Ask them to
compare in pairs, then ask some of the Ss to tell the class about
their partners’ items.
Vocabulary and listening
Everyday objects (2)
1a Ask Ss to look at the photos (1–12) and work in pairs to match
them with the words. After a few minutes, elicit their answers.
Answers: 1 tickets 2 passport 3 credit card 4 coat
5 food 6 bottle of water 7 camera 8 sunglasses
9 phone 10 money 11 bag 12 keys
b
4.3 Ask Ss to look at the words in Ex 1, listen and repeat.
2a Ss should look at photos A–D, then work alone to match
them to the activities. Ask them to compare in pairs, then check
answers as a class.
Answers: 1 C 2 B 3 D 4 A
Unit 4
Reflection on learning
4.4 Tell Ss they are going to listen to a conversation about
Sam’s preparations for a trip. Ask Ss to listen through the first time
and, in particular, for where Sam is going.
Audioscript 4.4
Zara: OK, Sam. Are you and Fifi ready for your trip?
Sam: Oh yes, two weeks in Brazil! Woohoo!
Zara: And, have you got everything?
Sam: Yes. Yes, I have.
Zara: Have you got your passport?
Sam: Yes, I have.
Zara: Money?
Sam: Yes, Zara, I’ve got money. Duh.
Zara: OK … Have you got your camera?
Sam: No, I haven’t – but I’ve got my phone. And Fifi has got a good
camera.
Zara: OK. You’re ready. Oh, have you got your tickets?
Sam: Tickets, tickets …
Zara: Has Fifi got your tickets?
Sam: Oh, yes, she has! Phew!
b Ask Ss to listen again and to tick the items on the list that Sam
has. Play the recording more than once if necessary.
Answers: passport ✓ money ✓ camera phone ✓ tickets
Further practice
Photocopiable activities: 4B Vocabulary, p173
Grammar
have/has got: questions
4 Ask Ss to read an extract of the conversation they just listened
to in Ex 3a. Tell them to underline the questions, then to check
their work in pairs. Then, go over the answers as a class.
Answers:
Zara: OK … Have you got your camera?
Sam: No, I haven’t – but I’ve got my phone. And Fifi has got a
good camera.
Zara: OK. You’re ready. Oh, have you got your tickets?
Sam: Tickets, tickets …
Zara: Has Fifi got your tickets?
Sam: Oh, yes she has! Phew!
5 Ask Ss to complete the table with either have or has. Tell them
that they can refer to Ex 4 for help. Monitor the class, giving
any help where needed. Once Ss have finished, go through the
answers as a class.
Answers: 1 Have 2 have 3 Has 4 has 5 hasn’t
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Unit 4
6a
4.5 Ask Ss to read the sentences and listen to the
recording, focusing on whether the words in blue sound the same
or different. Ask Ss to check answers in pairs.
Answers: 1 different 2 different
Weak form on has /have in the questions (/həz/həv/); strong
forms on has /haven’t in answers (/hæz/hævənt/)
b Play the recording again. Ask Ss to listen to the conversations
and repeat them, making sure that they pronounce the strong
and weak forms correctly. If you think it’s useful, explain the
information in the Pronunciation checkpoint below, using the
examples given.
Pronunciation checkpoint
The vowel sound in has and have changes according to its
position in the sentence. In questions, the vowel is reduced
to a schwa /ə/ due to the unstressed position. In short
answers, have/has is stressed and therefore the vowel has
its full value and is sounded /æ/.
7a This activity checks if Ss can form their own questions with
have got. Ask Ss to work alone to make the questions using the
prompts. Refer them to the grammar box for help. Ask Ss to check
in pairs, then go through the answers with the whole class. Ask Ss
for individual answers. Drill as needed.
Answers:
1 Have you got food in your bag?
2 Has your sister got a camera?
3 Has your friend got a good job?
4 Have you got sunglasses?
5 Have you got a big family?
6 Have you got a new phone?
b Ask Ss to work in pairs to ask and answer their questions from
Ex 7a. When they finish, ask pairs to say something about their
partner to the group.
Optional extra activity
Ss write their own questions, ending
… in your bag?
… in your house /flat?
… in your room?
(or with no ending)
They then ask each other. This is a suitable extension for
stronger classes and those who would benefit from more
speaking practice.
Teaching tip
When Ss talk in pairs, asking for feedback reminds them to
listen to each other. In this case, it also provides a further
opportunity to practise has got and rounds off the exercise.
You don’t need to ask every pair in feedback. Just ask a few pairs
randomly across the class, maintaining interest and pace.
8 Ask Ss to work in pairs. Tell them to put the sentences in the
conversation in order and, when they think they have done so,
to practise the conversation with each other and to make any
necessary changes to the order. When Ss have finished the task,
ask a pair to read out their conversation. Ask the others if they
think it is in the correct order or whether they have something
different.
Answers: 1 e 2 a 3 c 4 b 5 f 6 d
GRAMMAR BANK 4B pp.122–123
Stronger classes could read the notes at home. Otherwise,
go over the notes with Ss. In each exercise, look at the
example as a class. Ss work alone to complete the exercises,
then check their answers in pairs. In feedback, check answers
with the whole class. Ss can refer to the notes to help them.
Answers:
1 1 Have you got a big family?
2 Has she got a blue coat?
3 Has he got a new passport?
4 Has your phone got a camera?
5 How many children have Ali and Sara got?
6 How many bottles of water have we got?
2 1c 2f 3a 4e 5b 6d
3 1 Have you got a credit card?
2 Has the shop got a lift?
3 Have we got a camera?
4 How many bathrooms has the house got?
5 How many brothers and sisters have you got?
6 How many computers has she got?
Further practice
Photocopiable activities: 4B Grammar 1, p171;
4B Grammar 2, p172
Speaking
Prepare
9 Tell Ss they are going to talk about what they’ve got in their bags.
Name pairs of Ss A and B and ask them to turn to the relevant page
and choose ten things. Monitor and help with vocabulary as needed.
Speak
10 Look at the example as a class, then ask pairs to ask and
answer each other about their bags. With weaker classes, you
may want to ask a stronger pair to demonstrate the activity first.
Monitor and help if necessary.
Optional extra activity
Ss work in pairs. One student makes a list of things they need for a
trip to the park, the other makes a list for a trip to the shops. When
they finish, they tell their partner where they are going. Their
partner should try and find out what they have on their list by
asking questions about what they have got.
Reflection on learning
Write the following questions on the board:
Can you write five things you have got in your bag? Compare
your list with a partner.
When could you use ‘have got’ outside class?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Grammar bank: 4B Ex 1–3, pp. 122–123
Workbook: Ex 1–5, p23
App: grammar and vocabulary practice
Fast route: continue to Lesson 4C
Extended route: go to p96 for Develop your listening
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Dos and don’ts
Introduction
The goal of this lesson is for Ss to give advice. To help them
achieve this, they will study imperatives as well as vocabulary for
common verbs.
Warm-up
Ask if any members of the class have ever been to London. What
did they think of it? Which places did they visit? Then ask Ss what
they think ‘Dos and don’ts’ means and to suggest things that we
tell others or that others tell us to ‘do’ or ‘don’t do’, especially when
we are visiting a new place. Make columns on the board and write
the Ss’ suggestions in the appropriate column.
Grammar
Imperatives
4 Ask Ss to read the text in 2a again and to tick the things that
are good to do in London. For weaker classes, you can ask them
to work in pairs. Once they have finished, elicit the answers from
the class.
Answers: Ss should tick all the answers except 1 and 3.
5 Show a prohibitive sign on the board, such as a crossed out
image of a camera. Ask Ss what it means. They will probably say no
cameras. Refer them to the language from Ex 2a and elicit Don’t
take photos. Ask Ss if it’s positive or negative (negative) and what
the positive would be (Take photos.). Point out that there is no
subject in this construction. Turn to the grammar box and ask Ss to
complete it, using Ex 2a.
Go through the answers as a class.
Reading and vocabulary
Answers: 1 Don’t 2 Don’t 3 See
1 Ask Ss to work in pairs to come up with as many place names in
6a
Possible answers: Notting Hill, Buckingham Palace, Madame
Tussaud’s, Big Ben, The British Museum, The Tate Gallery, The
London Eye, Tower Bridge, The Tower of London, etc.
Answers: 1 Don’t go to Notting Hill. 2 Try Polish food.
3 Drink coffee in a café. 4 Don’t take photos.
London as they can. Monitor and help with any spelling they might
need. When they have finished, elicit the answers from Ss and
write them on the board.
2a Ask Ss to read the text messages on their own and to
4.10 Tell Ss they are going to look at more examples of
imperative sentences. Ask them to listen and choose the correct
stress pattern for each sentence. Check answers with the
whole class.
b Play the recording again for Ss to repeat, making sure they
stress the correct words in each sentence.
underline any words that they either don’t know or aren’t sure
how to pronounce. Once they have done this, ask the class what
their queries were and answer them, so that everyone else hears,
too. Make clear that certain words are not pronounced as they are
written (e.g. Greenwich, cheap, coat). Assign each character in
the message chain to a student and ask them to read the
messages out loud. Elicit in whole-class feedback why Lydia is
going to London.
7 Ask Ss to look at the pictures of ‘dos and don’ts’. Ask them to
Answer: She is going for work/for her job.
Optional extra activity
b Ask Ss to complete the gaps by referring to the words in bold
in Ex 2a. Get them to check their answers in pairs before going
through them with the class.
Vocabulary checkpoint
This is an exercise in collocation, where words go naturally
together. Sometimes the collocations in Ss own language
are different.
Answers: 1 try 2 go to, visit 3 take 4 drink 5 see
c
4.9 Play the recording for Ss. They will hear and then repeat
the verbs that were in bold in Ex 2b.
3 Ask Ss to label the photos with phrases from 2b according to
what they can see in the photos. Ask them to check in pairs before
going through the answers with the class.
Answers: 1 drink tea 2 see a show 3 visit New York
4 try Japanese food 5 take a train 6 take photos
Further practice
Photocopiable activities: 4C Vocabulary, p176
Unit 4
4C
make sentences in the positive or negative forms depending on
whether or not the pictures have a tick or a cross. When they
finish, ask pairs to compare, then go through the answers.
Answers: 1 Drink coffee. 2 Try Italian food.
3 Visit Rome. 4 See a film. 5 Don’t take a coat.
6 Don’t take a camera.
Give instructions like the ones from Ex 2a to the class. Ss listen
and mime the instructions you say, but only when the instruction
is positive, not when you say Don’t … ! If Ss like this activity, they
can continue in pairs or small groups, with one student instructing.
GRAMMAR BANK 4C pp.122–123
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. Elicit the first answer, or look at the
example as a class. Ss work alone to complete the exercise,
then check their answers in pairs. In feedback, check
answers with the whole class. Ss can refer to the notes to
help them.
Answers:
1 1 Please drink 2 Take 3 Put 4 Don’t run 5 Please use
6 Do not eat
2 1 Don’t read 2 don’t take 3 sit down 4 Don’t buy
5 Don’t use 6 Don’t walk, Run
Further practice
Photocopiable activities: 4C Grammar 1, p174;
4C Grammar 2, p175
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Unit 4
Speaking
Prepare
8 Ask Ss to think of the things that they would tell people to do or
not do when they visit their town or city. Monitor and help where
necessary.
Speak
9a Put Ss in pairs and ask them to tell each other their dos and
don’ts. Monitor and help where necessary.
b In this task, Ss are meant to discuss whose city has more dos
Answers:
A six forty-five
B eleven thirty
C ten forty-five
D twelve oh five
E three (o’clock)
F six fifteen
G seven ten
H eleven fifteen
and don’ts. However, if they are from the same town or city, they
can discuss whether their partners have chosen more dos than
don’ts and whether they agree with their choices.
2
4.11 Ask Ss to listen to four conversations and match them
with the times in the pictures in Ex 1. Play the recording, then ask
Ss to check their answers in pairs. Point out that there are four
pictures that they don’t need. Check answers with the whole class.
Reflection on learning
Answers: 1 E 2 F 3 B 4 C
Write the following questions on the board:
What DON’T we include in the sentence when we use the
imperative?
When do you use the imperative during each day?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Grammar bank: 4C Ex 1–2, pp.122–123
Workbook: Ex 1–5, p24
App: grammar and vocabulary practice
Fast route: continue to Lesson 4D
Extended route: go to p97 for Develop your writing
4D
English in action
Introduction
The goal of this lesson is for Ss to tell the time. To help them
achieve this, they will revise numbers and learn phrases specific to
time telling.
Warm-up
Ask Ss to count upwards from one, replacing any multiple of three
with the word fizz and any multiple of five with the word buzz.
Numbers that are both a multiple of three and five, such as 15, are
fizzbuzz. Ss all listen. When someone makes a mistake, they go
back to 1 again. This game causes much hilarity.
1 Look at the clock in the room or draw a clock face on the board.
Count the hours around the clock from 1 to 12. Ask Ss to say a few
times with o’clock. Show or draw a digital 24-hour clock.
Show the time as 9.00, then ask for the time (nine o’clock). Then
change the minutes, counting upwards in fives, for Ss to say the
times. Point out that even when we use the 24-hour format, we
still only use numbers 1–12 to say the hour, e.g. for 13.00, we say
one o’clock, not thirteen o’clock. Refer Ss to D and elicit that we say
oh five. Ask Ss to say the clock times in their books.
3 Ask Ss to listen again and complete the gaps alone, then check
in pairs. Check answers with the whole class.
Answers: 1 Three 2 six fifteen 3 Eleven thirty
4 ten forty-five
Audioscript 4.11
1
A: Excuse me. What time is it?
B: Three o’clock.
A: Thank you.
2
A: What time is it?
B: It’s quarter past six.
A: Quarter to six?
B: No, six fifteen.
3
A: What time is it, Alex?
B: Er, it’s half past eleven.
A: Sorry, eleven thirty?
B: Yeah.
A: Oh no! I’m late.
4
A: What time is our train?
B: It’s at quarter to eleven.
A: Quarter past eleven?
B: No, ten forty-five.
A: Oh, OK.
4
4.12 Refer Ss to the Useful phrases box. Demonstrate the
times with a clock with moveable hands and highlight to and past
the hour. Drill thoroughly as you do this. Play the recording and ask
Ss to look at the times and repeat.
Answers: 1 It’s quarter past four. 2 It’s five to five.
3 It’s four o’clock. 4 It’s twenty to five. 5 It’s quarter to five.
6 It’s half past four. 7 It’s five past four.
5 Look at the example. Put Ss in pairs to ask and say the time
for the clocks in Ex 1, using the Useful phrases in the box to help
them. Monitor, helping where necessary.
6 Name alternate Ss A and B and ask them to turn to the relevant
pages, read and prepare to say the times of the trains.
When they are ready, ask a stronger pair to demonstrate asking
and answering about the time of the train to London. Then ask Ss
to work with their partners, taking turns to ask and answer about
the train times to complete the missing information in the table.
Monitor and check that Ss are managing the activity. When they
finish, ask Ss to show each other their information to check they
have recorded it correctly.
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Write the following questions on the board:
What are the most useful phrases in today’s lesson?
Where and when can you practise these in the future?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 4: Write four times in digital format. Write sentences to say
what the time is, e.g. 12.15: It’s (a) quarter past twelve.
Workbook: Ex 1–3, p25
App: grammar and vocabulary practice
Roadmap video
Go online for the Roadmap video and worksheet.
5a Ss work alone to write the words in the correct order to make
questions. They check in pairs before you go through the answers
with the class.
Unit 4
Reflection on learning
Answers:
1 Have you got a phone?
2 Has your teacher got green eyes?
3 Have your parents got blonde hair?
4 Have you got food in your bag?
5 Has your phone got a good camera?
6 Have you got a bottle of water?
7 How many credit cards have you got?
b Ss ask and answer the questions in pairs. Monitor and help as
necessary, making a note of mistakes. When Ss finish, discuss
the activity with the class. Ask some of the Ss to ask and answer
questions. Go through the mistakes that you noted earlier, asking
the class to help you correct them.
6 Ask Ss to read the sentences on their own, then choose the
correct options to complete them. Ss can check in pairs, then go
through the answers as a class.
4
Check and reflect
Answers: 1 Go to 2 Visit 3 Take 4 Take 5 Don’t take
6 Try 7 Drink 8 See
7 Refer Ss to the pictures (1–6). Give them plenty of time to
Introduction
Ss revise and practise the language of Unit 4. The notes below
provide some ideas for exploiting the activities in class, but you
may want to set the exercises for homework or use them as a
diagnostic or progress test.
1 Refer Ss to the diagram. Tell them to match the words in the box
to the three categories (Colour, Age, Body), then check in pairs.
Go through the answers as a class.
Answers:
Colour: brown, blonde, red, grey
Age: in her 20s, in his 50s
The body: a beard, hair, eyes
2 Ask Ss to choose the correct words from the box to complete
write an imperative sentence for each picture. Ss work alone, then
check in pairs. Go through the answers.
Answers:
1 Take your passport.
2 Don’t go to Leicester Square.
3 Try English food.
4 Don’t drink coffee.
5 Don’t take a taxi.
6 Shop for clothes.
Reflect
Ask Ss to rate each statement alone, then compare in pairs.
Encourage them to ask any questions they still have about any of
the areas covered in Unit 4.
the sentences. Ss should compare in pairs, then go through the
answers as a class.
Answers: 1 blonde 2 in her 20s 3 a beard 4 in his 80s
5 eyes
3 Ss work alone to write sentences with has or have got, as in
the example. The sentences should be positive or negative as
indicated by the symbol in brackets. Ss should use contracted
forms. Go through the answers with the class.
Answers: 1 ’ve got 2 haven’t got 3 ’s got 4 hasn’t got
5 hasn’t got 6 ’ve got 7 haven’t got 8 ’s got
4 Ss complete the sentences, so that they are true for them.
Ss can work alone, then compare in pairs. Monitor and help as
necessary. Ask some of the Ss to share their answers with
the class.
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Unit 4
4
Communication review
Cross the board
(Units 3–4 review)
Ss revise and practise the language of Units 3 and 4 in a
communicative game. This can be done after the Check and reflect
page as a fun way to revise the language of Units 3 and 4.
Ss can either work in pairs or in groups of four (teams of two).
Each turn, Ss pick one of the hexagons and complete the sentence
(saying the complete sentence aloud). Point out that some of
the sentences will have only one possible word to complete the
sentence, and other sentences are open. (If it is a question, they
should answer it as well.) The first student/team to make a line
connecting the left and right sides wins. While Ss are playing,
monitor and be on hand to adjudicate or help if necessary.
Alternative activity
Instead of aiming to get a line of hexagons, teams can keep
playing until all the hexagons on the board are ‘taken’. The team
with the most hexagons wins. Alternatively, fast finishers could
aim to get as many hexagons as possible after the first team has
got a line.
4A
Develop your reading
Introduction
The goal of this lesson is for Ss to understand a short text. To
help them achieve this, they will practise reading for gist and
specific information. They will also focus on the function of
apostrophes and what they tell us.
Warm-up
Give Ss one minute to make a list of all the colours they can
remember. Show an image of a rainbow to start them off and set
a timer if your Ss are competitive, then put Ss in pairs to see who
has the most.
1 Focus on the pictures and ask Ss to read the text and choose
the picture it refers to. Give them one minute, then ask them to
check in pairs. Conduct feedback.
Answer: B
Optional extra activity
Ask Ss to work in pairs. They take turns to describe each picture.
Answers:
1 e.g. three banks, two cinemas and a big park.
2 e.g. TVs.
3 Is
4 Are
5 e.g. a cooker.
6 e.g. four chairs and a small table.
7 there
8 quiet
9 expensive
10 is/isn’t
11 is/isn’t
12 there
13 go
14 e.g. brown/blonde/blue/green
15 e.g. 20s, 30s
16 e.g. a blue bag.
17 e.g. red shoes
18 e.g. phone
19 How
20 Have
21 Has
22 take
23 Try
24 at
25 What
2 Write She’s from Canada on the board and point out the
apostrophe. Ask Ss why it’s there (it replaces a missing letter). Ask
them to read the Focus box carefully and ask the other way we
use apostrophes (for possession). Ask Ss to read the text in Ex 1
and circle the apostrophes, marking them M for missing letter(s) or
P for possession. Allow plenty of time, then ask pairs to check their
answers. When they finish, go through the answers as a class.
Answer:
She’s got an old cat (missing ha )
His name’s Peachy (missing i ) and he’s quiet. (missing i )
Her husband’s books (possessive -s )
He’s got brown hair (missing ha )
John’s desk (possessive -s )
John’s keys (possessive -s )
Her husband’s not here (missing i )
Grammar checkpoint
Point out that when referring to more than one person, the
apostrophe is placed after a plural s, while with a singular
noun it is placed before the s. My sisters’ flat (I have more
than one sister and they live in the same flat), My sister’s
flat (I am talking about one sister only). When making a word
plural, the s does not need an apostrophe, e.g. one book,
two books.
3 Ask Ss to look at the sentences. Tell them they are going to
decide if the apostrophe -s represents is or possession. Look at
the first sentence as a class and elicit the answer (possessive -s).
Ask Ss to continue alone, underlining the correct option. When
they finish, ask Ss to compare answers in pairs. Check answers as
a class. Where the apostrophe -s represents is, ask Ss to read the
sentence with both contracted and full forms of the verb.
Answers: 1 possessive -s 2 is 3 possessive -s 4 is
5 is 6 possessive -s 7 possessive -s 8 possessive -s
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for each one. Give Ss a minute to work alone, then ask them
to compare in pairs before you elicit the answers. If they have
difficulties, ask them How many sisters /brothers are there? and
remind them of the position of the apostrophe.
Audioscript 4.6
Optional alternative activity
A: This room is really nice.
B: Yes, I love it.
A: Well, I’m hungry. Is there a restaurant in the hotel?
B: Yes, there are two, I think. Or, there’s the restaurant Le Petit Bateau?
It’s in the town.
A: Is the restaurant in town good?
B: Maybe. Where’s my phone?
A: I don’t know, Paul.
B: Phone, phone, phone … aha! OK. Oh, what’s the wifi code?
A: It’s on the desk, Paul …
B: Got it. OK, Le Petit Bateau … Yes, it’s good, they say.
A: OK, good. I’m hungry, Paul, can we …
B: Yes, yes – Have you got the room key?
A: It’s next to the door, Paul …
B: Now, where’s the lift … ?
Ss work in pairs and take turns to read the text aloud to each
other.
3 Refer Ss to the Focus box. Ask them to read through and discuss
Answers: 1 a 2 b
5 Ask Ss to read the text, then answer the questions. Stonger
classes can work individually, then compare answers in pairs.
Go through the answers as a class.
Answers: 1 F 2 F 3 T 4 F 5 F 6 T
Optional extra activity
For extra speaking practice, Ss ask and answer the questions
in pairs.
Homework ideas
Workbook: Ex 1–3, p26
4B
Develop your listening
Introduction
The goal of this lesson is for Ss to understand a short, informal
conversation. To help them achieve this, they will practise
identifying intonation patterns in questions.
Warm-up
Ask Ss to imagine they are going on holiday and write down four
items that they need to pack, using the vocabulary from the
main lesson. They must not let their partner see their list. Ss
work in pairs to find out what their partner has packed by asking
questions with Have you got … ? When they have finished, ask a
few individuals to tell the class about their partner.
as a class. Then ask them to underline the Wh- question words
and the nouns and adjectives in the sentences in Ex 2b. Give
them some time to do this. Weaker classes can work in pairs. Go
through the answers as a class.
Answers:
1 Is there a restaurant in the hotel?
2 Is there a lift?
3 Is the hotel nice?
4 Is the restaurant in town good?
5 Where’s my computer?
6 Where’s my phone?
7 What’s the wifi code?
8 Have you got the wifi code?
9 Have you got the room key?
10 Where’s the room key?
11 Where’s the lift?
Optional extra activity
Put Ss in pairs to listen to each other repeating the questions.
When they finish, they should swap.
4a
4.7 Tell Ss they will listen to some short conversations
and they need to write down the question words, adjectives and
nouns that they hear in each question. Stop the recording after
each question so that Ss have enough time to write the words.
Play the recording more than once if necessary.
Answers: A hotel room B hotel restaurant
C swimming pool D lift
Answers:
1 Where, phone
2 hotel restaurant, good
3 Where, swimming pool
4 room key
5 room, OK
2a
Audioscript 4.7
Answer: In a hotel
1
A: Donny? Donny? Where’s my phone?
B: On the bed, Tina! On the bed!
A: It’s not on the bed, Donny!
1 Ask Ss to match the words with the photos. Elicit the answers
as a class.
4.6 Play the recording for Ss and ask them where they
think the people are.
b Before they listen to the recording again, ask Ss to read the
questions so that they know what they are listening out for.
Once they have done that, play the recording (more than once
if necessary). Go through the answers as a class. Ask Ss to
listen again and repeat. Play the recording, drilling chorally after
each statement and question and showing the movement with
your hand.
Unit 4
4 Ask Ss to look at the pictures and choose the correct sentence
2
A: Hey, is the hotel restaurant good?
B: Yes, it’s good, but it’s not cheap.
A: Hmm. Maybe pizza …
3
A: Where’s the swimming pool?
B: There isn’t a swimming pool.
A: No swimming pool? But, but …
Answers: Tick: 1, 4, 6, 7, 9, 11
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Unit 4
4
A: Have you got the room key?
B: Umm, no. It’s in the room …
5
A: Is your room OK?
B: No! It’s very small and I haven’t got a shower!
A: No shower???
b
4.8 Play the recording, pausing after each sentence so that
Ss have enough time to listen and write the questions.
Answers:
1 Where’s my phone?
2 Is the hotel restaurant good?
3 Where’s the swimming pool?
4 Have you got the room key?
5 Is your room OK?
c Ask Ss to compare their answers in pairs before you go through
the answers as a class, writing the sentences on the board so that
Ss can check their spelling.
5a Ask Ss to familiarise themselves with the pictures. Then play
the recording from Ex 4a again, pausing after each conversation if
necessary, while Ss listen and number each picture according to
what they have heard. Go through the answers as a class.
Answers: 1 E 2 A 3 C 4 B 5 D
b Ask Ss to discuss in pairs what the problem is in each of the
conversations. Then go through the answers as a class.
Answers:
1 Tina has lost her phone.
2 The hotel restaurant is very expensive.
3 The hotel hasn’t got a swimming pool.
4 The room key is in the room.
5 The hotel room is very small.
Optional extra activity
Ask Ss to work in pairs to create a short conversation with a
question and a problem. They can read their conversation to
the class.
Homework ideas
Workbook: Ex 1–4, p25
1 Explain that Ryan, Monika and Sam are going on holiday
together. Ask Ss to read the message and complete the table.
Check the answers.
Answers:
Ryan
Sam
sunglasses cups bag
books
2 Ask Ss to read the Focus box and circle the punctuation in
Ryan’s message in Ex 1. When they finish, go through the answers
as a class.
Answers:
We’ve got new things for our holiday. I’ve got sunglasses, cups
and a bag. Sam’s got books. Have you got a camera? Have you
got your dad’s credit card?
3 Ask Ss to correct the punctuation in the sentences, using
the Focus box to help them. Give them a few minutes working
alone, then put them in pairs to discuss and compare. After a few
minutes, elicit answers and in feedback write the correct answers
on the board so that Ss can see all the corrections.
Answers:
1 I’ve got a credit card.
2 Have you got a camera?
3 We’ve got a camera, a phone and food.
4 This is Danny’s coat and this is Taylor’s coat.
5 Is this your bag?
6 Are these Kaya’s sunglasses?
4 Refer Ss to the message from Samira and give them a few
minutes to find and correct five punctuation mistakes. Go through
the answers as a class.
Answers:
I’ve got my bag for the park. I’ve got a bottle of water, food,
money and sunglasses. Ben’s got cups and we’ve got Jasmine’s
chairs. Have you got a book? The park is on School Road.
Teaching tip
Ss may point out that text messages don’t often follow norms
of punctuation, as they are written quickly. Explain that this
exercise is about using punctuation correctly, so Ss should
follow the rules.
Prepare
4C
5 Tell Ss they are going on a trip to the park. Ask them to make
Develop your writing
Introduction
The goal of this lesson is for Ss to write a message to a friend. To
help them achieve this, they will practise using basic punctuation
(full stops, question marks, commas and apostrophes). They will
also prepare for their writing by making notes.
Warm-up
Ask Ss to look in their bag or pockets and write down five things
they have got. Remind Ss of the question form Have you got a …
and the short answers Yes I have /No I haven’t. Put Ss in pairs to
ask each other so as to identify the five things on their partner’s
list. Fast finishers can make a new list and repeat the activity.
a list of five things they want to take. Ss can work in pairs to help
each other. Monitor and help as needed.
Write
6a Refer Ss back to Samira’s message in Ex 4. Explain that they
are going to go to the park together. Ask Ss to work alone to write
their message answering her.
b Ask Ss to exchange messages and check each other’s
punctuation.
Homework ideas
Workbook: Ex 1–6, p27
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OVERVIEW
Unit 5
5
5A
My week
Introduction
The goal of this lesson is for Ss to be able to describe their week.
To help them achieve this, they will study present simple and
vocabulary for everyday activities and days of the week.
5A My week
Goal | describe part of your week
Grammar | present simple (I/you/we/they)
Vocabulary | days of the week, everyday activities
GSE learning objective
Can describe daily routines in a simple way
5B
A long journey
Goal | talk about how you travel to work/university
Grammar | present simple questions (I/you/we/they)
Vocabulary | travel and transport
5C
Ask Ss to write the following words as you say them (or choose
up to eight other words from previous lessons): computer, thirty,
hotel, mother, passport, teacher, sunglasses, money. They can
write in their notebooks or use mini whiteboards. When you finish,
ask Ss to compare in pairs and check their spelling. Finally, ask
individual Ss to spell the words to the board. If Ss like this, have
regular spelling ‘tests’.
GSE learning objective
Can ask and answer simple questions in areas of immediate
need or on very familiar topics
Vocabulary
Food and drink
1 Ask Ss to look at the pictures (A–J), then work in pairs to match
Goal | take part in a survey about being healthy
Grammar | present simple with frequency adverbs
Vocabulary | food and drink
GSE learning objective
Can answer simple questions about habits and routines
5D
Warm-up
Routine verbs
them with the sentences (1–10). Go through the answers with
the class.
Answers: 1 E 2 H 3 F 4 A 5 C 6 G 7 B 8 J 9 I
10 D
English in action
Goal | order food and a drink
Vocabulary checkpoint
GSE learning objective
Can ask for a drink and food in a limited way
When relying on translation, Ss can become over concerned
about the lack of logic in attendant prepositions or variations
in vocabulary items; why we say go to bed, but go home, for
example. Encourage them to focus on the meaning of the
whole expression rather than individual words. The best
approach is to learn each ‘chunk’ as an expression.
Roadmap video
Go online for the Roadmap video.
Check and reflect
Review exercises and communicative activities to review the
grammar and vocabulary from the unit.
VOCABULARY BANK
5A
Everyday activities
5C
Food and drink
DEVELOP YOUR SKILLS
5A
Develop your reading
Goal | understand a blog
Focus | understanding sequence adverbs
GSE learning objective
Can understand short, simple texts about everyday activities
5B
Develop your listening
Goal | understand short, factual conversations
Focus | using pictures to help you listen
5C
2 Ask Ss to write five sentences about their own routine, using
some of the phrases from Ex 1 and the time. Monitor and check
they are doing this correctly. Put Ss in pairs to tell each other their
sentences. Conduct brief feedback to hear a few pairs say their
sentences to the class.
Optional extra activity
With weaker classes, ask Ss to cover the phrases and say what
the man does at each time. This helps consolidate the vocabulary
and provides pronunciation practice.
3a
5.1 Ask Ss to read the days of the week, listen and repeat
after the recording.
b Ask Ss to look at the table and complete the sentences. Monitor
and check they are doing this correctly. Ask Ss to compare in pairs,
then listen and go through the answers.
GSE learning objective
Can recognise words and simple phrases related to familiar
topics, if spoken slowly and clearly and supported by pictures
Answers: 1 work 2 go to 3 have 4 have 5 study
6 get up 7 watch
Develop your writing
c
Goal | write an informal message
Focus | using correct word order
5.2 Play the recording so Ss can check their answers. Then
play it again and ask Ss to listen and repeat.
GSE learning objective
Can write simple sentences about someone’s life and routines
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Unit 5
Culture note
The weekend is a two-day period when most are not working.
In western countries this is Saturday and Sunday, traditionally
to coincide with the Christian day of rest. In the UK, shops used
to be closed on Sundays, but now they can open for six hours.
Places we go to for entertainment are open, but libraries, banks
and GPs’ surgeries are closed. In Islamic countries, the working
week usually runs from Sunday to Thursday, so the weekend
days are Friday and Saturday. This is also the case in Israel.
Once again, this is to respect their days of worship.
Optional extra activity
Prepare and cut up sets of cards with the days of the week. Ask
Ss to work in pairs or threes to put them in the correct order. As
you go through the answers, get Ss to pronounce the days. Pay
attention to Tuesday (/ˈtjuːzdeɪ/), Wednesday (/ˈwenzdeɪ/) and
Thursday (/ˈθɜːzdeɪ/) in particular as the pronunciation/spelling
is a bit tricky. Point out the stress and that each day starts with a
capital letter. Ask Ss to say which is their favourite day and why.
4 Ask Ss to write three sentences about their week, using some
of the verbs and phrases from Ex 3a. Monitor and correct. When
they finish, put them in pairs to tell each other. At the end, ask a
few pairs for examples.
VOCABULARY BANK 5A p140
Everyday activities
These optional exercises build on the lexical set in the
vocabulary section.
b Refer Ss to the text. Ask them to change the underlined
information, so that it’s true for them. Monitor and help where
needed, as some of the underlined sections are long. For weaker
classes, you could brainstorm things that Ss do and write them
randomly on the board before they start doing the exercise
themselves.
c Ask Ss to work in pairs and to read their descriptions to each
other. They then discuss if their weeks are very different.
Optional alternative activity
The following approach is suited to weaker classes and classes
with literacy needs. Provide the Ss with various slips with
activities (e.g. I have dinner, I go to work, etc.) and different times
(e.g. at 7 o’clock, at 10 o’clock, etc.) that they can match to make
phrases for themselves. They could have some blank slips to
write their own times once they have done two or three of the
pre-prepared ones.
Grammar
Present simple: I/you/we/they
6 Ask Ss to look back at the text in Ex 5a and underline the verbs.
Ask them to identify a negative verb (don’t work). Tell Ss that we
use present simple to talk about daily routines. Focus attention
on the grammar box and ask Ss to use the examples in the text
to complete the gaps. Ss work alone, using the examples to help
them, then check in pairs. Check answers with the whole class
and be prepared to give further explanations or examples where
necessary.
1 Ss match the words and phrases with the photos alone,
Answers: 1 at 2 at 3 on 4 On
Answers: 1 run 2 have a shower 3 have a coffee
4 start work 5 finish work 6 go shopping 7 meet friends
8 relax 9 play a game 10 read a book
Grammar checkpoint
then check in pairs. Check answers as a class.
2 Ss discuss in pairs which of the activities in Ex 1 they do
every day. In feedback, nominate a few Ss to share their
answers with the class.
Optional alternative activity
Stronger classes can complete Ex 1 at home, then discuss Ex 2 in
the next class.
Further practice
Point out that don’t is the contracted form of do not.
Reassure Ss that most people use contracted forms all the
time and they are not a sign of sloppy or incorrect English.
7a
5.3 Focus attention on the sentences. Remind Ss about
sentence stress, where some words in a sentence are pronounced
louder and longer than others, and ask them to listen and mark the
stressed words.
Optional alternative activity
Stronger classes can predict where the stresses are. Then play
the recording for Ss to listen and check.
Photocopiable activities: 5A Vocabulary, p179
Reading
5a Ask Ss to read the text and to circle any words they don’t
Answers:
1 On Fridays, I have breakfast at ten.
2 I go to work at eight thirty.
3 At twelve o’clock, I have lunch.
4 I watch TV from seven thirty to eight thirty.
5 From ten to twelve, I play football with my friends.
understand or are unsure of. Tell them to try and find the answers
to questions 1 and 2 even with the words they don’t know. They
should try and work things out from context. Once they have done
this, ask Ss which words they circled and see if you can elicit the
answers from other members of the class. Then, elicit the
answers to questions 1 and 2.
b Play the recording again and ask Ss to repeat chorally and
Answers: 1 nurse 2 Yes, they are.
Pronunciation checkpoint
individually. If you think it’s useful, explain the information in the
Pronunciation checkpoint below, using the examples given.
Stressed words carry the key message of the sentence. They
are information carrying words such as nouns and lexical
verbs. Small words such as prepositions and articles are not
stressed and are sometimes hardly heard.
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not in the correct order and that Ss need to order them to make
sentences without adding any more words. Point out that the time
phrase can go at the beginning or end, though, in practice, people
usually put it at the end. Ask Ss to complete the sentences alone,
writing them in full, then check in pairs. Check answers with the
whole class. Drill the complete sentences with attention to the
key stresses.
Answers:
1 I get up at six on Mondays. / On Mondays, I get up at six.
2 I have breakfast at seven thirty. / At seven thirty, I have
breakfast.
3 I go to work at half past eight. / At half past eight, I go to work.
4 I work from nine to five.
5 I have dinner with my family at seven. / At seven, I have dinner
with my family.
6 I don’t go to bed late.
7 I don’t work on Saturdays and Sundays. / On Saturdays and
Sundays, I don’t work.
8 I watch TV and read books on Saturdays. / On Saturdays,
I watch TV and read books.
9a Write two sentences about your routine on the board. Tell Ss
that one is true and one is not true. Ask Ss to work alone to think
about, then write their sentences. Point out that they should
write a mix of negative and positive, true and untrue, using the
verbs from the lesson.
b Look at the example conversation, then read your two
sentences to the class to model the activity. With weaker
classes, you may want to ask a pair of Ss to do a second
demonstration. Put Ss in pairs to take turns saying their
sentences for their partner to find the false ones. When they
finish, ask if they found the false sentences easily.
GRAMMAR BANK 5A pp.124–125
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, elicit the first
answer, or look at the example as a class. Ss work alone to
complete the exercises, then check their answers in pairs. In
feedback, check answers with the whole class. Ss can refer
to the notes to help them.
Answers:
1 1 I get up 2 don’t study 3 We have 4 on Mondays
5 I don’t go 6 don’t go
2 1 I get up at 6.30.
2 She doesn’t have breakfast in the kitchen.
3 He goes to work at 8.00.
4 We study English at home
5 They don’t have lunch at 12.00.
6 I go to bed late on Sundays.
7 They watch TV on Saturdays.
8 He doesn’t work in an office.
Speaking
Unit 5
8 Look at the example with the class. Explain that the words are
Prepare
10 Tell Ss they are going to tell each other about their weekend
routines. Share the Culture note on p70 with the class, focusing on
the information most relevant to your Ss. Refer them to the table
and ask them to make notes for the three days in their notebooks.
Monitor and be available to provide vocabulary they need.
Speak
11a Put Ss in pairs and ask them to tell each other about their
weekends and make notes about their partner. They don’t need to
ask questions. Monitor and listen. When they finish, give feedback
on what they did well and what they need practice with.
Optional alternative activity
With weaker classes, or when you are short of time and want
to prioritise speaking practice over writing, provide Ss with
completed tables about their weekends, using the verbs from
the lesson.
b Ask Ss to look at the examples provided, then make their own.
Point out the use of we and you and show how the verb form is
the same as I. When they finish, ask them to join a new partner
and report their sentences. Discuss the activity as a class and ask
if Ss are similar or different to their partner.
Optional alternative activity
With stronger classes, ask Ss to use linking words and and but to
join their sentences.
Reflection on learning
Write the following questions on the board:
Can you talk about your daily routine?
How many phrases from the lesson can you remember?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 7a: Rewrite the sentences, so that they are true for you.
Grammar bank: 5A Ex 1–2, pp.124–125
Workbook: Ex 1–7, p28
App: grammar and vocabulary practice
Fast route: continue to Lesson 5B
Extended route: go to p98 for Develop your reading
Further practice
Photocopiable activities: 5A Grammar 1, p177;
5A Grammar 2, p178
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Unit 5
5B
A long journey
Introduction
The goal of this lesson is for Ss to talk about how they travel to
work or university. To help them achieve this, they will study
present simple question forms and vocabulary about travel.
Warm-up
Choose some verb and noun combinations, for example: watch TV,
have dinner, go home, go to work, read books. Write the verbs on
the left of the board and the nouns in a jumbled order on the right.
Alternatively, prepare a handout matching task. Ask Ss to match
the pairs. Check answers, then ask them to add more noun options
for each verb – have dinner, lunch, breakfast. Finally, Ss discuss in
pairs when they do these (e.g. every morning, every evening, etc.).
Have a brief feedback session.
Vocabulary and listening
Transport
1a Ask Ss to match the sentences with the photos, then check
each other’s work in pairs. Go through the answers as a class.
Answers: 1 A 2 F 3 D 4 B 5 C 6 E 7 G
b
5.4 Ask Ss to listen to the recording and repeat the
sentences. Pause the recording between each sentence, so that
Ss have enough time to repeat. Ensure that all the words are being
pronounced correctly and that Ss aren’t just saying words as they
are reading them, e.g. boat. Play the recording more than once if
you feel that is necessary.
c Ask Ss to work in pairs and to discuss which sentences are true
for them. Monitor and correct accordingly. If there is time, you can
ask some of them to tell the class which are true for them.
Optional alternative activity
With stronger classes, ask Ss to come up with other forms of
travelling and write them on the board, e.g. motorbike, scooter,
tram, trolley bus, etc. Ss can then write them in their notebooks.
2a Ask Ss to complete the transport phrases with the verbs.
They can look at the transport phrases in Ex 1a to help them.
Check the answers as a class.
Answers: 1 go/travel 2 take 3 cycle/drive/walk
b Ask Ss to complete the gapped sentences. Explain that we
don’t use a preposition with ‘home’. Ask pairs to compare answers,
then go through them as a class.
Answers: 1 to 2 by 3 take 4 go/travel 5 to
Audioscript 5.5
A: Nice bike, Tim!
B: Thanks, Donna!
A: Do you cycle to work every day?
B: Yes, I do.
A: Wow. What time do you leave home?
B: At 6.
A: 6?! And you arrive at 8?? Wow. That’s a really long journey to work …
B: Yes, but I like it. How do you travel to work?
A: I take the bus. I leave home at 7.30.
B: Oh, 7.30, OK. Do you cycle to work sometimes?
A: Umm, no. No, I don’t.
B: Oh, OK. Well, see you later!
b Ask Ss to read the questions beforehand, so that they know
what to listen out for. They will only tick the questions they hear.
Play the recording more than once if necessary. Get them to check
their work in pairs before going through the answers as a class.
Answers:
1 Do you drive to work?
2 Do you cycle to work every day? ✓
3 What time do you arrive at work?
4 What time do you leave home? ✓
5 How do you travel to work? ✓
Further practice
Photocopiable activities: 5B Vocabulary, p182
Grammar
Present simple questions: I/you/we/they
4 Ask Ss to look at the grammar box text and ask them what
structure we are looking at now (questions). Refer Ss to Ex 3b to
help them. See if any Ss can suggest words for the gaps. Elicit an
example, then ask Ss to continue. Check the answers as a class.
Answers: 1 Do 2 do 3 don’t 4 do 5 do 6 do
Grammar checkpoint
Point out that questions end with a question mark, but
there is not a question mark at the start. (Some Ss may think
this, due to questions starting that way in their language).
Questions begin either with an auxiliary verb or a question
word. Questions that begin with auxiliary verbs require a
yes/no answer.
5
5.6 Ask Ss to look at the short conversations. Explain that
they are going to listen to each one and decide whether the words
in blue sound the same or different. Play the recording for Ss to
write S for the same and D for different. Go through the answers.
Share the information in the Pronunciation checkpoint if you think
Ss will find it helpful.
Answers: 1 different 2 different
c Ask individual Ss to read a sentence each out loud.
Answer: arrive
3a
5.5 Ask Ss to read through the task first, so that they are
familiar with what they will need to listen out for. Deal with any
queries they may have. Play the recording twice if necessary. Go
through the answers as a class.
Answers: 1 bike 2 6 3 8 4 bus 5 7.30
Pronunciation checkpoint
Auxiliary verbs such as do /duː/ are stressed when they
stand alone, such as at the end of a short answer, and weak
/də/ when within a phrase, such as at the start of a
question. In questions beginning Do you … the two words
run together and are pronounced /djə/.
Negative auxiliary verbs are generally stressed as they are
communicating an important aspect of meaning. There are
weak and strong forms of all auxiliaries.
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eliciting the correct alternative and discussing why it’s correct. Ask
Ss to continue alone before checking in pairs. Check answers with
the whole class and write them on the board.
Answers: 1 do you travel 2 cycle 3 Do you go
4 we don’t 5 do you leave 6 I walk 7 I take 8 do you
9 do your children travel 10 They go 11 leave
12 do they arrive
Optional extra activity
Ss practise the completed conversations in pairs. Ss practise the
conversations again, substituting their own answers.
7a Refer Ss to the example answer, then ask them to work alone
to write out the questions in the correct order. Monitor and help
where necessary, paying attention to starting with capital letters
and finishing with a question mark. When Ss finish, check the
completed questions as a class and drill if needed.
Answers:
1 What time do you leave home?
2 Do you travel to work by bus?
3 What time do you have lunch in your office?
4 How do you travel home?
5 Do people at your office drive to work?
6 Do you cycle on Saturdays and Sundays?
Teaching tip
Ss may be able to write a question, but lack confidence to say it.
Choral and individual drilling helps learners become confident
and is a useful boost to their pronunciation. It’s best to conduct
choral drills before individual drills to allow Ss practice in the
safety of the group. Select just a few people for individual drills
to check. This phase of a lesson should be brief.
b Put Ss in pairs to ask and answer. Monitor and listen. If time
allows, invite pairs to ask and answer across the class.
Speaking
Unit 5
6 Look at the first line of the first conversation with the class,
Prepare
8a Ask Ss to read the questions and to guess what the answers
might be. Get them to write their answers, so that they can refer
to them later to see how good their guesses were.
b Tell Ss they are going to do a survey and ask questions to
people in the class. Refer them to the table in the grammar box.
Ask Ss to find questions in 8a where the answer is Y /N. Elicit that
these start with Do, and the others start with What time … or
How … . Ask Ss to write the questions that will help them find
the answers to the questions in 8a. Monitor and help where
necessary.
Answers:
1 Do you drive to work/university? /
How do you travel to work/university?
2 Do you leave home at 8 o’clock? /
What time do you leave home?
3 Do you have a long journey to work/university? /
How long is your journey to work/university?
4 Do you take two different forms of transport? /
How many forms of transport do you take?
5 Do you have a short journey to work/university? /
How long is your journey to work/university?
Speak
9a Ask Ss to mingle and ask and answer their questions. Monitor
and make notes on good use of language or errors with target
language. When they finish, write the errors on the board and ask
pairs to try and correct them before clarifying as a class.
b Put Ss in pairs and ask them to compare their answers to the
survey questions. In feedback, elicit the Ss’ answers and write
them on the board. Ask them how close their original estimates
were to the answers they got from the questionnaire.
Optional alternative activity
For weaker classes, elicit the questions as a class and write
them on the board, so that Ss can copy them down before doing
their survey.
GRAMMAR BANK 5B pp.124–125
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, look at the example
as a class. Ss work alone to complete the exercises, then
check their answers in pairs. In feedback, check answers with
the whole class. Ss can refer to the notes to help them.
Answers:
1 1 Do you walk to school?
2 Do your friends go to work by bike?
3 What time do you leave home?
4 Do your mum and dad travel by boat?
5 Do you take the bus to the office?
6 How do your friends travel to university?
2 1e 2f 3a 4c 5b 6d
3 1 What time do you take the train on Fridays?
2 Where do your friends ride their bikes? /
How do your friends go to the park?
3 Do you take taxis/a taxi to work? / Do you go to work by taxi?
4 How do you and your brother go to the cinema?
5 What time do you arrive home?
Reflection on learning
Write the following questions on the board:
How many verbs can you remember from this lesson? Make a
list, then compare with a partner.
Can you ask questions with ‘How do you …’ and ‘What time do
you …’?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 8–9: Write about your journey to work or school.
Grammar bank: 5B Ex 1–3, pp.124–125
Workbook: Ex 1–6, p29
App: grammar and vocabulary practice
Fast route: continue to Lesson 5C
Extended route: go to p99 for Develop your listening
Further practice
Photocopiable activities: 5B Grammar 1, p180;
5A Grammar 2, p181
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Unit 5
5C
Food and drink
Introduction
The goal of this lesson is for Ss to take part in a survey about being
healthy. To help them achieve this, they will look at present simple
with frequency adverbs and food-related vocabulary.
Warm-up
Write the following questions on the board and ask Ss to discuss
in pairs:
What time do you have breakfast /lunch /dinner?
Where do you have breakfast /lunch /dinner?
When Ss finish, have a whole-class discussion and tell them that
today they will talk about what they eat and drink.
VOCABULARY BANK 5C p140
Food and drink
These optional exercises build on the lexical set in the
vocabulary section.
1 Ss match the words in the box with the items of food and
drink in the pictures, then check in pairs. Check answers as
a class.
Answers: 1 apple 2 rice 3 strawberry 4 soup
5 burger 6 water 7 tomato 8 carrot 9 orange
10 chips 11 banana 12 potato
2 Ss discuss the questions in pairs. In feedback, nominate a
few Ss to share their answers with the class.
Optional alternative activity
Stronger classes can complete Ex 1 at home, then discuss Ex 2 in
the next class.
Vocabulary
Further practice
Food and drink
Photocopiable activities: 5C Vocabulary, p185
1a Ask Ss to look at pictures 1–14, then work in pairs to match
them with the words in the box. Go through the answers with
the class.
Answers: 1 tea 2 milk 3 cakes 4 sugar 5 sandwiches
6 salad 7 fish 8 bread 9 eggs 10 cheese 11 meat
12 chicken 13 chocolate 14 coffee
b
2
5.10 Play the recording for Ss to listen and repeat.
5.11 Refer Ss to the word pairs. Explain that Ss should
listen and decide if the letters in blue make the same sound or a
different one. Play the first example and show that the sound is
different. Then play the recording, pausing for Ss to either write
S for the same or D for different. Ask pairs to compare, then go
through the answers. Drill the words. Point out that sound and
spelling relationships in English don’t always match.
Answers: 1 different 2 same 3 same 4 same 5 same
6 different 7 different
3 Ask Ss to work in pairs to categorise the food and drink in Ex 1a
into ‘healthy’ and ‘unhealthy’. For stronger classes, they can add
more food and drink that they might know. Once they have
completed the task, elicit the answers from the class and write
them on the board in their categories. Note: there may be
disagreement over some items. Have a discussion with the class,
e.g. a sandwich may be either depending on what is in it, a little bit
of chocolate can be good for you, some say meat is good for you
while others disagree, etc.
Suggested answers:
Healthy: milk, sandwiches, salad, fish, eggs, cheese, chicken
Unhealthy: tea, sugar, cakes, bread, meat, chocolate, coffee
Listening
4a
5.12 Ask Ss to look at the list of words beforehand, so that
they know what they will need to listen out for. Once they have done
this, ask Ss to listen and tick the answers. Play the recording more
than once if necessary, then go through the answers as a class.
Answers: tea, coffee, sugar, cakes, chocolate, meat, fish,
salad, chicken
b Play the recording again and ask Ss to write down what Tim eats.
Pause the recording if necessary if Ss need more time to write.
Answers: (green) tea, (chocolate) cakes, chocolate, fish, salad,
meat, chicken
Audioscript 5.12
Basil: Hello everyone, I’m Basil Bainbridge, and this is RadioTalk. OK,
today we ask the question Are you healthy? Our first caller is Tom.
Tom, are you there?
Tom: Hi Basil. Yes, I’m here.
Basil: So, Tom, I’ve got some questions for you about food and drink,
OK?
Tom: Sure, Basil.
Basil: So, Tom, how often do you drink tea or coffee? Never, sometimes,
often, usually or always?
Tom: I never drink coffee, I don’t like it, but I always drink tea in the
morning. Hmm, so ‘always’.
Basil: OK. How often do you have sugar in your tea?
Tom: I never have sugar in my tea. I drink green tea. It’s not good with
sugar.
Basil: And … how often do you eat cakes?
Tom: I often eat cakes. Chocolate cakes are sooooo good!
Basil: Hmm, I see. And do you often eat chocolate?
Tom: I usually eat chocolate at work. Maybe three times a week?
Maybe four …
Basil: Last question. How often do you eat meat?
Tom: Hmm. Well, Basil, I sometimes eat fish or salad, but I often eat
meat. Meat is great. I love meat, especially chicken.
Basil: Hmm, not good, Tom. You often eat unhealthy food, Tom. OK,
so the next caller is … .
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paying particular attention to the words in bold. Then ask them to
compare their answers in pairs. Draw a similar line on the board
and elicit the answers from the class.
Answers: 1 never 2 sometimes 3 always
Grammar
Present simple with frequency adverbs
6 Tell Ss to read through the grammar box. Refer them back to
the frequency line in Ex 5 to remind them of the meaning of the
words in bold. Get them to choose the correct alternatives for
questions 1 and 2. Ask pairs to compare answers, then check them
with the whole class.
Answers: 1 before 2 How often
Grammar checkpoint
Some frequency adverbs, such as sometimes and usually,
are more fluid and can be placed in other positions, apart
from between subject and verb, such as at the start or end
of the sentence, e.g. I’m late for work sometimes. Usually,
I have lunch at home. If Ss come up with other examples,
accept them when they are correct. The point is that the safe
position is between subject and verb, so if they follow this
simple rule they will always be correct.
Optional alternative activity
Draw a scale on the board, mark 0% at one end and 100% at the
other and provide the adverbs on cards in jumbled order. Get Ss to
put them in order on the line. Drill the adverbs.
7a
5.13 Ask Ss to listen for the pronunciation of the
frequency adverbs in blue and underline the stress. Ask pairs to
compare, then check the answers as a class.
Answers: 1 never 2 sometimes 3 often 4 usually
5 always
b Play the recording again and ask Ss to repeat. Check that they
are stressing the correct syllable each time.
8a Ask Ss to work alone. They should read through
sentences 1–8, then choose frequency adverbs to fill each gap to
make the sentence true for them.
b Ss should compare answers in pairs. Then go through answers
with the whole class, asking a few individuals to report on their
partner’s answers.
9a This exercise checks Ss’ grasp on the word order rules when
constructing questions. Ask Ss to work individually on this task.
Monitor and help accordingly. If Ss make mistakes, refer them back
to the rules in the grammar box.
Answers:
1 How often do you have breakfast at work?
2 How often do you have eggs for breakfast?
3 How often do you buy sandwiches for lunch?
4 How often do you drink coffee or tea?
5 How often do you have dinner at home?
6 How often do you eat sweet food?
b Ask Ss to ask and answer each other in pairs. Monitor and
correct accordingly.
Unit 5
5 Ask Ss to read the sentences from the radio programme,
GRAMMAR BANK 5C pp.124–125
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, look at the
example as a class. Ss work alone to complete the exercises,
then check their answers in pairs. In feedback, check
answers with the whole class. Ss can refer to the notes to
help them.
Answers:
1 1 My parents always eat chicken on Sundays.
2 I sometimes eat Turkish food with my friends.
3 How often do you eat chocolate?
4 He is usually late for work.
5 They never drink coffee.
6 I don’t usually have sugar in tea or coffee.
7 We are always busy at work.
8 I never eat eggs for breakfast.
2 1 I often have a sandwich for lunch.
2 I always have dinner at home.
3 I sometimes eat unhealthy food.
4 I usually drink water with dinner.
5 I never drink coffee with breakfast.
Further practice
Photocopiable activities: 5C Grammar 1, p183;
5C Grammar 2, p184
Speaking
Prepare
10 Explain that Ss are going to write their own survey. Refer Ss
to the relevant page and ask them to read the survey through
and add two of their own questions. Point out that the questions
should relate to health as this is the survey topic. Monitor and help
as needed.
Optional extra activity
Ask Ss to identify which questions they think are asking about
good things and which are about bad things, including the extra
two that they have written themselves.
Optional alternative activity
Put Ss in two groups and divide the questions between them.
Ask them to write more of their own questions. Pair up Ss from
different groups for the survey, so they are not asking the same
questions and must listen to each other. This approach is suited to
stronger classes.
Speak
11 Put Ss in pairs and name them A and B. Tell Ss A to ask all their
questions, then Ss B to ask all of theirs. When they finish, ask Ss to
decide if their partner is healthy. Fast finishers can repeat their
survey with a new partner.
Teaching tip
In activities like this one, it can be hard to keep all pairs working
at the same pace. To try and keep things on track, tell the class
that Student A will start asking questions and set a time limit of
around three minutes. When time is up, or when most Ss
appear to be ready, call the class to attention again and ask
Student B to speak. If a pair finish early, try and re-pair them
with another early finishing pair.
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Unit 5
Reflection on learning
Write the following questions on the board:
How many food and drink words can you remember? Make a
list and compare with a partner
What adverbs can you use to say how often you do things?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Grammar bank: 5C Ex 1–2, pp.124–125
Workbook: Ex 1–5, p30
App: grammar and vocabulary practice
Fast route: continue to Lesson 5D
Extended route: go to p100 for Develop your writing
5D
English in action
Introduction
The goal of this lesson is for Ss to order food and a drink in a café.
To help them achieve this, they will learn some language used in
this context and vocabulary specific to the situation.
Warm-up
Give Ss one minute to make a list of as many foods and drinks
as they can. Ask Ss to work in pairs to tell each other what they
wrote. Conduct brief class feedback to see what they wrote and
who has the most words.
1 Ask Ss to look at the menu in pairs and say what the café offers,
then have whole-class feedback. Drill as needed.
3 Explain that Ss should listen again to complete the
conversation. Play the recording, pausing if necessary, to allow
Ss time to write. Ask Ss to compare answers in pairs before
conducting feedback.
Answers: 1 cheese 2 bread 3 White 4 coffee
5 milk 6 £4.75
4a
5.15 Ask Ss to match the café worker’s questions with the
customer’s answers. Complete the first one together, then ask
Ss to continue alone. Ask Ss to compare answers in pairs, then
listen and go through the answers and explain further as needed.
Point out that in conversation 5 it is the customer who is asking
the question, not the café worker.
Audioscript 5.15
Narrator:
1
Café worker: What would you like?
Customer:
I’d like a chicken sandwich, please.
Narrator:
2
Café worker: Would you like black coffee or white coffee?
Customer:
Black, please.
Narrator:
3
Café worker: Would you like a drink?
Customer:
Yes, please. I’d like a bottle of water.
Narrator:
4
Café worker: Would you like sugar?
Customer:
No, thank you.
Narrator:
5
Customer:
How much is that?
Café worker: That’s £5.50, please.
Answers: 1 a 2 d 3 c 4 b 5 e
Teaching tip
Ss sometimes need to deal with language without having a full
understanding of its meaning. They should rely on the context
of a café to help them. It’s not always necessary to translate
every word, though beginner Ss may try to do this. Teach
Would you like and I’d like as phrases and discourage Ss from
focusing on every individual word.
b Ask Ss to listen and repeat.
5a
5.16 Ask Ss to put the conversation in the correct order.
Answers:
Food: chicken sandwich, cheese sandwich, egg sandwich,
fish and salad, chocolate cake, coffee cake
Drink: cup of tea, cup of coffee, bottle of water
Find the first line together, then ask Ss to continue in pairs. Play
the recording and ask them to listen and check before going
through the answers with the class.
2
Answers: 1 g 2 c 3 e 4 f 5 i 6 b 7 d 8 h 9 a
5.14 Tell Ss that Ela is in the café and they should tick what
she orders. With weaker classes, tell them how many items they
should listen for (two). Play the recording, then ask Ss to compare
in pairs. When they finish, have a whole-class feedback session.
Answers: a cheese sandwich and a cup of coffee
Audioscript 5.14
Café worker: What would you like?
Ela:
A cheese sandwich, please.
Café worker: Would you like white bread or brown bread?
Ela:
White bread, please.
Café worker: Here you are. Would you like a drink?
Ela:
Yes. I’d like a cup of coffee, please.
Café worker: Would you like milk?
Ela:
No, thank you. How much is that?
Café worker: That’s £4.75, please.
Ela:
Thank you.
Café worker: You’re welcome.
Optional alternative activity
Prepare enough copies of the conversation for each pair of Ss.
Cut up the conversation into strips. Ask Ss to listen and move the
sections of text as they listen. Stronger classes can order the
conversation before listening, then listen and check.
b Ask Ss to practise the conversation in pairs. Monitor and listen.
Ask some of the pairs to act out the conversation for the class.
6 Tell Ss they are going to roleplay ordering in a café. Refer them
to the menu in Ex 1 and put them in pairs. Designate one as
customer and one as café worker and tell them to start. After a
few minutes, ask them to change role.
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If Ss enjoy this, you could get them to design their own menus
and present them to their ‘customer’. Ss may need you to help
them with vocabulary. It doesn’t matter if Ss are not correct. They
will enjoy having fun and get a real sense of achievement using
language for a purpose.
Reflection on learning
Write the following questions on the board:
What food and drink words can you remember from this
lesson? Make a list.
When can you use this language outside the classroom?
Put Ss in pairs to discuss the questions. When they have
finished, ask a few Ss to share their ideas with the class, but
don’t force them to if they’d rather not.
Homework ideas
Reflection on learning: Write your answers.
Workbook: Ex 1–2, p31
App: grammar and vocabulary practice
Roadmap video
Go online for the Roadmap video and worksheet.
4 Ss work alone to rewrite the sentences, making them negative.
Ask Ss to compare in pairs, then go through the answers with
the class.
Unit 5
Optional extra activity
Answers:
1 They don’t play football on Sundays.
2 We don’t have lunch at one thirty.
3 They don’t go to bed at 10 o’clock.
4 I don’t work from Monday to Friday.
5 They don’t study at home on Wednesdays.
6 I don’t get up late on Mondays.
5 Ask Ss what kinds of transport they remember from Lesson 5B.
Ask, for example, What can we use to travel by land /sea /air ?
Refer Ss to the crossword grid and explain that Ss must complete
it with different types of transport, using the letters already
included to help them. Do the first one as an example (boat) and
ask Ss to complete the rest of the grid alone before checking in
pairs. Monitor and help as necessary. Go through the answers with
the class.
Answers: 1 drive 2 cycle 3 car 4 boat 5 travel, taxi
6 train
6 Ask Ss to complete the sentences with the verbs in the box.
Go through the answers as a class, then ask Ss to practise saying
them with a partner.
Answers: 1 cycle 2 drive 3 take 4 leave, arrive 5 walk
6 travel
5
Check and reflect
Introduction
Ss revise and practise the language of Unit 5. The notes below
provide some ideas for exploiting the activities in class, but you
may want to set the exercises for homework or use them as a
diagnostic or progress test.
1 Look at the gapped words and complete the first day of the
week with the class as an example. Ss work alone to complete the
remaining days of the week, then check in pairs. Go through the
answers as a class. Write the words on the board, so Ss can check
their spelling.
Answers: 1 Monday 2 Tuesday 3 Wednesday 4 Thursday
5 Friday 6 Saturday 7 Sunday
2 Ss work alone to match verbs (1–6) with endings (a–f) to make
collocations. Ask them to check in pairs. Go through the answers.
Answers: 1 f 2 c 3 d 4 b 5 e 6 a
3 Ss work alone to put the words in order and make sentences.
Ask them to compare in pairs, then go through the answers.
Answers:
1 I get up late on Sundays.
2 We have breakfast at 7 o’clock.
3 They don’t work every day.
4 You don’t study on Saturdays.
5 We watch TV on Saturdays and Sundays.
6 They go home at 5 o’clock.
7a Ask Ss to look at the sentences. Point out that three are
correct and five have mistakes in them. Ask Ss to read the
sentences, find the mistakes and correct them. Monitor the
activity, helping where necessary. Go through the answers as
a class.
Answers:
1 correct
2 do you arrive
3 Do you have
4 correct
5 Do Simon and Lucy get up early?
6 What time do you leave …
7 correct
8 How do your friends travel …
b Ask Ss to look at the questions in 7a again. Ask how we form
questions beginning What time … and How … with I, you, we and
they. Elicit the following structure and write it on the board:
What time
do I/you/we/they … ?
How
Ask Ss to work in pairs. They take turns to ask and answer their
own questions with What time and How. Ss in weaker classes
may want to write their questions down first. Monitor the activity,
helping where necessary. Go through the activity. Ask some of the
Ss to ask and answer their questions while the class listens.
8a Ask Ss to order the letters to make food words. Point out that
the first letter is provided. Ask Ss to work alone, then compare in
pairs. Go through the answers.
Answers: 1 fish 2 cheese 3 sugar 4 chocolate
5 sandwiches 6 salad 7 chicken
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Unit 5
b Ask Ss to look at the types of food. Explain that in each pair
3 Ask Ss to read the Focus box or read it to them. Ask them to
Answers:
1 chocolate cake/sugar cake/coffee cake
2 a cup of meat/a cup of tea/a cup of coffee
3 a chicken sandwich/a milk sandwich/a cheese sandwich
4 chicken salad/egg salad/bread salad
Answers: First, then, After that, Next, After (work), Finally
or group, there is one option that is incorrect. Ss work alone to
cross out the incorrect option, then compare answers in pairs.
Go through the answers as a class.
9a Ss write the words in the correct order to make sentences.
Ask them to compare in pairs. Go through the answers.
Answers:
1 We usually have dinner at 8.30 in the evening.
2 I am never hungry in the morning.
3 I always have meat or fish for lunch.
4 Do you often eat chicken?
5 How often do you buy coffee in a coffee shop?
6 Are your friends sometimes late for class?
7 Do your parents always work on Mondays?
underline the sequence adverbs in Ex 2. Check the answers.
If you think it will help Ss, share the information in the Grammar
checkpoint below.
Grammar checkpoint
Sequencers, or sequence adverbs, usually go at the
beginning of the phrase and are followed by a comma.
First and finally have a fixed position, at the beginning and
end of a sequence. Then, after that and next can be used
interchangeably with no difference in meaning. Then can
also appear in the middle of a phrase, preceded by and.
4 Ask Ss to look at the short text and to put the sequence adverbs
from the box into the correct gaps. Ask them to check their
answers in pairs before going through them as a class.
Answers: 1 First 2 Next 3 After 4 Finally
5 Ask Ss to look at the text and explain that it’s a blog. Ask them
b Refer Ss to Ex 9a. Ss ask and answer questions 4–7 in pairs, so
to complete the schedule with the activities that are missing. Ask
Ss to compare in pairs, then go through the answers as a class.
Reflect
Answers:
1 Watch TV.
2 Drink tea (and maybe eat a sandwich).
3 Walk to the park.
4 Go to bed.
that they are true for them.
Ask Ss to rate each statement alone, then compare in pairs.
Encourage them to ask any questions they still have about any of
the areas covered in Unit 5.
Optional extra activity
5A
Develop your reading
For extra speaking practice, Ss create a schedule for their own
routine, then tell each other in pairs, using the sequencing
adverbs.
Homework ideas
Introduction
Workbook: Ex 1–4, p32
The goal of this lesson is for Ss to understand a blog. To help them
achieve this, they will practise using sequence adverbs to put
actions in order.
Warm-up
Write some everyday activities from the main lesson on the board,
in jumbled fashion. Ask Ss to note them down in the order that
they do them. Ask one or two Ss to share their lists with the class
and see if other Ss do things in the same order.
Tell Ss that putting things in order is also called sequencing and in
this lesson they will learn some words we use to do that.
1 Refer Ss to the photos. In pairs, they talk about which of those
activities they do every day. Ask a few Ss to share their answers
with the class.
2 Ask Ss to read the blog and to underline any words they don’t
know. Explain that they should still try and understand what they
are reading even when there are unknown words. Elicit from the
class the activities from Ex 1 that are described in the blog.
Answers: A, B, C, D
5B
Develop your listening
Introduction
The goal of this lesson is for Ss to understand short factual
conversations. To help them achieve this, they will practise using
pictures to make predictions.
Warm-up
Show a picture of a service encounter: a shop assistant and
customer or server and customer in a café. Ask Ss to talk in pairs
about what they can see, then elicit their ideas. Tell Ss today’s
lesson focus is listening to conversations like this and using
information in pictures to help us.
1a Ask Ss to look at picture A and choose the likely answers to
the questions in pairs. Don’t check the answers yet as Ss will listen
to these in the next activity.
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Answers: 1 c 2 a 3 b
Audioscript 5.7
Woman: Excuse me. What time is the London train?
Man:
It’s at three o’clock.
Woman: Three o’clock. Great. Thanks.
Man:
You’re welcome.
Woman: Oh, sorry, and what time does it arrive in London?
Man:
At five o’clock.
c Ask Ss to look at the sentences. Tell Ss they’re going to listen
again to choose the correct option from each pair of alternatives.
Play the recording, then ask Ss to compare in pairs before going
through the answers as a class.
b
5.9 Ask Ss to listen and complete the sentences. They can
compare in pairs and listen again if they need to. Go through the
answers as a class.
Unit 5
b
5.7 Tell Ss they will hear the conversation between the
people in the picture. Ask them to listen and check their answers.
Ask Ss to compare their answers in pairs before going through
them as a class. Play the recording a second time if necessary.
Answers: 1 12.30 2 12 o’clock
Audioscript 5.9
Man:
What time is our train?
Woman: It’s at 12.30. What time is it now?
Man:
It’s 12 o’clock.
Woman: OK.
Optional extra activity
Provide Ss with a copy of the conversation from Ex 3b and ask
them to practise reading it in pairs.
Homework ideas
Workbook: Ex 1–4, p31
Answers: 1 London 2 5
Optional alternative activity
With stronger classes ask Ss to choose the correct alternatives
from memory, then listen to check their answers.
2a Read through the Focus box as a class. Give Ss a few minutes
to look at the picture and discuss the questions, then elicit their
ideas. With weaker classes, you may want to discuss as a class
and add their ideas to the board. Accept any reasonable answers.
Suggested answers:
They are in a park/town.
There is a hotel and a bank.
The woman says: ‘Where is the bank?’ The man says: ‘It’s next to
the hotel.’
5C
Develop your writing
Introduction
The goal of this lesson is for Ss to write an informal message. To
help them achieve this, they will practise writing sentences about
their routine using correct word order.
Warm-up
Ask Ss to decide which day of the week is their favourite and why,
then work in pairs and discuss what they do on that day, and why
they like it. Give them a few minutes, then ask for feedback.
Teaching tip
1 Refer Ss to Jess’s message. Ask them to read through quickly
This activity is about predicting and activating prior knowledge.
Research shows that this helps Ss in their skills development,
as they are able to more quickly access the answers when
they have anticipated them beforehand. It reflects what we
do in real life, when we are in a listening situation, as we use
existing knowledge and pick up on clues around us to help us
understand what is going on.
Answer: c food in Paris
b
5.8 Ask Ss to listen and complete the sentences. They can
compare in pairs and listen again if they need to. Go through the
answers as a class.
Answers: 1 bank 2 hotel
Audioscript 5.8
and choose the best answer to the question. Ask pairs to compare,
then check the answer.
2 Refer Ss to Pierre’s answer and give them some time to read
through. Ask them to underline any words they don’t know or
aren’t sure of and to complete the table. Weaker classes may find
it easier to do this all together. After a few minutes, elicit answers
and deal with any questions.
Answer:
1 12/1 o’clock
2 fish/meat, bread, salad, coffee
3 7/8 o’clock
4 soup/pasta/salad
Woman: Excuse me. Where is the bank?
Man:
It’s next to the hotel.
Woman: Thank you.
Man:
You’re welcome.
3 Refer Ss to the Focus box. Tell them they need to complete
3a Ask Ss to use the Focus box questions and the picture to
Possible answer:
prepare to listen. They can work in pairs. Give them a few minutes,
then elicit their ideas in a brief whole-class discussion.
the final row in the table with a sentence from Pierre’s email. Go
through the answers as a class.
Time
Subject
In the morning, we
Verb
Object
Place/Time
have
a small breakfast
at 8 a.m.
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Unit 5
4 Go through the first example as a class. Remind Ss that the
time can go at the beginning or at the end of the sentence. Also
tell Ss to refer to the Focus box regarding the positioning of the
frequency adverbs. Give Ss some time to do the task, then elicit
the answers as a class.
Answers:
1 At 12 o’clock, we eat lunch. / We eat lunch at 12 o’clock.
2 I often drink tea.
3 My parents have got a big kitchen.
4 On Sundays, I sometimes have lunch at a café. / I sometimes
have lunch at a café on Sundays.
5 We usually eat a small breakfast.
6 On Saturdays, my children are always busy. / My children are
always busy on Saturdays.
7 We usually have breakfast at 8 a.m. / At 8 a.m. we usually
have breakfast.
5a Give Ss enough time to find the mistake in each sentence and
to make the corrections. Monitor and help where necessary.
Answers:
a I have lunch at 1 o’clock.
b I get up at 9 o’clock and have a big breakfast.
c I study Spanish after dinner and go to bed at 10.30.
d I have dinner at 6 o’clock.
e I usually eat bread, fish and eggs and I drink tea.
f I never get up early on Sundays.
g I often have meat and salad for dinner.
h After breakfast, I watch TV in the living room.
i After lunch, I walk in the park.
j I sometimes have cheese sandwiches for lunch.
b Point out that sentences a–j describe a day, but are in the
wrong order. Show that sentence f comes first. Ask Ss to number
the remaining sentences in the correct order. Ss can compare in
pairs, then go through the answers.
Answers: 1 f 2 b 3 e 4 h 5 a 6 j 7 i 8 d 9 g 10 c
Optional alternative activity
Prepare several sets of cut-up sentences for Ss to put in order in
pairs or small groups.
Prepare
6 Ask Ss to make notes about the food and drink in their country.
Point out they should not write sentences. Monitor and support
with ideas and vocabulary as needed.
Write
7a Refer Ss to Jess’s email in Ex 1. Using the notes they made in
Ex 6, Ss write a response about the food in their country. Refer Ss
to Pierre’s reply in Ex 2 to help them.
b When they finish, ask Ss to exchange their texts with a partner
and check the word order. Then get some of the Ss to read their
responses out to the class.
Teaching tip
When you plan to ask Ss to read and correct each other’s work,
make sure you tell them before they write, so that they know
to write as clearly as possible.
Homework ideas
Workbook: Ex 1–6, p33
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OVERVIEW
Unit 6
6
6A
Good and bad habits
Introduction
The goal of this lesson is for Ss to talk about other people’s habits.
To help them achieve this, they will study present simple with he,
she and it and vocabulary for common verbs and time expressions.
6A Good and bad habits
Goal | talk about another person’s habits
Grammar | present simple: he /she /it
Vocabulary | time expressions
GSE learning objective
Can talk about habits or daily routines in a simple way, given
prompts or a model
6B
Jobs around the house
Goal | ask and answer about things people often do
Grammar | present simple questions: he /she /it
Vocabulary | jobs around the house
GSE learning objective
Can talk about habits or daily routines in a simple way, given
prompts or a model
6C
Skills
Goal | ask and answer about things another person can do
Grammar | can /can’t for ability
Vocabulary | skills
GSE learning objective
Can express ability or lack of ability with regard to basic activities
using can or can’t
6D
English in action
Goal | make requests
GSE learning objective
Can make requests related to immediate needs using basic
fixed expressions
Roadmap video
Go online for the Roadmap video.
Check and reflect
Review exercises and communicative activities to review the
grammar and vocabulary from the unit.
VOCABULARY BANK
6C
Skills
DEVELOP YOUR SKILLS
6A Develop your writing
Goal | write about a daily routine
Focus | using time expressions
GSE learning objective
Can write simple sentences about someone’s life and routines
6B
Develop your listening
Goal | understand short conversations
Focus | linking between words
GSE learning objective
Can answer simple questions about habits and routines
6C
Develop your reading
Goal | understand a short text
Focus | understanding titles
GSE learning objective
Can understand familiar phrases in a simple text
Warm-up
Write on the board, What’s your favourite day of the week? Why?
What’s your favourite time of day? Why? Get Ss to ask you and give
your own answers. Put Ss in pairs and ask them to discuss. When
they finish, have a show of hands to find out which day of the
week and time of day is the most popular.
Teaching tip
Activities such as the one above warm Ss up to the topic,
getting them speaking English and ready for the lesson. It
should enable them to retrieve some of the vocabulary they
will use in the coming lesson and make the content to be
studied personal and meaningful for them. Ss learn better
when they can make a personal connection with language and
find it relates to their lives.
Vocabulary
Time expressions
1a Ask Ss to look at the pictures and to match them with the
sentences. In weaker classes, ask Ss to do this in pairs. After a
few minutes, ask Ss for their answers.
Answers: 1 F 2 C 3 A 4 D 5 G 6 B 7 E
b
6.1 Play the recording. Ask Ss to listen and repeat the time
expressions.
2 Write the example on the board. Underneath that, write the
negative form followed by an example of what might be true for
them, e.g. Number 3 is not true. I don’t watch TV in the evening.
I watch TV at the weekend. Ask Ss to work in pairs and to discuss
whether any of the sentences from Ex 1a are true for them or not.
Monitor and correct accordingly.
Optional extra activity
Write the words every, in and at as headings on the board. Elicit
words that can follow each one and write them in the correct
column, e.g. every (week, day, month etc), in (the morning
afternoon, evening), at (the weekend, night). Ask some
questions for Ss to say the answers using the time expressions
from the board:
When is our class? When is the café open?
When is breakfast /lunch /dinner? When do you watch TV?
When do you visit friends? etc.
3a Ask Ss to work individually on this task. Explain that there
are no right or wrong answers and that they are filling the gaps
according to what is true for them.
b Get Ss to work in pairs and compare their answers. When they
have finished, go through the answers as a class asking the Ss about
the similarities and differences that they had with their partners.
Further practice
Photocopiable activities: 6A Vocabulary, p188
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Unit 6
Reading
4a Ask Ss to read through both texts and to underline any
words they don’t know or aren’t sure of. Ask them to try and match
the texts with the corresponding photo. Elicit the answers from
the class.
Answers: A = Tina B = Erica
b Cover any unknown vocabulary that Ss had in Ex 4a. Ask if they
know what a habit is. Can they guess from the content of the texts
in Ex 4a?.
Answer: a
c Ask Ss to work in pairs and to come up with as many other
examples of good and bad habits as they can, including some of
their own. Then, discuss them with the class. Do some Ss disagree
on whether some habits are good or bad?
5 In preparation for the Grammar presentation, ask Ss to look at
the descriptions in 4a and rewrite the sentences using she. For
weaker classes, ask them to work in pairs. Monitor to ensure that
they are writing the correct form of the main or the auxiliary verb.
Elicit the answers from the class and write them on the board.
Answers:
She doesn’t take the bus.
She doesn’t eat chocolate or cakes.
She goes to the gym.
She watches TV.
She never studies.
Grammar
Present simple (he/she/it)
6 Tell Ss you’ll now use Exs 4a and 5 to study some grammar.
Ask Ss to read the grammar box carefully. Ask how the verb is
different with he, she and it in comparison to I, you, we and they.
Elicit that it ends with s.
Focus on the negative form. Elicit that we use doesn’t and explain
that this is a contraction of does not. Underline the es on the end
of does and point out that we don’t add an s to the main verb (see
Grammar checkpoint below). Ask Ss to look at the three rules and
complete the endings. Ss can work alone first, then in pairs. Elicit
answers and deal with questions as a class.
Answers: 1 -s 2 -ies 3 -es
Grammar checkpoint
Ss may try to add s to the end of the main verb in negative
sentences, rather than the auxiliary verb. Show two
examples on the board and highlight the difference:
I work
I don’t work
7a
6.2 Ask Ss to listen to the verbs and write them in the
correct column. If you think it’s useful, explain the information in
the Pronunciation checkpoint below, using the examples given.
Answers:
These verbs end with an /s/ sound: puts, starts, walks,
These verbs end with a /z/ sound: arrives, goes, studies, wears
These verbs end with an /ɪz/ sound: finishes, uses, watches
Pronunciation checkpoint
The ending s is pronounced in three ways: /s/, /z/ or /ɪz/,
depending on the sound that the verb ends with. If this is
unvoiced, the s is pronounced /s/. If this is voiced, the s is
pronounced /z/. When the verb ends with ch, sh, x and s, es
is added. This is pronounced /ɪz/.
Optional alternative activity
Voiced sounds are produced where there is vibration of the vocal
folds. Ask Ss to repeat the verbs from Ex 7a and, holding their
hand to their throat, to see if they can feel the vibration on the
final sound. Ask the Ss to say the verbs to each other and decide
which sound comes at the end. Go over the three sounds, /s/, /z/
and /ɪz/. Finally play the recording and get them to check their
answers. Even if they don’t get the answers right, this activity
will increase awareness of the sounds and how and where they
are formed.
b
6.3 Play the recording, asking Ss to repeat the verbs chorally
after they hear them.
8 Look at the first gapped sentence as a class and elicit the
answer. Point out that this exercise practises the third person verb
form. Ss then work alone to write the verbs in the correct form in
the gaps, referring to the grammar box before checking in pairs.
Check answers with the whole class, writing them on the board
to ensure correct spelling. Remind Ss that has is an irregular form.
Drill chorally and individually as needed in feedback.
Answers:
1 doesn’t cycle, takes
2 doesn’t eat, has
3 works, doesn’t work
4 doesn’t study, teaches
5 doesn’t read, studies
Optional extra activity
With weaker classes and those who need more writing practice,
ask Ss to write some sentences about things that they do or
don’t do.
He /She works
He /She doesn’t work
Use colour to highlight the third person s/es in both positive
and negative forms and show how the es in doesn’t means
we don’t need to add s to the main verb. Drill other examples.
With a multi-word verb, such as get up, point out that the
verb takes s, not the particle, e.g. He gets up, not He get ups.
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Stronger classes could read the notes at home. Otherwise,
go over the notes with Ss. In each exercise, elicit the first
answer as an example. Ss work alone to complete the
exercises, then check their answers in pairs. In feedback,
check answers with the whole class. Ss can refer to the
notes to help them.
Answers:
1 1 My dad doesn’t have meat every day.
2 My brother walks to work.
3 The shop manager finishes at 8 o’clock.
4 Jack doesn’t go to work on Saturdays.
5 My sister cycles from our house to the station.
6 My friend doesn’t go to the gym.
7 Helen doesn’t play sports in the morning.
8 My friend studies Spanish and English.
2 1 starts 2 live 3 has 4 don’t 5 doesn’t 6 studies
7 eat 8 don’t
Further practice
6B
Unit 6
GRAMMAR BANK 6A pp.126–127
Jobs around the house
Introduction
The goal of this lesson is for Ss to talk about what they often do
around the house. To help them achieve this, they will practise
asking questions in the present simple and learn vocabulary
related to jobs around the house.
Warm-up
Write the following words on the board in jumbled order.
Underline the letter a or ar in each as shown:
bank, Saturday, park, café, market, family, start.
Ask Ss to say the words in pairs and divide them into two groups
according to the sound – a short /æ/ or a long /ɑː/ (/æ/ bank,
family, café, Saturday, /ɑː/ start, park, market).
See if Ss can add more words to each group.
Photocopiable activities: 6A Grammar 1, p186;
6A Grammar 2, p187
Vocabulary
Speaking
Culture notes
Jobs around the house
9 Tell Ss they are going to talk about someone they know. Ask Ss
It’s quite common to have domestic animals in the UK. About
45 percent of people have a pet and 90 percent of these say
that this makes them happy. The most popular are dogs, cats or
rabbits. Other, more exotic, pets are reptiles such as snakes.
Speak
1a Ask Ss to look at the pictures (A–H) and match them to the
Prepare
to make notes about their chosen person. Refer them to Exs 3a
and 8 for ideas on what to write about.
10a When they are ready, put Ss in pairs to tell each other about
the person they chose. Ask them to listen carefully and make
notes on what their partner tells them.
b When pairs finish, ask them to use their notes to tell their
partner about his/her person and see how well they listened.
Then put Ss in groups to discuss which good and bad habits many
people have got.
Reflection on learning
Write the following questions on the board:
How many verbs can you remember from this lesson?
Make a list.
What do you add to the end of the verb with he /she /it?
Compare ideas with a partner.
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 9: Write a short description of someone you know.
Grammar bank: 6A Ex 1–2, pp.126–127
Workbook: Ex 1–5, p34
App: grammar and vocabulary practice
Fast route: continue to Lesson 6B
Extended route: go to p101 for Develop your writing
correct phrases (1–8).
Answers: 1 C 2 A 3 D 4 H 5 B 6 F 7 G 8 E
b
6.4 Play the recording for Ss to listen and repeat. Drill new
words and phrases further as needed.
Vocabulary checkpoint
There are various expressions that Ss might wonder
about. Why do we say do the washing (clothes), but wash
the dishes? Point out that wash the clothes would make
grammatical sense, but we wouldn’t usually use this phrase.
On the other hand, we often say do the washing up instead
of wash the dishes. Ss might also like to know the term load
the dishwasher.
2 This is an opportunity for Ss to practise the new vocabulary and
refresh the third person verb form. Ask Ss to look at the example
sentence and picture C in Ex 1a, which shows Thomas cleaning
the bathroom. Ss then work alone to write more sentences about
the jobs that the people do. Ss in weaker classes can write one
or two sentences for each person. Ss in stronger classes should
write three. Monitor and help, ensuring Ss are forming accurate
sentences. Go through the answers as a class. Ask Ss who they
think has the best jobs.
Answers:
Thomas cleans the bathroom and washes the dishes.
Masaru cooks the dinner and goes to the supermarket.
Isabella does the washing and makes the beds.
Milada feeds the dog and walks the dog.
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Unit 6
Answers: 1 clean 2 cook 3 feed 4 wash
6a
6.6 Explain that Ss should read and listen for the
highlighted does in each question and answer. Play each
conversation and ask Ss to notice the pronunciation of does. Ask
Ss if the pronunciation is always the same. Give the information in
the Pronunciation checkpoint if you think it will help Ss.
Vocabulary checkpoint
Pronunciation checkpoint
3 Refer Ss to Ex 1a and ask them to use it to complete the phrases
in pairs. After a few minutes, ask a few individual Ss to read their
answers aloud and invite others to agree or disagree with them.
To feed means to give food to. We use this verb with those
who can’t eat by themselves, such as young children, elderly
people or pets. Ss might want to say wash the children.
Explain that it’s not a common collocation. It’s more usual to
say give the children a bath.
Further practice
Photocopiable activities: 6B Vocabulary, p191
Listening
4a
6.5 Refer Ss to the table. Tell them they will hear Bella
answering questions about which jobs she does and which her
brother Albert does. Play the recording for Ss to listen and put ticks
in the correct columns to show who does each job. Ask them to
check in pairs, then go through the answers together.
Answers:
cleans the bathroom, cooks dinner, washes the dishes: Bella
does the washing, walks the dog: Albert
Audioscript 6.5
Melina: Do you live with your family, Bella?
Bella: Well, yes, I live with my brother, Albert.
Melina: Not good?
Bella: It’s OK, but he doesn’t help around the house. He never cleans
the bathroom. I always clean it!
Melina: Ah, OK. Well, does he cook dinner?
Bella: Umm, no, no he doesn’t. I cook dinner.
Melina: OK, but does he wash the dishes?
Bella: No, he doesn’t, I do that.
Melina: What does Albert do? Does he do the washing? Or do you wash
his clothes?
Bella: No, I don’t! He does the washing. And he walks the dog. He
loves the dog …
b Ask Ss to look at the gapped questions. Play the recording
again, pausing after each one for Ss to write the missing words.
Allow Ss to compare in pairs, then play the recording one more
time. Go through the answers with the class.
Answers: 1 Do 2 does 3 does 4 does 5 do
Grammar
Does can be pronounced in two ways: /dʌz/ as a strong
form and /dəz/ as a weak form. In short answers, it comes at
the end of the sentence and is strong. In yes/no questions,
it is also usually strong (unless used in rapid speech). When
it has a different position, for example, in a wh- question, it
is weak.
b Ask Ss to listen and repeat after the recording.
7
6.7 This exercise checks that Ss understand how to form
questions and answers in the present simple. Ask Ss to work alone
to choose the correct answers, then listen to the recording and
check. Weaker classes can just listen for the answers. When they
finish, go through the answers as a class. Ask Ss to practise the
conversation in pairs.
Answers: 1 Do 2 walk 3 don’t 4 walks 5 do 6 go
7 Does 8 run 9 does 10 plays 11 does 12 have
13 Does 14 feed 15 does
8a This exercise provides practice of making questions. Ask Ss to
work alone to write the questions. They need plenty of time for
this. When they finish, ask pairs to compare, then go through the
answers as a class. Point out that number 3 is a subject question
with who – see the Grammar box. Drill if you think Ss need it.
Answers:
1 Where does your friend live?
2 Does your friend live in a house or a flat?
3 Who does your friend live with?
4 Where does your friend work?
5 Does your friend have a dog?
6 How often do you talk to your friend?
Optional alternative activity
With weaker classes or those who enjoy kinaesthetic activities,
provide the words for each question on cards or pieces of paper.
Include the capital letter at the beginning of the first word and the
question mark at the end of the last one. Give each pair of Ss a set
of cards to put in order. Once they have completed the question
correctly, they can copy it down or even stick the words in order in
their books.
b Ask Ss to choose a friend, then ask and answer the questions
in pairs.
Present simple questions: he/she/it
Optional extra activity
5 Refer Ss to the grammar box and explain that they should use
Choose two famous people that you think will be popular with
your Ss. Provide information about them in mini profiles (where
they live, who they live with etc). Give half the Ss one profile, and
half the other. Ask Ss to work in pairs to exchange information
on their famous people, using the questions from Ex 8a and the
profiles provided.
the conversation from Exs 4a and 4b to help them to complete it.
Go through the answers as a class and be prepared to give further
explanations as needed.
Answers: 1 Does 2 does 3 doesn’t 4 does 5 does
6 does 7 does
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Reflection on learning
Stronger classes could read the notes at home. Otherwise,
go over the notes with Ss. In each exercise, look at the
example as a class. Ss work alone to complete the exercises,
then check their answers in pairs. In feedback, check answers
with the whole class. Ss can refer to the notes to help them.
Write the following questions on the board:
Answers:
1 1 do you live 2 Do you clean 3 Does Elena clean
4 Does she cook 5 doesn’t 6 Do you do 7 washes
8 Does she make
2 1 What time does Keira cook dinner? She cooks dinner at
6 o’clock.
2 What time does Keira do the washing up? She does the
washing up at quarter past seven.
3 What time does Keira walk the dog? She walks the dog at
8 o’clock.
4 When does Keira do the washing? She does the washing
on Monday.
5 When does Keira clean the kitchen? She cleans the kitchen
on Thursday.
6 When does Keira go to the supermarket? She goes to the
supermarket on Saturday.
How many household jobs can you remember? Make a list.
Can you make present simple questions with he, she and it?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them if they’d rather not.
Homework ideas
Ex 9: Write four to six sentences about who does which jobs in
your house.
Grammar bank: 6B Ex 1–2, pp.126–127
Workbook: Ex 1–6, p35
App: grammar and vocabulary practice
Fast route: continue to Lesson 6C
Extended route: go to p102 for Develop your listening
Further practice
6C
Photocopiable activities: 6B Grammar 1, p189;
6B Grammar 2, p190
Speaking
Prepare
9 Tell Ss they are going to do a survey about housework. Refer them
to the relevant page. Ask them to look at the activities in 1–6. They
work in pairs to complete the table with their own activities for
7–10. Look at the example questions, then put Ss in pairs to write
the questions for the other activities in the table. Note that where
the question asks who, then Ss don’t need the auxiliary verb (refer
back to the Grammar checkpoint). Monitor and help as needed.
Optional alternative activity
Before Ss begin Ex 9, spend time brainstorming other activities
that they could ask about. If it seems appropriate, extend this
beyond the household tasks seen to other general duties such as
picking up children, reading stories or tidying bedrooms etc.
Speak
10a Ss ask and answer their questions in pairs. Remind them to
make notes in their table.
b Put Ss in new pairs to report back on their survey. Point out that
they should use third person verb forms. Monitor and check for
this. With weaker classes, ask Ss to write a few sentences before
telling their new partner. Ask a few pairs to share some of their
findings and discuss who seems to do more at home.
Optional extra activity
With classes that enjoy or need speaking activities, ask Ss to
repeat the survey in a group of four and find out how many people
in their group do each job.
Unit 6
GRAMMAR BANK 6B pp.126–127
Skills
Introduction
The goal of this lesson is for Ss to talk about what they can and
can’t do. To help them achieve this, they will study the verbs can
and can’t, as well as skills-related vocabulary.
Warm-up
Show images of famous sportspeople or singers that Ss will know.
Elicit the word famous. Ask Ss to discuss what they know about
them (their name, country and, if they are able to, what they are
famous for). This is good revision of third person verb forms as
well as introducing the concept of skills/abilities.
Vocabulary
Skills
1a Ask Ss to read through the phrases 1–12 before doing the
task. Explain any unknown vocabulary. Ask them to match the
photos (A–L) with the phrases (1–12). Go through the answers
with the class.
Answers: 1 H 2 L 3 A 4 D 5 I 6 F 7 E 8 J 9 G
10 B 11 C 12 K
b
c
6.13 Ask Ss to listen and repeat after the recording.
6.14 Look at the example with the class. Ask Ss to work in
pairs to match the sounds they hear with some of the activities
from Ex 1a. Monitor, helping and correcting as necessary before
checking as a class.
Answers: 1 play football 2 ride a horse 3 swim 4 sing
5 fly a plane 6 make clothes
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Unit 6
Vocabulary checkpoint
Point out the verb and noun collocations make a cake and
make clothes. Ss may be able to suggest more examples:
make dinner/breakfast, etc. Note that fly a plane means to
operate it, otherwise we would say travel/go by plane. Point
out that you can ride a bike as well as a horse, but you can’t
ride a car or a train.
c Refer Ss to the list of activities. Tell them they will tick the activities
that Gloria can do. Play the recording again, pausing if necessary,
for Ss to listen and tick. Allow Ss to compare in pairs, then play the
recording again. Go through the answers with the class.
Answers: use a computer, speak two languages, cook, draw,
sing, dance
Optional extra activity
VOCABULARY BANK 6C p141
Skills
These optional exercises build on the lexical set in the
vocabulary section.
1 Ss complete the phrases using the verbs provided in the
Provide each pair of Ss with a copy of the conversation and ask
them to read it aloud in pairs, taking a turn at each role. This type
of speaking activity is undemanding and enjoyable for lower level
Ss who have few chances of longer spoken exchanges. Monitor
and be available if Ss ask you how to pronounce words.
rubric, then check in pairs. Check answers as a class.
Answers: 1 ride 2 make 3 ride 4 play 5 make 6 ride
7 speak 8 make 9 play 10 play 11 speak 12 play
Grammar
2 Ss discuss in pairs which activities they can do. In feedback,
3 Tell Ss that they are going to study some grammar. If you
nominate a few Ss to share their answers with the class.
Optional alternative activity
Stronger classes can complete Ex 1 at home, then discuss Ex 2 in
the next class.
can/can’t for ability
printed out the conversations for Ss for the extra activity, ask
them to refer back to this. Ask them to look at the grammar box
and to choose the correct words. Ask pairs to compare, then elicit
answers from individual Ss.
Answers: 1 sing 2 drive 3 use 4 play 5 cook 6 speak
Further practice
Photocopiable activities: 6C Vocabulary, p194
Reading and listening
2a Refer Ss to the website and discuss its purpose.
Answer: It helps people choose the right job.
b
6.15 Tell Ss they are going to listen to two people, Yusuf and
Gloria, using the website. Ask them to listen and note which job is
good for Gloria. Play the recording, then ask Ss for the answer. Deal
with any vocabulary queries.
Grammar checkpoint
Ss may be puzzled that can does not finish with s in
sentences with he, she or it. Explain that can is a different
category of verb (modal) which has the same form for all
persons.
4a
6.16 Tell Ss that can has a strong and a weak form (see the
Pronunciation checkpoint). Ask Ss to listen and decide whether
the words in blue in each conversation sound the same as, or
different to, each other. Play the recording to allow Ss to listen and
compare in pairs. Then go through the answers one by one. Share
the information in the Pronunciation checkpoint.
Answer: Teacher
Answers: 1 same 2 different 3 different
Audioscript 6.15
Pronunciation checkpoint
Gloria: What’s that website?
Yusuf: This is ChooseYourJob.com. You answer questions about your
skills and it chooses a good job for you.
Gloria: Wow! Ask me the questions.
Yusuf: OK. Can you use a computer?
Gloria: Yes, I can.
Yusuf: OK. Can you build a website?
Gloria: Er, no, I can’t.
Yusuf: Can you speak two languages?
Gloria: Yes, I can. I can speak English and Spanish.
Yusuf: OK. Can you drive?
Gloria: No, I can’t.
Yusuf: Ah. Can you cook?
Gloria: Yes, I can.
Yusuf: What can you cook?
Gloria: Um … I can cook fish. Oh, and chicken!
Yusuf: Hmm. Can you draw?
Gloria: Yes, I can.
Yusuf: Can you sing?
Gloria: Yes, I can.
Yusuf: Can you dance?
Gloria: Yes, I can.
Yusuf: OK. The website says a good job for you is teacher.
Gloria: Wow!
Can has a weak and strong form, depending on its position
in the sentence. It is strong at the end of sentences (as in
short answers). It is weak when it takes another position in a
sentence or question.
b Ask Ss to listen again and repeat after the recording. Ask pairs
to practise the conversations together. Monitor and listen.
5 Refer Ss to the interview and explain that they should underline
the correct alternatives. Ask pairs to compare, then go through the
answers as a class. When you finish, ask pairs to practise reading
the corrected interview.
Answers: 1 Can you 2 I can 3 Can you 4 I can 5 Can you
6 I can 7 can you 8 can 9 Can you 10 can
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bit more creatively. Ask Ss to think about the skills needed for each
job, then write three questions. With weaker classes, brainstorm
the likely skills as a class first. Monitor and help, as well as checking
Ss are forming questions correctly.
Possible answers:
1 Can you drive? Can you work at the weekend? Can you read
a map?
2 Can you use a computer? Can you send emails? Can you
speak two languages?
3 Can you cook? Can you clean rooms? Can you speak two
languages?
b Ask Ss to work in pairs to question each other, then choose a
job for their partner. In feedback, ask Ss what kind of jobs their
partners suggested and see if they agree.
Optional extra activity
Ss choose a job that they like and write questions for it. They ask
their partner. Their partner answers the questions and tries to
guess what the job is.
GRAMMAR BANK 6C pp.126–127
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, look at the example
as a class. Ss work alone to complete the exercises, then
check their answers in pairs. In feedback, check answers with
the whole class. Ss can refer to the notes to help them.
Answers:
1 1 can, drive; I can 2 can, speak; can speak
3 Can, cook; he can 4 Can, ride a horse; she can
5 Can, swim; she can’t 6 can, play; can play
2 1 We can speak English, but we can’t speak Spanish.
2 My dad can sing, but he can’t dance.
3 Jack can ride a horse, but he can’t ride a bike.
4 They can read Japanese, but they can’t write it.
5 I can draw, but I can’t paint.
6 My sister can ride a bike, but she can’t drive.
Further practice
Photocopiable activities: 6C Grammar 1, p192;
6C Grammar 2, p193
Speaking
Unit 6
6a This is an opportunity for Ss to practise the question form a
Prepare
Culture note
Extra-curricular clubs are popular in the UK, at primary and
secondary schools as well as university, in order to develop Ss’
skills, including building social skills. Clubs are usually organised
by teachers with relevant skills or experience, or other helpers
such as parents or volunteers.
7 Explain that Ss are going to write some questions to find
teachers to organise clubs (see Culture note). Put them in pairs
and ask them to read the information and example. Give them
a few minutes to read through, then ask them to write. As they
write, monitor and help with ideas and accuracy.
Optional alternative activity
Divide the different kinds of clubs among the class, with an even
number of Ss preparing questions for each. When they finish, ask
Ss to interview others to try and find the best person for their club.
They can be regrouped to do this, or you could have them moving
around and mingling if space permits.
Speak
8 Look at the example. Ask each pair to work with another pair.
They take turns to ask and answer the questions from Ex 7. When
they finish, they should choose the best teacher for each club.
Reflection on learning
Write the following questions on the board:
What new phrases can you remember from this lesson?
What can you do in English? Make a list of three things, e.g.
I can talk about my family.
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Grammar bank: 6C Ex 1–2, pp.126–127
Workbook: Ex 1–6, p36
App: grammar and vocabulary practice
Fast route: continue to Lesson 6D
Extended route: go to p103 for Develop your reading
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Unit 6
6D
English in action
Introduction
The goal of this lesson is for Ss to make requests in different
situations. To help them achieve this, they will learn some questions
and suitable responses in the context of jobs around the house.
Warm-up
Give Ss two minutes to make a list of jobs around the house.
Ask Ss to work in pairs to tell each other what they wrote and
talk about which jobs they like/hate most. Conduct brief class
feedback to see which jobs are popular or unpopular.
1 Ask Ss to look at the pictures in pairs and say what jobs they
show. Have whole-class feedback. Drill as needed.
4a Tell Ss that when we ask people to do something, it’s called a
request. Give a simple classroom example, e.g. Can you open the
door, Anji? Tell Ss that we also use requests to ask if we can do
something. The change is the subject, e.g. Can I open the window?
Refer Ss to the Useful phrases box and give them a little time to
read it through. Tell Ss you will now play the recording from Ex 2
and 3 again and they should listen carefully for how many times
each phrase is used. When they hear a phrase in the box, they
should tick it. If they hear a phrase more than once, they should
tick it each time. Play the recording, then ask pairs to compare
answers. Go through the answers as a class.
Answers: Can I … , (please)? – 2 Can you … , (please)? – 6
Yes, you can. – 1 Yes, I can. – 1 Sure. – 4 No problem. – 2
I’m sorry, I can’t. – 1 I’m sorry, you can’t. – 1
b
6.18 Play the recording and ask Ss to repeat the phrases
from the box.
5a Ss work alone to complete the conversation with the phrases
Answers: A wash the dishes B go to the supermarket
C walk the dog D do the washing E clean the bathroom
F make the bed
from the box. Point out that there can be several possible answers
in some cases. Ask Ss to compare in pairs, then go through the
answers.
2
Answers:
1 Can you Sure./No problem./Yes, I can.
2 Can I Sure./No problem./Yes, you can.
3 Can I I’m sorry, you can’t
4 Can you I’m sorry, I can’t.
6.17 Tell Ss they will listen to six conversations and they
should match each one to a picture. Play the conversations for Ss
to find the matching picture. Ask Ss to compare answers, then go
through the answers as a class.
Answers: 1 C 2 E 3 D 4 B 5 F 6 A
3 Tell Ss they will now listen again for who will do each task,
Tom or Ana. Play the recording for Ss to write T or A after each
conversation. Ask pairs to compare, then go through the answers.
Ask Ss who they think gets the best jobs to do.
Answers: 1 Tom 2 Tom 3 Tom 4 Ana 5 Ana 6 Ana
Audioscript 6.17
Conversation 1
Tom: Look at the dog!
Ana: Yeah! Can you walk him, please?
Tom: Sure.
Conversation 2
Ana: Ugh! The bathroom!
Tom: Yeah …
Ana: Can you clean it?
Tom: I’m sorry I can’t. I’m late.
Ana: OK.
Tom: I can clean it later.
Ana: Thank you.
Conversation 3
Ana: Are you busy?
Tom: No, not really.
Ana: Can you do the washing?
Tom: Sure, I can do that.
Conversation 4
Ana: We haven’t got any food!
Tom: Can you go to the supermarket?
Ana: Sure. Can I use your bike, please?
Tom: I’m sorry, you can’t. It’s at my office.
Ana: No problem.
Conversation 5
Tom: My taxi is here. Can you make the bed, please?
Ana: Yes, I can. See you later.
Tom: Bye!
Conversation 6
Tom: Can I cook dinner this evening?
Ana: Yes, you can.
Tom: Great … can you wash the dishes?
Ana: Sure, no problem.
b Ask Ss to practise reading the conversations in pairs.
6a This activity allows Ss to practise requesting and responding
in different situations. Point out that we have two types of
question to practise, Can I … and Can you … Work as a class to elicit
requests for the first situation and write them on the board, then
ask pairs to continue with the other situations. Monitor, correcting
and helping with vocabulary as needed.
Possible answers:
a teacher and a student:
Can I leave early today? Can you give me the homework?
a customer and a café worker:
Can I have the sugar? Can you bring me some more bread, please?
a customer and a shop assistant:
Can I help you? Can I try this in size 42? Can you look for the
same shirt in red?
two friends in their flat:
Can you clean the kitchen? Can I use this bread?
an office worker and a manager:
Can I leave early today? Can you prepare a report?
b Ask Ss to work in pairs to roleplay conversations for the
situations in Ex 6a. Ss in weaker classes may want to make
notes to help them. When they finish, give feedback and ask a few
confident pairs to roleplay a situation with the class listening (they
don’t need to leave their seats).
Optional extra activity
Organise Ss into two lines, facing each other. If your class is large,
you may need several pairs of lines of about 12 – six and six. Tell
them that the outside student is making requests and the inside
one should respond. After they complete one exchange, ask all the
outside Ss to move one place to the right, so everyone has a new
partner. Then repeat. When Ss have had a few turns, they change
roles, then change situations. This will be hectic and fun.
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Write the following questions on the board:
What were the most useful phrases in today’s lesson?
When do you think you might use them in the future?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Reflection on learning: Write your answers.
Workbook: Ex 1–3, p37
App: grammar and vocabulary practice
Roadmap video
Go online for the Roadmap video and worksheet.
4 Look at the example together. Ask Ss to work alone to rewrite
the remaining information in the same way. First with a negative
sentence, then with a positive sentence, using the verb in
brackets. Go through the answers with the class.
Unit 6
Reflection on learning
Answers:
1 Julio doesn’t study French.
2 She doesn’t work in an office.
3 Aleksi doesn’t listen to music on the train.
4 Linda doesn’t teach at the university.
5 Amy doesn’t take the bus to work.
6 Juan doesn’t work in the evening.
7 Lizzie doesn’t study in the evening.
8 Luke doesn’t work in the morning.
9 Jane doesn’t have lunch at home.
10 Danny doesn’t watch a lot of TV.
5 Ss work alone to match the verbs 1–7 with the noun phrases
a–g. Ask Ss to compare in pairs, then go through the answers.
Answers: 1 d 2 c 3 a 4 b 5 f 6 g 7 e
6
Check and reflect
Introduction
Ss revise and practise the language of Unit 6. The notes below
provide some ideas for exploiting the activities in class, but you
may want to set the exercises for homework or use them as a
diagnostic or progress test.
1 Ss match the time phrases 1–6 with the times a–f alone, then
check in pairs. Go through the answers as a class.
Answers: 1 c 2 e 3 d 4 a 5 b 6 f
2 Ss complete the text with the time phrases in the box. Ask Ss to
compare answers with a partner, then go through the answers as
a class.
Answers: 1 in the morning 2 in the afternoon
3 In the evening 4 at the weekend
3 Focus on the text. Look at the first example and elicit, or point
out, that the text is in the third person, so the verb needs an s on
the end. Ss work alone to complete the rest of the text with the
correct form of the verbs in brackets. Go through the answers.
Answers: 1 works 2 gets up 3 travels 4 doesn’t talk
5 draws 6 reads 7 doesn’t have 8 buys 9 eats 10 has
11 watches 12 goes
6a Ss complete the questions 1–6 with do or does, then match
with endings a–f. Ss can work alone, then check in pairs. Go
through the answers.
Answers: 1 do – f 2 do – d 3 does – a 4 does – e
5 does – b 6 do – c
b Ss work in pairs to ask and answer the questions.
7a Ask Ss to read the questions and choose the correct option to
fill each gap from the verbs in the box. Go through the answers.
Answers: 1 sing 2 cook 3 play 4 speak 5 fly 6 build
7 ride 8 use 9 draw 10 sleep
b Ss ask and answer in pairs. When they finish, ask a few pairs to
report back to the class.
8a Ask Ss to complete the sentences with can or can’t,
according to fact. Ss can check in pairs, then go through the
answers as a class.
Answers: 1 can 2 can’t 3 can 4 can’t 5 can 6 can’t
b Ss ask and answer the questions in pairs.
Reflect
Ask Ss to rate each statement alone, then compare in pairs.
Encourage them to ask any questions they still have about any
of the areas covered in Unit 6.
Grammar checkpoint
Ss may need reminding of the irregular form have – has,
and that es is added after ch/x/o/sh – as in watches. If you
think the class will struggle with this, go over it first by asking
them to find all the verbs, then elicit the third person forms
and add them to the board.
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Unit 6
6
Communication review
Three in a line
(Units 5–6 review)
Ss revise and practise the language of Units 5 and 6 in a
communicative game. This can be done after the Check and reflect
page as a fun way to revise the language of Units 5 and 6.
Ss work in pairs or groups of four (teams of two). One side is
noughts (O) and the other side is crosses (X). They take turns to
choose a square and complete the instructions. When they win a
square, Ss draw their symbol in that square. The winning line of
three may be vertical, horizontal or diagonal. For game 1, some
examples are given in some squares and Ss can use the example
as one of the items. While Ss are playing, monitor and be on hand
to adjudicate or help if necessary. For game 3, if Ss are playing in
teams, one member should ask the question (filling the gap) and
the other should answer it.
Alternative activity
Ss work in pairs. Give Ss a time limit (e.g. six minutes) to work
together to complete as many squares as possible. The pair with
the most complete and correct answers wins.
Answers:
Game 1
1 e.g. I get up late. I play football. I watch TV.
2 e.g. by bus, by plane, by boat, by taxi, by plane, by bicycle/bike
3 e.g. coffee, tea, milk
4 e.g. usually, often, sometimes, never
5 e.g. Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
6 e.g. I have a shower. I have breakfast. I wash the dishes. I go
to work
7 e.g. sandwich, fish, cheese, egg, meat, bread, sugar
8 e.g. I can sing. I can make clothes. I can dance. I can speak
three languages. I can make a cake.
9 e.g. make the beds, do the washing, clean the kitchen,
clean the windows, walk the dog
Game 2
1 can’t 2 would 3 at 4 never 5 don’t 6 can 7 Can
8 starts 9 much
Game 3 (Sample response in brackets)
1 What (e.g. I usually leave home at seven thirty on
Wednesdays.)
2 speak (e.g. Yes, I can.)
3 do (e.g. I take the train.)
4 do (e.g. I sometimes go to bed late.)
5 take (e.g. Yes, I do.)
6 How (e.g. I never drink coffee.)
7 Who (e.g. I live with my parents.)
8 Does (e.g. My mother goes to the gym twice a week.)
9 What (e.g. I do my washing. I cook dinner. I clean up the living
room.)
6A
Develop your writing
Introduction
The goal of this lesson is for Ss to write a blog post about the daily
routine of someone they know. To help them achieve this, they
will practise planning, checking and correcting their work. They
will use time expressions to say when they do things.
Warm-up
Write six jobs on the board (or show pictures of them), e.g. doctor,
farmer, school teacher, shop assistant, cook, etc and ask Ss to rank
them in order from those they like most to those they like least.
Ask Ss to discuss in pairs which jobs they like best and why. Tell Ss
today’s lesson is about describing a job.
1 Ask Ss to read the blog post and decide which picture is of
Monica. Go through any unknown words as a class.
Answer: D
2 Refer Ss to the table. Ask them to complete it with the
information about Monica in the blog. Elicit the first answer as an
example. Ask Ss to work alone. Give them a few minutes, then ask
Ss to check in pairs before going over the answers.
Answers: 1 She swims 2 She meets her friends
3 She cooks 4 She goes to bed
3 Refer Ss to the Focus box. Look at the first sentence as a class
and ask Ss to find the time expression and the comma. Point
out that at 7 means the same as at 7 o’clock. Ask Ss to continue
alone, underlining and circling, then put them in pairs to compare
answers. After a few minutes, elicit answers. Write the sentences
on the board and ask individuals to underline the time expressions
and circle the commas. Ask Ss when we need a comma (after a
time expression at the start of a sentence).
Answers:
At seven, I take the bus to the hospital.
At the weekend, I get up late.
On Sundays, I study.
I get up at 6 o’clock.
I work every day.
I watch TV in the evening.
on Mondays
in the evening
at 4 o’clock
4 Refer Ss to the table. Tell Ss to write the time expressions in
the correct column, using the text in Ex 1 to help them. Ask Ss to
work alone, then check in pairs. Go through the answers, writing
the answers on the board and drawing attention to trends (e.g.
We use in with parts of the day, such as the morning and
afternoon; on for specific days and at for times). Drill the
prepositions and time expressions together.
Answers:
in
on
the morning
Tuesdays
the afternoon
at
9 o’clock the weekend
six thirty night
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prepositions (in, on or at). They should use the table from Ex 4 to
help them. Complete an example as a class to show Ss what to do.
Remind them they will need to use a comma if the time expression
is at the start and that they will need to change the form of the
verb for he, she or it. Ask Ss to work alone, then compare in pairs.
Finally check the answers, writing them up and drilling as needed.
Optional extra activity
When you have checked the answers, get Ss to change the
sentences by putting the time expression at the beginning or end.
They practise saying the two versions of each sentence in pairs.
Answers:
1 On Tuesdays, she works at home.
2 He has dinner at 8 o’clock.
3 Her bus arrives at the office at 9 o’clock.
4 She studies Spanish on Wednesdays.
5 He drinks three cups of coffee in the morning.
6 They go to the cinema at the weekend.
6 Refer Ss to Harry’s schedule. Read the example together, then
make a second sentence as a class to show what to do. Remind Ss
to add s to the end of the verb when we are using the third
person, and that we use numbers one to twelve with o’clock times
(13:00 = 1.00 o’clock). Ss then write a paragraph about Harry’s
routine. Monitor and help or correct. When they finish, Ss can read
their completed paragraph to each other. In feedback, ask Ss if
they like Harry’s routine.
Suggested answer:
Harry gets up at 1 o’clock in the afternoon. He has breakfast at
2 p.m. He studies French at 3 p.m. At 5 o’clock, he has lunch.
At 6 o’clock, he starts work at the restaurant. He finishes work
at 2 o’clock in the morning and eats a sandwich. He goes to bed
at 3 o’clock.
6B
Unit 6
5 Ask Ss to make sentences using the word prompts and the correct
Develop your listening
Introduction
The goal of this lesson is for Ss to understand short conversations.
To help them achieve this, they will practise recognising linking
between words in simple short conversations.
Warm-up
Dictate a series of sentences, one by one, and ask Ss to write
what they hear. For example:
On Mondays, I get up at seven. Would you like a cup of tea?
They can write alone in their notebooks, or in pairs. You will need
to repeat each sentence at least two or three times. When you
finish, ask individual Ss to come and write on the board. Correct as
necessary. Tell Ss today’s lesson focuses on developing listening skills.
1a Ask Ss to look at the photo and discuss in pairs what they can
see. Elicit their answers.
Answers: bread, butter, a bowl, a plate, milk
b
6.8 Refer Ss to the conversation which takes place in the
kitchen in the photo. Ask Ss to complete the missing words as they
listen. Play again as needed. Ask Ss to discuss in pairs, then check
the answers as a class, writing them on the board.
Answers: 1 cup of 2 It’s on 3 an egg 4 clean it
2a
6.9 Ask Ss what the vowels are in English (a, e, i, o and u ).
Read the Focus box introduction and read the first sentence so
that Ss can hear the linking. Ask Ss to listen to the recording and
underline the linking sounds in the fourth sentence and show this
on the board.
Answer: We sometimes clean it.
Teaching tip
Expressing a personal reaction to a text is an important step for
low level learners. Even if they can only say it’s good or it’s bad,
they show that they are responding to what they have read.
Prepare
7 Tell Ss that they are going to prepare to write about the routine
of someone they know. Ask them to make notes in a table, similar
to the ones about Harry in Ex 6. Remind them they shouldn’t
write sentences but times and one or two words in each section.
Monitor and offer support as needed.
Write
8a Ask Ss to write a blog post, using the notes they made in Ex 7.
They should write alone, but put Ss in pairs to help each other.
Monitor and help as needed.
b Ask Ss to share their writing with a partner, to read and check.
They should check that the time phrases and commas are correct.
Optional extra activity
Ss can read the texts to each other in small groups. The completed
texts can be used for a wall display, with added pictures.
Homework ideas
Workbook: Ex 1–6, p39
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Pronunciation checkpoint
Linking occurs in everyday speech. When one word ends with
a vowel and the next starts with a consonant, the sounds
join up. This makes it difficult to know where words end and
begin. It can sometimes sound as though the speaker is
using different words. We could say an ice day or a nice day.
They sound the same. When this happens, Ss should use
context to help them decide what has been said.
b Play the recording again and ask Ss to listen and repeat each
sentence.
3a Refer Ss to the sentences. Explain that they should mark the
linking using a line, as in the examples in the Focus box. Ask Ss to
work in pairs and encourage them to say the sentences to each
other to help them.
Answers: 1 Wash our cups. 2 It’s on the chair. 3 An old car.
4 We often get up late. 5 A cup of coffee, please.
6 He’s got a ticket.
b
6.10 Play the recording once for Ss to listen and check their
answers, pausing as needed. Ask pairs to compare. Go through the
answers, writing the links on the board. Play the recording again
for Ss to repeat.
4a
6.11 Play the recording once for Ss to listen and write what
they hear, pausing as needed. Ask pairs to compare. Go through
the answers, writing the words on the board.
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Unit 6
b Play the recording again for Ss to listen and repeat.
Audioscript 6.11
1: an office
2: don’t eat
3: make a bed
4: five eggs
5: an old cinema
5a Ask Ss to work in pairs and say the phrases to each other.
Tell them to pay special attention to how the words sound when
you link them together.
b
6.12 Tell Ss they will listen to two conversations. Tell them
to look at the phrases (they are the same ones they have just been
practising) and say whether they hear them in conversation 1 or 2.
Answers:
Conversation 1: 1, 2, 5, 8 Conversation 2: 3, 4, 6, 7, 9
c Give Ss a minute to look at the sentences, then play the
recording again for them to listen and answer. Go through the
answers as a class.
Answers: 1 F 2 T 3 F 4 F 5 T
Optional extra activity
Give Ss copies of the conversations from Ex 5 and ask them to
practise reading the conversations together, focusing on their
pronunciation.
Audioscript 6.12
1
Anya:
Where’s my bag?
Yolanda: Is this it, Anya?
Anya:
No, it’s not a red bag. It’s a grey bag.
Yolanda: Ah! Is it on that chair?
Anya:
Yeah, that’s it. Thanks.
2
Oliver: Would you like a sandwich?
Junko: Yes, please.
Oliver: Would you like cheese or meat?
Junko: Meat, please.
Oliver: Would you like a cup of coffee?
Junko: Yes, please. Have you got milk and sugar?
Oliver: Yes, they’re on the table.
Homework ideas
Workbook: Ex 1–3, p37
1a Refer Ss to the texts (1–3). Ask them to read quickly and
match photos A, B or C to each text. After a few minutes, ask pairs
to compare, then conduct feedback.
Answers: 1 B 2 C 3 A
b Ask Ss to read the texts again and answer the questions. Ask
them to compare answers, then check as a class.
Answers:
1 Sandra James
2 in the classroom or in the park
3 on Wednesdays and Thursdays at 7 o’clock.
Teaching tip
Ask Ss to underline the question words before they read. Point
out how question words help them know what to look for and
predict what the probable answers will be.
2 Refer Ss to the Focus box and read it aloud. Point out how we
pronounce title /taɪt(ə)l/. Point out that titles usually have capital
letters for the main words (but not linking words such as and, or or
but ). Ask Ss to circle the titles in Ex 1a. Go through the answers.
Answers: Singing Lessons Drawing Lessons
Website Building Lessons
3 Ask Ss to read titles 1–6 and match them with topics a–f,
writing the letter by the correct title. Complete the first one as a
class, then ask Ss to continue alone. Ask Ss to compare in pairs,
then go through the answers.
Answers: 1 a 2 f 3 e 4 b 5 c 6 d
4 Ask Ss to read texts 1–4 and choose the correct title from the
box for each. Point out how Ss need to make connections between
key words in the title (cake) and the text (cook). Ask Ss to compare
in pairs, then go through the answers. Ask Ss which club they’d like
to join.
Answers: 1 Make a Cake 2 Spanish Lessons 3 Cinema Club
4 Bike Club
5 Ask Ss to read the texts, then use the titles to help them
answer the questions. Point out to Ss that they need to pay
attention to the question word to know what to look for. Ask Ss to
compare in pairs, then go through the answers as a class.
Answers: 1 on Saturday afternoons 2 at The Office Shop
3 on Saturdays and Sundays 4 Dorota
6C
Develop your reading
Introduction
The goal of this lesson is for Ss to read and understand a short text.
To help them achieve this, they will work on understanding titles
and practise making links between the title and content of a text.
Optional extra activity
Ss write a notice advertising a class or club. They create a class
noticeboard.
Homework ideas
Workbook: Ex 1–4, p38
Warm-up
Ask Ss why they are learning English and what other classes or
clubs they could do in their free time. Make a list on the board. Ask
Ss to discuss in pairs which classes they’d like to do and why. Tell
Ss today’s lesson is about reading about different kinds of classes.
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OVERVIEW
Unit 7
7
7A
Questions
Introduction
The goal of this lesson is for Ss to ask and answer questions about
a place. To help them achieve this, they will revise forming whquestions and vocabulary in the context of places.
7A Questions
Goal | ask and answer about a place
Grammar | wh- questions
Vocabulary | places
GSE learning objective
Can ask and answer simple questions in areas of immediate
need or on very familiar topics
7B
A good day
Goal | talk about good days
Grammar | was /were, there was /were
Vocabulary | months, dates
GSE learning objectives
Can make simple references to the past using was /were
7C
How was it?
Goal | ask and answer about past events
Grammar | was /were (questions), there was /were (questions)
Vocabulary | adjectives
GSE learning objectives
Can ask very basic questions with was/were
7D
English in action
Goal | buy travel tickets
GSE learning objectives
Can buy tickets on public transport using basic fixed expressions
Roadmap video
Go online for the Roadmap video.
Check and reflect
Review exercises and communicative activities to review the
grammar and vocabulary from the unit.
VOCABULARY BANK
7C
Adjectives (2)
7B
After a few minutes, ask Ss for their ideas. Tell them today’s
lesson is about places.
Vocabulary
Places
1a Refer Ss to the photos and ask them to match them with the
words in the box. For weaker classes, put Ss in pairs to work. Give
them a few moments, then go through the answers as a class.
Answers: A the sea B north C west D east E south
F a mountain G an island H a lake I a hill J a river
K a field L the sky M clouds N trees O flowers
Teaching tip
Introductory tasks like this are designed to activate Ss’ existing
knowledge of the subject matter and to increase awareness of
the vocabulary they will need in the lesson. Weaker classes
benefit from having a structure provided to make sentences
before they start. In this case it could be I can see … or
There’s a … /There are … .
b
7.1 Ask Ss to listen, then repeat the words.
2 This exercise checks understanding of the vocabulary.
Develop your writing
Goal | write directions
Focus | using sequence adverbs
Answers:
GSE learning objective
Can write very short, basic directions
water
Develop your listening
Goal | understand a short conversation about events
Focus | understanding present and past
GSE learning objective
Can understand simple, everyday conversations if conducted
slowly and clearly
7C
Before Ss look at their books, show some images of different
scenes from both the city and the countryside, from different
countries or around the Ss’ country. Ask Ss to talk in pairs, taking
turns to describe what they see. Encourage Ss to use There’s /
There are and It’s + adjective in their descriptions.
Complete an example as a class, then give Ss a few minutes
to write the words in the correct boxes, then compare in pairs.
Stronger Ss, who finish quickly, can add more words to each box.
Go through the answers.
DEVELOP YOUR SKILLS
7A
Warm-up
Develop your reading
Goal | understand short texts
Focus | finding dates, times and place names
GSE learning objective
Can understand short written notices, signs and instructions
with visual support
land
plants
air
directions
the sea a hill
a river
a mountain
a lake
a field
an island
trees
flowers
the sky north
clouds east
south
west
Optional extra activity
Give Ss a few minutes to look at the book and try and remember
what they can see. They then close their books and write down as
many words as they can remember. When they have finished, ask
them to swap their lists in pairs. Ss give each other one point for
each word remembered and two points if the spelling is correct.
This activity aids memory and retrieval.
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Unit 7
3 Ss should underline the correct words. Ask them to compare
answers, then ask individuals to read out the correct sentences.
For weaker classes, ask Ss to work in pairs.
Answers: 1 clouds, sky 2 south 3 river, lake
4 flowers, mountains 5 hill 6 north
4 Ask Ss to complete the gaps, so that the sentences are true
about their town. When they finish, put them in pairs to say what
they wrote. In multilingual classes, put Ss with a partner from
another country.
Optional extra activity
Ss work in small groups of three or four to prepare a poster or
map about their town. They work together; all contribute and
make notes. When they finish, they take turns to present their
poster or map to other small groups or to the class. This task is
great for multilingual groups, but works equally well when Ss
all come from the same place. The posters can later be used as
classroom artwork.
Teaching tip
Personalisation is an important step in language learning
as associative memory is powerful. Asking Ss to talk about
somewhere they know also helps them see the value of the
language being studied and it is immediately useful as it is
meaningful. If Ss live somewhere that does not have many
of the geographical features from the vocabulary set, either
provide images that do or teach additional vocabulary items
that they might need.
Further practice
Photocopiable activities: 7A Vocabulary, p197
Listening
5a
7.2 Tell Ss they are going to hear a conversation between
Dan and Fatma about a holiday she is planning. They will listen to
the recording to answer the question.
Answer: In the north of England
b Before playing the recording again, ask Ss to read the
questions (1–8) and the answers (a–h) in order to familiarise
themselves with what they need to listen out for in order to
match the questions and answers. After listening, ask them to
compare and help each other, then play the recording again if
needed. Go through the answers as a class.
Answers: 1 d 2 c 3 b 4 f 5 h 6 a 7 e 8 g
Audioscript 7.2
Dan:
OK, so there’s this place … and I love it. It’s the Lake District.
Fatma: Sorry, what’s the name of the place?
Dan:
The Lake District.
Fatma: Hmm. How do you spell that?
Dan:
L-A-K-E D-I-S-T-R-I-C-T
Fatma: Ah, OK. Where is it?
Dan:
In the north of England.
Fatma: And what do you like about it?
Dan:
Well, there are mountains and lakes. It’s very beautiful and quiet.
Fatma: Lovely! How many lakes are there?
Dan:
Um, sixteen, I think.
Fatma: Sixteen? Wow! When do you usually go there?
Dan:
In June or July.
Fatma: And who do you go with?
Dan:
Sometimes with my friends, sometimes with my wife.
Fatma: Great! And how much is a train ticket from London?
Dan:
Ah, quite expensive! Sometimes tickets are £100! But there is
also a bus – we often take that.
Fatma: Good to know!
Grammar
Wh- questions
6 Tell Ss they are going to focus on some grammar. Ask them to
look at the grammar box and complete it, using Ex 5b to help them.
Ask Ss to look at the examples on the right, then use these to
complete the rules on the left. They should work alone, then check
in pairs. Go through the answers.
Answers: 1 things 2 way 3 days, months and times
4 people 5 places 6 prices 7 the number of things
7a
7.3 Ask Ss to read the questions, then listen to them and
draw an arrow to show whether the voice goes up or down. Do the
first one together as an example, then Ss can continue alone. Play
the recording more than once if necessary. Ask pairs to compare
answers, then go through the answers as a class and deal with
further questions. Share the information in the Pronunciation
checkpoint if you think your Ss will find it helpful.
Answers: 1 ▼ 2 ▲ 3 ▼ 4 ▲ 5 ▲
Pronunciation checkpoint
Ss sometimes wrongly assume that questions always rise. As
shown in the exercise, questions that start with a question
word tend to fall at the end, on the final stressed word, while
questions that start with an auxiliary tend to rise.
b Ask Ss to listen again and repeat chorally.
Optional extra activity
Put Ss in pairs to ask the questions and give their own answers.
8a Ask Ss to work individually and to make the questions using
the prompts given. Tell them to refer back to the grammar table
for help regarding the sentence structure. When Ss have finished,
ask them to check each other’s work in pairs, then go through the
answers as a class.
Answers: 1 What is the name of the place?
2 Where is it? 3 When do you usually go there?
4 What do you usually do there?
5 How much is a train ticket from here?
6 How many cafés are there? 7 Is it a quiet place?
b Once Ss have the questions in the correct form, get them to
ask each other in pairs about the place they are thinking of.
Monitor the class, checking for correct sentence structure and
pronunciation.
9 Put Ss in pairs to write the questions as in the example. Allow
plenty of time for this. With weaker classes, go through the
question words needed for each before they start. Monitor and
help. When Ss finish, go through the answers and correct them.
Answers: 1 Where are your parents from?
2 Who do you go with? 3 Where (in the country) is it?
4 When do you visit? 5 How many lakes are there?
6 How much is a ticket? 7 How do you spell that?
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Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, elicit the first
answer, or look at the example as a class. Ss work alone to
complete the exercises, then check their answers in pairs.
In feedback, elicit Ss’ answers and drill the questions. Ss can
refer to the notes to help them.
Answers:
1 1 What’s 2 How many 3 Who 4 How much
5 How often 6 Where 7 How 8 When’s 9 How old
2 1e 2h 3i 4c 5a 6b 7d 8f 9g
Further practice
Photocopiable activities: 7A Grammar 1, p195;
7A Grammar 2, p196
Speaking
Prepare
10a Ask Ss to think about another nice place that they like to
visit in their country and to make some notes on it. Help them with
any vocabulary they might need and make sure that they have
written about enough aspects of the place to be able to answer
several questions.
b Ss ask and answer each other questions in pairs. Give them
enough time to do this. Monitor and check for sentence structure
and punctuation.
Optional alternative activity
Ask Ss to choose just five of the questions to ask and answer.
This is better for weaker classes or when you are short of time.
Speak
11 Put Ss in small groups, so individual Ss can tell the rest of the
group about their partner’s place. Monitor and make notes for
feedback later on their language use. .
Reflection on learning
Write the following questions on the board:
What vocabulary can you remember from the lesson?
Make a list.
Does your voice go up or down when you ask a question with
a question word?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 10b: Write a few sentences about the place to visit in your
country.
Grammar bank: 7A Ex 1–2, pp.128–129
Workbook: Ex 1–7, p40
App: grammar and vocabulary practice
7B
Unit 7
GRAMMAR BANK 7A pp.128–129
A good day
Introduction
The goal of this lesson is for Ss to talk about good days. To help
them achieve this, they will study past forms (there) was and
(there) were and vocabulary of months and dates.
Warm-up
Ask Ss to write the days of the week. Check as a class. Ask Ss to tell
each other which day of the week is their favourite and which they
don’t like, and why. Have brief feedback to see if there are shared
ideas. Tell Ss this is today’s topic and ask them to turn to Ex 1.
Reading and listening
1a Ask Ss to read the text, then match photos 1–5 with
paragraphs A–E. Give them plenty of time to do this. Ss at this
level may feel daunted by reading texts. They may want to
read the text aloud. Explain that they don’t need to do this, but
should hunt for the answers, underlining when they find them.
Focus attention on the task and reassure them that they can
do it without understanding every word. To encourage focused
reading, give a timeframe of two to three minutes. To increase
confidence, ask pairs to compare before feedback.
Answers: 1 E 2 C 3 B 4 D 5 A
b
7.4 Tell Ss they will now listen and read at the same time.
They should underline where the text differs from what they hear.
Go through the answers with the class.
Answers:
1 He says they’ve got a big TV (not a big sofa).
2 He says he is 21 (not 31).
3 He says the hotel was near the sea (not a lake).
4 He says they were at a Thai restaurant (not Spanish).
5 He says he works for a food company (not a video games
company).
Audioscript 7. 4
Narrator: David’s year
David:
These were my five very good days this year:
The 12th of February was the first day in our new flat. It’s
great. We’ve got a new table and chairs, and a big TV.
The 5th of April was my birthday. I was 21 this year. There was
a party with great music – it was amazing!
The 7th of August was the first day of our holiday. We usually
go to a big city, but this year was different. Our hotel was near
the sea, and there were mountains and fields. There weren’t
any cars or buses. It was really quiet.
On the 14th of October in the evening we were at the Thai
restaurant near Liverpool Street. Mike, Junko, Wes and Trin
were there. The food wasn’t cheap, … but it was really good
The 8th of December was my first day at my new job. I work
for a food company in London and I often travel to other
countries. It’s a really good job.
Fast route: continue to Lesson 7B
Extended route: go to p104 for Develop your writing
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Unit 7
Vocabulary
Grammar
Months and dates
was and were
2a
6 Explain that Ss will now use the text from Ex 1a to study some
7.5 Play the recording, so that Ss can listen and repeat
chorally the months. Play the recording more than once if necessary.
b Get Ss to rewrite the sentences, so that they are true for
them. Ask them to work in pairs and read their sentences to each
other. Once they have done that, get a few of the Ss to read their
sentences out to the class.
3a
7.6 Refer Ss to the ordinal numbers in the box. Point out
that they are not in the correct order. Ask Ss to write the ordinal
numbers next to the corresponding cardinal numbers. Monitor and
check Ss are completing the activity correctly. Play the recording,
so that Ss can listen and check, then go through the answers as
a class.
Answers: a first b second c third d fourth e fifth
f eleventh g twelfth h thirteenth i fourteenth j fifteenth
k twentieth l twenty-first m twenty-second
n twenty-third o twenty-fourth p thirtieth q thirty-first
grammar. Ask Ss to read through the grammar box, then refer them
to the text to help them complete the missing words. Ask them to
try and work out any of the missing words that aren’t in the text.
Go through the answers. Ask Ss if we are talking about past or
present (past).
Answers: 1 was 2 wasn’t 3 were 4 weren’t 5 was
6 wasn’t 7 were 8 weren’t
7a
7.8 Ask Ss to read the sentences and listen to the
recording, focusing on the pronunciation of the words in blue.
Share the information in the Pronunciation checkpoint below if
you think it’s useful.
b Ask Ss to listen again and repeat, focusing on the rhythm of
the sentences.
Pronunciation checkpoint
Vocabulary checkpoint
Ask Ss to tell you today’s date and write it on the board. Draw
attention to the ordinal format, ending with -th and point out
irregulars (1st – 3rd). Explain that with numbers that end in
y, we change the y to i before adding th and with numbers
ending with ve – five and twelve, we change the ve to an f
before we add the th. Drill some dates chorally. Point out that
we can say April (the) eighteenth or the eighteenth of April,
although we don’t write these extra words.
Optional extra activity
Contractions are common in spoken and written English.
When we use full forms in spoken English, we usually use
them for emphasis (and we would usually emphasise the
not, e.g. The food was NOT cheap.).
8 Write the first sentence on the board and ask Ss to choose the
correct option to complete it (was). Ask why (birthday party is
singular). Ss then work alone to underline the correct alternatives
for the other sentences. Check answers with the whole class.
Ask Ss to read the whole sentence aloud in feedback, so that you
can work on pronouncing the weak forms of was and were.
Ask Ss to work in pairs, pointing and saying the ordinal numbers to
each other.
Answers: 1 was 2 was 3 was 4 were 5 weren’t
6 were 7 were 8 was
b Ask Ss to listen again and repeat chorally. Drill Ss further
9a This exercise allows Ss personalised practice. Complete the
individually if you feel they need it.
4 Look at the example as a class. Remind Ss that the ’s after
brother is possessive, not a contraction of the verb be. Ask Ss to
write sentences about the birthdays of people in their family.
Monitor, correct and help. Ask pairs to tell each other their
sentences.
5a Draw Ss attention to the first sentence and explain that all the
other sentences will relate to this date. Ask them to work alone to
complete the gaps in the remaining sentences, using the words in
the box. When Ss have finished, ask them to check the answers in
pairs, then go through them as a class.
Answers: 1 Today 2 Yesterday 3 Last 4 weekend
5 week
b
7.7 Play the recording, so that Ss can listen and check the
answers, then ask them to repeat the sentences chorally.
Further practice
Photocopiable activities: 7B Vocabulary, p200
first sentence on the board for yourself, making it clear that it
should be true about you (so there is no fixed correct answer).
Ask Ss to work alone to complete the sentences for themselves.
b Ask pairs to read their sentences to each other and tick where
they have the same answers. In feedback see which pairs have the
highest number of same answers.
GRAMMAR BANK 7B pp.128–129
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, elicit the first
answer, or look at the example as a class. Ss work alone to
complete the exercises, then check their answers in pairs.
In feedback, elicit Ss’ answers and drill the questions. Ss can
refer to the notes to help them.
Answers:
1 1 I was at the cinema last night.
2 You weren’t at home last Sunday.
3 My parents were on holiday last week.
4 You were late for work yesterday.
5 Yesterday wasn’t a good day.
6 Penpak wasn’t at work last month.
7 There weren’t any taxis.
8 There was good food at the restaurant.
9 Last week, I was on holiday in Italy.
10 There weren’t any films on TV last night.
11 The food was really expensive.
12 Yesterday, there was a big party in my office.
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Answers:
2 1 I was at work last week.
2 You were late yesterday.
3 My birthday was on Saturday last year.
4 They weren’t at home last night.
5 Harry and Louise were in Thailand in March.
6 Marek’s party was in March last year.
7 There were no cakes in the café yesterday.
8 There wasn’t a train every day in January.
9 We were on holiday in July.
10 Sara and I were at a party last night.
11 There wasn’t a birthday in our family last month.
12 There were no good films at the cinema last year.
Optional extra activity
Ask Ss to write three sentences using was /were/wasn’t/weren’t.
Two should be true and one false. They read their sentences to
each other and their partner says which one is not true.
Further practice
Photocopiable activities: 7B Grammar 1, p198;
7B Grammar 2, p199
Speaking
Prepare
10 Tell Ss they are going to talk about their good days from the
last year. Refer them to the table and ask Ss to make notes, not
complete sentences. Allow plenty of time for this and refer Ss back
to Ex 1a for ideas. Monitor and help with vocabulary if needed.
Speak
11a Put Ss in pairs to tell each other about their good days.
Advise Ss to draw a table to make notes about what their partner
tells them. They should listen carefully and make notes.
b Put Ss in new pairs to report what they heard from their old
partner. Point out that there is no change in the verb as the past
form is the same for I/he/she. Monitor and listen. When Ss finish,
give some correction and feedback.
Optional extra activity
7C
Unit 7
GRAMMAR BANK 7B pp.128–129
How was it?
Introduction
The goal of this lesson is for Ss to ask and answer questions about
past events. To help them achieve this, they will study questions
with was/were and a variety of adjectives.
Warm-up
Show an image or assemble a tray with common items that Ss will
know the name of. Show it for one minute and tell Ss to look and
try and remember. Cover the image or tray and ask pairs to count
how many items they can remember. Write the sentence starters
There was … There were … on the board for support.
Vocabulary
Adjectives
1 Ask Ss to look at adjectives 1–8 and match them with their
opposites (a–h).
Answers: 1 c 2 h 3 a 4 f 5 b 6 g 7 e 8 d
2
7.12 Ask Ss to listen and repeat chorally. Pay closer attention
to problem sounds (for example, /j/ in young, /ɔː/ in short) and
drill individually.
Optional extra activity
Ask Ss to cover the words and repeat again without looking. Ask Ss
to work in pairs and take turns to say adjectives for their partner to
say the opposites.
3 This is an opportunity for Ss to practise the vocabulary from
Ex 1. Complete the first sentence together as an example, then
ask Ss to continue. With weaker classes, give two options to
choose from for each. When they finish, ask Ss to compare, then
go through the answers as a class.
Answers: 1 cold 2 high 3 old 4 slow 5 difficult 6 dark
7 happy 8 short
Ss pair with a new partner to tell them about their good days.
Optional extra activity
Reflection on learning
For extra listening and pronunciation practice for all groups, put
Ss in pairs. Ss take turns to read their sentence up to the gapped
word and their partner tries to fill the gap. This can also be done in
groups or as a class.
Write the following questions on the board:
What was the vocabulary today? Write a list of five new words.
What is the past simple of is and are?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 11a: Write sentences about your good days.
Grammar bank: 7B Ex 1–2, pp.128–129
Workbook: Ex 1–7, p41
App: grammar and vocabulary practice
Fast route: continue to Lesson 7C
Extended route: go to p105 for Develop your listening
4 As a class, look at the example, which states the opposite of
sentence 1 from Ex 3 and uses the opposite adjective to cold (hot).
Ask Ss to rewrite the rest of the sentences in the same way.
Possible answers:
1 In August, I have lunch in the park. It’s hot.
2 A: Has that building got a lift?
B: No! The building is very low.
3 It’s her second birthday today. She’s young.
4 Take the bus. It’s fast. It arrives at eight thirty. Don’t take the
train. It arrives at nine.
5 This book is easy. The words are short.
6 There are hundreds of lights here. It’s really light at night.
7 My daughter has got homework this week. She’s really sad.
8 That coat is really long. Is it your father’s coat?
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Unit 7
VOCABULARY BANK 7C p142
Adjectives (2)
These optional exercises build on the lexical set in the
vocabulary section.
1 Ss complete the sentences by rearranging the jumbled
letters, then check in pairs. Check answers as a class.
Answers: 1 tired 2 nice 3 sad 4 famous 5 bored
6 clever 7 favourite 8 interesting 9 old 10 slow
11 fast 12 difficult
Optional alternative activity
Stronger classes can complete Ex 1 at home.
Further practice
Photocopiable activities: 7C Vocabulary, p203
Listening
5a
7.13 Look at the photos as a class and talk about what
they show. Tell Ss they will listen to conversations in each place
and they should write the letter of the picture (A–C) for each one.
Play the recording, pausing after each conversation for pairs to
discuss. Go through the answers.
Answers: 1 B 2 A 3 C
Audioscript 7. 13
1
Cassie: How was work?
Janet: It was OK.
Cassie: Was there a meeting today?
Janet: Yes, about the new computers.
Cassie: Was it a good meeting?
Janet: No, it wasn’t. It was long.
Cassie: Were there cakes?
Janet: Yes, there were.
2
Lukas: How was the mountain?
Lola: It was OK.
Lukas: Was it difficult?
Lola: Yes, it was. It was really high.
Lukas: Were you cold?
Lola: Yes, we were!
3
Risa: How was the train journey?
Alex: It was bad.
Risa: Was it busy?
Alex: Yes, it was. And it was slow.
Risa: Why?
Alex: The train was really old.
Teaching tip
Having an initial task with minimal writing encourages Ss to
focus on the skill being practised – listening. Some Ss want to
start on the written task from the beginning. Discourage this
by asking them to cover this section of their book. It is better if
Ss listen first for the main idea (gist), then for detail.
b Ask Ss to listen again and to choose the correct alternative.
Then play the recording again for Ss to listen and check. Go
through the answers.
Answers:
1 a computers b long
2 a high b cold
3 a busy b old
Optional alternative activity
If Ss in weaker classes struggle to fill the gaps in the
conversation, write the missing words on the board in jumbled
order, for them to choose from, then play the recording again.
Grammar
was/were questions
6 Ask Ss to look at the grammar box and choose the correct
options. Ask them to compare in pairs and say the sentences
as they do so. Go through the answers as a class. Ask Ss what
happens when we make a question with was/were compared to a
sentence (the subject and verb change places).
Answers: 1 Was 2 wasn’t 3 were 4 was 5 was 6 Were
7a
7.14 Explain that Ss should read and listen for the
highlighted was or were in each question and answer. Play each
conversation and ask Ss to notice the pronunciation of was and
were. Ask Ss if the pronunciation is always the same. Give the
information in the Pronunciation checkpoint if you think it will
help Ss.
b Ask Ss to listen and repeat chorally. If your class is large, have
rows or tables repeat to check.
Pronunciation checkpoint
In Ex 7, Ss learn that the words was and wasn’t have strong
and weak forms:
Strong forms: was /wɒz/ were /wɜː(r)/
Weak forms: was /wəz/ were /wə(r)/
In most cases, we use the weak form of these words as they
do not carry meaning, However, when the word appears
at the end of a sentence, as it does in short answers, the
strong form is used. We also use the strong form when we
are stressing the word for emphasis. When were is followed
by a word that begins with a vowel, there is an intruding
/r/ sound, There is an example of this in the second
conversation: They were (/wər/) about £50.
Optional extra activity
Ask pairs to practise reading the conversations aloud. When they
finish, ask a few pairs of Ss to read across the class.
8 Ask Ss to choose the correct options, working alone, then
checking in pairs. Check the answers. Ask pairs to read the
corrected conversations.
Answers: 1 was 2 was 3 Was 4 was 5 was 6 were
7 Was 8 wasn’t
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questions, using the word prompts. Monitor and help as necessary.
When they finish, put Ss in pairs to check, then go through the
answers as a class. Ask Ss if the intonation should rise or fall at the
end (rise) and drill accordingly.
Speak
11 Put Ss in pairs. Read the example conversation with a stronger
student. Ask pairs to use their notes to ask and answer their
questions from Ex 10b. When they finish, ask a few pairs to report
on something interesting they learned about their partner.
Answers:
1 Was your last test easy or difficult?
2 Were you at home on Saturday night?
3 Where were you at 10.00 p.m. last night?
4 Was there a swimming pool at your school?
5 Was it cold this morning?
6 What was your favourite class at school?
Teaching tip
b Ask a strong pair to model the question and answer, then put Ss
Reflection on learning
in pairs to ask and give their own answers. Monitor and listen.
GRAMMAR BANK 7C pp.128–129
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, look at the
example as a class. Ss work alone to complete the exercise,
then check their answers in pairs. In feedback, elicit Ss’
answers. Ss can refer to the notes to help them.
Answers:
1 1 Was the class difficult?
2 How old were you on your last birthday?
3 How much were the train tickets?
4 Were you in the kitchen last night?
5 Where were you last weekend?
6 How many students were there at your school?
7 Was there a party last Saturday?
8 What time was your English class yesterday?
9 How much was the TV in your living room?
10 Who were you with yesterday?
2 1 Was your brother happy? Yes, he was.
2 Was your train OK last night? No, it wasn’t.
3 Were your friends at your birthday party? Yes, they were.
4 Was your sister a good student? No, she wasn’t.
5 Was there a restaurant at the hotel? Yes, there was.
6 Were there many people at the meeting?
No, there weren’t.
7 Was your teacher at school yesterday? Yes, he/she was.
8 Was there a good market in your town?
No, there wasn’t.
Further practice
Photocopiable activities: 7C Grammar 1, p201;
7C Grammar 2, p202
Speaking
Prepare
10a Refer Ss to the table and tell them it’s about past events.
Ask them to make notes for each section. If the class is in the
morning, their notes can be about yesterday or another day that
week. Monitor and support as needed.
b Look at the example questions and ask Ss to suggest more.
Add these to the board.
Unit 7
9a Refer Ss back to the grammar box. Ask them to write the
Ss can sometimes feel wary of speaking in English as they may
make a lot of mistakes. Encourage contributions and praise to
help Ss develop confidence. With emerging language, if you
know what Ss want to say, reformulate it for them, then drill
the phrase and write it up for them to copy.
Write the following questions on the board:
What was good about today’s lesson?
How many pairs of opposite adjectives can you remember?
Make a list.
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 10a: Write sentences about your day/weekend/holiday.
Grammar bank: 7C Ex 1–2, pp.128–129
Workbook: Ex 1–5, p42
App: grammar and vocabulary practice
Fast route: continue to Lesson 7D
Extended route: go to p106 for Develop your reading
7D
English in action
Introduction
The goal of this lesson is for Ss to buy travel tickets. To help them
achieve this, they will study vocabulary connected to the topic and
revise times of day in a digital format.
Warm-up
Show, or draw, a simple map of the UK and ask Ss to identify the
countries (or tell them). Provide the place names: Bath, Oxford,
Cardiff, Swansea, Heathrow, London. These can be on cards if your
class is small – give a card to each pair of Ss and ask them to place
it on the map. With a larger class, have the names written at the
side and give Ss clues with south, north, east or west about where
they are, e.g. Oxford is to the west of London. Explain that today’s
lesson is about travel.
Teaching tip
Ss may be studying English to help with their work, others may
be learning English as part of their studies, others for future
travel. You could suggest Ss keep a notebook with useful
phrases for different situations most relevant to them.
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Unit 7
Culture note
The rail system in the UK is the oldest in the world, with almost
16,000 km of track. Train travel in the UK is expensive and
sometimes it’s cheaper to fly than travel by train. Many people
buy tickets far in advance and use railcards to reduce the cost
of tickets.
1 Ask Ss where they would see the information board (in a train
station). Teach and drill the words platform, arrive and leave.
Ask Ss what information the board shows (it tells us when and
where trains arrive or leave). Ask them to work in pairs to share
information from the board.
Possible answers:
The information board gives information on times and platforms.
The train to Cardiff leaves at 9:13 from platform 3.
The train to Oxford leaves at 9:17 from platform 2.
The first train to Bath leaves at 9:20 from platform 7.
The first train to Heathrow leaves at 9:25 from platform 5.
The second train to Bath leaves at 9:30 from platform 7.
The train to Swansea leaves at 9:45 from platform 1.
The second train to Heathrow leaves at 9:53 from platform 5.
2a
7.15 Tell Ss they will hear Jeff buying a train ticket. They
should find the train he wants on the information board in Ex 1.
Play the recording, ask Ss to check answers in pairs, then check
as a class.
Answer: 5 The (fast) train to Bath at 9:30.
Audioscript 7.15
Jeff:
Excuse me. What time is the next train to Bath, please?
Assistant: The next train leaves at 9.20. It’s a slow train.
Jeff:
What time does it arrive in Bath?
Assistant: It arrives at 12.15. The fast train leaves at 9.30 and arrives at
10.55.
Jeff:
OK. A ticket for the fast train to Bath, please.
Assistant: Is that a single or a return?
Jeff:
A return, please.
Assistant: OK. That’s £68.20, please.
Jeff:
Thank you. Which platform is the fast train to Bath, please?
Assistant: It leaves from platform 7.
Jeff:
Thank you.
b Look at the tickets as a class and check Ss understand single
(one way) and return (there and back). Say the prices. Point out
how we say a hundred and … with numbers over 100. Ask Ss to
listen again and choose the right ticket. Play the recording one
more time if necessary. Check the answer as a class.
Answer: A
3a Look at the Useful phrases box as a class and check Ss
understand them. Explain that Ss are going to listen again to the
recording from Ex 2a and number the phrases in the box as they
hear them. Point out that they will first hear the customer phrases
and then the assistant ones; they are not in a conversation. Play
the recording, ask pairs to listen and compare, then check the
answers as a class.
Answers:
Customer
5 A ticket (for the fast train) to (Bath), please.
1 What time is the next (train) to (Bath), please?
3 What time does it arrive in (Bath)?
8 Which platform is the (fast) train to (Bath), please?
Assistant
6 Is that a single or a return?
2 The next train leaves at (nine twenty).
4 It arrives at (twelve fifteen).
9 It leaves from platform (7).
7 That’s (£68.20), please.
b
7.16 Ask Ss to listen and repeat the phrases after the
recording.
Optional extra activity
Prepare strips of paper with the Useful phrases on them. Give
one to each student. With large classes, the sentences can be
repeated. Play the recording again and ask Ss to stand up when
they hear their sentence. Once you have done this, get Ss in a
line, holding their sentence in front of them. They should listen
carefully and get themselves in order.
Audioscript 7.16
Customer
A ticket (for the fast train) to (Bath), please.
What time is the next train to (Bath), please?
What time does it arrive in (Bath)?
Which platform is the (fast) train to (Bath), please?
How much is a ticket to Bath, please?
Assistant
Is that a single or a return?
The next train leaves at (9.20).
It arrives at (12.15).
It leaves from platform (7).
That’s (£68.20), please.
4a
7.17 Read the instructions aloud, referring Ss to the
information board in Ex 1, prices in Ex 2b and the Heathrow poster
and Useful phrases in the box. Ask them to write a conversation
in pairs, using the prompts in brackets to help them. Allow plenty
of time for this and monitor and help. Elicit Ss’ ideas, then play the
recording for Ss to listen and compare their conversation with the
one they hear. Finally, go through the answers as a class.
Possible answer:
Helena:
Excuse me. What time is the next train to Heathrow,
please?
Assistant: The next train leaves at 9:25. It’s a slow train.
Helena:
What time does it arrive at Heathrow?
Assistant: It arrives at 10:25. The fast train leaves at 9:53 and
arrives at 10:15.
Helena:
OK. A ticket for the fast train to Heathrow, please.
Assistant: Is that a single or a return?
Helena:
A single, please.
Assistant: OK. That’s £15, please.
Helena:
Thank you. Which platform is the fast train to
Heathrow, please?
Assistant: It leaves from platform 5.
Helena:
Thank you.
b Ask Ss to practise the conversation in pairs, taking turns at
both roles. When they finish, ask one or two confident pairs to
repeat the conversation for the class. Give feedback on common
pronunciation errors.
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5 Tell Ss they are going to roleplay buying a ticket. Put Ss in pairs
and name them A and B. Ask Ss to turn to the relevant pages
and read their role cards carefully, making a few notes on which
phrases they could use. When they finish planning, ask a few
general questions to check that they know their roles: Who is A?
(Ss put up their hand) Who speaks first? (the customer) Where are
you? Where are you going?
When Ss have completed the roleplay, give feedback on what they
did well or not so well, then ask them to change roles and allow
some time to read the information before they repeat the activity.
Optional alternative activity
With weaker classes, put Ss in A/A and B/B pairs, looking at the
same information. Ask them to read and ask each other about the
information that they have. First, elicit the questions needed and
write them on the board, then go over how to say times and prices.
Allow plenty of time for this. When Ss are comfortable with their
information, pair them A/B to complete the roleplay.
Teaching tip
This is an information gap activity, where Ss don’t know exactly
what their partner will say. This reflects real-life interaction and
requires close listening. Tell Ss not to show each other their role
cards; they must listen to each other. Checking that everyone
knows their role and deciding on who speaks first are helpful
classroom management ideas that enable the activity to begin
smoothly.
Reflection on learning
Write the following questions on the board:
How many words about train travel can you remember?
Make a list.
What did you like in today’s lesson?
Put Ss in pairs to discuss the questions. When they have
finished, ask a few Ss to share their ideas with the class, but
don’t force them to if they’d rather not.
7
Unit 7
Audioscript 7.17
Helena:
Excuse me. What time is the next train to Heathrow, please?
Assistant: The next train leaves at 9:25. It’s a slow train.
Helena:
What time does it arrive at Heathrow?
Assistant: It arrives at 10:25. The fast train leaves at 9:53 and arrives at
10:15.
Helena:
OK. A ticket for the fast train to Heathrow, please.
Assistant: Is that a single or a return?
Helena:
A single, please.
Assistant: OK. That’s £15, please.
Helena:
Thank you. Which platform is the fast train to Heathrow,
please?
Assistant: It leaves from platform 5.
Helena:
Thank you.
Check and reflect
Introduction
Ss revise and practise the language of Unit 7. The notes below
provide some ideas for exploiting the activities in class, but you
may want to set the exercises for homework or use them as a
diagnostic or progress test.
1a Ask Ss to look at the compass and complete the words. Elicit
the first word as an example, then ask Ss to continue alone. Ss
check in pairs before you go through the answers with the class.
Answers: north, south, east, west
b Ss read the sentences and choose the correct options. Ask Ss to
compare answers, then go through the answers as a class.
Answers: 1 cloud, sky 2 lake, fields 3 an island, the sea
4 mountains
2a Ss work in pairs to write the words in order to make questions.
Go through the answers.
Answers:
1 What does a taxi driver do?
2 Where is the White House?
3 Who was Pelé?
4 When is Valentine’s Day?
5 How many days are there in August?
6 How many rooms has the Taj Mahal got?
b Ss work in pairs to match the questions from 2a with the
answers a–f. Go through the answers.
Answers: 1 e 2 c 3 f 4 d 5 b 6 a
3a Ss work alone to complete the months in the correct order,
then compare in pairs. Go through the answers.
Answers: 1 January 2 February 3 March 4 April 5 May
6 June 7 July 8 August 9 September 10 October
11 November 12 December
b Ss write the dates as words. Go through the answers.
Answers: 1 second 2 eleventh 3 twenty-third
4 nineteenth 5 thirtieth 6 twelfth 7 eighth
8 twenty-seventh 9 fifth 10 thirty-first
Optional extra activity
Workbook: Ex 1–2, p43
Ask Ss to work in pairs. They take turns to choose an ordinal
number and ask their partner about the month, e.g. What’s the
eighth month?
Roadmap video
c Ss read the words in the box, then complete the gaps with the
Homework ideas
Go online for the Roadmap video and worksheet.
correct option. Go through the answers as a class.
Answers: 1 yesterday 2 last 3 today 4 weekend
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Unit 7
4 Ask Ss to read the text and complete the gaps with was, were,
wasn’t or weren’t. Elicit the answer to the first one as an example,
then ask Ss to continue alone. Ask Ss to compare in pairs, then go
through the answers with the class.
Answers: 1 was 2 were 3 was 4 weren’t 5 was
6 wasn’t 7 were 8 was 9 was
5 Ss read the sentences and choose the correct option from each
pair of alternatives. Go through the answers as a class.
Answers: 1 fast 2 an old 3 easy 4 cold 5 long 6 high
7 dark 8 hot 9 happy
6a Ss write the words in order to make questions. Check answers
as a class and drill as needed.
Answers:
1 Were you at home last night?
2 What was your first teacher’s name?
3 Was your phone expensive?
4 Where were you at 8.00 a.m.?
5 Was there a difficult question in class?
6 How many students were there in class last week?
b Ss ask each other and answer in pairs.
Reflect
Ask Ss to rate each statement alone, then compare in pairs.
Encourage them to ask any questions they still have about any of
the areas covered in Unit 7.
7A
Develop your writing
pairs. When they finish, say the sentences as a class. Ask Ss which
sequence adverbs have a fixed position (first, finally) and elicit
that the others are interchangeable.
Pronunciation checkpoint
Point out that the sequence adverbs are followed by a
comma. When we speak, there is a slight pause and,
because something will follow, there is a rising tone. Get Ss
to practise this as they say the directions.
Answers: First , leave the hotel. Then , turn left.
Next , walk next to the river. After that , go past the field.
Finally , turn right.
3 Ask Ss to complete the sentences with sequence adverbs, using
the Focus box to help them. Give them a few minutes working
alone, then put them in pairs to discuss and compare. After a few
minutes, elicit answers and in feedback write the correct answers
on the board, so that Ss can see them.
Answers: 1 First 2 Then/Next/After that
3 Then/Next/After that 4 Then/Next/After that 5 Finally
4 Ask Ss to rewrite the words in the correct order to make
directions. Go through the answers as a class, asking individuals to
read each sentence aloud and drilling as needed.
Answers:
1 First, take a bus to the station.
2 Then, take a train to Liverpool.
3 After that, take a taxi to Pier Head.
4 Next, take a boat to Douglas.
5 Finally, walk to the hotel.
Optional extra activity
Ask Ss to underline the capital letters in the sentences and
remember punctuation rules for when they are used.
Introduction
Prepare
The goal of this lesson is for Ss to write directions. To help them
achieve this, they will practise finding routes and using sequence
adverbs to order sentences.
5 Tell Ss they are going to prepare to write some directions. Refer
Warm-up
Write
Show Ss images of the following and ask them to identify them:
a river, a hotel, a field, a shop, a bank, a boat, the sea, a café. You
could show them on the board or circulate smaller images for pairs
to handle. Ask pairs to discuss what they see, then share their
ideas with the class. Drill vocabulary as needed. Tell Ss that today’s
lesson is about describing a route from one place to another.
1 Focus attention on the pictures and discuss what they show.
Ask Ss to use the pictures to put sentences a–e in the correct
order. Ask Ss which direction is first (d), then ask them to continue
in pairs. Check the answers.
Answers: 1 d 2 c 3 e 4 a 5 b
2 Ask Ss what helped them put the sentences in order. They may
answer the pictures. Refer them to the sentences and ask them
if anything else helped. If necessary, point out the first words in
each sentence and tell Ss these are called sequence adverbs and
they help to show the order of things. Ask Ss to read the Focus
box and circle the sequence adverbs (or sequencers) in Ex 1 in
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them to the map and ask them to find the hotel and the train
station, then to draw a route between them. Ss can work in pairs
to help each other. Monitor and help as needed.
6a Ask Ss to use the route they drew on the map to write their
directions. Ask Ss to work alone to write their directions. Remind
them to use sequence adverbs. Monitor and check they are
completing the task correctly.
b Ask Ss to exchange directions and check each other’s work.
Possible answers:
1 First, go out of the hotel.
2 Then, turn right.
3 Next, turn left.
4 After that, go past the supermarket.
5 Finally, go straight on. The station is on the right.
Optional extra activity
Put Ss in pairs. Ss write or say directions to a mystery location on
the map. Their partner follows the directions and tells them where
they arrived.
Homework ideas
Workbook: Ex 1–5, pp.45
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Develop your listening
Introduction
The goal of this lesson is for Ss to understand short conversations
about events. To help them achieve this, they will practise
listening for the present and past.
Warm-up
Draw a timeline on the board with the present and the past.
Ask Ss to work in pairs and write all the words they know to
describe something happening in the present and something
that happened in the past. Give them one minute to do this. Elicit
answers. Tell Ss today’s lesson is about understanding present
and past.
1 Refer Ss to the photos and ask them to match them with the
7.10 Play the recording for Ss to listen. Pause the recording
after each sentence, if necessary, so that Ss have enough time
to write the missing words. Play the recording more than once if
needed. Elicit the answers as a class.
Answers: 1 ’s, every month 2 Yesterday, was
3 Is, every year 4 was, last month 5 Is, every week
6 was, yesterday 7 Last week, was 8 is, always
Audioscript 7.10
1
2
3
4
5
6
7
8
There’s a family lunch every month.
Yesterday, there was a big meeting in the office.
Is there a party in the office every year?
There was a street party in my town last month.
Is there a meeting every week?
There was a birthday party for John yesterday.
Last week, I was at a meeting with Tanya.
Sophie’s birthday is in March. There’s always a big party.
6a
Answers: A a party B a meeting C a meal
7.11 Tell Ss that they are going to hear two people talking
and they need to identify which of the two situations they are
listening to. Ask them to read the two possible answers first. Play
the recording and ask Ss to listen and choose the correct answer.
2
Answer: b
words. Ask them to work individually, then they can compare
answers in pairs.
7.9 Tell Ss they will hear four different people talking and
they need to listen and choose what they are talking about from
the three options. Play the recording more than once if necessary.
Elicit the answers from the class.
Answers: 1 a 2 c 3 b 4 a
Audioscript 7.9
1
A: My husband was fifty last year. There was a big party at our house.
His friends from work were there. It was really nice.
2
B: There was a family meal last week. It was really good. All the family
were there. I was so happy.
3
A: There’s a meeting every week on Friday. It’s in the blue meeting room.
4
B: We usually have a small party at my parents’ house for my
mum’s birthday.
3 Look at the Focus box as a class and ask Ss to read it through.
Play each section of the recording in turn for Ss to listen again
and decide which of the speakers are describing something in
the past.
Answers: 1, 2
4 Go through the first sentence with the class and ask Ss what
the missing words are. Make sure that Ss understand what they
need to do. Explain that they need to work out what the missing
word is before they write in the letter. Weaker classes can
work in pairs. Give Ss enough time to do this task as it can be a
little challenging.
Unit 7
7B
5
b Play the recording again for Ss and ask them to listen and tick
whether the actions being discussed usually happen or have
already happened in the past.
Answers:
Usually happens: 3, 6
Was in the past: 1, 2, 4, 5
Audioscript 7.11
A: How was the work party yesterday?
B: It was OK, but the weather was bad.
A: Oh no, sorry about that.
B: Meh, it’s OK. How was your family party at the weekend?
A: Good. It was my dad’s birthday, and we usually go for a meal in a
restaurant. This year the party was at home, so it wasn’t so
expensive! Oh, how was the office meeting?
B: Last week?
A: Yes.
B: It was OK. Tony doesn’t usually come to the meeting, but he was
there last week.
A: Oh, good. Would you like another coffee?
B: No, I’m OK.
Optional extra activity
Print out the audioscript and put Ss in pairs. Ask them to read
the conversation. Monitor and make notes on pronunciation for
feedback.
Homework ideas
Workbook: Ex 1–4, p43
Answers: 1 B,T 2 T,B 3 B,T 4 B,T 5 B,T 6 B,T 7 T,B
8 B,T
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Unit 7
7C
Develop your reading
Introduction
The goal of this lesson is for Ss to read and understand short
texts. To help them achieve this, they will practise identifying
dates, times and place names in notices and signs.
Warm-up
Show a poster for a local event such as a film or show. It doesn’t
need to be in English. Ask Ss what it is and what information is
important (e.g. where/when it is; how much it costs, etc). Tell Ss
today’s lesson is about reading informational texts to find these
details.
Teaching tip
Some Ss forget about their existing reading skills when they
come to a new language. They worry about unknown words
and don’t focus on what’s important. Reminding them of how
we read for information and what we naturally do in our first
language encourages them to activate and apply the skills to a
new language.
1 Ask Ss to look at the photos A–C and say what they see. They
4a Refer Ss to the messages. Ask them to underline dates, circle
times and box place names. Do an example of each as a class, then
ask Ss to continue alone. They can check in pairs, then go through
the answers with the class.
Answers:
• Mountain walk
Come with us and walk up the mountain on Sun 9th October.
Meet in the Mountain Café at 8 o’clock.
• Horse riding
Learn to ride a horse at River Park on 8/10/21. We are open
from 11 a.m. to 4 p.m.
• International food market
Eat food from all over the world. South Park, Sat 1st Oct.
10.00–15.00.
• Photo show
See beautiful photos of rivers, lakes and hills in India by
R Greenwood. City Hotel, 15/10/21 from 10 to 6.
Optional extra activity
Ask fast-finishing Ss to work in pairs to identify the different
functions of capital letters in the texts.
b Ask Ss to read the texts again and answer the questions. They
don’t need to write full sentences. Allow pairs to compare answers
before you go through them as a class.
then read texts 1–3 and match them with the correct photos.
Give them one minute, then ask them to check in pairs. Conduct
feedback.
Answers: 1 11 a.m. 2 City Hotel 3 1st October
4 Mountain Café
Answers: 1 C 2 A 3 B
Optional extra activity
2a Read the Focus box with the class and ask Ss to think about
For extra speaking practice, put Ss in pairs to ask and answer the
questions in Ex 4b. For extra writing practice, Ss can write their
own questions about the texts in 4a and ask each other.
the answer to the question. Allow plenty of time, then ask pairs to
compare. When they finish, elicit the answer.
Answer: Look for a capital letter.
Homework ideas
Workbook: Ex 1–4, p44
b Refer Ss to the table and explain that they should complete
it with details from the texts in Ex 1. Complete the first one as a
class. Point out that Ss are only looking for key information and
they need to read quickly. Ask Ss to continue alone, underlining
the information and transferring it to the table. When they finish,
ask Ss to compare answers in pairs. Check answers as a class.
Answers:
Event
Date
Time
Place name
1 Dance show
6th June
City High School
2 Cooking class
08/07/21
14.00 to
16.00
3 p.m.
3 Football game
Sun 9th June
1 o’clock
Milltown sports park
Red River Restaurant
3 Ask Ss to look at the first item in the table (Chocolate Café).
Explain that they should tick the category it belongs to: date, time
or place name. Elicit the answer as an example. Ask Ss to work
alone to tick the boxes for the remaining items in the table, then
ask them to compare in pairs before you elicit the answers.
Answers: 1 place name 2 date 3 place name 4 time
5 place name 6 time
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OVERVIEW
8A When I was young
Goal | give a talk about when you were young
Grammar | past simple (regular verbs)
Vocabulary | verb phrases
GSE learning objective
Can talk about past events or experiences, using simple
language
8B
You had a bad day
Goal | talk about a bad day
Grammar | past simple (irregular verbs)
Vocabulary | irregular verbs
GSE learning objective
Can talk about a past event or activity in a very basic way
(e.g. I went )
8C
Good places
Goal | talk about a holiday
Grammar | past simple (questions)
Vocabulary | holiday activities
GSE learning objective
Can ask and answer questions about past times and
past activities
8D
English in action
Goal | greet people
GSE learning objective
Can greet people, ask how they are and react to news
Roadmap video
When I was young
Introduction
The goal of this lesson is for Ss to be able to give a talk about
when they were young. To help them achieve this, they will
study regular past simple verbs and vocabulary relating to past
activities.
Warm-up
Ask Ss to list the activities they liked doing when they were
children. With weaker classes, brainstorm the various activities
they liked doing and write them on the board. Give Ss a twominute time limit to list their favourite activities, then ask them to
compare, before you go through the answers with the class.
Vocabulary
Verb phrases
1a Ask Ss to discuss the photos in pairs and write down what
they see. After a few minutes, elicit answers and add any further
useful vocabulary to the board.
b Ask Ss to read the text, underlining any words they don’t know/
aren’t sure of. Tell them they can still match the text to a photo
without knowing all the words. Elicit the answer from the class
before covering any unknown vocabulary.
Answer: B
2a Focus attention on the word map. Ask Ss to work individually
to add more words from the text. When they finish, ask Ss to
compare in pairs, then go through the answers as a class.
VOCABULARY BANK
Answers:
1 travel: to school
2 watch: a game
3 live: in a village
4 play: football
5 talk: to my friends, about football
8B
b
Go online for the Roadmap video.
Check and reflect
Review exercises and communicative activities to review the
grammar and vocabulary from the unit.
Irregular verbs
DEVELOP YOUR SKILLS
8A Develop your reading
Goal | understand a short story
Focus | understanding a /an and the
GSE learning objective
Can understand simple, short stories
8B
Develop your writing
Goal | write a description of your last birthday
Focus | planning your writing
GSE learning objective
Can write about a past event or activity in a very basic way
(e.g. I went )
8C
Develop your listening
Goal | understand directions
Focus | listening for sequence adverbs
GSE learning objectives
Can understand simple directions, if spoken slowly and clearly
Unit 8
8
8A
8.1 Ask Ss to listen and repeat. Play the recording more
than once if necessary.
3a Ask Ss to individually add the items in the box to the word
map. They can then check their work in pairs.
Answers:
1 travel: to my grandparents’ house, by car, with my family
2 watch: a film
3 live: in a town, with my family, in a house
4 play: tennis, with my family
5 talk: to my teacher, about my weekend
b In pairs, Ss add more words to the word map. Give them some
time to do this. When they have finished, elicit answers and see
which pair came up with the most.
4a Ask Ss to write sentences that are true for themselves.
They can use examples from the previous exercises or any
new ones they can come up with. Remind them to use a
frequency adverb in each sentence and that they can write
sentences about activities they don’t like doing by using the
adverb never.
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Unit 8
b Get Ss to work in pairs to compare their sentences. Give them a
few minutes to do this before eliciting answers from the class. You
may want to draw up a frequency line on the board to see which
activities are the least and most popular in the class.
7a
8.2 Ask Ss to listen to the verbs to notice the
pronunciation of the final sound. If you think it’s useful, explain
the information in the Pronunciation checkpoint below, using the
examples given.
Optional extra activity
Pronunciation checkpoint
With weaker classes you may want to recap frequency adverbs
(studied in Unit 5) before Ss do this activity. Look at the example
and remind Ss of the position of the adverb between subject and
verb. Elicit other frequency adverbs and write them in order on a
scale (frequency line) on the board. Ask Ss to include the adverbs
in their sentences.
This exercise looks at how the past simple -ed ending can
be pronounced in three ways, depending on the preceding
sound. The most important lesson for Ss is that the -ed
ending is never pronounced as it looks – /ed/.With verbs
that end with voiced sounds, we pronounce the -ed ending
as /d/, e.g. lived. With verbs that end with unvoiced sounds,
we pronounce the -ed ending as /t/, e.g. worked. Ss should
recognise that verbs ending /t/ or /d/ have a different /ɪd/
ending. Encourage your Ss to place their hand on their throat
to feel whether a sound is voiced or unvoiced.
Further practice
Photocopiable activities: 8A Vocabulary, p206
Reading
b Ask Ss to listen again and repeat. Listen to see if Ss are
5 Tell Ss they’re going to read about three people from different
countries talking about their past experiences of school. Look at
the photos and ask Ss to suggest the nationalities, then ask Ss
to read the text, underlining any unknown vocabulary as they
go along, and complete the table by ticking the correct column.
Go through the answers. Ask Ss whose school experience they
prefer. Then elicit the meaning of any unknown words from other
members of the class.
Answers:
Who …
Nanami
Michal
1 liked school?
2 travelled every year?
✓
✓
3 went to a new country?
4 lived in a small place?
Lucy
✓
✓
5 doesn’t talk about games?
✓
✓
Grammar
Past simple (regular verbs)
pronouncing the endings correctly.
c
8.3 Ask Ss to listen and tick the correct pronunciation.
They can compare answers, then go through them as a class and
drill as needed.
Answers: 1 c 2 b 3 a 4 a 5 c
8a
8.4 This exercise practises the positive and negative
forms of the past simple regular verbs from the lesson. Do the
first sentence together and, with weaker classes, complete the
second one as a further example, as this involves a change in
spelling. Then ask Ss to continue alone, referring to the grammar
box to help them. Ask Ss to listen and check in pairs, then check
answers with the whole class, with individual Ss reading the
sentences aloud.
Teaching tip
It’s often useful to ask Ss to read a sentence, not just the
single word answer. It gives practice of the target language
and pronunciation. It also encourages Ss with little English
to deliver longer utterances and develop their confidence in
speaking in front of others.
6 Tell Ss they’re going to study some grammar. Refer them to
the grammar box, asking Ss to read it through and complete the
gaps, using the texts in Ex 5 to help them. Ss can discuss their
answers in pairs before checking as a class. With weaker classes,
complete the gaps as a class.
Answers: 1 walked 2 liked 3 studied 4 travelled
Grammar checkpoint
Ss may struggle a bit with all the rules introduced here
regarding spelling. To ease their concerns, point out that one
positive point regarding past simple verbs is the verb doesn’t
conjugate – it’s the same for all persons. Remind Ss of the
exception (be) and elicit the two forms, was and were.
Answers: 1 started 2 travelled 3 cleaned 4 didn’t like
5 played 6 studied
b Ask Ss to change the sentences in Ex 8a so that they are true
for them. When they finish, ask Ss to tell each other in pairs. Ask a
few pairs to share one of their partner’s interesting responses.
9a Refer Ss to the verbs in the box. Provide an example yourself
by writing two sentences on the board about you, one true and
one false (though don’t ask Ss to guess which is which at this
stage). Ask Ss to write four of their own sentences; two true and
two false. Monitor and help with accuracy. Encourage stronger
classes to write a mixture of positive and negative sentences.
Weaker classes can just write positive sentences.
b Look at the example as a class. Refer Ss back to your examples
and ask them to guess which is false. Put Ss in pairs to tell
each other their sentences and guess which of their partner’s
sentences are false. Monitor and listen. When they finish, ask Ss if
they were good at guessing.
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Answers:
1 1 didn’t like 2 started 3 worked 4 didn’t cook
5 washed 6 cleaned 7 didn’t stay 8 stopped
9 changed
2 1 He played football yesterday.
2 I didn’t walk to work yesterday.
3 We visited Paris by train yesterday.
4 She tried different food yesterday.
5 Dad cooked dinner yesterday.
6 You didn’t listen to music yesterday.
7 She didn’t stay in an expensive hotel yesterday.
8 I didn’t work in the hospital yesterday.
Further practice
Photocopiable activities: 8A Grammar 1, p204;
8A Grammar 2, p205
8B
Unit 8
GRAMMAR BANK 8A pp.130–131
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, look at the
example as a class. Ss work alone to complete the exercises,
then check their answers in pairs. In feedback, elicit Ss’
answers and drill the questions. Ss can refer to the notes to
help them.
You had a bad day
Introduction
The goal of this lesson is for Ss to talk about a bad day. To help
them achieve this, they will study past simple of irregular verbs.
Warm-up
Ask Ss to write three things they did yesterday. Put them in pairs
to compare. They should use past simple, so listen for this and
note how they do, but don’t correct as they are just warming up.
Ask pairs if yesterday was generally good or bad and what makes
a day good or bad.
Vocabulary and reading
Irregular verbs
1a Ask Ss to look at the pictures and discuss in pairs whether
they depict a good or a bad day. Encourage stronger classes
to say more about what they can see. When they finish, elicit
answers and write them on the board.
Answer: A bad day
Speaking
Prepare
10 Tell Ss they are going to give a talk about when they were
b Ask Ss to look at the pictures again and to put them in the
correct order of when they occurred. Ask Ss to do this individually
or in pairs depending on ability.
young. Refer them to the list and ask them to look back at Ex 8a
to help them. Ask Ss to make notes, using language from today’s
lesson. Monitor and help with vocabulary as needed.
Answers: 1 C 2 A 3 B 4 L 5 I 6 G 7 H 8 E 9 K
10 J 11 F 12 D
Speak
c
8.5 Play the recording for Ss to listen and repeat each verb
in the box after they hear it.
11 Put Ss in small groups to tell each other about when they
were young. When they finish, ask the groups about who had
similar experiences and whose were very different or unusual.
Optional alternative activity
Ask Ss to give their talk first in pairs before speaking in small
groups. The stages of rehearsal will help them gain confidence.
They could also record themselves on their device and listen back
to their pronunciation in order to improve it.
Reflection on learning
Write the following questions on the board:
What did you find difficult in today’s class? What did you
find easy?
How do we make a regular past simple verb?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they don’t want to.
Homework ideas
Grammar bank: 8A Ex 1–2, pp.130–131
Workbook: Ex 1–6, p46
App: grammar and vocabulary practice
2a Ask Ss to read through the list of words. Explain any unknown
words. Explain that they need to match them with their past form
in bold in the text in Ex 1a. Give them some time to do this. Remind
them that these are irregular verbs, so they don’t follow the usual
pattern when constructing the past form of a verb.
Answers: 1 get up – got up 2 break – broke 3 take – took
4 buy – bought 5 meet – met 6 lose – lost 7 feel – felt
8 speak – spoke 9 have – had 10 go – went 11 run – ran
12 eat – ate 13 forget – forgot 14 see – saw
b Ask Ss to work individually, completing each sentence with the
correct verb. They can then check their answers in pairs before
you go through them as a class.
Answers: 1 saw 2 felt 3 took 4 went 5 ate 6 met
7 forgot 8 lost 9 spoke 10 bought
3a Ask Ss to read through the text, underlining any vocabulary
or phrases they are not sure of. Ask them to work out which
picture the text is describing before covering any of the unknown
vocabulary.
Answer: B
Fast route: continue to Lesson 8B
Extended route: go to p107 for Develop your reading
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Unit 8
b Ask Ss to make lists of the things that Carla did or didn’t do.
Weaker classes can do the activity in pairs.
Answers:
She worked and worked and worked. She took the train. She
arrived home. She ate chips. She watched TV. She forgot her
mum’s birthday.
She didn’t have (time for) breakfast. She didn’t speak to her
colleagues (about football or the weekend). She didn’t buy
lunch. She didn’t eat anything.
VOCABULARY BANK 8B p143
Irregular verbs
These optional exercises build on the lexical set in the
vocabulary section.
1 Ss match the past simple form of the verbs with their
present form, then check in pairs. Check answers as a class.
Answers: 1 e 2 j 3 h 4 a 5 l 6 b 7 k 8 c 9 i
10 f 11 g 12 d
2 Ss complete the sentences with the past form of the correct
verb from Ex 1, then check in pairs. Check answers as a class.
b Ask Ss to listen again to the sentences and repeat them.
6
8.7 Ask Ss to read through the text first. Point out that in
the first example, the verb hasn’t changed because it is in the
negative form. Get Ss to complete the gaps with the past form of
the verbs in brackets. They can refer to the verbs in the box in
Ex 1c if they don’t remember the past form. When they finish, play
the recording so they can listen and check their answers, then
have whole-class feedback to confirm. Ask Ss to read the text
aloud to each other for pronunciation practice.
Answers: 1 didn’t get up 2 had 3 felt 4 met 5 went
6 ran 7 had 8 spoke 9 didn’t take 10 didn’t go
11 didn’t see
7a Ss are now going to practise writing their own sentences
in past simple. Look at the first sentence ending and discuss as
a class how to complete the sentence. Make sure you elicit
sentences with both positive and negative verb forms as well as a
variety of subjects, not just I. Ss then work alone to complete the
sentences, referring to the grammar box. Allow plenty of time for
this, monitoring and helping. There’s no need to check answers
with the whole class as all Ss will have different answers, but you
can elicit a few examples to bring the activity to a close.
Answers: 1 sent 2 left 3 saw 4 wrote 5 gave 6 sat
7 found 8 drove 9 spent 10 made 11 won 12 taught
b Ask Ss to say their sentences to each other. When they finish,
Optional alternative activity
Teaching tip
Stronger classes can complete Exs 1 and 2 at home.
Further practice
Photocopiable activities: 8B Vocabulary, p209
have whole-class feedback to see if Ss have similar answers.
This activity enables Ss to express their own thoughts.
Personalisation is part of effective learning. Include
personalisation stages to help Ss feel that they are expressing
their real lives in English. Writing their own meaningful
examples has more impact on Ss’ retention of new language.
Sharing the ideas aids the social dynamic of the classroom.
Grammar
Past simple (irregular verbs)
4 Ask Ss to look at the grammar box and to choose the correct
alternatives. Go through the answers as a class. Show Ss the
irregular verb list on p160.
Answers: 1 -ed 2 didn’t
Grammar checkpoint
Remind Ss that there is no pattern regarding how irregular
verbs are formed in the past tense and that they need to
learn them by heart. If Ss are put off by this, remind them
of the good news that the form is the same for all persons,
as the verb doesn’t conjugate.
5a
8.6 Write a positive sentence in past simple on the board
and ask Ss to make it negative. Elicit, or remind them, that we use
didn’t and the base form to make a negative. Ask Ss to listen to the
sentences. Tell them to listen for the pronunciation of didn’t and
decide which letter is not pronounced. If you think it is useful,
share the information in the Pronunciation checkpoint below.
Answer: The final t is not pronounced in fast speech.
Pronunciation checkpoint
Point out that the final letter t in didn’t is not usually fully
pronounced. It is most easily heard when the following word
starts with a vowel. Depending on the consonant that starts
the next word, it may be more or less fully articulated. Remind
Ss that this is natural spoken English and in no way sloppy.
GRAMMAR BANK 8B pp.130–131
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, elicit the first
answer, or look at the example as a class. Ss work alone to
complete the exercises, then check their answers in pairs. In
feedback, elicit Ss’ answers and drill if needed. Ss can refer to
the notes to help them.
Answers:
1 1 Last week I lost my house keys.
2 I didn’t forget my coat – I didn’t wear it.
3 We made dinner yesterday.
4 I bought a new phone last week.
5 We didn’t have a good holiday.
6 He put the book on the table this morning. Where is it?
7 She didn’t go home from work late.
8 I ate chicken for dinner last night.
2 1 She didn’t lose her ticket. She lost her phone.
2 I didn’t forget her name. I forgot her phone number.
3 Your camera didn’t break. Your bag broke.
4 My dad didn’t take a bus. He took a taxi.
5 She didn’t speak to Alan on Monday. She spoke to Dave.
6 My friend didn’t buy new sunglasses. He/She bought a
new coat.
7 The train didn’t leave at 11.30. It left at 12.30.
8 You didn’t make Thai food. You made Japanese food.
Further practice
Photocopiable activities: 8B Grammar 1, p207;
8B Grammar 2, p208
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8C
Prepare
8 Tell Ss they are going to talk about a bad day. They can choose
a real one or invent one. They can use the pictures in Ex 1a to
help them with ideas. Refer them to the table and ask them to
make notes.
Teaching tip
Making notes can be challenging. The notes that Ss make in
Ex 8 are to support the speaking activity in Ex 9. Show Ss how
to make notes – in this case, just verbs and nouns or a short
phrase, by giving them an example on the board. Allow plenty
of time for them to think about what they want to say and be
available to help with vocabulary they need. The purpose is
to ensure the following speaking phase is not simply reading
aloud from a script. Weaker classes may need to write
sentences.
Speak
9 When they are ready, put Ss in groups of three or four to tell
each other about their bad day. When they finish, ask each group
which person had the worst day.
Reflection on learning
Write the following questions on the board:
What did you learn today?
How many past simple irregular verbs can you remember?
Make a list.
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they don’t want to.
Homework ideas
Ex 8: Write about a bad day. It can be a real story or an
invented one.
Grammar bank: 8B Ex 1–2, pp.130–131
Workbook: Ex 1–6, p47
App: grammar and vocabulary practice
Unit 8
Speaking
Good places
Introduction
The goal of this lesson is for Ss to talk about a holiday. To help
them achieve this, they will study past simple questions and
vocabulary describing holiday activities.
Warm-up
Put Ss in pairs or small groups to talk about where they went
last summer. When they finish, ask them to share their ideas and
add useful vocabulary to the board. Tell Ss that today’s topic is
good places.
Vocabulary
Holiday activities
1a Refer Ss to the words in the box and ask them to underline
any unknown words. Ask them to guess the meanings of the
words from the pictures as they match them. When they have
completed the task, ask them to check their work in pairs, then go
through the answers as a class.
Answers: A have a good time B relax C go shopping
D visit a museum E stay in a hotel F go for a walk
G go to restaurants H swim in the sea
b
8.8 Play the recording so that Ss can repeat what they hear.
Try to listen out for pronunciation and make any corrections. Play
the recording more than once if necessary.
c Elicit the frequency adverbs that Ss might need for this task,
e.g. often, usually, always (and possibly sometimes) and write
them on the board. Ask Ss to work in pairs and tell each other what
they usually do when they are on holiday. Monitor and help with
any mispronunciation or with any new vocabulary Ss need. When
they have completed the task, elicit answers from Ss about what
their partners do. For weaker classes, do the task as a classroom
activity.
2a Ask Ss to read through the text, underlining any unknown
Fast route: continue to Lesson 8C
Extended route: go to p108 for Develop your writing
vocabulary. Then ask them to find the present tense of the verbs
in bold. When they have done this, they check their answers in
pairs. Go through the answers as a class and cover any unknown
words.
Answers: had – have relaxed – relax swam – swim
visited – visit went – go stayed – stay
b Give Ss a few minutes to decide which verbs are irregular. Ask
them how they identified the regular verbs (-ed ).
Answers: had, swam, went
Further practice
Photocopiable activities: 8C Vocabulary, p212
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Unit 8
Listening
3a
8.9 Tell Ss they are going to listen to a conversation
between Alex and Megan and they need to listen for which topic
Megan talks about.
Answer: She talks about her holiday.
Audioscript 8.9
Alex:
Hey! Did you have a nice holiday, Megan?
Megan: Yes, we had a really good time. We went to the south of France.
Alex:
Ooh, that’s great! How did you get there? Did you fly?
Megan: No, we took the train! It was amazing!
Alex:
Wow! And what did you do there?
Megan: Well, we relaxed, we went shopping, we visited a museum …
Alex:
Wow. Was the weather good?
Megan: The weather … was … great!! We went to the beach every day
and Josh swam in the sea every day. Oh, and we ate in amazing
restaurants …
Alex:
Uh huh. And who’s Josh?
Megan: He’s a friend … he’s my boyfriend. And we went for walks in the
evening …
Alex:
Right.
Megan: And we stayed in this lovely hotel … It was called –
Alex:
Wow, is that the time? I have a meeting, Megan. See you later.
Megan: Oh, OK. Bye.
b Play the recording again. Ask Ss to tick the questions they hear.
Play the recording more than once if necessary.
Answers: 1, 3, 4
Grammar
Past simple (questions)
4 Ss will probably have noticed the past simple question forms
in the lesson so far. Ask them to use the questions in Ex 3b to
complete the rules in the grammar box. Confirm the answers.
Remind Ss the contracted form didn’t represents two words
(did not).
6a Ask Ss to use the word prompts to write questions. Remind
them to start with a capital letter. Monitor and correct as they
write. Go through the answers as a class, drilling as needed.
Answers:
1 Did you have a good weekend?
2 What time did you get up on Saturday?
3 Where did you go?
4 Who did you go with?
5 Where did you have lunch on Sunday?
6 What did you eat?
7 What did you do in the evening?
8 Did you study English?
9 Did your best friend text you?
Teaching tip
When Ss are completing a written exercise, it’s important to
move around the class and see how they are completing it and
if they are doing so correctly. If you point out an error early on,
they have more chance to get the language correct later in the
task. It’s also confidence building for Ss to be asked and give a
correct answer, rather than a wrong one, though of course this
can happen. It’s still necessary to have whole-class feedback as
you may miss some errors.
b Put Ss in pairs to ask and answer the questions from Ex 6a.
When they finish, ask a few pairs to report back on something
their partner told them.
GRAMMAR BANK 8C pp.130–131
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, look at the example
as a class. Ss work alone to complete the exercises, then
check their answers in pairs. In feedback, elicit Ss’ answers.
Ss can refer to the notes to help them.
5a
8.10 Explain that Ss will hear the sentences twice, first
slowly and then fast. When they hear the fast sentence, they
should listen to how the two linked words run together. Do they
hear a different sound? (Did and you join to sound like /dɪdʒə/).
Play the recording again and ask Ss to listen out for it. Share the
information in the Pronunciation checkpoint if you think it will
help your Ss.
Answers:
1 1 did, go; went 2 Did, have; did, had 3 did, go; went
4 Did, leave; didn’t, left 5 did, learn; learned
6 Did, forget; didn’t
2 1 Where did you go at the weekend?
2 How did you travel to the lake?
3 Did you go in Enrico’s car?
4 What did you do there?
5 Did you have a good time?
6 What time did you leave?
3 a went b had c left d drove e went f ate
1e 2a 3d 4f 5b 6c
Pronunciation checkpoint
Further practice
Ss may be confused if their first language is not stress timed
as English is. They should note that both fast and slow
versions are perfectly correct. The main aim in recognising
the shortcuts of fast speech is to help Ss with their listening
skills. While we want them to sound authentic when speaking
English, they don’t necessarily need to produce fast speech.
Photocopiable activities: 8C Grammar 1, p210;
8C Grammar 2, p211
Answers: 1 Did 2 Did 3 did 4 did 5 did 6 did
b Ask Ss to listen again and repeat the slow and fast sentences,
chorally and then individually.
Optional extra activity
Ss ask each other the questions in the exercise and give their own
answers.
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8D
Prepare
Unit 8
Speaking
English in action
7a Tell Ss they are going to have a discussion about a holiday.
First, they need to write questions using the prompts in the table.
Ask Ss to work individually and to make the questions using the
prompts given. When Ss have finished, ask them to check each
other’s work in pairs, then go through the answers as a class.
b Now, Ss need to make notes about their favourite holiday to
answer the questions their partner will ask them. Give them some
time to do this as they need to work individually. Help them with
any new words they want to include and the spelling of place
names.
Introduction
The goal of this lesson is for Ss to greet people. To help them
achieve this, they will learn useful phrases for giving and responding
to greetings and starting and ending a conversation. They will use
past simple to ask and answer questions about their weekend.
Warm-up
Speak
Play past simple Bingo. Ask Ss to draw a grid in their notebook
with two rows and three columns, making six squares altogether.
Ask them to write a past simple verb in each box. When they are
ready, say some sentences which include the past simple verbs
from the last two lessons, e.g. We ate in a restaurant ; I watched
TV, etc. If you say a verb that a student has, he/she crosses it out.
The first student who crosses all their verbs out calls BINGO!
Optional extra activity
1a Ask Ss to look at the photos and discuss the questions in
Optional alternative activity
With weaker classes, elicit the questions as a class activity and
write them on the board.
Model the activity yourself by showing a picture (or giving the
name) of a place you visited and asking Ss to ask you their
questions. This provides a chance to rehearse and focus on
accuracy in question formation. Weaker classes will need to write
their questions first. Stronger classes can try without writing.
8a Ask Ss to work in pairs to ask and answer the questions from
Ex 7a. Monitor and listen.
b Ask a few individuals to report on what they learned. Give
some feedback on how they used past simple, praising as well as
correcting.
Teaching tip
It is important to feed back on the content of the activity –
what information Ss have learned – as well as the way that
they have completed it. This enables them to reflect on their
performance and improve on it next time. As Ss are working in
pairs, they will be pleased that you are still listening to them, so
their practice is being monitored.
Reflection on learning
Write the following questions on the board:
How do we make a past simple question?
What did you like about this lesson?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they don’t want to.
Homework ideas
Ex 7a and b: Write a short description of a visit to a good place.
Grammar bank: 8C Ex 1–3, pp.130–131
Workbook: Ex 1–5, p48
App: grammar and vocabulary practice
Fast route: continue to Lesson 8D
Extended route: go to p109 for Develop your listening
pairs. After a few minutes, elicit their answers and write useful
vocabulary on the board.
Answers:
A They are at the train station. They are office colleagues.
B They are at university. They are students.
b
8.15 Tell Ss they will listen to two conversations, one for
each photo, and they should match them. Play the recording.
Check answers with the whole class
Answers: 1 B 2 A
c Ask Ss to listen again and make a note of what each person
did at the weekend. Pause after each conversation for pairs to
compare. Go through the answers as a class.
Answers:
1 Sara studied for a test and went to a restaurant with friends.
Mike studied for a test and watched the football with his dad.
2 Erica went to the park with her family. Duncan went to the
cinema.
Audioscript 8.15
Conversation 1
Sara: Hi, Mike.
Mike: Hi, Sara. How are you?
Sara: Fine, thanks. And you?
Mike: Great, thanks. How was your weekend?
Sara: Good. I studied for the test all day on Saturday and, in the evening,
I went to a restaurant with friends. How about you?
Mike: I studied for that, too, and I watched the football with my dad.
Sara: Sounds good! See you later.
Mike: Yes, see you!
Conversation 2
Duncan: Good morning, Erica.
Erica:
Good morning, Duncan.
Duncan: How are things?
Erica:
Fine, thank you. And you?
Duncan: I’m very well, thank you. Did you have a good weekend?
Erica:
Yes, thanks. I went to the park with my family. How about you?
Duncan: I went to the cinema.
Erica:
What did you see?
Duncan: The Difficult Mountain.
Erica:
Was it good?
Duncan: Yes, it was.
Erica:
Great. Well, I’m a bit late for a meeting … goodbye, Duncan.
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Unit 8
2a Refer Ss to the Useful phrases box. Ask them to listen again
8
and tick the phrases they hear. Discuss the levels of formality
(see Vocabulary checkpoint below) in the different phrases and
deal with any questions Ss may have.
Vocabulary checkpoint
Check and reflect
Introduction
Point out that Good morning and Good afternoon sound
quite formal and business-like. Many people shorten these
phrases to Morning or Afternoon, which are not as formal.
Hi is informal. Hello can be used in most situations. Goodbye
sounds formal, and many shorten this to Bye. See you sounds
more casual. People often ask How are you? or How are
things? after a greeting. The response Very well sounds
formal and a little old fashioned, Fine is more commonly used.
Ss revise and practise the language of Unit 8. The notes below
provide some ideas for exploiting the activities in class, but you
may want to set the exercises for homework or use them as a
diagnostic or progress test.
Answers:
Starting a conversation
✓ Hello / Hi. ✓ Good morning / afternoon / evening.
b Ss work in pairs. They should talk to their partner about which
Questions for greetings
✓ How are you? ✓ How are things? Are you OK?
Answers for greetings
(I’m) OK, thank you. (And you?) (I’m) not bad, thanks. (And you?)
✓ (I’m) great, thanks. (And you?)
✓ (I’m) very well, thank you. (And you?)
✓ (I’m) fine, thanks / thank you. (And you?)
(I’m) good, thank you. (And you?)
Ending a conversation
✓ Goodbye / Bye. ✓ See you / See you later.
b
8.16 Ask Ss to listen and repeat chorally after the recording.
3a Ask Ss to complete the conversations with expressions from
the Useful phrases box. They work alone, then compare answers
in pairs. Check with the whole class and ask Ss which conversation
feels more formal (the first).
Possible answers: 1 Good morning / Hello
2 I’m very well/great/fine/good, thank you. And you?
3 Bye / Goodbye 4 Hi / Hello 5 Fine/Great/Good/OK/
Not bad, thanks. And you? 6 See you / See you later / Bye
b Ss practise the conversations in pairs. Stronger classes can do
this first with their books open and then again with their books closed.
4 Ask Ss to get up, move around the room and greet each other,
1a Ask Ss to complete the sentences with the correct verbs. Ss
check in pairs before you go through the answers with the class.
Answers: 1 live 2 play 3 talk 4 watch 5 travel
sentences in Ex 1a are true for them. In feedback, elicit interesting
answers from a few pairs.
2 Ss work alone to complete the text with the correct form of
the verbs in brackets. They check in pairs before you go through
the answers.
Answers: 1 walked 2 travelled 3 cycled 4 arrived
5 started 6 studied 7 played 8 liked 9 didn’t like
10 finished
3 Ss work alone to find and circle the past simple verbs in the grid.
Go through the answers.
Answers:
1X F A T E K R A N M
Q O
S
P
O
K
E
R
R W K W L
J
G
J
T
B
G
P
G
T
O O
K
R O
J
O N H K
O
S
H K
T N T
E
T
I
K
L
F
A O B O
E
K
L M U H D D
F
S
L
E
O U
K
T
T
P H T
E
4 Ss work alone to choose the correct verb from the box to
complete each sentence. Ask Ss to compare in pairs, then go
through the answers.
Answers: 1 forgot 2 spoke 3 bought 4 got up 5 met
6 broke
ask about each other’s weekend, then say goodbye to each other.
They should do this without their books. If your class is very large,
Ss can do the activity in smaller groups of 12–15. If you have fixed
desks and it’s impossible for Ss to move around in your room, ask
them to turn to the Ss at neighbouring desks and do the activity
that way. Join in yourself to encourage Ss.
5a Ss complete the sentences with the past form of the verbs
Reflection on learning
Answers: 1 got up 2 had 3 made 4 ate 5 drank
6 bought 7 read 8 took
Write the following questions on the board:
in brackets. Ss can work alone, then check in pairs. Go through
the answers.
What were the most useful phrases in today’s lesson?
Where and when can you practise these in the future?
b Ss tick the sentences that are true for them, then tell each
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
6 Ss fill in the gaps with a suitable present simple verb, then
other in pairs.
check in pairs. Go through the answers.
Answers: 1 swim 2 visit 3 go 4 have 5 stay
Homework ideas
Workbook: Ex 1–3, p49
App: grammar and vocabulary practice
Roadmap video
Go online for the Roadmap video and worksheet.
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answers, as in the example. Ss can check in pairs, then go through
the answers as a class.
Answers: 1 did you get up 2 Did you have 3 did you travel
4 Did you watch 5 Did you speak 6 did you eat/have
b Ss ask each other and answer in pairs.
Reflect
Ask Ss to rate each statement alone, then compare in pairs.
Encourage them to ask any questions they still have about any of
the areas covered in Unit 8.
8
Communication review
Snakes and ladders
(Units 7–8 review)
Ss revise and practise the language of Units 7 and 8 in a
communicative game. This can be done after the Check and reflect
page as a fun way to revise the language of Units 7 and 8. Put Ss
into groups of two or three. For this game, Ss can write numbers
1–6 on small pieces of paper and put them in a bag if dice are not
available. Ss place their counters on START. Ss take turns to throw
the dice or take out one of the pieces of paper and move that
number of squares along the board. When they land on a square,
they must follow the instructions on it. (If it is a question, they
should answer it as well.) If their answer is incorrect, Ss move back
to the square they were on before. If they land on a square with a
ladder and answer the question correctly, they move up it. If they
land on a square with a snake, they go down it. The first person to
reach FINISH wins. While Ss are playing, monitor and adjudicate or
help if necessary.
Unit 8
7a Ask Ss to complete the questions so that they match the
Answers:
14 easy
15 light, slow, low
16 were (e.g. I was at the cinema.)
17 (snake)
18 spring, summer, autumn, winter
19 e.g. My school started in September. We studied English
every week.
20 e.g. When I was a child, I often played at the park.
21 (snake)
22 e.g. went to the cinema. / passed my driving test. /
bought a dog.
23 bought, drank, ate, took
24 e.g. go shopping, visit a museum, go to the beach,
swim in the sea, eat in a restaurant
25 did
26 (snake)
27 Did (Yes, I read an online newspaper and revised some
vocabulary.)
28 e.g. I’m fine, thanks. I’m not bad, thanks, and you?
I’m very well, thank you.
29 made, had, got, went
30 e.g. In winter people go to the mountains and they drink
hot drinks.
31 e.g. I didn’t like salad. I liked computers.
32 (snake)
8A
Develop your reading
Introduction
The goal of this lesson is for Ss to understand a short story. To
help them achieve this, they will study the articles a /an and the.
Alternative activities
Warm-up
Ss work in pairs. They take turns to choose a question from the
board to ask their partner, ticking the questions as they are
answered correctly.
Ask Ss to think about the last story they read. They should then
work in pairs to discuss the questions below.
Have a team challenge. Put Ss into groups of three, then get
them to work through the squares in order as quickly as possible
(writing the answers) and see how many they can complete in ten
minutes. Check the answers as a class. The team with the most
correct answers wins.
Answers:
1 north, south, east, west
2 mountain
3 sky
4 many
5 much
6 What
7 When
8 (snake)
9 January, February, March, April, May, June,
10 e.g. was at home. / visited my friends. /
had breakfast at a restaurant.
11 Was (Yes, it was./ No, it wasn’t.)
12 (snake)
13 was (e.g. It was great, thanks).
When did you last read a story (in any language)?
What was it about?
After a few minutes gather Ss’ ideas and tell them today’s lesson is
about reading a story.
1 Refer Ss to the photos. Ask them what animals they can see.
Then ask Ss to read the text and say which animal is mentioned in
the story.
Answer: A
2 Ask Ss to read the text, underlining any vocabulary they are not
sure of. Then refer them to the photos and elicit what each photo
depicts from the story. This should help them with the unknown
vocabulary. Point out that although the word kite is probably
unknown to them, with the help of the photo and the description
(the colours red, yellow and blue) they should be able to work out
what the word is without having to look it up in a dictionary. Finally,
ask them to put the photos in the correct order they appear in the
story. Weaker classes can work in pairs.
Answers: C, A, B
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Unit 8
3 Refer Ss to the Focus box. Go through it as a class. Then ask Ss
2 Ask Ss to read the text, circling any words they don’t know or
Answers:
When I was young, I had a dog. His name was Snowy. The dog
loved me, and I loved my dog.
I lived in a small town. I didn’t have any friends in the town. Well,
I had one friend, Snowy. After school, I usually walked to a hill
near my house, and Snowy walked with me. I had a kite. It was
red, yellow and blue. We watched the kite in the blue sky.
Answer: A
to underline articles a /an and the in the text in Ex 1. Elicit the
answers. If you think it’s useful, explain the information in the
Grammar checkpoint below.
Grammar checkpoint
We also use the definite article the when it is clear from the
context that there is only one thing, e.g. in the blue sky,
a town near the sea, in the north of my country.
4 Ask Ss to read the next part of the story (parts a–d). Tell them
they have to put the parts in the correct order. Remind students of
the rules on articles a /an and the to help them work out the order.
Answers: 1 c 2 a 3 d 4 b
5 Ask Ss to work individually to read the final part of the story and
answer the questions, before comparing their answers in pairs.
Elicit the answers as a class.
Answers: 1 F 2 F 3 T 4 F 5 T
6 Ask Ss to work in pairs to talk about animals and discuss which
ones they like/don’t like. Encourage them to give reasons for their
answers.
Homework ideas
Ex 5: Ss write their own story describing their life when they
were a child.
Workbook: Ex 1–3, p50
8B
Develop your writing
Introduction
The goal of this lesson is for Ss to write a description of their last
birthday. To help them achieve this, they will focus on using time
phrases. They will plan their work by making notes.
Warm-up
Ask Ss how birthdays are celebrated in their country. Are there
any specific customs followed on this event? How do they like to
celebrate their birthday, if at all? Tell Ss today’s lesson will involve
writing about their last birthday.
aren’t sure of. They should still be able to work out which picture
the text is referring to even with any unknown vocabulary. Give
them enough time to complete the task before eliciting the answer.
3 Refer Ss to the Focus box. Go through it as a class. Then ask the
Ss to underline the time expressions in the text in Ex 2. Elicit the
answers.
Answers: last Saturday In the morning in the afternoon
Later
4 Ask Ss to read the text in Ex 2 again and to answer the
questions. Weaker classes can do the activity in pairs.
Answers:
1 Kerry’s birthday
2 last Saturday
3 on an/a small island
4 her friends
5 They played games, cooked fish and ate it. Then they felt bad.
6 They didn’t feel good/were sick.
7 sad
Optional extra activity
In pairs, Ss can verbally ask and answer each other the questions.
Monitor and make note of any errors in pronunciation or sentence
structure for class feedback at the end of the activity.
Prepare
5a Refer Ss to the questions. For weaker classes, you may want
to elicit a few ideas on the board to get them started. Ask Ss to
think about what happened throughout the whole day. Point
out they should write notes, not sentences. Monitor and help
as needed.
b Once Ss have enough notes about activities that occurred
throughout the day, ask them to complete the timeline with the
activities, using past simple. Ss can work in pairs depending
on their level.
Write
6a Ask Ss to write the description of their birthday. Stronger
classes can do this as a homework activity. Otherwise doing the
activity in class may be a better option, especially at this level, for
classes that may need guidance.
b Remind Ss to check the bullet points against what they have
written.
Optional alternative activity
For weaker classes, you can put Ss in pairs and ask them to write
about an imaginary person’s birthday.
Homework ideas
Workbook: Ex 1–5, p51
1 Refer Ss to the pictures to answer the questions. Ask pairs to
compare answers before going through them as a class.
Answers:
1 a birthday
2 A on a boat B in an office C at a party D in a city/town
3 Ss’ own answers.
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Develop your listening
The goal of this lesson is for Ss to understand directions. To
help them achieve this, they will focus on listening for sequence
adverbs to help them follow a route.
Warm-up
Show images of famous landmarks from around the
world and ask Ss to identify them and say where they are,
e.g. Buckingham Palace (London), The Statue of Liberty (USA),
The CN Tower (Canada), Wawel Castle (Poland), The Palace of
Running Water (Argentina) and other sites that you think Ss will
know. Tell Ss today’s lesson is about understanding directions in a
new city.
1a Ask Ss to look at the map and the photo and answer the
questions in pairs. Have a whole-class discussion of their answers.
Culture notes
The Palace of Westminster, also known as The Houses of
Parliament, is the place where the British parliament meets.
The clock tower at the end of the building houses Big Ben, a
bell weighing 15 tonnes. The sound of the bell is famous and
the clock is very accurate. You can’t go inside the clock tower.
The London Eye is an observation wheel which rotates slowly.
You can take a ride on it to get views of London and can see up
to 40 km away on a clear day.
Buckingham Palace is the London home of the British royal
family. Every year 50,000 guests, including members of the
public, are entertained at garden parties, dinners and other
social occasions at the palace. You can also take tours of the
palace’s state rooms.
Answers: London; Covent Garden, Charing Cross Station,
Trafalgar Square, Big Ben, the Houses of Parliament,
Westminster Abbey, Buckingham Palace, the London Eye,
Waterloo Station
b
8.11 Focus attention on the map. Explain that Ss will hear
directions to one of the places. Ask them to listen and number
directions a–e in the order that they hear them. Ask Ss to compare
answers in pairs. Go through the answers as a class, but do not
reveal the name of the place at the end of the route. Play the
recording a second time if necessary.
Answers: 1 c 2 d 3 e 4 b 5a
Audioscript 8.11
First, go out of Charing Cross Station.
Next, turn left onto The Strand.
Then, turn left again onto Northumberland Avenue.
After that, turn right at the river.
Finally, go straight on and you can see it.
Unit 8
8C
2a Read through the Focus box as a class. Ask Ss to listen to
the directions from Ex 1a again and write the five sequence
adverbs. With weaker classes, you may want to play the
recording sentence by sentence, discuss as a class and add these
to the board.
Answers: First, Next, Then, After that, Finally
b Ask Ss to listen one more time and repeat the directions.
Pause the recording after each one.
3a
8.12 Ask Ss to listen and complete the sentences with the
sequence adverbs. They can compare in pairs and listen again if
they need to. Go through the answers as a class.
Answers: 1 First 2 Next 3 After that 4 Then 5 Finally
b Ask Ss to listen again and repeat the directions. Pause the
recording after each one.
4
8.13 Refer Ss to the pictures. Talk about what they show,
then ask Ss to listen and put them in order. Go through the
answers.
Answers: 1 D 2 B 3 A 4 E 5C
Audioscript 8.13
Sonia: Hi, Chris. The party is at my house on Saturday at 7 p.m. My
house is on Park Road. Here are directions from the station.
First, go out of the station and turn left. Then, go straight on and
walk past the bank. Next, turn left at the supermarket and walk
down River Street. After that, turn right at the school. Finally,
turn right again at the café and walk down Park Road. My house
is number 17. See you on Saturday. Bye!
Optional extra activity
Ss repeat the directions in pairs, using the pictures as prompts.
5
8.14 Refer Ss to the map. Talk about where they start
(at the hotel), then ask Ss to listen and follow the route.
Encourage pairs to compare answers and retell the directions
before listening again. Go through the answers.
Answer: The Tower of London
Audioscript 8.14
Celia:
OK. That’s a good idea. How do I get there?
Receptionist: First, go out of the hotel and turn right. Then, go straight
on. Next, turn left. Then, walk over the bridge. After that,
turn right. Finally, go straight on and you can see it.
Celia:
OK. Thanks.
Receptionist: No problem.
Homework ideas
Workbook: Ex 1–3, p49
c Tell Ss they’re going to listen again to mark the route on the
map. Ask Ss where they start (Charing Cross Station) and locate
this on the map. Play the recording, with Ss drawing the route,
then ask Ss to compare in pairs before playing it again. Elicit the
name of the place at the end of the route.
Answer: Big Ben
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9
9A
OVERVIEW
Family photos
Introduction
The goal of this lesson is for Ss to talk about people in a photo.
To help them achieve this, they learn object pronouns me, you,
him, her, us, them and vocabulary of prepositions of place.
9A Family photos
Goal | talk about the people in a photo
Grammar | object pronouns (me, him, her, etc.)
Vocabulary | prepositions of place
GSE learning objective
Can describe a picture showing a familiar scene or activity using
simple language, if prompted by questions
9B
Hobbies
Goal | ask and answer about things you and I like to do
Grammar | like /enjoy/love/hate + -ing
Vocabulary | hobbies
GSE learning objective
Can express likes and dislikes in relation to familiar topics in a
basic way
9C
Study habits
Goal | ask and answer about study habits
Grammar | why and because
Vocabulary | learning a language
GSE learning objective
Can answer simple questions about habits and routines
9D
English in action
Goal | make and respond to suggestions
GSE learning objective
Can make and respond to suggestions
Roadmap video
Go online for the Roadmap video.
Check and reflect
Review exercises and communicative activities to review the
grammar and vocabulary from the unit.
Warm-up
Before Ss open their books, ask them to look around the room and
make a list of the objects they can see. If your classroom doesn’t
have much in it, then you could display a picture of a room with
everyday items, which will be useful for the lesson to come.
Give them a few minutes, then ask them to compare in small
groups. When they have finished, elicit answers and tell them this
lesson is about describing what we can see.
Vocabulary
Prepositions of place
1a Ask Ss to look at the pictures and discuss the question in pairs.
When they have finished, ask for their answers and write useful
vocabulary on the board.
Suggested answers: a bag, a table, flowers, a hotel, a man,
a chair, a picture, a computer, a clock, some books, a cup, a cake
b
9.1 Refer Ss to the sentences 1–9 and ask them to work
alone to match each one with a picture (A–I). They compare their
answers in pairs. Play the recording for them to listen and check,
then go over the answers as a class. Point to the images and say
them as you go through.
Answers: 1 C 2 F 3 B 4 D 5 H 6 A 7 E 8 G 9 I
c Play the recording again, pausing after each sentence, and ask
Ss to repeat chorally.
VOCABULARY BANK
Optional extra activity
9B
For extra pronunciation practice, particularly with weaker
classes, put Ss in pairs and name them A and B. A looks at the
sentences and B at the pictures. Ask A to read the sentences in
random order and B to point at the correct picture. After a few
turns, they change roles.
Hobbies
DEVELOP YOUR SKILLS
9A Develop your reading
Goal | understand short messages
Focus | understanding subject and object pronouns
GSE learning objective
Can understand short, simple messages on postcards, emails
and social networks
9B
Develop your listening
Goal | understand people’s feelings
Focus | listening for how people feel
GSE learning objective
Can understand how people are feeling if they use simple
language and speak slowly and clearly
9C
Develop your writing
Goal | write a short text
Focus | using because
2a Ask Ss to write three sentences about things in the classroom,
using it instead of the name of the item. Give an example yourself
first: It’s on my desk. Monitor and help if Ss need it. Stronger
classes can write more sentences.
b Refer Ss to the example, then ask them to work in pairs and
take turns to read out a sentence for their partner to guess.
Optional alternative activity
If your classroom doesn’t have many objects in it, you could
provide Ss with a picture of a room for this activity.
Further practice
Photocopiable activities: 9A Vocabulary, p215
GSE learning objective
Can write simple sentences about what they and other
people do
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Grammar
3a
9.2 Refer Ss to the photo and ask what it shows (a family).
Put Ss in pairs and give them a few minutes to talk about who they
can see in the photo and what they think the relationships are.
When they finish, explain that they will hear Tony telling Camilla
about his family in the photo, and they should listen and write the
correct name beside each person. Play the recording,
ask pairs to compare, then check the answers.
Object pronouns
Answers: 1 Tony 2 Carol 3 Agnes 4 Pat
b Tell Ss they’ll now listen again more carefully. Ask them to read
the sentences first, so that they know what they need to listen out
for. They need to decide who says what. Play the recording, pausing
as necessary, then ask Ss to compare in pairs and help each other.
Play the recording again if needed. Elicit the answers and drill them.
Answers: a Tony b Camilla c Tony d Camilla e Tony
c Ask Ss to look at the words in bold and decide who the object
pronouns are referring to. Give them a few minutes to do this.
Once they have completed the task, ask them to check their
answers in pairs. For weaker classes, do the activity as a class,
writing the answers on the board.
Answers:
1 me = Tony
2 you = Tony
3 us = Tony, Agnes and Carol / Tony’s family
4 her = Tony’s sister
5 them = Tony’s sister’s family
6 him = Pat
Audioscript 9.2
Camilla: Is that a photo of your family, Tony?
Tony:
Yes, this is us at our home in Thanet.
Camilla: Great. So, who are the people in the photo?
Tony:
Well, that’s me behind the chair, next to my wife, Carol.
Camilla: Yeah, I know that’s you!
Tony:
[laughing] And my daughter Agnes is between me and my wife
in the photo.
Camilla: Your daughter is so lovely!
Tony:
Thanks. And, in front of us, that’s my sister and her family – her
husband and her two sons.
Camilla: Does your sister live in Thanet, too?
Tony:
No, she lives in Australia. Her husband, Pat, is Australian.
Camilla: Wow, how often do you see her?
Tony:
We visit them once a year, but Pat comes to the UK for work
sometimes, so we see him three times a year, maybe.
Optional extra activity
To develop confidence with weaker classes, once you have
checked the answers, ask pairs to read the conversations
together. They can do this twice, once in each role. Monitor and
support with any pronunciation issues or questions.
Optional extra activity
Ss make sentences about the position of other Ss in the room,
using the prepositions of place, e.g. Marcia is between José and
Gian. This could be speaking and/or writing depending on how
much time you have and the needs of the class.
Unit 9
Listening
4 Write the first sentence on the board I live in London. Ask Ss to
identify the subject (I ) and verb (live). Point out that the subject
‘does‘ the verb and goes before it. Write a shortened version of the
second sentence: My parents visit me at the weekend. Ask Ss to
identify the subject (My parents) and verb (visit ). Ask Ss what me
is (the object). Point out that the subject ‘does‘ the verb to the
object. Ask Ss if the object goes before or after the verb (after).
Refer Ss to the grammar box. Ask them to read the first section,
then choose the correct option to complete the sentences, using
Ex 3 to help them. When they finish, elicit the answers from
different pairs and complete the box on the board.
Answers: 1 before 2 after
Grammar checkpoint
Some Ss may not have seen grammar terms like this before.
Going through examples systematically, using different
colour pens to highlight the different parts of a sentence,
is very useful. It’s particularly important for classes where
the Ss’ first language doesn’t follow subject-verb-object
word order.
5a
9.3 Tell Ss they’re going to listen to some sentences. Ask
them to read 1–3, paying attention to the pronunciation of the
words in blue. If you think it’s useful, explain the information in the
Pronunciation checkpoint below.
Answer: They are unstressed.
b Play the recording again and ask Ss to repeat.
Pronounciation checkpoint
In natural speech, when object pronouns come in the middle
or at the end of a sentence, they are usually unstressed and
we use the weak form. This is because English is a stress
timed language.
6 Refer Ss to the conversation. Ask them to read it and choose
the correct words in italics. Remind them that the subject goes
before the verb and the object after it. Ask Ss to work alone, then
in pairs, then have a whole-class feedback discussion.
Answers: 1 They 2 them 3 I 4 I 5 her 6 him 7 us
8 him 9 She 10 She 11 me 12 we
Optional extra activity
After going through the answers, ask individual Ss to read sections
of the conversation in open pairs, across the class. While Ss might
find speaking in front of the class a bit stressful or embarrassing,
as they have the correct answers they should feel more confident.
7 Put Ss in pairs to ask and answer. With weaker classes, ask Ss
first to underline the object in the question, then locate the
object pronoun in the grammar box and write it beside the
question. Do the first one together, showing how they should
use the pronoun in the answer. Ask Ss to work in pairs, asking and
answering the questions. Monitor and listen, making note of any
mistakes. When they finish, ask a few pairs to report something
interesting they learned about their partner and deal with any
doubts or problems.
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Unit 9
GRAMMAR BANK 9A pp.132–133
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, elicit the first
answer, or look at the example as a class. Ss work alone to
complete the exercises, then check their answers in pairs.
In feedback, elicit Ss’ answers and drill the questions. Ss can
refer to the notes to help them.
Answers:
1 1c 2a 3a 4b 5a 6c 7b 8a
2 1 it 2 them 3 her 4 it 5 them 6 him 7 us 8 it
Further practice
Photocopiable activities: 9A Grammar 1, p213;
9A Grammar 2, p214
Speaking
Prepare
8 Tell Ss they are going to talk about their own family or friends.
Ask them to find a photo on their phone or in their bag. If they
don’t have a suitable one, they can use the photos in their book
and pretend.
Speak
9 Read the example as a class, then ask Ss to tell their partner
9B
Hobbies
Introduction
The goal of this lesson is for Ss to talk about their likes and dislikes.
To help them achieve this, they will practise using the verbs like,
enjoy, love and hate with the -ing form and vocabulary related to
hobbies.
Warm-up
Before Ss open their books, put them in pairs and ask them to
talk about what they did last week or at the weekend. Write a few
prompts on the board, like restaurant, cinema, study or football or
draw pictures. This will review some of the past simple verbs from
Unit 8 as well as lead into today’s topic. When they finish, ask a
few pairs for their answers.
Vocabulary
Hobbies
1a Look at the photos with the class and discuss what Ss can see.
Ask Ss to match the photos to the phrases (1–6). They work alone,
then check in pairs. Go through the answers with the class.
Answers: 1 B 2 A 3 F 4 D 5 C 6 E
about their family. Tell them to ask questions, as in the example.
Remind them that this activity is to practise object pronouns.
Monitor and listen.
b
Optional extra activity
Optional extra activity
When they finish, ask Ss to write one or two sentences about their
partner’s family before reporting back to the class.
Ask Ss to listen again and repeat without looking at the phrases.
Alternatively, ask them to cover the phrases and look at the photos
and try and remember.
Teaching tip
2a
It’s a good idea to ask Ss to report back after a speaking
activity. This encourages them to listen to each other and
makes the activity purposeful. It’s also an extra challenge to
reformulate what their partner has said as it requires them to
use different forms.
Reflection on learning
Write the following questions on the board:
What are the subject and object pronouns? Can you write a list?
What do you want to practise more from this lesson?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 8–9: Ss write sentences about their family and/or friends.
Grammar bank: 9A Ex 1–2, pp.132–133
Workbook: Ex 1–5, p52
App: grammar and vocabulary practice
Fast route: continue to Lesson 9B
Extended route: go to p110 for Develop your reading
9.4 Ask Ss to look at the phrases, listen and repeat.
9.5 Look at the first phrase and point out that the missing
word is one of the verbs from Ex 1a but combined with a different
ending. Ask Ss which verb it is (watch). Ask Ss to work alone to
complete the phrases. Point out that with the verb listen, they
will need to add the preposition to. When Ss have finished, play
the recording for them to listen and check. Play it a second time if
necessary and answer any questions that Ss have.
Optional extra activity
It’s possible Ss may not know some of the nouns from Ex 2a. You
could show images of a story (book ), a song, a play and a game
before they start the exercise or ask them to use dictionaries to
check words they are unsure of.
Answers:
1 watch a play
2 watch a TV programme
3 play a game
4 listen to the radio
5 read a newspaper
6 do (some) sport/play (some) sport
7 play a video game
8 listen to a song
9 read a story/listen to a story
b Ask Ss to listen and repeat. Drill the words as necessary.
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Ask Ss to make a note of the new verb and noun collocations.
Encourage them to keep a special vocabulary notebook that
they can look over regularly. Point out that their vocabulary
can be organised by theme – in this case, entertainment
– rather than alphabetically, and that writing their own
personalised examples can be helpful aids to memory. If Ss
already have vocabulary notebooks, they can show each
other and compare methods.
3 Discuss the first sentence as a class and elicit the tense
(present simple). Ask Ss to identify the subject (I – first person).
Remind them they need to choose the correct verb, then the
correct form of the verb. Ask Ss to complete the sentences
working alone, then compare in pairs. When they finish, elicit
answers and deal with any queries.
Listening
5a
9.6 Tell Ss they are going to listen to two people talking
about what they like doing at the weekend. Ask them to look at
the table, listen and tick the correct columns according to how
the people feel about the activities. Play the recording, pausing
after each speaker for Ss to tick. Allow them to compare in
pairs, then play the recording again if necessary. Go through the
answers as a class.
Answers:
Conversation 1: Tania
loves
going to
restaurants
running in the park
✓
walking the dog
VOCABULARY BANK 9B p144
Hobbies
These optional exercises build on the lexical set in the
vocabulary section.
1 Ss match the words with the pictures, then check in pairs.
Check answers as a class.
Answers: 1 snowboarding 2 painting 3 sightseeing
4 camping 5 cycling 6 travelling 7 gardening
8 skateboarding 9 running 10 baking 11 cooking
12 fishing
2 Ss discuss the hobbies in pairs. In feedback, nominate a few
Ss to share their answers with the class.
Optional alternative activity
Stronger classes can complete Ex 1 at home, then discuss Ex 2 in
the next class.
Further practice
Photocopiable activities: 9B Vocabulary, p218
hates
✓
4 Refer Ss to the incomplete questions and ask them to suggest
Stronger classes can continue to write more questions similar
to those in Ex 4a. With weaker classes, work on building the
questions together as a class, write them up on the board and
drill them.
doesn’t like
reading books
Conversation 2: Kristoff
Optional extra activity
likes/enjoys
✓
Answers: 1 read 2 listen 3 play 4 played 5 watched
6 read 7 uses 8 watch
ideas for the first one, using phrases from Ex 1a. Point out that
number 2 needs past simple. Establish that there are several
possible answers, then ask Ss to continue alone and complete the
questions. When they finish, put Ss in pairs to ask and answer the
questions. Conduct whole-class feedback, asking a few pairs to
report back on what they learned.
Unit 9
Vocabulary checkpoint
loves
likes/enjoys
doesn’t like
hates
✓
watching TV
playing video
games
✓
✓
Audioscript 9.6
Conversation 1
Interviewer: Excuse me. Can I ask you some questions about the
weekend? It’s for my university project.
Tania:
Yes, OK.
Interviewer: Thank you. What do you and your family like doing at the
weekend?
Tania:
I enjoy going to restaurants with my friends. We love
talking and eating!
Interviewer: Do you like reading books?
Tania:
No, I hate it. My sister loves reading books, but I never read
them.
Interviewer: Do you like doing sports?
Tania:
Yes, I love running in the park. My sister doesn’t like
running, but she likes dancing and riding her bike.
Interviewer: OK. Thank you.
Conversation 2
Interviewer: Excuse me. Can I ask you some questions about the
weekend?
Kristoff:
Yes, sure.
Interviewer: Thank you. What do you and your family like doing at the
weekend?
Kristoff:
Er, I like walking the dog in the park and swimming.
Interviewer: Do you like watching TV?
Kristoff:
No, I don’t like it. My sons love watching TV. They watch
TV every day.
Interviewer: Do they like playing games?
Kristoff:
Yes, they do. They play video games. I hate them!
Interviewer: OK. Thank you.
b Tell Ss they are going to listen to the conversations again. Give
them a few moments to read the questions and possible answers,
then play the recording again for them to listen and choose the
correct options (a or b). Allow Ss to compare in pairs before you go
through the answers. Weaker classes may need to listen again.
Answers: 1 a 2 b 3b 4 a 5 a 6 b
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Unit 9
Grammar
like/enjoy/love/hate + -ing
6 Tell Ss you are going to use Ex 5 to focus on some grammar.
Ask Ss to look at the questions from Ex 5b and underline the verbs
like /enjoy/love and don’t (doesn’t ) like. Point out that these will
be in the third person. Ask Ss what form of the verb comes after
these (the -ing form) and which two verbs have a similar meaning
(like and enjoy). Ask Ss to look at the grammar box and complete
the first gap (walking). Establish that Ss should complete the
remaining gaps with the -ing form of the verb, referring back to
Ex 5 to help them. Monitor and help. With weaker classes you
may need to complete the exercise as a class. Go through the
answers.
Grammar checkpoint
Ask Ss to look at the sentences from Ex 5b again. Point out
that we say I like playing video games, not I like playing a
video game but I like walking the dog, not I like walking dogs.
In the first sentence, we are talking about video games in
general, but in the second sentence, we are talking about a
specific dog.
Answers:
1 walking
2 watching
3 reading
4 running
5 reading
6 doing
7 doing
8 doing
7a
9.7 Tell Ss they’re going to listen to how we pronounce
the -ing form.
b Play the recording again for Ss to listen and repeat. Point out
that the -ing ending is not stressed.
Grammar checkpoint
Point out that when the verb ends in -ing there are spelling
rules, as they saw when they studied past simple regular
verbs. Look at number 4 in Ex 7. Elicit that with verbs ending
in consonant +e, we drop the final e, before adding –ing, e.g.
taking. Ask Ss if they can remember other spelling rules.
Elicit that we usually double the consonant on words ending
with a single vowel, e.g. stopping.
8 Ask Ss to complete the sentences in pairs, using the verbs in
brackets. Remind them they may need to change the spelling.
Go over the rules for doubling consonants and dropping the e
with weaker classes (see Grammar checkpoint). Go through the
answers as a class, drilling as needed.
Answers:
1 staying
2 making
3 studying
4 cleaning
5 travelling
6 eating
9 Look at the example together. Ask weaker classes to write
the questions based on the sentences in Ex 8, stronger classes
can complete the activity by speaking only. Remind Ss of the short
answers (Yes, I do. / No, I don’t.) and ask them to ask and answer
the questions in pairs. Monitor and listen. Ask a few pairs to share
information they learned with the class.
Answers:
1 Do you like staying at home at the weekend?
2 Do you like making dinner for your friends?
3 Do you like studying in the evening?
4 Do you like cleaning your flat on Sundays?
5 Do your children like travelling by car?
6 Does your sister/mother like eating food from different
countries?
GRAMMAR BANK 9B pp.132–133
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, look at the
example as a class. Ss work alone to complete the exercises,
then check their answers in pairs. In feedback, elicit Ss’
answers and drill the questions. Ss can refer to the notes to
help them.
Answers:
1 1 doing 2 swimming 3 using 4 listening 5 walking
6 having 7 stopping 8 playing 9 going 10 writing
2 1 I enjoy taking photos.
2 He doesn’t like losing things.
3 My son hates getting up early.
4 My children enjoy playing cards.
5 Ellen loves doing sport.
6 Does your dad like reading books?
7 Do you enjoy swimming?
8 Do your friends enjoy watching football?
9 Do you like listening to the radio?
Further practice
Photocopiable activities: 9B Grammar 1, p216;
9B Grammar 2, p217
Speaking
Prepare
10 Tell Ss they are going to write a survey. Ask Ss to read the
list first and ask for suggestions for the next question. Put them
in pairs to write six more questions. Stronger classes can write
more. Monitor and check Ss are forming questions correctly.
Teaching tip
Working in pairs in creative activities helps Ss, as they can share
ideas and help each other. It also provides speaking practice.
Working alone is more suited to activities that you can use to
see how well Ss understand a new point, such as a gap fill. Ss
can still check in pairs afterwards before whole-class feedback.
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9C
11a Ask Ss to work in pairs to ask and answer their questions. If
they prepared in pairs in the previous activity, then put Ss in new
pairs to conduct their survey. Ask them to make notes on their
partner’s answers. Monitor and listen, making notes on how well
they are using the verb forms.
b When they finish, ask individuals to report something about
their partner. Give feedback on language used and drill words that
Ss had difficulty with.
Unit 9
Speak
Study habits
Introduction
The goal of this lesson is for Ss to talk about their study habits.
To help them achieve this, they will study why and because in this
context, as well as vocabulary related to learning a language.
Optional alternative approach
Warm up
Feedback is important as it closes the activity and gives Ss the
opportunity to share their ideas. With whole-class feedback, make
sure that Ss just say one thing about their partner as otherwise
it will take too long. Alternatively, put Ss in new pairs or groups to
report back fully to each other on what they learned. This allows
more speaking practice.
Ask Ss to work in pairs to make a list of free time activities (e.g.
watch a TV programme, play football ). Then ask them to make
a list of jobs, such as those around the house (e.g. cleaning
the bathroom, cooking dinner ). Give them a few minutes. Take
feedback, asking which list is longer, then ask pairs to talk about
what they like/don’t like doing in their free time. Ask Ss which list
studying English goes in – work or free time. Tell Ss today’s class is
about study habits.
Optional extra activity
Ss write a survey about learning English. Brainstorm the elements
of a lesson: reading, writing, grammar, etc. Then ask Ss to devise
questions to find out what others like and dislike. e.g. Do you like
learning grammar? Do you enjoy writing sentences? etc. This can
lead to an interesting discussion with adult learners about what
they enjoy most in their classes.
Reflection on learning
Write the following questions on the board:
Vocabulary
Learning a language
1a Ask Ss to work together in pairs to match the pictures with
the phrases. Tell them to underline any unknown vocabulary. Go
through the answers and discuss as a class.
Answers: 1 D 2 G 3 J 4 B 5 L 6 A 7 H 8 K 9 F
10 C 11 E 12 I
What do you like doing in your English classes?
What do you do to help you remember each lesson?
b
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the class.
2 Ask Ss to underline the verbs in Ex 1 in one colour and the
Homework ideas
Ex 11a: Write a few sentences about what your partner likes
and dislikes.
Grammar bank: 9B Ex 1–2, pp.132–133
Workbook: Ex 1–6, p53
App: grammar and vocabulary practice
Fast route: continue to Lesson 9C
Extended route: go to p111 for Develop your listening
9.12 Refer Ss to the phrases. Ask them to listen and repeat
chorally. Drill individuals further as needed.
nouns in another colour. Go through the answers. Refer Ss to
the first gapped sentence. Ask them to decide if a verb or noun
is needed (a noun – because we see a earlier in the sentence).
Then ask them to suggest the answer (dictionary ). With weaker
classes, go through all the sentences identifying if a noun or
verb is needed, then ask Ss to complete the sentences using the
correct form of the word. Ask them to work alone, then check in
pairs. Elicit the answers.
Answers: 1 dictionary 2 remember 3 course 4 board
5 library 6 failed 7 exam 8 passed
3 Tell Ss they are going to do an ‘exam’. Emphasise that it’s not
serious. Name half the Ss A and the other half B and ask them
to turn to the relevant pages. Explain that Ss should read the
question to their partner and tick or cross the answer. Teach
the phrase I can’t remember. Ask a strong pair to do an example
together in front of the class, then ask Ss to work in pairs to
complete the exercise. When they finish, ask pairs to add up their
partner’s score and tell them if they failed or passed.
Teaching tip
It’s important to emphasise that this is just a bit of fun. The
questions are quite easy, so Ss shouldn’t have too much
difficulty. With weaker classes, if you think they will have
difficulty, adapt the activity, e.g. put the answers on the board
in jumbled order for them to choose from. Ss should not feel
demotivated or embarrassed.
Further practice
Photocopiable activities: 9B Vocabulary, p221
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Unit 9
Reading
4a
9.13 Refer Ss to the text and explain that it’s an interview
with a student talking about learning English. Ask Ss to read
and match the answers A–E to the questions 1–5. Ask them to
compare answers, then play the recording for them to check.
Check the answers as a class.
Answers: 1 E 2 D 3 B 4 C 5 A
Audioscript 9.13
Man:
Why do you study English?
Bianca: Because I use it for my work. I often talk to people from other
countries. But English is difficult!
Man:
Why is English difficult for you?
Bianca: Because I can’t remember all the new words. And I didn’t study
English at school.
Man:
Why didn’t you study English at school?
Bianca: Because I didn’t like my English teacher!
Man:
Why have you got four lessons this week?
Bianca: Because there is an English exam on Saturday.
Man:
Why do you study here?
Bianca: Because the teacher is very good. He knows about my exam.
b Ask Ss to read the interview again and write the answers to
questions 1–3. Complete the first one as a class. Point out that
Ss need to change the pronoun in the text to she in their
answers. Ask Ss to work alone, then check in pairs. Go through
the answers with the class. Draw attention to the third person s
if Ss are missing it off the end of the verb and remind them why
it’s needed.
Answers:
1 she often talks to people from other countries.
2 there is an English exam.
3 he is very good and he knows about her exam.
Grammar
why and because
5 Tell Ss that they are going to use examples from the interview
in Ex 4a to study some grammar. Ask weaker classes to underline
all the examples of why and because in the text. Ask Ss to look at
the left-hand column in the grammar box and find examples of
the patterns in the interview, then write them in the right-hand
column. Complete one or two examples as a class, then ask Ss to
continue. Allow plenty of time for this. Check as a class.
Answers:
1 Why do you study English?
2 Why didn’t you study English at school?
3 Why do you study here?
4 Why have you got four lessons this week?
7a
9.15 Ask Ss to complete the conversation with words from
the box. Point out that two will not be used. Do the first one on
the board with the class as an example. Ss should work alone to
complete the rest, then compare their ideas in pairs. Monitor and
support as needed. When they finish, play the recording for Ss to
listen and check their answers. Finally, go through the answers
as a class. In feedback, nominate Ss to read sections of the
conversation aloud. Listen for pronunciation of the weak auxiliary
verbs and correct if necessary.
Answers: 1 do you 2 Because 3 I 4 Where 5 Why
6 it’s 7 Do 8 because 9 Why 10 because
b Ask Ss to practise reading the conversation in pairs. Monitor
and help with pronunciation. When they have finished, they can
change roles. Finally, ask a few pairs to perform the conversation
for the class.
GRAMMAR BANK 9C pp.132–133
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, look at the example
as a class. Ss work alone to complete the exercises, then
check their answers in pairs. In feedback, elicit Ss’ answers
and drill if needed. Ss can refer to the notes to help them.
Answers:
1 1e 2f 3b 4c 5a 6d
2 1 I went to the library because it has (got) a lot of
good books.
2 I failed the exam because I didn’t study every day.
3 I passed the exam because I studied every day.
4 I watched this film because I like the people in it.
5 I read a book every month because I love reading.
6 I took an English course because my English isn’t
very good.
3 1 Why weren’t you at the office yesterday? Because I went
to a meeting in town.
2 Why wasn’t Hamid at school today? Because he got a
job interview.
3 Why hasn’t Serena got a computer? Because she doesn’t
like computers.
4 Why did you leave work early yesterday? Because I went
to the cinema with my friends.
5 Why can your parents speak good Spanish? Because they
lived in Mexico for four years.
Further practice
Photocopiable activities: 9C Grammar 1, p219;
9C Grammar 2, p220
6a
9.14 Play the recording and ask Ss to listen for the
pronunciation of because in each sentence. Point out that the
stress is always on the second syllable.
b Ask Ss to listen again and repeat the sentences chorally and
individually.
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Prepare
9D
Unit 9
Speaking
English in action
8 Look at the examples with the class, then ask Ss to work in pairs
to write their own questions about study habits.
Speak
9 Refer Ss to the example. Then put them in new pairs to ask
each other and answer the questions they prepared in Ex 8.
Monitor and listen for how well they do.
Teaching tip
Introduction
The goal of this lesson is for Ss to make and respond to
suggestions. To help them do this, they will study useful phrases
and expressions.
Warm up
In freer stages, Ss will of course make mistakes. This is an
important part of gaining fluency. Avoid interrupting them
as this disrupts the flow and can be demotivating. Collect
examples of good and poor language use and use these to
reflect on what needs more work. Write a few examples on the
board. Ask Ss to discuss in pairs and correct the mistakes, then
have a final whole-class focus, eliciting the corrections and
discussing them.
Write a list of activities on the board (watch TV, go to the cinema,
read a book, study, eat breakfast, eat in restaurants, etc) or show
images of such activities. Ask Ss to discuss whether they like doing
these activities alone or with other people and why. Tell them
today’s lesson is about asking people to do things with you.
Reflection on learning
Suggested answers:
You can watch a film.
You can eat food and drink things.
You can watch TV, play video games, read books, read
newspapers, use a computer and use the internet.
Write the following questions on the board:
Why are you learning English?
How will today’s lesson be useful outside the class?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Grammar bank: 9C Ex 1–3, pp.132–133
Workbook: Ex 1–5, p54
App: grammar and vocabulary practice
Fast route: continue to Lesson 9D
Extended route: go to p112 for Develop your writing
1a Refer Ss to the photos and ask them to discuss the question in
pairs. After a few minutes, ask a few pairs for their ideas. Add any
useful vocabulary to the board.
b
9.16 Explain that Ss are going to hear three conversations.
They listen to the recording and match each conversation to the
correct photo (A–C). Ask them to check their answers in pairs
before conducting feedback.
Answers: 1 C 2 A 3 B
2a Tell Ss they will listen again for more detail. Give them a
minute to read the sentences, then ask them to listen and choose
the correct answers. Play the recording, ask Ss to check in pairs,
then check the answers as a class.
Answers: 1 music 2 8.00 3 Thai
Audioscript 9.16
Conversation 1
Kevin: Let’s watch something on TV.
Nathan: Great. Let’s watch this sports programme.
Kevin: Sorry, I don’t like it.
Nathan: Oh. OK, let’s watch a music programme.
Kevin: Good idea.
Conversation 2
Luke:
Let’s do something! Shall we go the cinema?
Paula: Yeah. What shall we watch?
Luke:
Let’s watch London Story.
Paula: OK.
Luke:
When shall we go?
Paula: The film starts at 8, so shall we go at 7.30?
Conversation 3
Ellie:
Let’s go to a restaurant for dinner.
Ben:
That’s a great idea. Where shall we go?
Ellie:
Let’s go to the Spanish restaurant. I like the fish there.
Ben:
Hmm. I went there last week. Shall we go to the Thai
restaurant?
Ellie:
Great idea. I love that restaurant.
Ben:
OK. Let’s meet there at 7.
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Unit 9
b Refer Ss to the Useful phrases box. Ask them to listen again
and write the conversation number beside each phrase. Play
the recording, pausing after each one to allow Ss to check their
answers in pairs, then conduct feedback. Ask Ss what other way
someone says yes to a suggestion (OK ).
Answers:
Making suggestions
2 – Let’s do something!
2 – Shall we go at 7.30?
Saying yes to suggestions
3 – That’s a great idea!
1 – Good idea.
Saying no to suggestions
1 – Sorry, I don’t like it.
3 – Hmm. I went there last week.
Making plans
2 – When shall we go?
3 – Where shall we go?
2 – What shall we watch?
c
3a
9.17 Ask Ss to listen and repeat the phrases.
9.18 Ask Ss to put the conversation in order. Elicit the first
line (Let’s do something.), then ask Ss to continue numbering the
lines. Play the recording for Ss to listen and check their answers.
Go through the answers together.
4 Put Ss in groups of three or four. Refer them to the example and
Useful phrases and ask them to agree on six activities. Remind
them that the objective is to have a discussion, saying yes or no to
suggestions and suggesting alternatives. Monitor to see how they
manage with the phrases. Remind them to note what their agreed
plan is, including where and when. When they have finished, give
feedback on good use of language or ask a confident group to
perform a conversation for the class.
Reflection on learning
Write the following questions on the board:
What ways of making a suggestion can you remember?
Did you enjoy the groupwork? Why or why not?
Put Ss in pairs to discuss the questions. When they have
finished, ask a few Ss to share their ideas with the class, but
don’t force them if they’d rather not.
Homework ideas
Reflection on learning: write your answers.
Workbook: Ex 1–2, p55
App: grammar and vocabulary practice
Roadmap video
Go online for the Roadmap video and worksheet.
Optional alternative activity
Ask pairs to order cut up lines of the conversation, before they
listen, then play the recording. Ss listen and move the lines of
conversation into the correct order. Play the recording one final
time to check.
Answer:
4 Dylan: Hmm. It’s very cold today.
10 Dylan: OK. Shall we play a video game?
7 Olivia: The library?
3 Olivia: Shall we walk to the lake?
6 Dylan: No, they haven’t got any good films today. Let’s go to
the library.
9 Olivia: Hmm. I don’t like reading.
1 Olivia: Let’s do something.
8 Dylan: Yeah, let’s read some books.
11 Olivia: Great idea! What shall we play?
2 Dylan: OK. What shall we do?
12 Dylan: Let’s play this game. You can fly a plane.
5 Olivia: Yeah, you’re right. Shall we go to the cinema?
Audioscript 9.18
Olivia: Let’s do something.
Dylan: OK. What shall we do?
Olivia: Shall we walk to the lake?
Dylan: Hmm. It’s very cold today.
Olivia: Yeah, you’re right. Shall we go to the cinema?
Dylan: No, they haven’t got any good films today. Let’s go to the library.
Olivia: The library?
Dylan: Yeah, let’s read some books.
Olivia: Hmm. I don’t like reading.
Dylan: OK. Shall we play a video game?
Olivia: Great idea! What shall we play?
Dylan: Let’s play this game. You can fly a plane.
b Ask Ss to practise the conversation in pairs, taking both roles
in turn.
9
Check and reflect
Introduction
Ss revise and practise the language of Unit 9. The notes below
provide some ideas for exploiting the activities in class, but you
may want to set the exercises for homework or use them as a
diagnostic or progress test.
1 Refer Ss to the pictures and ask them to complete the
sentences using the prepositions in the box. Check they
understand above and below. Ask them to check in pairs before
going through as a class.
Answers: 1 on 2 above 3 behind 4 at 5 below
6 in front of 7 next to 8 between 9 in
2 Ss work alone to complete the gaps using object pronouns
from the box. Complete the first one together, then Ss continue.
Go through the answers as a class.
Answers: 1 him 2 her 3 them 4 me 5 us 6 it
3a Ask Ss to look at the sentences. Explain that they have to
complete them with the correct form of the verbs in the box. Do
the first one together, then ask Ss to continue alone. Allow them
to check their answers in pairs, then go through the answers with
the class.
Answers: 1 listen to 2 read 3 do 4 watched 5 use
6 play
b Ask Ss to tick the sentences from Ex 3a that are true for them,
then compare in pairs.
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verbs in brackets. Do the first one together and ask Ss to continue
alone. Allow them to check in pairs before you go through the
answers with the class.
Answers: 1 love reading 2 hate doing
3 do (you) enjoy watching 4 loves listening to
5 doesn’t enjoy working 6 do (you) like listening to
7 don’t like getting up
5 Ask Ss to complete the sentences using the correct form of the
verbs in the box. They work alone, then check in pairs. Go through
the answers as a class.
Answers: 1 take 2 pass 3 fail 4 do 5 use 6 go to
7 know 8 wrote
6a Ask Ss to work alone to write the words in order to make
questions. They can check in pairs before you go through the
answers as a class.
1a Refer Ss to the text message chat. Ask them where they
would see this (on a phone). Ask them to read it quickly and decide
who Jenny and Matt are, choosing from options a–c. After a few
minutes, ask pairs to compare, then conduct feedback. Ask Ss to
justify their answers.
Answer: b
b Tell Ss to read the text message chat more carefully and choose
the correct answers to the questions from options a–c. Ask them
to compare in pairs, then go through the answers.
Answers: 1 b 2 c 3 a
2 Refer Ss to the Focus box and read it through together. Look at
the pairs of sentences and show how the underlined words relate
back to the names in the first sentence (e.g. in the first pair of
sentences, the word her refers to Mum).
Ask Ss to look at the second example and choose the correct
answer to the question. Ask Ss to compare in pairs, then check
the answer with the class.
Answers:
1 Why are you hungry?
2 Why don’t you eat your salad?
3 Why doesn’t Leo know the answer?
4 Why didn’t you go to work last week?
5 Why was Sam late this morning?
6 Why can Sara speak Portuguese?
7 Why have we got a new teacher?
match nouns 1–5 with the correct pronouns a–e. Do the first one
as a class, then ask Ss to continue alone. Allow a few minutes,
then ask Ss to compare in pairs before going through the answers
as a class.
b Ask Ss to work alone to read answers a–g and match them
Answers: 1 b 2 d 3 c 4 a 5 e
to the questions in Ex 6a. They can check in pairs before you go
through the answers as a class.
Answer: Mum and Dad
3 Tell Ss they will now practise identifying pronouns. Ask Ss to
4 Look at the first pair of sentences with the class. Ask who or
Reflect
what the underlined word them in the second sentence refers to
(my parents). Ask Ss to circle these words in the first sentence.
Ss do the same with the remaining sentences. Ask Ss to compare
in pairs, then go through the answers.
Ask Ss to rate each statement alone, then compare in pairs.
Encourage them to ask any questions they still have about any of
the areas covered in Unit 9.
Answers: 1 My parents 2 my grandmother
3 My husband and I 4 Tom 5 picture 6 my bag
Answers: 1 g 2 c 3 b 4 d 5 f 6 a 7 e
Unit 9
4 Ask Ss to complete the sentences with the correct form of the
Optional extra activity
9A
Develop your reading
Introduction
The goal of this lesson is for Ss to read and understand short
messages. To help them achieve this, they will look at how subject
and object pronouns refer back to nouns.
Warm-up
Show Ss a picture of a family or more than one family in a social
situation. Ask them to describe the people and talk about how
they might be related. This task should revise subject pronouns
and family words. Discuss their ideas as a class.
When you have checked the answers, ask Ss to read the
sentences aloud to each other in pairs, with one saying the first
sentence and their partner saying the second in two ways, once
repeating the noun and then using a pronoun. When they finish
they can change roles.
5 Ask Ss to read the message chat and answer the questions.
Remind Ss that the answer to who is a person/people. Ask Ss to
compare in pairs, then go through the answers.
Answers:
1 Fernando, Martin, Jack and Mila
2 The film
3 Vanessa’s mum
Homework ideas
Workbook: Ex 1–4, p56
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Unit 9
9B
Develop your listening
Introduction
The goal of this lesson is for Ss to understand people’s feelings.
To help them achieve this, they will practise listening and
recognising how intonation shows how people feel.
4a
9.9 Explain that Ss are going to read and listen to
sentences and use the intonation to decide if the speaker is
interested/excited in a or b.
b
9.10 Play the recording for Ss to listen again to the
interested/excited speakers. Play each sentence and ask Ss to
listen and repeat. Move your hand to show the intonation pattern
and encourage Ss to do the same.
Answers: 1 a 2 b 3 b 4 a 5 a 6 b
Warm-up
Optional extra activity
Elicit a range of everyday activities and write them on the board,
e.g. watch TV, clean the bathroom, go to the shops, cook dinner,
visit friends. Ask Ss to work in pairs, taking turns to tell each other
how they feel about the different activities. They should use the
-ing form of the verb. Tell Ss today’s lesson is about recognising
and understanding how people feel by the way they speak.
Ask pairs to take turns to read the sentences together,
concentrating on intonation.
1 Ask Ss to look at the photos in pairs and identify the activities.
Elicit answers. Drill as needed.
Answers: A watch TV B play video games C play basketball
D use the internet E read a book F listen to music
2
9.8 Tell Ss they are going to hear three conversations and
they should listen out for which activity from Ex 1 is mentioned
in each conversation (1–3). Play the recording. Ask Ss to compare
answers, then play the recording again for them to check. Go
through the answers as a class.
Answers: 1 read a book 2 play video games
3 play basketball
Audioscript 9.8
Conversation 1
A: I read an interesting book about French history on holiday.
B: Oh, really?
Conversation 2
A: My friends and I usually play video games on Friday nights.
B: That’s great.
5a
9.11 Explain that Ss are going to listen to conversations
and use the rise-fall or flat intonation to decide whether or not
the second speaker is interested/excited. Ss read through first,
then play the first conversation and discuss whether the second
speaker sounds interested/excited or not. Play the rest of the
recording, pausing after each conversation for Ss to tick if the
second speaker sounds interested or excited. Ask Ss to check
in pairs. If necessary, play the recording again. Go through the
answers with the class.
Answers: 2 and 4
b Play the recording again, sentence by sentence, and ask Ss
to listen and repeat. Then ask Ss to work in pairs to roleplay the
conversations, using intonation to show how they feel.
Optional extra activity
Ss work in pairs. One chooses the emotion they want to convey
and says a sentence from Ex 5 in that way. Their partner
identifies the feeling. This helps Ss know if their intonation is
communicating what they think, as well as helping them develop
their listening skills. Pairs change roles after a few turns.
Homework ideas
Workbook: Ex 1–3, p55
Conversation 3
A: He plays basketball for the New York Knicks.
B: That’s amazing!
3 Refer Ss to the Focus Box. Ask them what the arrows mean
(the voice goes up and then down). Play the recording from Ex 2
again for Ss to listen. Pause after each one for them to decide
whether the speaker is interested or not interested. Allow Ss to
compare in pairs, then play the recording again for them to check.
Go through the answers with the class. Share the information in
the Pronunciation checkpoint if you think Ss will find it useful.
Answers: 1 not interested 2 not interested 3 interested
Pronounciation checkpoint
The way we use intonation can show how we feel. A flat tone
can suggest lack of interest or confidence; a rise-fall tone can
show interest, excitement and enthusiasm. It’s important
that Ss work on natural sounding intonation to avoid giving
the wrong impression without meaning to.
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Develop your writing
Introduction
The goal of this lesson is for Ss to write a short text about
studying English. To help them achieve this, they will look at how
we use the linking word because to give reasons. They will plan
their text by making notes and use peer correction to check
their work.
Warm-up
Write the following verbs and noun collocations in two jumbled
columns on the board, with verbs on the left and nouns on the
right: watch films, listen to music, go to the cinema, do homework,
pass exams, have a notebook, use a computer, eat cake.
Ask Ss to work in pairs to match the two parts and make the
collocations. When they finish, go through the answers and
discuss which of them are useful in learning English. (They are all
useful, except eat cake !)
1 Ask Ss to read the speech bubbles and choose the photo (A–D)
that matches each one. Ask pairs to discuss their answers. After a
few minutes, conduct feedback.
Answers: 1 D 2 B 3 A 4 C
2 Refer Ss to the Focus box and read it through as a class. Ask
complete them so that they are true for themselves by choosing
like or don’t like and giving a reason. Write the example on
the board, choosing don’t like and eliciting other ideas of how
to complete the sentence. Ask Ss to complete the remaining
sentences alone, then check their work in pairs. Monitor and
support with vocabulary as needed. When they finish, ask some of
the Ss to share their ideas with the class. Write their sentences on
the board.
Unit 9
9C
4 Ask Ss to look at the sentences. Explain that they should
Prepare
5 Ask Ss to think about why they study English and make notes.
Monitor and offer support as needed. With weaker classes, have
a whole-class brainstorm and write their ideas on the board.
Write
6a Ask Ss to write their text, using the notes they have made.
They should write alone, but put Ss in pairs to help each other.
Remind them to write about three different reasons, using
because each time. Monitor and help as needed.
b Ask Ss to share their text with a partner, read and check.
Optional extra activity
Ss can read the texts to each other in small groups. The completed
texts can be used for a wall display.
Homework ideas
Workbook: Ex 1–6, p57
Ss to look at Ex 1 and underline the reasons in each message.
Give them a few minutes, then ask Ss to check in pairs before
eliciting the answer. Write it on the board and elicit the changes to
punctuation.
Answer:
1 (because) I like watching films.
2 (because) I like listening to music.
3 (because) I have got a British friend.
4 (because) I use it for my job at the café.
Grammar checkpoint
Ss learned how to use the linking words and and but in
DY Reading lesson 3A. Because is also used to join two
clauses; the second clause gives a reason for what is stated
in the first one. Remind Ss that when we use a linking word,
the two sentences become one. We do not use a capital
letter for because or to begin the second clause.
3 This exercise practises making logical sentences with because.
Look at the first one together. Explain that Ss must complete the
sentence with because followed by the correct phrase from the
box. Ask Ss to continue alone. Monitor the activity, helping where
necessary. After a few minutes, elicit answers. Ask individuals to
read the completed sentences aloud and write them on the board.
Answers:
1 because it is quiet.
2 because it was difficult.
3 because I forgot.
4 because I use my computer.
5 because I got up late.
6 because she speaks very fast.
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10
10A Goals
OVERVIEW
Introduction
The goal of this lesson is for Ss to talk about dreams and wishes.
To help them achieve this, they will study would like/love to and
collocations for plans and ambitions.
10A Goals
Goal | ask and answer about dreams and wishes
Grammar | would like /love to
Vocabulary | collocations
GSE learning objective
Can ask what somebody would like to do using simple phrases
10B Party time
Goal | talk about plans for a class party
Grammar | be going to
Vocabulary | party vocabulary
GSE learning objective
Can talk about plans for the near future in a simple way
10C My plans
Goal | ask and answer about plans for the year
Grammar | be going to: questions
Vocabulary | seasons, time expressions
GSE learning objective
Can ask and answer questions about basic plans and intentions
10D English in action
Goal | make and respond to invitations
GSE learning objective
Can make and respond to invitations using basic fixed
expressions
Roadmap video
Go online for the Roadmap video.
Check and reflect
Review exercises and communicative activities to review the
grammar and vocabulary from the unit.
VOCABULARY BANK
10A Collocations
DEVELOP YOUR SKILLS
10A Develop your reading
Goal | understand a short article
Focus | understanding paragraphs
GSE learning objective
Can understand familiar phrases in a simple text
10B Develop your listening
Goal | understand a conversation about plans
Focus | checking information and showing understanding
GSE learning objective
Can understand simple, everyday conversations if conducted
slowly and clearly
10C Develop your writing
Goal | write a short message for an online discussion
Focus | using subject and object pronouns
GSE learning objective
Can write short, simple notes, emails and postings to friends
Warm-up
Write the following cues on the board or display images: home,
family, work, studies, food. Ask Ss to work in pairs and talk about
their habits and what they like and dislike about their life in some
or all of these areas. Give an example yourself to start them off.
Food: I like eating in restaurants, but I don’t like cooking.
Listening and vocabulary
Collocations
1 Ask Ss to look at the photos and talk about the question in
pairs. Ask a few pairs for their ideas and write useful vocabulary on
the board.
Suggested answers: A at a café/restaurant B in a park
C in the mountains (countryside) D at a café E in a shop
2a
10.1 Tell Ss they will hear ten people talking. Five of them
are in the photos. They should listen and match each photo with
one of the speakers (1–10). Only five numbers will be used. Play
the recording, then put Ss in pairs to discuss their answers. If they
need to listen again, play the recording again. Go through the
answers as a class.
Answers: A = 3 Matthew B = 6 Maria C = 9 Stella
D = 2 Andy E = 1 Natalie
b Refer Ss to the text and play the recording a second time for
them to listen and read. Pause after each gap for Ss to complete
the phrase. Allow them to check in pairs, then play the recording
again. Go through the answers and write them on the board.
Answers: 1 a business 2 a club 3 new friends 4 jobs
5 my family 6 sport 7 children 8 some things 9 a house
10 a big city
Audioscript 10.1
1 Natalie
Natalie: I’d like to start a business. I like making clothes and I’d love to
open a shop and sell them to people.
2 Andy
Andy:
I love reading, so I’d like to join a club and talk to people about
books. My friends don’t like reading!
3 Matthew
Matthew: I moved to a new city last month, so I’d like to make some new
friends. I love talking to friends!
4 Lars
Lars:
I’d love to change jobs. My job is very difficult, and my
manager is never happy. I don’t like working there.
5 Denise
Denise:
My office is far from our flat. I leave home at 7 in the morning
and arrive home at 9 in the evening. I’d like to spend more
time with my family, because I never see them from Monday
to Friday.
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7 Brad
Brad:
VOCABULARY BANK 10A p145
Collocations
I always eat unhealthy food and I never exercise. I’d like to try
a new sport and get healthy.
These optional exercises build on the lexical set in the
vocabulary section.
We’d love to have children, but our flat is very small, so we’re
going to buy a house.
1 Ss complete the diagram to make collocations, then check
8 Justine
Justine: Our new flat is very small, so we need to sell some things.
Maybe our old books?
9 Stella
Stella:
10 Hilal
Hilal:
in pairs. Check answers as a class.
Answers:
move: to a big city; to a small town; to another country
build: a computer, a house
make: bread, clothes
spend time: with my kids, with my friends, with my grandparents
change: jobs, cars
join: a club, a band
I hate living in the city. I’d love to build a house near a lake and
walk in the mountains every day!
I live in a small village and I hate it. There isn’t a cinema and
there are no restaurants. I’d love to move to a big city.
2 Ss discuss in pairs which sentences are or aren’t true for
them. In feedback, nominate a few Ss to share their answers
with the class.
Teaching tip
Ss can struggle with listening, especially at lower levels. It’s
important to provide support by encouraging them to compare
answers after listening and playing the recording again.
Reassure Ss that it is not a test, and they are still developing
skills even if they don’t get the answer correct. If Ss still
struggle to hear the missing information, write it on the board
in jumbled order for them to choose the correct answers. When
they have finished, elicit the answers and write them on the
board, in the correct order. If any Ss missed answers, you can
play the recording again and they may now hear them.
c
10.2 Ask Ss to listen again and repeat the phrases chorally.
Unit 10
6 Maria
Maria:
Optional alternative activity
Stronger classes can complete Ex 1 at home, then discuss Ex 2 in
the next class.
Further practice
Photocopiable activities: 10A Vocabulary, p224
Grammar
Drill any phrases that they struggle with individually.
would like/love to
Optional extra activity
that we use I’d like /love to to talk about things we want to do now
or in the future. Refer Ss to Ex 2b for help. Ask Ss to complete the
gaps, compare answers, then go through the answers as a class.
With stronger classes, ask Ss to take turns reading out the whole
statements to their partner.
3a
10.3 Share the information in the Vocabulary checkpoint
below if you think Ss will find it helpful. Ask Ss to use the
highlighted verbs from Ex 2b to complete the gaps, making new
phrases. They should work alone at first, then compare in pairs.
Play the recording for Ss to listen and check answers. Discuss any
answers that Ss want to.
5 Focus attention on the grammar box and missing words. Explain
Answers: 1 would/’d 2 to 3 would/’d 4 to
5 would not/wouldn’t 6 to 7 Would 8 to 9 would 10 to
11 would 12 to
Grammar checkpoint
Ss may get this structure confused with like/love + -ing.
I like/love/don’t like + -ing expresses our feelings of like/
dislike about different activities and I’d like to expresses a
desire to do something.
Vocabulary checkpoint
Explain that the highlighted expressions in the text in
Ex 2b are verb and noun collocations. Point out that the
verbs from Ex 2b can be used with other endings to make
different collocations, e.g. you can change jobs or change
your hair ; you can start a business or start a new job and
you could try a new sport or try new food.
Answers: 1 change 2 try 3 make 4 sell 5 join
6 spend 7 have 8 start 9 move 10 build
b Ask Ss to listen again and repeat the phrases chorally. Drill
individually as needed.
4 Ask Ss to write five sentences about themselves, using the
phrases from Exs 2 and 3.
Optional extra activity
As an extension, Ss write three more sentences about
themselves, but one should be false. They read their sentences
to a partner who should guess the false one. Model this activity
yourself first, for the class to guess the false sentence.
6a
10.4 Ask Ss to read the sentences, then listen and tick the
one they hear. Play the recording again for Ss to listen and check
the answers.
Answers: 1 a 2 a 3 b 4 b
b Ask Ss to listen again and repeat. Drill Ss individually if necessary.
Audioscript 10.4
1
2
3
4
I like being a nurse.
What would you like to do at the weekend?
We’d love to live in the city.
I like living near the sea.
Optional extra activity
Ask Ss to work in pairs. Student A reads aloud sentence a or b
from Ex 6a. Student B must identify which one it is. Then they
change roles.
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Unit 10
7
10.5 Explain that Ss should read the conversation and
choose the correct options. Point out that they need to look at the
context to determine the correct answers. Ss work alone, referring
to the grammar box, then check in pairs. Play the recording for
them to listen and confirm their ideas. Check answers with the
whole class.
Answers: 1 would 2 I’d like 3 love 4 to have 5 would
6 make 7 I love 8 to do 9 I love 10 I’d like 11 would you
12 to go 13 I love 14 to go
Optional extra activity
For consolidation, ask Ss to read the corrected conversations in
pairs, taking turns with each role.
8a Ask Ss to complete the sentences so that they are true for
them. Monitor and help if necessary.
b Ask Ss to work in pairs, taking turns to tell each other their
sentences. When they finish, ask a few pairs to share their
sentences with the class.
Optional extra activity
With stronger classes, ask Ss to think of reasons with because
for their sentences from Ex 8a. Ask the listening Ss to ask followup why questions where possible, e.g. I’d like to travel around the
world by boat. Why? Because I love travelling.
GRAMMAR BANK 10A pp.134–135
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, elicit the first
answer, or look at the example as a class. Ss work alone to
complete the exercises, then check their answers in pairs. In
feedback, elicit Ss’ answers and drill if needed. Ss can refer to
the notes to help them.
Answers:
1 1 1 I’d like to be a doctor one day.
2 We’d love to see you at the weekend.
3 I wouldn’t like to live in another country.
4 Would you like to travel round the world one day?
5 I like my job so I wouldn’t like to change it.
6 My sister would like to be a dancer.
7 John would like to work for a travel company.
8 Anne and Maxine would like to travel after university.
2 1 would … like to listen to
2 Would … like to go out
3 would … like to do
4 would … like to visit
5 Would … like to watch
6 Would … like to spend
Further practice
Speak
10a Look at the example conversation together. Ask Ss to
move around and ask the questions to their classmates. When a
classmate responds Yes, they write the student’s name and ask a
follow-up question. They should use their imagination to think of
interesting and positive answers, but they don’t necessarily have
to be realistic! As Ss do the activity, monitor how they use the
target language.
b Ask Ss to report back a few of the interesting answers
they heard.
Teaching tip
During a speaking activity where Ss need to complete several
steps, it’s worth asking questions to check their understanding
of the task before they start, e.g. Do you speak to only one
person? (No, different people). Do you write the answers?
(No, just the name). Once they have started, your role is
to ensure everybody is active and has a partner, as well as
monitoring their language use, so it’s best to avoid answering
Ss’ questions when they want to include you in the activity.
Reflection on learning
Write the following questions on the board:
Would you like to use English in your working life? How?
How many verb and noun collocations can you remember from
today’s lesson? Write a list.
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 8–10b: Write two or three sentences about what you’d like to
do in the future regarding home, family or studies.
Grammar bank: 10A Ex 1–2, pp.134–135
Workbook: Ex 1–6, p58
App: grammar and vocabulary practice
Fast route: continue to Lesson 10B
Extended route: go to p113 for Develop your reading
10B Party time
Introduction
Photocopiable activities: 10A Grammar 1, p222;
10A Grammar 2, p223
The goal of this lesson is for Ss to talk about plans for a class
party. To help them achieve this, they will study be going to and
vocabulary related to a party.
Speaking
Warm-up
Prepare
9a Tell Ss they are going to talk about their future goals. Ask
them to tick one or more of the ideas (1–4) they’d like to do. They
don’t need to write their name.
b Ss should work alone and write four more ideas on lines 5–8,
Ask Ss to discuss in pairs the last party that they went to. What did
they do there? Were there any organised activities and was there
any food? When they finish, elicit the answers they have and write
them randomly on the board. Tell Ss today’s topic is planning a
class party.
using the examples 1–4 to help them. Monitor and ensure they
are doing this correctly.
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Audioscript 10.8
Party
Charlie:
1a Refer Ss to photos 1–5 and ask pairs of Ss to discuss which of
these activities they often do at parties. For weaker classes, you
may want to discuss this as a class.
b Ask Ss to look at photos 6–10 and to discuss in pairs which
they like. Monitor and help with any pronunciation or unknown
vocabulary.
Optional extra activity
Ss cover the words and phrases and repeat them looking at the
pictures only.
2a
10.6 Ask Ss to listen and repeat chorally. They can read the
words as they do this.
b Ask Ss to work in pairs to list more party activities and food and
drink. They can include those that they discussed when they were
doing the warm-up. Give them a few minutes to do this. Monitor
and help with any spelling of words that they haven’t encountered
in English before.
Teaching tip
Sometimes it’s a good idea to set specific time limits for
tasks. Some Ss enjoy working against the clock as it’s fun and
introduces an element of competition, especially when they
work in teams.
Optional alternative activity
With weaker classes or classes with literacy needs, give out the
words on cards or write them randomly on the board. Ask Ss to
work in groups of three or four to decide if they are activities or
food and drink and what they might be.
Further practice
Photocopiable activities: 10B Vocabulary, p227
Listening
3
10.7 Tell Ss that they will listen to a conversation between
Charlie and Leo. Ask them to quickly read through the items so
that they know what they need to listen out for.
Answers: 1, 2, 4, 5, 6, 7, 9
Audioscript 10.7
Leo:
Charlie, It’s our last class next week. Shall we have a party?
Charlie: Umm, OK. When?
Leo:
After the class?
Charlie: Sure. Where shall we have it?
Leo:
In the classroom? Or in a restaurant or a bar?
Charlie: Hmm – restaurants are expensive. Maybe in someone’s house?
Your house?
Leo:
OK, I like that, yes, my house. We can listen to music and dance
and play games, yeah? And Leyla can sing songs, maybe.
Charlie: OK … and let’s have some small snacks and drinks?
Leo:
And I can make sandwiches.
Charlie: Great. I can tell all the students in the class.
4a
10.8 Ask Ss to listen to the recording and to decide when
Charlie uses be going to? Make sure Ss know the difference
between the two options before they listen.
Hey guys? Guys?? We’re going to have a party next week
after the last lesson! It’s going to be at Leo’s house. We’re
going to have snacks and drinks, and Leo’s going to make
sandwiches. Oh and Leyla’s going to sing songs! Yeah, Leyla?
Student 1: No! I’m not going to sing songs!
Charlie:
OK! So … she isn’t going to sing songs and she isn’t going to
listen to music!
Student 1: Oh, yes I am!
Charlie:
Great. We can all listen to music … dance … play games.
Sound OK? Guys? Any questions?
Unit 10
Vocabulary
b Play the recording again, pausing after each sentence so that Ss
have enough time to write their answers. Play the recording more
than once if necessary.
Answers: 1 have 2 make 3 sing 4 listen to
c Play the recording again and ask Ss to listen for any other
sentences with be going to. Elicit the answers and have feedback
as a class.
Answers: It’s going to be at Leo’s house, We’re going to have
snacks and drinks, Leyla’s going to sing songs!
Grammar
be going to
5 Ask Ss to find going to in the sentences and ask them what time
it refers to (future). Refer Ss to the grammar box and ask them to
complete the gaps with the correct forms, using the examples in
Ex 4b, then go through the answers. Do this together as a class
with weaker classes.
Answers: 1 ’m not 2 ’re 3 aren’t 4 ’s 5 isn’t
6a
10.9 Play the recording and tell Ss to listen to how going to
is pronounced in fast speech. Pause the recording as needed.
Pronunciation checkpoint
The form going to can be pronounced as gonna /gənə/ when
spoken fast. This is not a widely accepted written form. When
spoken more slowly, the main stress is on going and the main
verb, the to is weak and is pronounced /tə/
b Ask Ss to listen again and repeat.
7 Refer Ss to the grammar box and ask them to make sentences
using the verb in brackets in going to form. Ask Ss to work alone,
then check in pairs. Go through the answers as a class and drill
as needed.
Answers: 1 is/’s going to eat 2 are/’re going to buy
3 is/’s going to sing 4 am/’m going to cycle
5 are/’re going to arrive 6 am/’m going to make
7 is not/isn’t going to come 8 is not/isn’t going to play
8a Ask Ss to make their own sentences. They can be positive or
negative. Monitor, correcting and helping.
b Ask a student to say one of their sentences. Introduce the
response Me too. Put Ss in pairs to say their sentences to each
other, with their partner giving the response Me too, if their
sentence is the same. When they finish, ask a few pairs to report
how many of their sentences were the same.
Answer: 1
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Unit 10
GRAMMAR BANK 10B pp.134–135
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, elicit the first
answer, or look at the example as a class. Ss work alone to
complete the exercises, then check their answers in pairs.
In feedback, elicit Ss’ answers and deal with any questions.
Ss can refer to the notes to help them.
Answers:
1 1 I’m 2 aren’t 3 You’re 4 are going 5 isn’t 6 to move
7 I’m not 8 aren’t
2 1 I’m going to cycle to work tomorrow.
2 Mum isn’t going to buy a new car.
3 We’re going to go to the beach next weekend.
4 My friends are going to start a business next year.
5 We aren’t going to go to the film club.
6 I’m not going to look for a new job.
7 Mike’s going to make a dessert.
8 You aren’t going to be at home on Saturday.
Further practice
Photocopiable activities: 10B Grammar 1, p225;
10B Grammar 2, p226
10C My plans
Introduction
The goal of this lesson is for Ss to ask and answer questions
about plans for the year. To help them achieve this, they will study
questions with be going to and future time expressions.
Warm-up
Ask Ss to talk in pairs about their last holiday. With weaker
classes, put the following prompts on the board for them to ask
each other, Where did you go on your last holiday? Where did
you stay? Did you enjoy it? Where would you like to go next? In
feedback, ask Ss if they have planned their next holiday and tell
them today’s lesson is about plans for the year.
Vocabulary
Seasons, time expressions
1a Ask Ss to match the photos with the seasons. Elicit the
answers as a class. You could generate a class discussion about
which seasons are the Ss’ favourite.
Speaking
Culture notes
In the UK there are four seasons of roughly equal length, with
distinct characteristics. Winter is cold and wet, and sometimes
there is snow. Spring is mild, though early spring is often cold.
Summer is warm with some hot days and autumn is cool. In Ss’
own countries there may be more or less variation between
seasons, depending on location and altitude. Ss may need
the terms rainy /dry season to describe their countries and to
discuss how many seasons there are.
Prepare
9 Put Ss in pairs. Explain that they need to make a plan for a class
party. Tell them to use their imagination. Monitor and help with
vocabulary as needed.
Optional alternative activity
Divide different themed parties among the class, with different
pairs or small groups creating their plans for different types of
party. When they have prepared, get each pair or group to present
their plan.
Answers: A winter B spring C autumn D summer
Speak
b
10 Ask pairs to take turns to present their plans for their party.
Audioscript 10.13
When they have all finished, ask Ss to vote on which sounds like
the best party plan, pointing out that they can’t vote for their
own. When they finish, give some feedback, including praise and
correction.
Reflection on learning
Write the following questions on the board:
What did you like most in today’s lesson?
How are you going to remember what we studied today in
class?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Ex 9–10: Write a few more sentences about your party plan.
Grammar bank: 10B Ex 1–2, pp.134–135
Workbook: Ex 1–5, p59
App: grammar and vocabulary practice
10.13 Play the recording and ask Ss to listen and repeat.
autumn
spring
summer
winter
c Ask Ss to work in pairs to discuss when the different seasons
are in their countries and to mark them on the calendar. Elicit the
answers from the class.
2 Ask Ss to look at the calendar and fill in the gaps. Help with any
unknown vocabulary. Once they have completed the task, they can
check their work in pairs. Elicit the answers as a class.
Answers:
1 travel to Osaka
2 seven
3 take Jake to summer school
4 three
5 Olga’s mother
6 December
3a Ask Ss to refer to Ex 2 to complete the task. Go through the
Fast route: continue to Lesson 10C
Extended route: go to p114 for Develop your listening
example first, explaining that we use the preposition in before the
season. For weaker classes, you may want to do the next one, too.
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Answers: 1 in, in 2 in, In 3 next, Next 4 on, on 5 for, for
4 Ask Ss to complete the sentences so that they are true for
them. Give them some time to do this, monitoring and helping
with any vocabulary they might need. Once they have completed
the task, ask them to discuss their arrangements in pairs. Then
ask some Ss to read out a sentence to the rest of the class.
Further practice
Photocopiable activities: 10C Vocabulary, p230
Listening
5
10.15 Explain that Ss will listen to a recording of Risa and
Jason talking about their plans. Refer Ss to the questions and ask
them to tick the correct answers as they listen. Play the recording,
ask pairs to compare, then go through the answers.
Answers: 1 c 2 a
Audioscript 10.15
Jason: Are you going to go on holiday next year?
Risa: Yes, we are. We’re going to go to New Zealand.
Jason: Wow! When are you going to go?
Risa: In August. We’re going to stay there for three weeks.
Jason: Great. What are you going to do there?
Risa: My friend lives in Auckland, so we’re going to visit him. Then
we’re going to see the mountains and lakes from The Lord of the
Rings films.
Jason: Oh wow! I’d love to go there.
Risa: How about you? Are you going to go on holiday?
Jason: No, I’m not.
Risa: Are your parents going to visit you again?
Jason: Yes, they are. They’re going to visit me next week.
Risa: Where are you going to take them?
Jason: We’re going to go on a boat trip and have dinner in a nice
restaurant.
6 Ask Ss to match the questions and answers from Ex 5. Then
play the recording again for Ss to check their answers.
Answers: 1 d 2 c 3 b 4 a
Grammar
be going to (questions)
7 Ask Ss to complete the grammar box, using Ex 6 to help them.
Go through the answers and discuss how we make a question
with be going to (the subject and verb change places).
Answers: 1 Are 2 I’m not 3 Are 4 are 5 are 6 to
b Ask Ss to listen again and repeat. Pause the recording after
each sentence to give them enough time to do so.
Answers:
1 What are you going to do in the summer?
2 When are you going to go?
3 Where are you going to stay?
4 How are you going to travel?
5 What are you going to do every day?
9 Explain to Ss that they need to insert the missing word in each
sentence. Ask them to complete the task individually, then check
their work in pairs. Give them enough time to do this. Monitor and
make notes on any mistakes, especially particularly common ones,
for feedback later. Check answers as a class and have whole-class
feedback.
Answers: 1 going to finish … 2 Where are you …
3 Is Jane going … 4 What are you … 5 students going to …
6 When are we … 7 going to go … 8 Are Pam and John …
10a Tell Ss they’re going to practise making questions with
going to. Complete the first one together, then ask Ss to continue
alone. Monitor to help and correct. Go through the answers as a
class, then drill if you think Ss need it.
Answers:
1 What are you going to do in the autumn?
2 Where are you going to go next weekend?
3 Are you going to study on Sunday?
4 When are you going to go on holiday?
5 Who are you going to have dinner with on Saturday?
6 Are you going to take a trip next month?
b Put Ss in pairs to ask and answer the questions in Ex 10a. When
they finish, ask a few pairs to report on their partner’s plans.
GRAMMAR BANK 10C pp.134–135
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, look at the
example as a class. Ss work alone to complete the exercise,
then check their answers in pairs. In feedback, elicit Ss’
answers and drill as needed. Ss can refer to the notes to
help them.
Answers:
1 1 to 2 not 3 isn’t 4 going 5 are 6 to 7 are
2 1 What are you going to do after work tonight?
2 Are your friends going to visit you next weekend?
3 Where is your son going to stay on his holiday?
4 Is your manager going to be at this shop next year?
5 When is Marek going to change jobs?
6 Are you going to study English next year?
7 Is the party going to be at Sam’s house next weekend?
8 Is your sister going to learn to drive?
3 1g 2e 3h 4f 5b 6d 7c 8a
8a
10.16 Ask Ss to listen and underline the linked sounds.
Ask Ss to compare before eliciting answers. Point out the main
stresses in each question.
Further practice
Optional alternative activity
Photocopiable activities: 10C Grammar 1, p228;
10C Grammar 2, p229
With weaker classes, Ss can do this exercise as a ‘Listen and
notice’, in which case provide Ss with the underlined words and
ask them to listen.
Unit 10
b
10.14 Play the recording and get Ss to listen and check
their answers. Ask them to repeat the full sentences after the
recording.
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Unit 10
Speaking
Prepare
11 Ask Ss to make notes on what they plan to do over the year.
Explain that they just need to make notes which will act as prompts
as opposed to them having to read whole sentences. Monitor and
support with vocabulary as needed. There are no fixed answers.
Weaker classes may need to write whole sentences.
Speak
12a Refer Ss to the calendar on the relevant page. Put Ss in pairs
to ask and answer about their plans, using their notes as prompts.
They need to ask each other about three different activities so
that they can complete the calendar. Remind Ss to listen to each
other. Monitor and listen to how Ss are using the language from
today’s lesson.
b Once they have completed the speaking activity, Ss show each
other the calendar to see if it has been completed correctly.
Reflection on learning
Write the following questions on the board:
What did you enjoy about today’s lesson?
What can you ask other people about their plans?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Homework ideas
Grammar bank: 10C Ex 1–3, pp.134–135
Workbook: Ex 1–6, p60
App: grammar and vocabulary practice
Fast route: continue to Lesson 10D
Extended route: go to p115 for Develop your writing
b
10.17 Tell Ss they will hear three conversations and they
should match each one with the correct photo, writing the
number beside the photo as they listen. Play the recording and
check Ss’ answers.
Answers: 1 C 2 B 3 A
c Refer Ss to the questions. Ask them to listen again and write
the answers. Play the recording, then ask Ss to compare their
answers in pairs, then check as a class.
Answers:
1 to the Green Café
2 He’s going to go to his friend’s house (for dinner).
3 at 6.30
Audioscript 10.17
Conversation 1
Mark: Julie, Frank, Laurence and I are going to have lunch together at
the Green Café on Saturday. Would you like to come with us?
Mina: Sorry, I can’t, because I work on Saturdays.
Mark: OK, no problem. Another time.
Mina: Yeah.
Conversation 2
Richelle: Oh, Kenny. We’re going to have a dinner party at my house on
Sunday. Would you like to come?
Kenny: I’d love to, thanks.
Richelle: Great! It isn’t going to be a big party – just six of us.
Kenny: OK, what time?
Richelle: Oh, sorry, is seven thirty OK?
Kenny: Yeah, that’s great. Thank you.
Conversation 3
Sue: Hey, Mel. How are you?
Mel: Good, thanks.
Sue: Listen, there’s a good film on at the cinema on Thursday.
It starts at seven. Would you like to come with me?
Mel: Yeah, that would be great. Can I ask Claire to come, too?
Sue: Yes, of course.
Mel: Great! What time shall we meet?
Sue: At six thirty? We can get a coffee before we go in.
Mel: OK.
2a Refer Ss to the Useful phrases box. Tell Ss they will listen again
10D English in action
Introduction
The goal of this lesson is for Ss to make and respond to invitations.
To help them do this, they will learn useful expressions for inviting,
accepting and declining politely.
Warm-up
Ask Ss to discuss their plans for the weekend. Ask them if they are
going to do these activities alone or with others. Tell them that
today’s lesson is about inviting people to do things with you.
1a Ask Ss to look at the photos and discuss the questions in pairs.
Discuss Ss’ answers as a class.
Answers:
A at the cinema
B at someone’s house
C at a café
to the three conversations and they should write the number (1–3)
beside each phrase as they listen. Point out that two phrases are
not used. Play the recording, ask Ss to compare in pairs, then play
the recording again. Go through the answers with the class.
Answers:
Would you like to come? 2
Would you like to come with me? 3
Would you like to come with us? 1
I’d love to, thanks. 2
That would be great. 3
Sorry, I can’t, because I work on Saturdays. 1
b
10.18 Play the recording. Ask Ss to listen and repeat each
phrase chorally. Pause after each line as necessary.
Optional extra activity
To help with pronunciation, ask Ss to mark the stressed words in
each phrase as they listen, then check answers. Drill the stressed
words and phrases.
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10.19 Ask Ss to complete the conversation with phrases
from the Useful phrases box, then play the recording for them to
check. Go through the answers as a class.
Answers: 1 Would you like to come 2 I can’t, because
3 Would you 4 like 5 would be
Audioscript 10.19
Anna:
Hi, Laurence. How are you?
Laurence: I’m good, thanks. And you?
Anna:
Fine, thanks. Listen, we’re going to have a small party on
Friday night. Would you like to come?
Laurence: Sorry, I can’t, because I’m going to have dinner with some
friends.
Anna:
Oh, OK.
Laurence: But I’m going to have lunch at the new café on Sunday. Would
you and Greg like to join me?
Anna:
Thanks. That would be great. What time shall we meet?
Laurence: Let’s meet at 12.
Anna:
OK. See you then.
Laurence: See you then.
b Ask Ss to practise the conversation in pairs, taking turns at
both roles.
4a Ask Ss to think about their weekend plans and commitments.
b Ask Ss to choose an activity that is good to do with other
people (not reading a book!) to do at the weekend. They can make
a note in their notebook of the activity and the best time and
place to do it.
c Ask Ss to get up and move around, asking others to join them in
their activity and accepting invitations where they can.
When they finish, ask Ss to report back on what they’re going to do
and with how many people.
Optional alternative activity
Ask Ss to draw a diary page in their notebook and write the plans
they have, as well as the activity they chose and the time and
date. Then, when they make plans with other Ss, they add them.
Ss can report back to the class about what they’re going to do this
weekend.
Reflection on learning
Write the following questions on the board:
What were the most useful phrases in today’s lesson?
Would you feel confident to invite someone or to accept an
invitation in English?
Put Ss in pairs to discuss the questions. When they have
finished, ask a few Ss to share their ideas with the class, but
don’t force them to if they’d rather not.
Homework ideas
Reflection on learning: write your answers.
Workbook: Ex 1–2, p61
App: grammar and vocabulary practice
Roadmap video
Go online for the Roadmap video and worksheet.
10
Unit 10
3a
Check and reflect
Introduction
Ss revise and practise the language of Unit 10. The notes below
provide some ideas for exploiting the activities in class, but you
may want to set the exercises for homework or use them as a
diagnostic or progress test.
1 Ask Ss to work alone to complete the sentences with the
correct form of the verbs in the box, then check in pairs. Check
answers with the whole class.
Answers: 1 change 2 sold 3 make 4 joined 5 started
6 have 7 build/have 8 move
2a Ask Ss to choose the correct options in the conversation.
Complete an example as a class, then ask Ss to work alone. Ask Ss
to check in pairs before going through the answers as a class.
Answers: 1 see 2 like 3 Would you 4 I’d 5 would
6 wouldn’t 7 next 8 to talk
b Ask Ss to work in pairs. They take turns to ask and answer
questions with Would you like to and the phrases in the box. Ask
a few Ss to share answers with the class.
3 Ss work alone to rearrange the letters to make party words and
collocations. They should check in pairs before going through the
answers as a class.
Answers: 1 play games 2 listen to music 3 dance
4 sandwiches 5 talk to friends 6 snacks 7 drinks
8 a dessert 9 sing songs 10 salad 11 fruit
4 Ss complete the sentences with the correct form of be going to.
Point out that the verb be may be positive or negative and they
should look at the meaning of the sentence to decide. They can
work in pairs, then check answers as a class.
Answers: 1 ‘m going to 2 are going to 3 ’m going to
4 ’re going to 5 ’m not going to 6 ’re not/aren’t going to
5 Ask Ss to look at the sentences. Explain that some of them
contain mistakes. Ss work alone to tick the correct sentences, then
check in pairs to correct those that are wrong. Go through the
answers as a class.
Answers: 1 in May 2 ✓ 3 Next year 4 On 25th September
5 ✓ 6 ✓ 7 In July 8 ✓ 9 ✓ 10 What are you going to do
6a Ss use the prompts to make questions with be going to. They
work alone, then check in pairs before going through the answers
as a class.
Answers:
1 When is Emma going to start her new business?
2 Where are you going to have lunch today?
3 What time is this train going to arrive?
4 Who’s/Who is Tim going to visit next month?
5 Is Fred going to change his job?
6 Are we going to take a taxi next week?
7 Are you going to finish early on Friday?
8 Where are you going to buy your new phone?
b Ask Ss to ask and answer in pairs. When they finish, discuss as
a class how many Ss are going to do each thing.
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Unit 10
c Ask Ss to ask and answer the questions with a new partner.
When they finish, ask a few Ss to report on their partner’s plans.
10A Develop your reading
Reflect
Ask Ss to rate each statement alone, then compare in pairs.
Encourage them to ask any questions they still have about any of
the areas covered in Unit 10.
10
Introduction
The goal of this lesson is for Ss to read and understand a short article.
To help them achieve this, they will study the structure of a paragraph,
paying attention to the topics covered and how they are presented.
Warm-up
Communication review
Points race
(Units 9–10 review)
Ss revise and practise the language of Units 9 and 10 in a
communicative game. This can be done after the Check and
reflect page as a fun way to revise the language of Units 9 and 10.
Organise Ss into groups made up of two pairs (or groups of three if
necessary). Pairs take turns to choose a square to complete. The
other team decides whether the answer is acceptable, checking
with you if they are unsure. Circulate so that you are available to
answer questions and adjudicate.
Alternative activities
For a more challenging alternative, pairs nominate squares for the
other pair to answer.
For a non-competitive version, put Ss into pairs and tell them to
work through the squares together in order. Then check as a class.
Answers:
1 behind
2 e.g. My friends live in the UK. I call them every month.
3 him, her, it, us, them
4 e.g. My mum’s name is Rita. I live with her. My friend Billy
calls me every week. I see him in the summer.
5 to
6 e.g. I enjoy taking photos.
7 e.g. I like reading newspapers. I like going to markets. I like
playing cards.
8 e.g. Do you like listening to the radio? Yes, I do. What do you
like doing on Saturdays? I enjoy watching TV.
9 remember
10 e.g. I took notes in the history lecture.
11 take, pass, fail
12 e.g. Why do you live here? Because my family lives here.
Why do you study English? Because I enjoy it.
13 spend
14 e.g. I would like to join a club.
15 e.g. I would like to spend more time with my family. I would
like to work at a big company. I would love to visit Africa.
16 e.g. Would you like to work in a different country? Yes, I
would. Where would you like to visit? I’d love to visit Brazil.
17 songs
18 e.g. I’ll bring the drinks and you can buy some snacks.
19 e.g. I’m going to study English. I’m going to go to the cinema.
I’m going to visit my grandmother.
20 e.g. What are you going to do next month? I’m going to come
to class. Are you going to change jobs next month? No, I’m not.
21 In
22 e.g. I’ve cooked the chicken. Next, I’m going to chop the carrots.
23 e.g. I’m going to go to the park. I’m going to go to the cinema.
24 A: Shall we go to the market tomorrow?
B: Hmm, I went there last week. Shall we go to the cinema?
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Write two of your ambitions on the board, e.g. I’d like to write a book;
I’d love to learn to sing. Introduce the word goal and explain that
this means something you want to do in the future. Underline the
phrase I’d like and I’d love and ask Ss to write two goals for themselves.
Point out that they can be personal, related to work or family, etc.
Give them a few minutes and monitor to help with vocabulary. When
they are ready, put Ss in pairs and ask them to tell their partner. Tell
Ss that in today’s lesson they will be reading about people’s goals.
Teaching tip
Getting Ss to make a personal connection with the subject
matter of the lesson makes them keen to engage with it.
1 Ask Ss to look at photos A–C and tell you what they see.
Ask them to read texts 1–3 and match the writer’s goals with the
photos. Give them one to two minutes, then ask them to check in
pairs. Go through the answers with the class.
Answers: 1 C 2 A 3 B
2 Ask Ss to read the Focus box carefully and give a topic label
to the third paragraph. Allow plenty of time, then ask pairs to
compare. When they finish, elicit the answer. With weaker
classes, provide a few topic labels to choose from.
Answer: family
3 Refer Ss to the text and explain that they should match
topics 1–3 with three of the options a–f. Look at the first goal as a
class. Point out that they should look for key information and they
need to choose a topic that represents everything in the goal. Ask
Ss to continue alone. When they finish, ask Ss to compare answers
in pairs. Check answers as a class.
Answers: 1 f 2 a 3 d
4a Ask Ss to read the text and circle the key words that tell them
the topic of the paragraph. Ask what kind of grammar words they
will circle (nouns/main verbs). Give Ss a few minutes to work alone,
then ask them to compare in pairs before you elicit the answers.
In feedback, remind Ss that the topic (first) sentence usually tells
us what a paragraph is about. Ask Ss if this is true here (yes).
Answers: 1 start, new sport 2 move, new house
3 start, online business
b Refer Ss to the questions. Ask them to locate the paragraph
that answers them, then find the answers. Do the first one as a
class, then ask Ss to continue alone, before checking in pairs. Go
through the answers with the class.
Answers: 1 a house 2 on a website 3 swimming
Homework ideas
Workbook: Ex 1–4, p62
01/09/2020 18:34
Introduction
The goal of this lesson is for Ss to understand short conversations
about plans. To help them achieve this, they will practise phrases
for checking information and showing understanding.
Warm-up
Draw a question mark on the board and ask Ss to identify it. Ask
Ss to work in pairs and write all the question words they know in
one minute. Elicit the answers. Tell Ss today’s lesson is about using
question words to help you better understand listening.
1 Refer Ss to the photos and ask Ss to work in pairs to discuss
which places are good for parties and why. Monitor and offer
support. Once they have discussed for a few minutes, have a
whole-class discussion.
2a
10.10 Tell Ss they need to listen for where the party is
going to be.
Answer: West Park
b Play the recording again and ask Ss to listen and number the
phrases (a–e) in the order they hear them. Play the recording
more than once, if necessary. Go through the answers as a class.
Answers: a 1 b 4 c 2 d 3 e 5
c Play the recording again, possibly pausing the recording after
each phrase so that Ss have a moment to think about their answer.
Ask Ss to check their answers in pairs before going through them
as a class.
Answers: a 2 b 1 c 2 d 1 e 2
Audioscript 10.10
Michael: OK, guys. Guys? So, my party is going to be on the 25th.
We’re going to –
Ellie:
Sorry, was that the 25th, Michael?
Michael: Yes, that’s right. We’re going to meet at West Park and Gavin is
going to bring …
Ellie:
West Park? Not North Park?
Michael: Yes, West Park. Is that OK?
Ellie:
OK, West Park, yes.
Michael: Great. And Gavin is going to bring snacks. Is that OK? Ellie?
Ellie:
Sorry, did you say Gavin is going to bring snacks – or are you
going to bring snacks?
Michael: You never listen, Ellie …
3 Look at the Focus box as a class and ask Ss to read it through.
write the phrases used in conversations 1–4 to show that the
speakers understand or are checking information. Ask Ss to check
their answers in pairs before going through them as a class.
Unit 10
10B Develop your listening
b Ask Ss to listen as you play the recording again. They should
Answers:
1 Right.
2 At 7.30?
3 Sorry, did you say Dan?
4 Pizza, OK.
Audioscript 10.11
1
A: We’re going to meet at the restaurant.
B: Right.
2
A: We’re going to meet at 7.30.
B: At 7.30?
A: Yes.
3
A: I’m going to come with Dan.
B: Sorry, did you say Dan?
4
A: Charles, you’re going to get some pizza.
B: Pizza, OK.
5
10.12 Play the recording and ask Ss to listen and write the
information Alex gives Jack about the party. Ss should check in
pairs, then elicit the answers from the class.
Answers: 1 The One Club 2 10.00 3 Dan
Audioscript 10.12
Alex: Jack, are you going to come to the party?
Jack: Hmm … Maybe … Where is it?
Alex: At the One Club.
Jack: The One Club?
Alex: Yes – you know it. We’re going to meet at the One Club at 10.00 …
Jack: Uh huh.
Alex: … and I’m going to meet Dan there and –
Jack: Sorry, did you say Dan?
Alex: Yes.
Jack: I don’t like Dan …
Alex: Dan is nice!
Optional extra activity
Print out the audioscript and put Ss in pairs to listen to each other
as they roleplay the conversation. When they finish, they can
change roles.
Homework ideas
Workbook: Ex 1–5, p61
Then ask Ss to put the phrases in the box in the correct category.
Answer the questions as a class.
Answers: 1 The 25th? 2 Great! 3 Right.
4a
10.11 Ask Ss to listen and choose the correct option. Play
the recording for Ss to underline. Ss can compare in pairs before
you go through the answers as a class. Play the recording again if
there is any doubt.
Answers: 1 show understanding 2 check 3 check
4 show understanding
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Unit 10
10C Develop your writing
Introduction
The goal of this lesson is for Ss to write a short message for an
online discussion. To help them achieve this, they will practise
identifying subject and object pronouns and use them to avoid
repeating names.
Warm-up
Put Ss in pairs to talk about their plans for the weekend. Give
an example yourself first and write the questions on the board:
Where are you going to go? What are you going to do? Who are
you going to see?
When they finish, ask a few pairs to report back. Tell Ss that
today’s lesson is about writing about weekend plans in an online
forum.
1 Focus attention on the photos and discuss where the people
are. Ask Ss which one they’d like to do more.
Answers:
A at a restaurant
B in a library
C at home
2 Ask Ss to read the messages and answer the questions. Point
out that the questions start with who, and elicit that they are
looking for names. Give Ss a minute or two, ask them to compare in
pairs, then check the answers as a class.
Answers: 1 Raquel 2 Josh 3 Victor
3 Ask Ss to read the Focus box and complete the sentences
with the missing pronouns. Give them a few minutes to work
alone, then put them in pairs to discuss and compare. After a few
minutes, elicit answers and in feedback write the correct answers
on the board so that Ss can see them.
6 Ask Ss to read the text and complete it with the missing
pronouns. With weaker classes, ask them to identify the subject
with one colour, and the object with another. Give them a few
minutes working alone, then put them in pairs to discuss and
compare. After a few minutes, elicit answers and in feedback
write the correct answers on the board. Ss can read the completed
checked text to each other in pairs.
Answers: 1 We 2 us 3 She 4 They 5 them
Optional alternative activity
With weaker classes, look at the text together before Ss begin.
Focus on each gap in turn and ask Ss whether the missing pronoun
will represent a subject or an object. Ss then complete the text in
pairs before you go through the answers as a class.
Prepare
7 Tell Ss they are going to write about their own weekend plans.
Refer them to the table and ask them to complete it with notes
(not sentences) about their plans. Change the days as appropriate
if the weekend falls on different days in the Ss’ country. Monitor
and help as needed.
Write
8a Ask Ss to use the notes they made to write their message.
Remind them to use going to. They can use the texts from Exs 2
and 6 and the examples in the Focus box to help them. Ask Ss to
work alone to write. Monitor and check they are completing the
task correctly.
b Ask Ss to exchange texts and check each other’s work.
Optional extra activity
With classes that need extra speaking practice, put Ss in pairs to
tell each other about their weekend plans. Ss then report back to
another pair.
Homework ideas
Workbook: Ex 1–8, p63
Answers: 1 She 2 They 3 it
4 Ask Ss to read the sentences and choose the correct pronoun
from the options given. Ss work alone, then check in pairs. Go
through the answers as a class, asking individuals to read each
pair of sentences aloud.
Answers: 1 We 2 They 3 she loves 4 He lives
Optional extra activity
Ask Ss to write a further sentence for each activity (1–4) in the
exercise.
5 Ask Ss to read the sentences and complete them with the
missing pronouns. Look at the first one together and elicit the
answer (him). Some Ss may want to answer us. Point out that took
applies to my brother only, and not I. Ask Ss to continue alone, then
put them in pairs to discuss and compare. After a few minutes,
elicit answers and write the correct answers on the board so that
Ss can see them.
Answers: 1 him 2 her 3 them 4 me
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RESOURCE BANK
Photocopiable activities index
LESSON
LANGUAGE POINT
PAGE
1A
Grammar 1:
Grammar 2:
Vocabulary:
be: I and you
be: I and you
Countries
141
142
143
1B
Grammar 1:
Grammar 2:
Vocabulary:
be: he /she /it
be: he /she /it
Jobs
144
145
146
1C
Grammar 1:
Grammar 2:
Vocabulary:
be: you /we /they
be: you /we /they
Nationalities
147
148
149
2A
Grammar 1:
Grammar 2:
Vocabulary:
Possessive ’s : I /my, you /my, etc.
Possessive ’s : I /my, you /my, etc.
Families
150
151
152
2B
Grammar 1:
Grammar 2:
Vocabulary:
this, that, these and those
this, that, these and those
Everyday objects (1)
153
154
155
2C
Grammar 1:
Grammar 2:
Vocabulary:
Question words with be
Question words with be
Numbers 1–100
156
157
158
3A
Grammar 1:
Grammar 2:
Vocabulary:
There is /There are
There is /There are
Places in town
159
160
161
3B
Grammar 1:
Grammar 2:
Vocabulary:
Is there a/an … ? / Are there any … ?
Is there a/an … ? / Are there any … ?
Rooms and things in a home
162
163
164
3C
Grammar 1:
Grammar 2:
Vocabulary:
Position of adjectives
Position of adjectives
Describing places
165
166
167
4A
Grammar 1:
Grammar 2:
Vocabulary:
have /has got
have /has got
Describing people
168
169
170
4B
Grammar 1:
Grammar 2:
Vocabulary:
have /has got : questions
have /has got : questions
Everyday objects (2)
171
172
173
4C
Grammar 1:
Grammar 2:
Vocabulary:
Imperatives
Imperatives
Common verbs
174
175
176
5A
Grammar 1:
Grammar 2:
Vocabulary:
Present simple: I /you /we /they
Present simple: I /you /we /they
Days of the week, everyday activities
177
178
179
5B
Grammar 1:
Grammar 2:
Vocabulary:
Present simple questions: I /you /we /they
Present simple questions: I /you /we /they
Travel and transport
180
181
182
5C
Grammar 1:
Grammar 2:
Vocabulary:
Present simple with frequency adverbs
Present simple with frequency adverbs
Food and drink
183
184
185
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LESSON
LANGUAGE POINT
PAGE
6A
Grammar 1:
Grammar 2:
Vocabulary:
Present simple: he /she /it
Present simple: he /she /it
Time expressions
186
187
188
6B
Grammar 1:
Grammar 2:
Vocabulary:
Present simple questions: he /she /it
Present simple questions: he /she /it
Jobs around the house
189
190
191
6C
Grammar 1:
Grammar 2:
Vocabulary:
can /can’t for ability
can /can’t for ability
Skills
192
193
194
7A
Grammar 1:
Grammar 2:
Vocabulary:
Wh- questions
Wh- questions
Places
195
196
197
7B
Grammar 1:
Grammar 2:
Vocabulary:
was /were, there was /were
was /were, there was /were
Months, dates
198
199
200
7C
Grammar 1:
Grammar 2:
Vocabulary:
was /were (questions), there was /were (questions)
was /were (questions), there was /were (questions)
Adjectives
201
202
203
8A
Grammar 1:
Grammar 2:
Vocabulary:
Past simple (regular verbs)
Past simple (regular verbs)
Verb phrases
204
205
206
8B
Grammar 1:
Grammar 2:
Vocabulary:
Past simple (irregular verbs)
Past simple (irregular verbs)
Irregular verbs
207
208
209
8C
Grammar 1:
Grammar 2:
Vocabulary:
Past simple (questions)
Past simple (questions)
Holiday activities
210
211
212
9A
Grammar 1:
Grammar 2:
Vocabulary:
Object pronouns (me, him, her, etc.)
Object pronouns (me, him, her, etc.)
Prepositions of place
213
214
215
9B
Grammar 1:
Grammar 2:
Vocabulary:
like /enjoy/love /hate + -ing
like /enjoy/love /hate + -ing
Hobbies
216
217
218
9C
Grammar 1:
Grammar 2:
Vocabulary:
why and because
why and because
Learning a language
219
220
221
10A
Grammar 1:
Grammar 2:
Vocabulary:
would like /love to
would like /love to
Collocations
222
223
224
10B
Grammar 1:
Grammar 2:
Vocabulary:
be going to
be going to
Party vocabulary
225
226
227
10C
Grammar 1:
Grammar 2:
Vocabulary:
be going to : questions
be going to : questions
Seasons, time expressions
228
229
230
Notes and answer key
231–252
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1A
1
Grammar 1 be: I and you
Are you a new student today?
 Yes, I am.
2
 No, I’m not.
Emma is a new student from Italy. Complete Emma’s conversations with the words in the boxes.
am
are
aren’t
I’m (x2)
‘re
A: Hello, 1
you a new student?
B:
Yes, I 2
. Am I late?
A:
No, you 3
. You 4
on time.
B: OK, Great. 5
Emma Cabello.
A: Nice to meet you, Emma. I’m Sandy Reed.
6
the manager of the language school.
B: Nice to meet you.
am
are (x2)
I
A: Hi, 7
B:
Yes, I 8
A:
I9
I’m
‘m
you here for the English class?
. I’m Emma.
Emir. Nice to meet you.
B: Nice to meet you, too. Where 10
you from?
A:
11
’m from Turkey. How about you?
B:
12
from Italy.
are
I
I’m
’m
A: Hello, 13
14
B: No, I’m 15
Emma Cabello.
not
you
Tim. I’m your teacher.
you Ela?
. I 16
Emma.
A: Sorry! Nice to meet you, Emma.
B: Nice to meet you, too, Tim.
A: Where are 17
B:
3
18
from, Emma?
’m from Florence, in Italy.
Work in pairs. Practise the conversations.
PHOTOCOPIABLE © Pearson Education Limited 2021
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1A
Grammar 2 be: I and you
1
✁
2
you / are / Spain / from ?
you / here / are / for the class ?
?
3
?
4
student / a / am / I ?
you / teacher / are / a ?
?
5
?
6
are / from / you / where ?
from / am / Japan / I ?
?
7
?
8
late / am / I ?
you / at / are / university ?
?
9
?
10
are / manager / you / a ?
on / am / time / I ?
?
11
?
12
are / here / you / for the conference ?
late / are / you ?
?
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1A
Student A
Vocabulary Countries
Where am I?
Student B
1
Where am I?
1
2
3
2
3
4
4
5
5
Look at the photos. Guess the country.
Look at the photos. Guess the country.
A: Are you in Mexico?
B: No, I’m not.
A: Are you in Turkey?
B: No, I’m not.
A: Are you in Thailand?
B: Yes, I am!
A: Are you in Mexico?
B: No, I’m not.
A: Are you in Turkey?
B: No, I’m not.
A: Are you in Thailand?
B: Yes, I am!
fold here
Student B answers:
1 the US 2 Argentina 3 Thailand 4 Spain
5 Turkey
fold here
Student A answers:
1 the UK 2 Japan 3 Poland 4 Mexico
5 Canada
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✁
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1B
1
Grammar 1 be: he /she /it
Read the blog. Write the short forms of the verb be.
I’m Pieter, I’m a student and an office worker from Poland.
I’m in Mexico!
Mario is my taxi driver. He is nice. He is from a small town.
1
2
My hotel is not big, but it is fine. It is very near the sea.
3
4
5
The island is not far. It is green. The sea is not cold here!
6
7
8
The food is not expensive and it is very good!
9
10
Kenna is my new friend. She is from the UK. She is a doctor.
11
12
Adam is a new friend, too. He is not a football player! He is a pilot from the US.
13
2
14
Work in pairs. Ask and answer questions about the text.
A: Is Pieter in Mexico?
B: Where is Kenna from?
A: Is the hotel big?
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B: Yes, he is.
A: She’s from the UK.
B: No, it isn’t.
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1
Grammar 2 be: he /she /it
✁
Answer questions 1–4.
Me
My partner
1 What’s your name?
2 Are you a student?
3 Where are you from?
4 Is it a big city?
2
Work in pairs. Ask and answer questions 1–4.
3
Write an introduction about your partner.
This is Teresa. She’s an office worker.
She’s from São Paulo, in Brazil.
It’s a very big city.
4
Work in groups of four. Take turns to introduce each other.
1
Answer questions 1–4.
Me
My partner
1 What’s your name?
2 Are you a student?
3 Where are you from?
4 Is it a big city?
2
Work in pairs. Ask and answer questions 1–4.
3
Write an introduction about your partner.
This is Teresa. She’s an office worker.
She’s from São Paulo, in Brazil.
It’s a very big city.
4
Work in groups of four. Take turns to introduce each other.
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Vocabulary Jobs
✁
You are a
football player.
Find a pilot
and a taxi driver.
You are a nurse.
Find a school
teacher and a
football player.
You are a taxi
driver.
Find a nurse and
a pilot.
You are a pilot.
Find a farmer and
a school teacher.
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You are a
school teacher.
Find an office
worker and a
farmer.
You are a farmer.
Find a doctor and
an office worker.
You are a doctor.
Find a taxi driver
and a football
player.
You are an
office worker.
Find a nurse and
a doctor.
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1C
Grammar 1 be: you /we /they
1
Aat and May are students. Where are they from? Where are they now?
2
Complete the text with the verb be. Use short forms if possible.
Q Where
1
you from?
May: We 2
Q
from Thailand.
3
you from Bangkok?
Aat: No, we 4
May: We 5
.
from Tak.
Q
6
Tak a big city?
Aat: No, it 7
Q
8
. It’s a small town.
you family or friends?
May: We 9
Aat: … and we 10
Q
11
brother and sister …
students, too!
your parents in the UK, too?
May: No, they 12
. They 13
home in Thailand. They 14
managers at a hospital.
Welcome to the
Edinburgh School
of English!
Each month we
meet new students.
This month, meet
Aat and May!
Q
15
you happy at this school?
Aat: Yes, we are. The other students 16
very nice.
May: They 17
from all over the world!
Poland, Argentina, Spain, Japan, …
Q
18
Edinburgh nice?
Aat: Yes, it is. The buildings 19
beautiful!
May: The shops 20
good, too.
Q
21
you cold here?
Aat: Yes, but we 22
3
at
fine!
Work in groups of three. Take turns to ask each other questions from Exercise 2.
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Grammar 2 be: you /we /they
✁
Tess: Hi Franz! How are you and Jake?
a
Franz: We
c
Tess:
e
Franz: We
f
Tess:
d
Franz: Yes, we
i
Tess:
b
Franz: OK! You
hot then! Are you in the US?
h
Tess:
. We’re in Canada now.
g
Franz:
j
Tess:
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very well, thanks!
Good! Where
you now?
in Paraty, Brazil.
you hot there?
Nice!
! How about you and Lily? Where are you today?
at a big mountain.
We
No, we
the people nice?
Yes, they
. They’re great.
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Vocabulary Nationalities
1
2
3
4
5
6
7
8
9
10
11
12
✁
American
Argentinian
Brazilian
British
Canadian
Italian
Japanese
Mexican
Polish
Spanish
Thai
Turkish
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2A
Grammar 1 Possessive ’s, I /my, you /your, etc.
1
Work in pairs. Look at photo A. What is the person’s name? What is her job?
2
Complete the text with the words in brackets.
A
My name is Sofia. I’m a university student in the UK.
Sofia
B
1
My
3
(our, my, ’s)
brother 2
name is Pedro. He’s an office worker.
parents are from Argentina.
Pedro
C
Pedro 4
6
(her, their, ’s)
wife is an engineer. 5
son, Leo, is two.
name is Sara.
Sara and Leo
D
Sara 7
8
(his, its, ’s)
father, Jack, is a school teacher.
cat is white. 9
name is Monday.
Jack and Monday
E
Jack 10
11
(its, ’s, their)
sisters, Susan and Carol, are farmers.
dog is black. 12
name is Jet.
Susan, Carol and Jet
3
Work in pairs. Cover the text. Look at the photos again. Talk about the people.
A: His name is Pedro. He’s Sofia’s brother.
B: This is Pedro’s wife. Her name is Sara.
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2A
Grammar 2 Possessive ’s, I /my, you /your, etc.
✁
1
This is my son.
2
This is a photo of Ella’s daughters.
3
This is a photo of our class.
4
This is my dad’s dog.
5
This is my family’s house.
6
This is my wife’s sister.
7
This is a photo of my family.
a
Look! I’m here and you’re here.
b
His name is Bartek.
c
She’s 17.
d
Its name is Chocolate.
e
Their names are Ana and Carmen.
f
It’s near my brother’s house.
g
Is your family small, too?
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Vocabulary Families
1
2
3
4
5
6
7
8
9
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✁
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2B
1
Grammar 1 this, that, these and those
Choose the correct alternatives.
1
2
What are these / those in English?
3
Wow, look at these / those fish!
4
Those / These flowers are for you.
5
Oh no! What’s this / that? Is it coffee?
6
Excuse me, is this / that your phone?
7
Look, what’s this / that?
8
Greg, this / that is our new nurse, Lia.
2
Wow, what are these / those plants?
Work in pairs. Take turns to say a sentence about the people and things in the pictures.
Use this, that, these and those.
These people are nurses. Those flowers are nice. That’s a dog!
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Grammar 2 this, that, these and those
✁
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2B
Vocabulary Everyday objects (1)
1
2
3
4
5
6
7
8
9
10
11
12
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✁
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2C
1
Grammar 1 Question words with be
Look at the photos. Match photos A–C with the conversations 1–3 in Exercise 2.
A
2
B
C
Order the words in brackets to make questions.
Conversation 1
A: There is a new English teacher at our language school. She’s nice.
B:
? (she / is / where / from )
1
A: She’s from Rome.
B: OK. 2
? (is / what / name / her)
A: Her name is Zarina.
B:
? (is / she / how / old)
3
A: Umm … I don’t know!
Conversation 2
A: I love G-Dragon!
B:
? (is / he / who)
4
A: He’s a singer!
B:
? (from / is / where / he)
5
A: He’s from Korea.
B:
? (old / is / he / how)
6
A: He’s 31.
Conversation 3
A: This is a photo of my friend’s son and daughter.
B: Aww. 7
? (old / how / they / are)
A: Three and two!
B:
? (names / are / their / what)
8
A: His son’s name is River and his daughter’s name is Sky.
B: Lovely!
A:
? (they / where / are / from)
9
B: They’re from Sydney, in Australia.
3
Work in pairs. Practise the conversations.
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2C
Grammar 2 Question words with be
✁
1
Complete the questions.
1
Complete the questions.
2
Answer the questions about a star
in, for example: sports, music, or
business.
2
Answer the questions about a star
in, for example: sports, music, or
business.
A
A
He/She’s a star!
He/She’s a star!
1 Who
2
3 Where
4
2
is his/her name?
3 Where
he/she from?
4
old is he/she?
B
B
They’re stars!
They’re stars!
the person?
is his/her name?
he/she from?
old is he/she?
1 Who
they?
1 Who
they?
2 What
their names?
2 What
their names?
3
4 How old are
3
1 Who
the person?
3
are they from?
4 How old are
?
Work in pairs. Ask and answer the
questions.
3
?
Work in pairs. Ask and answer the
questions.
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are they from?
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Vocabulary Numbers 1–100
✁
A
C
12
16
23
34
58
70
81
B
8
17
30
67
43
55
68
99
71
89
94
13
24
35
D
19
28
37
42
51
60
49
56
61
73
84
100
72
88
90
8
12
13
16
17
19
23
24
28
30
34
35
37
42
43
49
51
55
56
58
60
61
67
68
70
71
72
73
81
84
88
89
90
94
99
100
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3A
1
Grammar 1 There is /There are
Look at the bags. Find:
 a cinema ticket
 train tickets
1
2
3
4
Poppy
2
 a computer
Maksim
 a map
June
Dan
Read the sentences. Choose the correct alternatives.
1 There is / are keys in Poppy’s bag.
2 In Maksim’s bag, there is / are two books.
3 There isn’t / aren’t a phone in Dan’s bag.
4 There is / are no books in Poppy’s bag.
5 There is / are train tickets in Dan’s bag.
6 In June’s bag there is / are a pen.
7 There isn’t / aren’t any pens in Poppy’s bag.
8 There are / is no cinema tickets in Maksim’s bag.
9 In Dan’s bag, there is / are a key.
10 There is / are a computer in June’s bag.
3
Work in pairs. Match the bags with the correct people.
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3A
Grammar 2 There is /There are
In my town …
✁
In my town …
There are …
There isn’t …
There are no …
There are …
There isn’t …
There are no …
There is …
There aren’t …
There is …
There is …
There aren’t …
There is …
There isn’t …
There are no …
There are …
There isn’t …
There are no …
There are …
In this room …
In this room …
There are …
There isn’t …
There is …
There are …
There isn’t …
There is …
There aren’t …
There is …
There are no …
There aren’t …
There is …
There are no …
There are …
There isn’t …
There are …
There are …
There isn’t …
There are …
In my bag …
In my bag …
There are …
There aren’t …
There is …
There are …
There aren’t …
There is …
There aren’t …
There isn’t …
There are …
There aren’t …
There isn’t …
There are …
There isn’t …
There is …
There are no …
There isn’t …
There is …
There are no …
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3A
Vocabulary Places in town
✁
Student A
1
Work with Student B. Practise the
phone call below about meeting
at a place in town.
A: Hello?
B: Hi, I’m at my house. Where are you?
A: I’m at the cinema.
B: OK, see you at the cinema.
2
Roleplay similar phone calls between
friends about places in town.
1 You’re at the bank. Student B is at
.
2 You’re at the restaurant. Student B is at
.
3 You’re at the bookshop. Student B is at
.
4 You’re at the cinema. Student B is at
.
5 You’re at your house. Student B is at
.
6 You’re at the market. Student B is at
.
Student B
1
Work with Student A. Practise the
phone call below about meeting
at a place in town.
A: Hello?
B: Hi, I’m at my house. Where are you?
A: I’m at the cinema.
B: OK, see you at the cinema.
2
alarm
convince
Roleplay
similarastonish
phone calls between
friends about places in town.
delight
depress
encourage
1 You’re at the café. Student A is at
exhaust
2entertain
You’re at the hotel.
Student A isfrustrate
at
.
infuriate
insult
overwhelm
.
3 You’re at the train station. Student A is at
.
4 You’re at the park. Student A is at
.
scare
stress
5satisfy
You’re at the supermarket.
Student
A is at
tempt
6 You’re at your flat. Student A is at
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upset
worry
.
.
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3B
1
Grammar 1 Is there a /an … ? / Are there any … ?
Read about the holiday house. Where is it? How many bedrooms are there?
Mountain Holiday House –
Relax and enjoy!
Our holiday house is in the mountains,
near Banff, in Canada.
There are two bedrooms and one bathroom.
Questions welcome!
2
Write questions about the house using the words in brackets and Is there a/an … , Are there any … ?
or How many … are there?
? (How many / beds)
1
There are five beds. One bed is in the living room.
? (a TV )
2
No, there isn’t. But there are books!
? (an oven )
3
Yes, there is.
4
? (How many / bathrooms)
There is one bathroom.
5
? (wifi)
Yes, there is. It’s new!
6
? (shops near the house)
No, there aren’t.
7
? (bank in the next town)
No, there isn’t.
8
? (walks in the mountains)
Yes, there are! They’re very nice.
3
Work in pairs. Ask and answer questions about the Mountain Holiday House.
A: How many bedrooms are there?
B: There are two bedrooms.
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Grammar 2 Is there a/an … ? / Are there any … ?
1
Complete the questions.
2
Write your answers to the questions.
Your flat/house
1
How
2
Is
3
4
Yes/No
there wifi?
Yes/No
photos or pictures?
How many computers
there?
7
there a lift?
8
How many bathrooms are
Yes/No
?
there a shower?
10
Is
11
Are there
12
Yes/No
many bedrooms are there?
9
3
a TV?
Are there
5
6
people are there?
a bus stop on your street?
shops near your home?
there a park near your home?
Yes/No
Yes/No
Yes/No
Yes/No
Work in pairs. Take turns to ask and answer the questions.
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3B
Vocabulary Rooms and things in a home
✁
Student A
Student B
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3C
Grammar 1 Position of adjectives
B
A
D
C
Alisa and her brother Jon are at a market in Portobello Road.
1
Look at the photos. Find:
• Alisa’s brother
2
• a nice bag
• an old clock
• a small café.
Tick (✓) the correct sentences. Re-write the incorrect sentences in the correct order.
Conversation 1
1 Alisa: Wow, this is a good market.
2 Jon:
It busy is!
3 Alisa: These nice bags are.
4 Jon:
And cheap they’re!
Conversation 2
5 Jon:
Look at this old clock. I love it!
6 Alisa: It big is!
7 Jon:
But it’s a clock nice.
8 Alisa: And it’s an expensive clock!
Conversation 3
9 Jon:
Look. Is that a cafe small?
10 Alisa: Yes, it is. This table is fine.
11 Jon:
My isn’t bad coffee.
12 Alisa: It’s great!
3
Work in pairs. Practise the conversations.
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3C
1
Grammar 2 Position of adjectives
Work in pairs. Complete the quiz about Tokyo.
TOKYO
QUIZ
1
Tokyo is a small country.
 True
 False
4
2
 True
The trains are old.
 True
 False
 True
 False
 False
5 In Tokyo, there aren’t any
cheap shops.
 True
 False
Work in pairs. Choose a country, city or town. Write your own quiz. Use adjectives.
1
2
 True
 False
3
 True
4
 False
 True
 False
5
 True
3
3 Shinjuku train station is
very busy.
2 There are new buildings and
old buildings.
 False
 True
 False
Work with another pair. Swap quizzes.
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Vocabulary Describing places
3C
1
2
3
4
5
6
5
4
3
2
1
There’s a busy park near my house.
It’s a really good supermarket!
The food in the café is expensive.
The cinema in my town is really old.
The supermarket in my town is small.
The new restaurant is really quiet.
The bank isn’t new, it’s old!
6
8
It’s a very cheap restaurant.
Tom lives in a very big flat.
9
It’s a really good café!
7
10
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10
9
8
7
✁
4A
1
Grammar 1 have /has got
Read the text. Find and correct six mistakes with have/has got.
I’m Jessie. I’ve got a small
company. There are two
workers! We hasn’t got a
building, but we’ve got an
office at my house. It have got
two desks and two computers.
I has got a brother, Matt, and
a sister, Kerry. They’ve got an
apartment in the city. Matt is
a nurse. He hasn’t got a job
at the moment, but he’ve got
a meeting with the hospital
manager tomorrow!
Jessie, Matt and Kerry Harris
Kerry is a teacher. She’s got 32 children in her class. They hasn’t got a big classroom,
but they’ve got a great teacher. The classroom have got chairs, tables, computers and
five pet fish!
2
Tick (✓) the statements that are true for you.
1 I’ve got a small company.
2 I’ve got one brother and one sister.
3 I’ve got a meeting this week.
4 We haven’t got a big classroom.
5 We’ve got 32 students in our English class.
3
Work in pairs. Compare your answers.
A: I haven’t got a small company.
B: I’ve got one brother and three sisters.
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4A
1
Grammar 2 have /has got
Work in pairs. Talk about things you have and haven’t got. Find three things that
are the same, and three things that are different for you and your partner.
✁
The same
We’ve got black computers.
1
2
3
Different
I’ve got a phone, but Nella hasn’t got a phone.
1
2
3
2
Change partners. Share your sentences from Exercise 1. After each sentence, ask
How about you?
A: I’ve got a yellow bag, but Stefan has got a grey bag. How about you?
B: I’ve got a blue bag.
1
Work in pairs. Talk about things you have and haven’t got. Find three things that
are the same, and three things that are different for you and your partner.
The same
We’ve got black computers.
1
2
3
Different
I’ve got a phone, but Nella hasn’t got a phone.
1
2
3
2
Change partners. Share your sentences from Exercise 1. After each sentence, ask
How about you?
A: I’ve got a yellow bag, but Stefan has got a grey bag. How about you?
B: I’ve got a blue bag.
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4A
1
2
Vocabulary Describing people
Find nine words you can use to describe people in the word search.
1
4
7
2
5
8
3
6
9
a
e
i
r
e
d
q
j
r
k
g
f
b
h
o
p
e
y
e
s
t
u
l
n
x
n
w
c
y
l
b
z
o
d
g
m
e
f
z
b
h
c
n
q
l
k
g
d
m
b
a
x
d
u
p
g
r
e
y
r
i
e
e
t
w
o
e
h
i
o
r
d
h
b
l
u
e
v
k
w
c
r
s
v
k
j
n
l
j
n
b
e
a
r
d
i
t
s
n
u
Complete the sentences with the words from Exercise 1.
Kelly is in her 20s . She has got black 1
Marcus hasn’t got a 3
4
3
and 2
eyes.
. He has got red hair. He has got green
.
Complete the sentences so that they are true for people you know.
1 I have got
hair and
2 My teacher has got
hair and
3 My favourite star has got
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eyes.
eyes and
eyes.
hair.
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4B
1
Grammar 1 have /has got : questions
Complete the conversations with has, have, hasn’t, haven’t or how many.
1 A:
you got class tomorrow?
B: Yes, I
.
2 A:
cats have you got?
B: Two. Their names are Star and Moon.
3 A:
you got time for a coffee?
B: No, I
, sorry! I’ve got a meeting in five minutes.
4 A:
that café got hot food?
B: No, it
. But it’s got very good coffee!
5 A: Excuse me,
you got any pens?
B: No, we
station. It’s got pens.
, sorry. But there’s a small shop at the
A: That’s fine. Thank you very much.
6 A: How many jobs
your brother got?
B: Two. He’s an office worker and a taxi driver, and he’s got five children, too!
7 A: Excuse me,
your friends got tickets?
B: Yes, they
.
8 A: Excuse me,
this hotel got wifi?
B: Yes, it
. The password is on the desk in your room.
9 A: That’s a big bag of books!
have you got?
B: I’ve got three for me, and seven for my friend!
10 A:
I got chocolate on my face?
B: No, you
2
. It’s fine!
Work in pairs. Practise the conversations.
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4B
Grammar 2 have /has got : questions
✁
Find someone who …
Name
More information
1 … has got a dog.
2 … hasn’t got a
black phone.
3 … has got a
good book.
4 … hasn’t got a car.
5 … has got a ticket
in his/her bag.
6 … hasn’t got classes
tomorrow.
7 … has got a job.
8 … has got a friend in
a different country.
A: Have you got a black phone?
B: No, I haven’t.
A: What colour phone have you got?
B: I’ve got a blue phone.
Find someone who …
Name
More information
1 … has got a dog.
2 … hasn’t got a
black phone.
3 … has got a
good book.
4 … hasn’t got a car.
5 … has got a ticket
in his/her bag.
6 … hasn’t got classes
tomorrow.
7 … has got a job.
8 … has got a friend in
a different country.
A: Have you got a black phone?
B: No, I haven’t.
A: What colour phone have you got?
B: I’ve got a blue phone.
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4B
Vocabulary Everyday objects (2)
1
2
keys
a ticket
3
4
a camera
a passport
5
6
sunglasses
a phone
7
8
a bag
a credit card
9
10
money
food
11
a bottle
of water
12
a coat
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✁
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4C
1
Grammar 1 Imperatives
Match the sentence halves to complete the dos and don’ts for travel.
A
1 Take
a a big bag.
2 Don’t take
b your passport in
your bag.
3 Put
c your ticket.
1 Go to
a your money with
your passport.
2 Watch
b new countries.
3 Don’t put
c your bag.
1 Try
a a cheap café.
2 Go to
b an old city.
3 Visit
c new food.
B
C
2
Work in pairs. Do you agree with the dos and don’ts in Exercise 2?
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4C
1
Grammar 2 Imperatives
✁
Work in pairs. Write six pieces of advice for new students. Use the ideas in the box
or your own ideas.
be
book
class photo
drink
eat
late
pen
phone
take
1
2
3
4
5
6
2
Work with another pair. Roleplay giving your advice. Respond with words from
the box or your own ideas.
Good idea.
OK.
Thanks.
A: Take a pen to class.
B: OK, good idea.
1
Work in pairs. Write six pieces of advice for new students. Use the ideas in the box
or your own ideas.
be
book
class photo
drink
eat
late
pen
phone
take
1
2
3
4
5
6
2
Work with another pair. Roleplay giving your advice. Respond with words from
the box or your own ideas.
Good idea.
OK.
Thanks.
A: Take a pen to class.
B: OK, good idea.
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4C
1
Vocabulary Common verbs
✁
Choose your favourite alternatives.
1
a try Brazilian food
b try Japanese food
c try Indian food
2
a drink tea
b drink coffee
c drink water
3
a take a bus
b take a train
c take a taxi
4
a take one good photo
b take 10 photos
c take 100 photos
5
a see a film
b see a show
c read a book
6
a visit a museum
b visit a park
c visit the sea
7
a go to London
b go to Dubai
c go to Rio De Janeiro
2
Work in small groups. Compare your answers.
1
Choose your favourite alternatives.
2
1
a try Brazilian food
b try Japanese food
c try Indian food
2
a drink tea
b drink coffee
c drink water
3
a take a bus
b take a train
c take a taxi
4
a take one good photo
b take ten photos
c take 100 photos
5
a see a film
b see a show
c read a book
6
a visit a museum
b visit a park
c visit the sea
7
a go to London
b go to Dubai
c go to Rio De Janeiro
Work in small groups. Compare your answers.
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5A
Grammar 1 Present simple: I /you /we /they
1
Read the quiz. Choose the correct alternatives.
2
Complete the quiz with your own answers.
What is a great weekend for you?
1
At / On Saturday mornings, …
At / On two o’clock, …
a
I get up / go late.
a
I use / walk in the city.
b
I have / put breakfast at 8 o’clock.
b
I run / take in the park.
c
other:
c
other:
3
4
At / On six thirty, …
a
I go / have dinner at a Japanese
restaurant.
b
I cook / play dinner for my family.
c
other:
5
I go / take to bed.
b
I play / use my phone.
c
other:
I use / watch TV.
b
I go / watch to the cinema.
c
other:
a
I drink / eat pizza at home.
b
I go / have lunch at a market.
c
other:
At / On Sundays, in the morning, …
a
I am / play football.
b
I eat / study English.
c
other:
8
At / On one o’clock, …
??? ?
?
At / From seven thirty to ten o’clock, …
a
??? ? 6
?
At / From ten o’clock, …
a
7
3
2
??? ?
?
From / At three o’clock to six o’clock,
my friends and I …
a
play / use games.
b
cook / drink tea and talk.
c
other:
Work in pairs. Compare your answers.
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5A
Grammar 2 Present simple: I /you /we /they
START
1
2
3
4
5
6
Monday
have dinner
1 o’clock
get up
Tuesday
have
breakfast
7
6.30
8
go to work
14
13
12
11
10
9
get home
7.30
Thursday
watch TV
6 o’clock
Wednesday
17
18
19
20
21
22
9.30
Saturday
go to bed
study
4 o’clock
Sunday
15
Friday
16
have lunch
FINISH
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5A
Vocabulary Days of the week, everyday activities
✁
c On Mondays, I
to work at the supermarket.
e On Tuesdays, I
at the supermarket, too.
English.
g On Wednesdays, I
I
dinner at the university café.
d On Thursdays, I have got a class. Then I
home and I
TV.
b On Fridays, I
to the cinema.
a On Saturdays, I
I
f On Sundays, I
but I don’t
up late.
lunch with my friends.
dinner with my parents,
to bed late.
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5B
1
Grammar 1 Present simple questions:
I /you /we /they
Put the words in the correct order to form questions.
in your family have dinner?
1
time / what / people / do
2
In your city,
to school?
travel / children / do / how
to class?
3
you / drive / do
lunch?
4
you / time / do / have / what
on the bus?
5
study English / you / do
to other countries from your city?
6
do / how / travel / people
on the phone?
7
talk / do / you / to / who
on Fridays?
8
go / you / where / do
2
Match responses a–f with questions 1–8.
a By plane or boat.
b No, I don’t. I haven’t got a car!
c At 7 o’clock or 8 o’clock.
d At about 1 o’clock.
e Yes, I do. I read an English book.
f
They walk or cycle.
g I go to work.
h My grandmother.
3
Work in pairs. Ask and answer three questions from Exercise 1.
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5B
Grammar 2 Present simple questions:
I /you /we /they
7.00 Get up
7.30 Leave home
9.00 Arrive at work
6.30 Get up
7.00 Leave home
9.00 Arrive at work
Diana
Vijay
Rachel
6.00 Get up
7.00 Leave home
7.30 Arrive at work
6.30 Get up
7.00 Leave home
7.30 Arrive at work
Ray
Sasha
Gareth
6.00 Get up
7.00 Leave home
8.00 Arrive at work
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Ming
6.30 Get up
8.00 Leave home
9.00 Arrive at work
7.00 Get up
7.30 Leave home
8.00 Arrive at work
7.00 Get up
8.00 Leave home
9.30 Arrive at work
7.00 Get up
8.00 Leave home
9.00 Arrive at work
Azra
Ben
7.00 Get up
7.30 Leave home
8.00 Arrive at work
Brianna
Jason
Lina
6.00 Get up
7.00 Leave home
7.30 Arrive at work
6.00 Get up
7.00 Leave home
7.30 Arrive at work
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5B
Vocabulary Travel and transport
✁
Student A
Gabi
I live on a small island, but I work at a bank in the city. From
Monday to Friday, I 1
to work by boat.
2
home at 8 o’clock and I arrive at work at
I
to places on my bike.
9 o’clock. At the weekend, I 3
.
I haven’t got a car, so I don’t 4
Rafael
I’m a university teacher. I leave my house at 6.30 in the morning
and I 5
to the bus stop. Then I 6
the bus to the train station. In bad weather, my wife drives me
or I take a taxi. Then I take the train to
in her 7
8
at 7.45. Sometimes I also travel
the university. I
9
.
to different countries by
Student B
Gabi
I live on a small island, but I work at a bank in the city. From
.
Monday to Friday, I travel to work by 1
at work at
I leave home at 8 o’clock and I 2
9 o’clock. At the weekend, I cycle to places on my
3
. I haven’t got a 4
, so I don’t drive.
alarm
astonish
entertain
exhaust
satisfy
scare
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convince
delight
depress
encourage
Rafael
I’m a university teacher. I 5
my house at 6.30 in
thefrustrate
morning and I walk
to
the
bus
stop.
Then
bus to
infuriate
insult I take the
overwhelm
6
the train station. In bad weather, my wife
. Then I take the
me in her car or I take a 7
8
to the university. I arrive at 7.45. Sometimes
9
tempt
upset by train.
worry
to different countries
I alsostress
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5C
1a
Grammar 1 Present simple with
frequency adverbs
1
What do you usually have for breakfast?
2
Look at the pictures of three breakfasts. What do you see?
1
3
2
3
Read the sentences. Match the breakfasts in Exercise 1 to the correct people (A–C). Then choose the
correct position for the frequency adverbs in brackets.
A
Yihan
1 My family and I have a hot breakfast. (usually)
2 We are on time for breakfast. (always)
3 We eat meat or fish. (sometimes)
4 We drink green tea, but we put milk or sugar in our tea. (often, never)
B
Logan
1 I am late, so I have a big breakfast. (usually, never)
2 I put some fruit in my bag. (often)
3 I have a bottle of water, too. (always)
4 I buy a cake from the shop at the train station. (sometimes)
C
Camila
1 I leave the house before I drink two cups of coffee. (never)
2 I have breakfast at work. (usually)
3 I eat a cheese sandwich and a salad. (often)
4 On Saturdays, I go to a café with my friends. The eggs are great there! (sometimes, always)
4
Work in pairs. Ask and answer the questions. Use frequency adverbs in your answers.
• Where do you eat breakfast?
• What time do you have breakfast?
• How often do you eat a hot breakfast?
• Do you drink tea or coffee in the morning?
• How often do you go to a café for breakfast?
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5C
Grammar 2 Present simple with
frequency adverbs
✁
How often do you/are you …
My answer
Someone with the same answer
My answer
Someone with the same answer
1 buy food on the internet?
2 eat food from different countries?
3 drink hot chocolate?
4 have salad for breakfast?
5 at home for lunch?
6 take photos of food?
7 drink water in class?
8 go to a restaurant?
9 make sandwiches?
10 late for dinner?
How often do you/are you …
1 buy food on the internet?
2 eat food from different countries?
3 drink hot chocolate?
4 have salad for breakfast?
5 at home for lunch?
6 take photos of food?
7 drink water in class?
8 go to a restaurant?
9 make sandwiches?
10 late for dinner?
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5C
Vocabulary Food and drink
✁
tea
fish
milk
bread
sugar
eggs
cakes
cheese
sandwiches
meat
a salad
chicken
coffee
chocolate
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6A
Grammar 1 Present simple: he /she /it
1
Do you get up early in the morning?
2
Complete the texts with the correct form of the words in brackets.
Early mornings!
My grandfather 1
2
He 3
4
5
My sister 6
She 7
8
She 9
she 10
My friend Steve 11
university. He 12
6 o’clock and he 13
class. He usually 14
but he sometimes 15
3
(not work), but he
(get up) at 5 o’clock in the morning.
(walk) for an hour, then he
(read) the newspaper and he
(drink) two cups of tea.
(work) in a bread shop.
(not go) to bed late because she
(start) work at 3.30 in the morning.
(finish) at 11.30 every day, then
(have) lunch.
(not live) near our
(leave) his house at
(take) the train to
(study) on the train,
(watch) TV.
Think of two people you know who get up early. What do they do in the morning?
Work in pairs. Share your ideas.
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6A
Grammar 2 Present simple: he/she/it
✁
1
2
… English every day.
4
3
… his bike every day.
5
… TV in the evening.
7
… in a very small house.
10
… eggs at the weekend.
6
… in the park every day.
… the bus home in the evening.
8
9
… the newspaper in the morning.
… to the cinema at the weekend.
11
12
… with her parents every week.
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… her car to work every day.
… Spanish classes.
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6A
Vocabulary Time expressions
✁
Do you take the bus in the morning?
Do you watch TV in the evening?
Yes:
No:
Yes:
No:
Do you work every day?
Do you often walk to the park at
the weekend?
Yes:
No:
Yes:
No:
Do you often watch TV in the morning?
Do you often drink tea in the evening?
Yes:
No:
Yes:
No:
Do you study at night?
Do you read the newspaper every day?
Yes:
No:
Yes:
No:
Have you got classes in the afternoon?
Do you have dinner with a friend
every week?
Yes:
No:
Yes:
No:
Do you speak English every day?
Do you cycle at night?
Yes:
No:
Yes:
No:
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6B
1
Grammar 1 Present simple questions: he /she /it
Complete the conversations with the words in the boxes.
arrive
arrives
does (x2)
A: What time 1
leave
your train
?
2
B: It leaves at two thirty.
A: And when 3
it
?
4
B: It 5
do
at 6 o’clock in the evening.
does (x2)
doesn’t
A: 6
English, too?
makes
your brother study
B: No, he 7
a hotel.
. He works at
A: What 8
there?
he 9
B: He 10
the kitchens.
does (x2)
finish
A: Excuse me, 11
12
Friday afternoons?
B: Yes, she 13
breakfast and cleans
use
uses
the manager
the meeting room on
. She usually
it for a meeting.
14
A: OK, what time does the meeting usually
15
?
B: It usually finishes at 4 o’clock.
does (x2)
leave
live
lives
A: Oh no, that dog is on the road again!
B: Where does it 16
A:
?
It 17
in that white house.
It’s Dan’s dog.
B: How often does it 18
its house?
A: Every day at the moment!
B: 19
A:
2
Yes, he 20
Dan know?
!
Work in pairs. Practise the conversations.
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6B
Grammar 2 Present simple questions: he /she /it
✁
Student A
1
Put the words in the correct order to make
questions to ask about the city tours.
1 does / where / go / the tour ?
2 how / the tour / often / does / leave ?
3 time / the next tour / leave / does / what ?
4 does / the tour / when / finish ?
5 the bus / who / drives ?
6 the driver / speak / does / English ?
2
Student B works at the tour company.
You are a customer. Ask Student B the
questions in Exercise 1.
3
You work at the tour company. Student B is
a tourist. Answer Student B’s questions.
Use the information below.
Tours leave every hour until 8 o’clock in the evening.
The next bus leaves at 2.15 p.m. with driver Dave.
It is a two-hour tour. He speaks English and Spanish.
Places on the tour: a big park, the sea, a café,
the city market.
Student B
1
Put the words in the correct order to make
questions to ask about the city tours.
1 does / where / go / the tour ?
2 how / the tour / often / does / leave ?
3 time / the next tour / leave / does / what ?
4 does / the tour / when / finish ?
5 the bus / who / drives ?
6 the driver / speak / does / English ?
2
You work at the tour company. Student A is
a tourist. Answer Student A’s questions.
Use the information below.
Tours leave every two hours until 5 o’clock. The
next tour leaves at 2.30 p.m. with driver Mel. It is a
three-hour tour. She speaks English and Chinese.
Places on the tour: a high building, a great
bookshop, a very old cinema, a flower garden.
3
Student A works at the tour company.
You are a customer. Ask Student A the
questions in Exercise 1.
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6B
Vocabulary Jobs around the house
✁
cook
dinner
cook
chicken
feed
the cat
make
the beds
do
the washing
wash
the dishes
go
to the supermarket
walk
the dog
clean
the bathroom
wash
the car
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6C
1
Grammar 1 can /can’t for ability
Work in pairs. What can you do on your phone?
I can read the newspaper.
2
Complete the conversation between a shop assistant and a customer. Use the words in brackets.
1 A: Excuse me,
B:
English? (can / speak / you)
,
. How can I help you? (can / I / yes)
2 A: I like that red phone.
B:
at it? (I / can / look)
,
. Here you are … (yes / can / you)
3 A:
emails? (send / it / can)
B:
,
. (can / it / yes)
4 A:
photos? (take / can / it)
B:
,
. (it / can / yes)
5 A:
in water? (go / it / can)
B:
,
, sorry. (can’t / no / it)
6 A:
books on this phone? (I / can / read)
B:
,
. (you / can / yes)
7 A:
it today? (buy / I / can)
B:
,
! (you / yes / can)
8 A:
B:
3
with cash here? (I / can / pay)
,
(can’t / you / no)
, I’m sorry. But, you can pay with a credit card.
Work in pairs. Practise the conversation.
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6C
Grammar 2 can /can’t for ability
1
Can you do the things in the chart? Write yes or no.
2
Find someone with the same answer as you for each question.
Can you …
My answer
✁
Someone with the same answer
1 sing an English song?
2 make bread?
3 sleep on a plane?
4 draw the flags of three countries?
5 use a coffee machine?
6 send emails on a phone?
7 ride a horse?
8 study in a busy place?
1
Can you do the things in the chart? Write yes or no.
2
Find someone with the same answer as you for each question.
Can you …
My answer
Someone with the same answer
1 sing an English song?
2 make bread?
3 sleep on a plane?
4 draw the flags of three countries?
5 use a coffee machine?
6 send emails on a phone?
7 ride a horse?
8 study in a busy place?
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1
Vocabulary Skills
Look at the pictures. Complete the missing words.
1
2
4
7
10
2
a plane
clothes
11
on a train
3
a website
5
pictures
6
a horse
8
a cake
9
football
two languages
12
Work in groups. Ask each other questions about the things in Exercise 1. Start with:
Can you …
How often do you …
Where do you …
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1
Grammar 1
Wh- questions
Look at the pictures on the website. What can you see?
WELCOME TO
2
1
is Nikora Bird Park?
It is a park on an island. There are trees,
flowers, a river … and a lot of birds!
2
can we visit?
The park is open every day of the year
from 9 a.m. – 6 p.m.
3
are park tickets?
Adult’s tickets are $30.
Children’s tickets are $15.
4
is the park?
It is near Donton City. You can travel by
boat from Donton to Nikora Bird Park.
5
is a boat ticket?
The boat is free for visitors to the park.
6
do the boats leave?
They leave every 15 minutes.
7
does the first boat leave?
The first boat leaves Donton
at 8.30 a.m.
8
birds live at the park?
There are about 1,000 birds.
9
do the birds eat?
They eat fruit and insects.
Please don’t feed the birds.
10
is the park?
It is 20 years old.
Read the website in Exercise 1. Complete the questions with the words or phrases in the box.
how often
3
Answers
Questions about Nikora Bird Park
Nikora Bird Park
how old
how many
how much (x2)
what (x2)
what time
when
where
Work in pairs. Student A works at Nikora Bird Park. Student B calls the bird park and asks four questions
from the website. Student A answers. Swap roles and repeat the activity.
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Grammar 2 Wh- questions
✁
1
d
your favourite month?
What is
2
b
you spell your name?
How do
3
g
How many
4
a
is your favourite place?
Where
5
f
is a coffee in your country?
How much
6
h
does your class finish?
When
7
e
is your favourite star?
Who
8
c
How old
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countries can you say
in ten seconds?
is your town or city?
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7A
Vocabulary Places
✁
flowers
clouds
trees
the sea
north
west
the sky
a mountain
east
an island
a river
a hill
south
a lake
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7B
Grammar 1 was /were, there was /were
1
Read about Jack’s year. Match pictures A–E with the
blog posts 1–5.
2
Complete the sentences in the blog posts with was/were (+)
or wasn’t/weren’t (–).
A A
Jack’s year
1
a 1st January
the first day of the
new year. (+)
b I
friend. (+)
3
C
A
in the
d There
snow, but it was really
good! (–)
any
a On 5th April it
birthday. (+)
b She
A
with my
c We
mountains. (+)
2
B
my friend’s
21. (+)
c There
a party at her house. (+)
d There
three cakes! (+)
a On 16th August, I
with my family. (+)
b We were together because my grandmother
80! (+)
c There
d It
4
a On 12th October, I
Spanish class. (+)
b But we
c We
d There
teachers. (+)
5
3
50 people at her house! (+)
D A
a happy day. (+)
with my
at our university. (–)
at a university in Madrid. (+)
nice students and
a On 21st December, I
with my sister. (+)
on holiday
b We
near the sea. (+)
c There
any cars. (–)
d There
any wifi! (–)
F
A
Work in pairs. Cover the text. Look at the pictures.
What can you remember about Jack’s year?
Make sentences with was/were.
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Grammar 2 was /were, there was /were
✁
GAME 1
1
4
7
It
yesterday.
a cold day
I
Sunday.
at home on
2
5
8
I
on the bus
yesterday afternoon.
Last week, there
new students
in my English class.
At 5 o’clock this morning,
in bed.
I
There
clouds in
the sky yesterday.
3
6
9
My friends and I
at the cinema yesterday.
Our last English class
two hours.
I
at the
supermarket yesterday.
GAME 2
1
4
7
There
homework in our last class.
My friends and I
at a party at the weekend.
My weekend
2
5
On 1st January this year,
at work.
I
I
at a
restaurant yesterday.
8
6
9
I
great.
3
21 this year.
Monday
my
first day in this class.
two
There
birthdays in my family
last month.
My teachers
at school all last week.
GAME 3
1
4
7
My friend
the UK last year.
There
yesterday.
Our friends
time for class today.
in
2
5
rain
on
8
My friends and I
in the city yesterday.
This morning, my breakfast
eggs.
My weekend
3
6
9
busy.
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I
at home for
dinner last night.
Yesterday
Wednesday.
We
in different
chairs in the last class.
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Vocabulary Months, dates
✁
Student A
1
Look at the calendar. What months are not on it?
2
You and Student B work for the same company. You need to have one meeting with Student B
every month. Look at your calendar and find meeting dates.
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
March
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
April
= busy
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
May
Key:
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
June
February January
A Can you meet on the fifteenth of January?
B: No, I can’t, sorry. How about the twenty-first of January?
A: Yes, I can.
B: Great!
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Student B
1
Look at the calendar. What months are not on it?
2
You and Student A work for the same company. You need to have one meeting with Student A
every month. Look at your calendar and find meeting dates.
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
March
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
April
= busy
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
May
Key:
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
June
February January
A Can you meet on the fifteenth of January?
B: No, I can’t, sorry. How about the twenty-first of January?
A: Yes, I can.
B: Great!
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
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1
Grammar 1 was /were (questions),
there was /were (questions)
Complete the conversations with was, wasn’t, were or weren’t.
Conversation A:
Pia: How 1
the class?
Roz: It was really good.
Pia: Great! How many students 2
Roz: There 3
about 20.
4
Pia:
Lina your teacher?
5
Roz: No, she
.
6
Pia: Oh. Who
your teacher?
Roz: It 7
Carlos.
Conversation B:
Asher: How 1
Brian: It 2
eggs and cakes and …
3
Asher:
Brian: No, there 4
Asher: 5
Brian: Yes, there 6
Asher: 7
Brian: No, they weren’t.
there?
the market?
great. There was some cheese, and there were
there any bread?
. But there were flowers.
there a lot of people?
. It was very busy.
things expensive?
Conversation C:
Kitty: How 1
the book for your English class?
2
Jan: It
OK.
3
Kitty: Oh. What
it about?
Jan: It was about a family in the mountains.
Kitty: 4
it difficult?
5
Jan: No, it
. But it was long. And your books? How
6
they?
7
Kitty: Well, my books
easy, but they were short!
2
Work in pairs. Practise the conversations.
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Grammar 2 was /were (questions),
there was /were (questions)
✁
1
There was a big meeting
this morning.
3
2
4
Yesterday was my birthday!
5
There was a person
at the door.
7
I was at the sea last week.
6
On Saturday, there
was a party.
8
My holiday was great!
9
My dinner was nice
last night.
There were a lot of people
in the city last week.
11
Yesterday was a hot day.
10
1st January was a
really good day.
12
I was at the market
this morning.
There was a film last week.
13
I was in the mountains
last month.
14
We were at a restaurant
last night.
15
I was at a football game
on Sunday.
16
We were at a park
yesterday.
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Vocabulary Adjectives
✁
It isn’t hot, it’s … .
(cold)
It isn’t cold, it’s … .
(hot)
It isn’t difficult, it’s … .
(easy)
It isn’t easy, it’s … .
(difficult)
It isn’t dark, it’s … .
(light)
It isn’t light, it’s … .
(dark)
She isn’t happy, she’s … .
(sad)
She isn’t sad, she’s … .
(happy)
It isn’t long, it’s … .
(short)
It isn’t short, it’s … .
(long)
He isn’t young, he’s … .
(old)
He isn’t old, he’s … .
(young)
The train isn’t fast, it’s … .
(slow)
The car isn’t slow, it’s … .
(fast)
The table isn’t low, it’s … .
(high)
The chair isn’t high, it’s … .
(low)
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8A
Grammar 1 Past simple (regular verbs)
1
What time do schools usually finish in your country? What do children do after school?
2
Complete the conversation with the past simple form of the verbs in brackets.
A: When I was a child, school 1
B: Really? I 2
A:
(start) at 9 o’clock.
(arrive) at school at 8 o’clock!
After school, I always 3
4
B: I 5
(walk) home. I sometimes
(stop) at the park. How about you?
(not walk). I 6
A: In the evenings, I 7
music.
B: Yeah, I 9
(cycle) home every day.
(play) basketball and I 8
(love) music too, but I 10
A: When I was 15, I 11
I 12
(not like) it!
B:
(not work) , but my friends and I 14
I 13
(listen to)
(not play) any sports.
(work) in a shop after school.
(study) a lot!
3
Work in pairs. Practise the conversation.
4
Work in pairs. Write your own similar conversation using the prompts below.
A: When I was a child, my school
.
B: Really? I
.
A: I always
. How about you?
B: I
.
A: After school, I
.
B: I
.
A: When I was 15, I
.
B: I
.
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Grammar 2 Past simple (regular verbs)
✁
1
3
arrive / home late
clean / the kitchen
5
9
8
dance
live / with my family
11
13
15
17
4
6
cycle
7
2
walk / to class
cook / dinner
watch / a film
study / English
10
wash / the car
listen to / the radio
travel / to a different city
play / cards
start / a book
12
14
16
18
work
visit / a park
use / a computer
talk to / a friend
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Vocabulary Verb phrases
✁
1
3
5
7
9
11
I travel
school by car.
I live
a big city.
I play football
my friends.
I watch a film
my
friends at the weekend.
I talk to my friends
the weather.
bus.
I travel to work
2
I play games
the computer.
4
I talk
the
weekend with my family.
6
I live
the north
of my country.
I live
my family.
8
10
12
I watch TV
I live
my sister.
a house in
a small town.
13
I sometimes play games
my family.
14
I often travel
my grandparents’ house.
15
I talk about football
my teacher.
16
I talk
school
with my brother.
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8B
1
Grammar 1 Past simple (irregular verbs)
Complete the sentences with the past simple form of the verbs in brackets.
YESTERDAY …
1
I
(buy) my lunch.
2
I
(drink) a cup of coffee.
3
I
(forget) my bag.
4
I
(not meet) my sister.
5
I
(speak) to an old friend.
6
I
(go) to a café.
7
I
(have) lunch with a friend.
8
I
(make) a cup of tea.
9
I
(lose) my phone.
10
I
(not take) a coat.
11
I
(take) the bus.
12
I
(see) my boss.
13
I
(not read) a book.
14
I
(eat) a pizza.
2
Tick the sentences which are true for you.
3
Work in pairs. Compare your answers.
A: I bought my lunch yesterday.
B: I didn’t buy my lunch yesterday.
B: Yesterday, I didn’t drink a cup of coffee. I don’t like coffee.
A: I drank three cups of coffee yesterday. The first cup was at 6 a.m.
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1
Grammar 2 Past simple (irregular verbs)
Complete the irregular verbs in sentences 1–10. Don’t complete the sentences
in brackets yet.
LAST WEEK:
What was the same?
1
2
3
4
5
6
7
8
9
10
2
We b
We s
the same thing last week. (It was
.)
the same film last week. (The film was
We g
(The time was
.)
at the same time last Sunday.
.)
We s
to the same person in our family last week.
(The person in our family was
.)
We h
lunch at the same place last week.
(The place was
.)
We a
the same food last week. (It was
We g
up at the same time last week. (It was at
We w
to the same place last week. (The place was
We t
a photo of the same thing last week. (It was
.)
.)
.)
.)
We m
a friend at the same place last week.
(The place was
.)
Work in pairs. Talk about last week. What things were the same for you? Complete the
sentences in brackets.
A: I bought a pen last week. How about you?
B: I didn’t buy a pen, but I bought a bus ticket. How about you?
A: Yes, I bought a bus ticket, too.
3
Tell the class about your partner. If you didn’t find something the same, use a negative
sentence.
We bought the same thing last week. It was a bus ticket.
We didn’t see the same film last week.
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8B
Vocabulary Irregular verbs
1
2
3
4
5
6
7
10
8
9
11
12
1
2
Complete the crossword with the past form of the verbs.
Across
3 take
4 break
Down
1 eat
2 buy
6 have
5 lose
8 forget
7 get up
8 feel
12 go
9 run
10 meet
Complete the sentences with the answers from Exercise 1.
1 I
at 7 o’clock.
2 I
a sandwich and fruit for breakfast at eight.
3 I
to the supermarket.
4I
bread and milk.
5 I
to buy coffee.
6 Then I
my friend at a café.
7 We
lunch together.
8 We
English because we are in the same class.
9I
to school – I was very late!
10 I
my phone and I was sad.
11 My computer
12 I
3
11 speak
in class.
very tired. I
a taxi home after school.
Work in pairs. Take turns to act out one of the sentences. Can your partner guess
the sentence?
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8C
1
Grammar 1 Past simple (questions)
Put the words in the correct order to make questions about a place you visited.
1 did / you / go / where ?
2 go / did / when / you ?
3 you / go / did / for work ?
4 eat / did / you / what ?
5 how / get / did / there / you ?
6 buy / anything / did / you ?
7 did / you / what / do ?
8 the night / did / stay / you ?
9 did / how long / you / stay ?
10 see / who / you / did ?
2
Think of a good place you visited. Make notes about your answers to the questions
in Exercise 1.
3
Work in pairs. Choose four questions to ask your partner about the place they
visited. Ask and answer the questions.
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Grammar 2 Past simple (questions)
What did
?
When did
?
How did you
✁
?
Did you
last year?
Did you
this morning?
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Vocabulary Holiday activities
Same (✓) /
Different (✗)
1
I / for a walk.
?
2
I / at the beach.
?
3
I / in a good hotel.
?
4
I / in the sea.
?
5
I / shopping.
?
6
I / a good time.
?
7
I / to a restaurant.
?
8
I / museums.
?
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9A
1
Grammar 1 Object pronouns (me, him, her, etc.)
Look at the picture. Complete the conversation with the words in the box.
her
him
it (x2)
me (x3)
them
us
you
Kris: This is my family at our house.
Tia: It’s a nice photo! Tell 1
about 2
.
Kris: Well, this is my mum and this is my dad.
Tia: Is that 3
between 4
Kris: No, that’s not 5
?
! That’s my brother.
Tia: Wow! You look the same as 6
!
Kris: People often say that! That’s 7
behind him.
Tia: Your hair is very different now!
Kris: Yeah, I changed 8
last year.
Tia: So, here’s your mum, and who’s this next to 9
Kris: That’s my dad’s sister. She lives with 10
2
?
.
Replace the underlined words in the sentences with an object pronoun.
1 This is Kris. Who looks like Kris?
2 This is Kris’s mum. Who is next to Kris’s mum?
3 These are Kris’s parents. Who is between Kris’s parents?
4 Some people are on the sofa. Who is behind the sofa?
3
Work in pairs. Ask and answer the questions in Exercise 2.
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9A
1
Grammar 2 Object pronouns (me, him, her, etc.)
✁
Write people’s names in the circles. You don’t have to write them in order.
1 Someone you work or study with.
2 Someone from your school.
3 Two people in your family.
4 Two friends.
2
Work in pairs. Ask and answer questions about the people in Exercise 1. Use the verbs in the box
and object pronouns.
know
see
send emails to
speak English with
study with
talk to
visit
work with
A: Tell me about Hakan. How do you know him?
B: I work with him.
A: How often do you see him?
B: I see him at work every Wednesday.
1
Write people’s names in the circles. You don’t have to write them in order.
1 Someone you work or study with.
2 Someone from your school.
3 Two people in your family.
4 Two friends.
2
Work in pairs. Ask and answer questions about the people in Exercise 1. Use the verbs in the box
and object pronouns.
know
see
send emails to
speak English with
study with
talk to
visit
work with
A: Tell me about Hakan. How do you know him?
B: I work with him.
A: How often do you see him?
B: I see him at work every Wednesday.
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9A
Vocabulary Prepositions of place
✁
Picture A
Picture B
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9B
Grammar 1 like /enjoy /love /hate + -ing
1
Do you enjoy using the internet? Do you like reading blogs?
2
Complete the blog introductions with the correct form of the words in the boxes.
travel
try
visit
write
Liana from Eat, Write, Travel
Hi, I’m Liana. I enjoy 1
I also like 2
3
4
new places and
about them. I love
new foods. I don’t like
by plane, so I take trains, buses
and boats.
do
get up
play
read
Nick from Study Success
Hello, I’m Nick. I enjoy 5
I love 6
7
8
meet
listen
talk
exercise and
tennis, but I don’t like
early for it. I also like
messages, so please write to me!
watch
Tess from TV and more
I’m Tess. I love 9
10
11
12
3
TV, but I hate
to the radio! I enjoy
new people and I like
about different programmes with them.
Work in pairs. Take turns to ask and answer questions about the people.
Does Liana like visiting new places?
What does Nick enjoy doing?
4
Write a short introduction about yourself or someone you know. Use like/enjoy/love/hate + -ing.
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9B
Grammar 2 like /enjoy /love /hate + -ing
✁
Find someone who …
likes/loves/enjoys this
hates/doesn’t like this
likes/loves/enjoys this
hates/doesn’t like this
likes/loves/enjoys this
hates/doesn’t like this
1 talking on the phone
2 travelling by plane
3 swimming
4 making dinner
5 getting up early
6 studying
7 cleaning their room
8
Find someone who …
1 talking on the phone
2 travelling by plane
3 swimming
4 making dinner
5 getting up early
6 studying
7 cleaning their room
8
Find someone who …
1 talking on the phone
2 travelling by plane
3 swimming
4 making dinner
5 getting up early
6 studying
7 cleaning their room
8
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9B
Vocabulary Hobbies
✁
read a book
play a video
game
do some
sport
read a
newspaper
listen to
a song
use the
internet
do exercise
watch a TV
programme
listen to
the radio
watch a play
play cards
watch a film
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9C
1
Grammar 1 why and because
Read the interview. Choose the correct alternatives.
We asked
our teacher
10
WHY
questions.
1 Q: Why are / do you an English teacher?
A: I’m an English teacher because I love my job!
2 Q: Why have / do you love it?
A: Because I meet great students and I enjoy
speaking English.
3 Q: Your first language is Spanish. Why did / had
you learn English?
A: I studied English at school because everyone did.
I enjoyed learning it, so I studied it at university, too.
4 Q: Why has / do you work at this school?
A: Because it’s a very good school AND I live near here.
5 Q: Why have / are you got a big bag?
A: Because I’ve got my books, papers and a
computer in it!
6 Q: You went to the UK recently. Why did / are you
go there?
A: I went because I had a conference in London.
It’s my favourite city.
7 Q: Why is / do it your favourite city?
A: Because there are great museums.
8 Q: Why isn’t / haven’t we got class on Fridays?
A: Because other people use the classroom on Fridays.
Ima, English Teacher
9 Q: Why do / are you work on Saturdays?
A: Because the school is open on the weekend!
10 Q: Why have / do we always have homework?
A: Because it’s good practice for you!
2
Work in pairs. Write three questions with why to ask your teacher. Use ideas from
Exercise 1 or your own ideas.
3
Ask your teacher the questions.
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9C
Grammar 2 why and because
✁
1
c
you here?
Why are
2
h
the station busy?
Why is
3
a
Why do
4
g
the shops open today?
Why aren’t
5
e
got that box?
Why have you
6
b
you got a dog?
Why have
7
f
you call me yesterday?
Why did
8
d
Why
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you always work
at the weekend?
do you study here?
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9C
Vocabulary Learning a language
✁
1
2
You p
an exam.
5 points
2 points
3
c
.
You fail an e
4
You take an English
and you learn a lot.
You don’t know a word so
.
you use a d
5 points
2 points
5
6
your
You d
an exam.
You t
homework.
3 points
2 points
7
8
in
You make n
class. Later, you read them.
You go to the l
and study.
2 points
2 points
9
10
You haven’t got wifi. You can’t
practice.
do o
Your teacher writes on the
. You write the
b
new words in a notebook.
3 points
2 points
11
12
The teacher asks a question.
the answer.
You k
You can’t r
a word, so you ask your friend.
She tells you.
3 points
1 point
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10A
1
Grammar 1 would like /love to
Complete the student interviews with the words in the boxes.
Each month we interview new students.
This month, meet Valeria and Khalid.
They arrived at the Melbourne School
of English yesterday!
go
A
I’d (x2)
like
to
Q: Why 1
what
would (x2)
wouldn’t
you like to learn more English?
A: I’d 2
to learn more because 3
job at an international company.
Q: Where would 4
Q: 7
to Sydney. I’d also like 6
like to start a business.
Q: 9
you like to work in Australia?
A: I 10
I’d
like to work a lot of hours, but I’d like to work in the evenings.
join
love
to (x2)
Q: What 1
A:
visit the north.
would you like to do in the future?
A: One day 8
B
love to get a good
like to visit in Australia?
A: I’d love to 5
Valeria
you
when
would (x2)
wouldn’t
you
you like to see in Melbourne?
I’d 2
to see a football game and I’d like 3
go to the sea.
Q: 4
would you like to have classes?
A:
like to have classes in the morning, so I can relax in the
5
afternoon.
Q: 6
A:
you like 7
Yes, I’d like to 8
Q: Would 9
Khalid
2
join a club here?
a tennis club or an English club.
like to stay here in the future?
A: Maybe. But my mother 10
like it!
Work in pairs. Ask and answer questions with would like to about the things in the box.
get a job at an international company
visit Australia
join a tennis club
work in the evenings
A: Would you like to get a job at an international company?
B: Yes, I would.
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10A
1
Grammar 2 would like /love to
Write words to complete six of the sentences in the shapes below. Don’t write
your answers in order.
✁
1 I’d love to visit …
2 I wouldn’t like to join a … club.
3 I’d like to join a … club.
4 I’d love to spend more time with …
5 I wouldn’t like to buy …
6 I’d like to have a …
7 I’d love to have dinner with …
8 I’d love to try … food.
9 I’d like to speak …
10 I’d love to live in …
2
Work in pairs. Swap your answers. Ask and answer questions about the words
in the shapes.
A: Would you like to visit India?
B: Yes, I would.
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10A
Vocabulary Collocations
✁
start
a business
change
jobs
spend time
with my family
try
a new sport
have
children
sell some
old books
build
a house
move to
a big city
make some new
friends
join a
club
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10B
1
Grammar 1 be going to
Complete the texts with the correct form of be going to and the words in brackets.
Use short forms where possible.
I1
I2
(visit) my mum.
(take) the train. She
3
(meet) me at the station.
(watch) a play on
We 4
Friday night. On Saturday, we
5
(not get up) early.
(read) a book! Then we
I6
7
(have) lunch at a new café.
8
(be) great!
It
We 9
(move) house next week
10
(be) a very busy
so it
11
(live)
weekend for us. We
in a new city! On Friday, we
12
(travel) to Madrid. On
(go)
Saturday morning, I 13
to the supermarket and my brother
14
(clean) the house. We
15
(not enjoy) the jobs, but it
(be) nice in our new home!
(visit) a
museum in the city.
16
On Sunday, we 17
2
What are you going to do next weekend? Write four sentences.
3
Work in pairs. Talk about your plans for next weekend.
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10B
Grammar 2 be going to
✁
Student A
Student B
Situation 1
Situation 1
1
1
Student A is going to have a party.
You are going to help them. Listen to
Student A’s plan. Take notes.
2
Repeat the plan. Student A is going to
check it is correct.
You are going to have a party next
week. Student B is going to help
you. Tell Student B the plan. Use the
prompts below and the correct form
of be going to.
1 The party / be on Saturday at the park.
2 The party / start at 11.30 a.m.
3 You / send emails to friends.
4 I / buy food.
5 We / make sandwiches and a cake.
6 We / play games and talk.
The party is going to be on Saturday at
the park …
2
Student B is going to tell you the plan.
Listen and check it is correct.
Situation 2
1
Situation 2
1
The party’s going to be on Saturday at …
Your class is going to have dinner
next week. Student A is going to
organise it. You are going to to help
them. Listen to Student B’s plan.
Take notes.
Your class are going to have a class
dinner next week. Student A is going
to help you. You are going to organise
it. Tell Student A the plan. Use the
prompts below and the correct form
of be going to.
1 The dinner / be on Thursday night
at 7 p.m.
2 We / meet at a restaurant.
3 You / choose a good restaurant.
4 I / tell eight friends.
5 We / speak English!
6 We / not sing songs!
The dinner is going to be on Thursday …
2
Repeat the plan. Student B is going to
check it is correct.
The dinner is going to be on Thursday …
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2
Student A is going to tell you the plan.
Listen and check it is correct.
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10B
1
Vocabulary Party vocabulary
Complete the questions with the words in the box. Use the pictures to help you.
dance
dessert
fruit
games
1
salad
sandwiches
snacks
songs
to friends
2
How often do you eat
?
Do you like singing
Name:
Name:
3
4
?
Do you sometimes play
When do you listen to
?
with friends?
Name:
Name:
5
6
How often do eat
Do you like eating
for lunch?
?
Name:
Name:
7
8
Do you like
How often do you talk
?
Name:
9
on the phone?
Name:
10
How often do you
at parties?
Name:
2
music
Do you like eating
?
Name:
Ask a different person each question. Write their name in the box.
A: How often do you eat fruit?
B: Every day.
A: Do you like salad?
B: No, I don’t.
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10C
1
Grammar 1 be going to: questions
Your friend is going to visit you next month. It is his / her first time in your country.
Correct the mistakes in the questions. Some of the questions are correct.
1 Are you going to be on holiday next month?
2 What are we going visit?
3 Where I am going to stay?
4 Are we going to speak English?
5 Am I going to meet your friends?
6 What we going to eat?
7 We are going to swim?
8 How we are going to travel around the country?
2
Work in pairs. Roleplay a phone call with your friend. Ask five questions,
then swap roles.
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10C
1
Grammar 2 be going to: questions
You are going to go on a Learn English weekend. Choose an activity for each part of Saturday and Sunday.
Learn English
weekend
All activities and classes are in English!
Make new friends and practise your English.
Sunday morning
write a story
do some exercise
visit a museum
Saturday morning
ride a horse
go for a walk
take a dance
class
Saturday
afternoon
play football
watch a film
take an exam
Sunday
afternoon
cycle
watch a film
swim in the lake
Sunday evening
make dinner for
your friends
listen to a story
go home early
Saturday evening
play cards
watch a play
dance
2
Talk to other people in your class. Can you find someone who is going to do the same activity as you for
each part of the weekend? Use questions with going to.
A: Are you going to walk by the lake on Saturday morning?
B: No, I’m not. I’m going to take a dance class.
A: What are you going to do on Saturday afternoon?
B: I’m going to play football.
A: Great, me too!
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10C
Vocabulary Seasons, time expressions
in February
next week
in the spring
in May
on 1st
January
next month
in August
next year
in 14 days
in September
in the winter
for three
weeks
in ten years
in the
summer
in two days
in ten days
in two years
next year
on my
birthday
on Tuesday
in the
autumn
in October
on 31st
December
in April
for two days
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1A
Grammar 1 be: I and you
Materials: One worksheet per student
Instructions:
Give out the worksheets. Direct Ss to Exercise 1 and read it aloud.
Ask a few Ss the question, and get them to reply using one of the
options (Yes, I am. / No, I’m not.).
Go through the instructions to Exercise 2, pointing out Emma in
the pictures. Elicit the answer to the first gap (are) and
demonstrate crossing out the word in the box. Ask Ss to complete
the conversations, then compare their answers in pairs before
checking as a class. You may need to write some of the answers on
the board to make them clear, e.g. are/’re.
Direct Ss to Exercise 3. Give Ss time to practise reading the
conversations. Circulate, giving Ss the opportunity to check
anything with you that they are unsure of, such as pronunciation
or meaning.
Answer key:
1 are 2 am 3 aren’t 4 ’re 5 I’m 6 I’m 7 are 8 am
9 ’m 10 are 11 I 12 I’m 13 I’m 14 Are 15 not 16 m
17 you 18 I
Grammar 2 be: I and you
Materials: One set of cards per group
Instructions:
Tell Ss that they are going to do a group activity to practise asking
and answering questions with be: I and you. Put Ss into groups of
three or four and give each group a set of cards. Write the prompts
from one card on the board as an example, e.g. you / are / Spain /
from / ? and elicit the correct order and some possible replies, e.g.
Yes, I am. / No, I’m not.
Give Ss a few minutes to work together to write the questions on
the cards. Check answers as a class by getting different groups to
read a question to which you give an answer (modelling the next
stage of the activity). Depending on the first languages of your
group, you may need to point out the punctuation if it is different
from theirs (e.g. a capital letter to start the question, a question
mark at the end.) Then tell Ss to put the cards face down in a pile
and take turns to pick up a question and read it to the other Ss in
the group, who all answer it. Groups may work at different paces,
so explain that once the cards have been used once, Ss can shuffle
them, then repeat the activity, focusing on sounding more fluent
the second time.
Alternative:
For a more challenging version of the activity, Ss must form the
question from the prompts when they turn over the card instead
of writing the questions first.
Answer key:
(Sample responses in brackets)
1 Are you from Spain? (No, I’m not. I’m from France.)
2 Are you here for the class? (Yes, I am.)
3 Am I a student? (Yes, you are.)
4 Are you a teacher? (No, I’m not).
5 Where are you from? (I’m from Argentina.)
6 Am I from Japan? (Yes, you are. / No, you’re not.)
7 Am I late? (No, you’re not.)
8 Are you at university? (Yes, I am. / No, I’m not.)
9 Are you a manager? (Yes, I am. / No, I’m not.)
10 Am I on time? (Yes, you are.)
11 Are you here for the conference? (No, I’m not.)
12 Are you late? (No, I’m not. / Yes, I am.)
Vocabulary Countries
Materials: One worksheet per pair, cut in half. Sheets folded along
the line indicated to hide the answers.
Instructions:
Tell Ss that they are going to play a game to practise the country
names that they have learned. Draw a picture of a place in one of
the countries, on the board, from the lesson (it shouldn’t be too
obvious where it is, e.g. it might be a beach or a mountain) with a
small stick figure representing yourself. (Alternatively, show a real
photo of you somewhere.)
Say: Where am I? Elicit guesses of different countries using the
question Are you in … ?, responding with Yes, I am. or No, I’m not.
Put Ss into A/B pairs and give out the worksheets. Point out that
each student has the answers to their partner’s photos at the
bottom of their sheet. Emphasise that Ss should not show each
other the answers (which are folded up on the bottom of the
sheet). Demonstrate the game with a student, with you being the
guesser (and making wrong guesses only, so as not to give away
the answer for the game). Circulate while Ss complete the
guessing game, offering assitance if necessary.
As an optional follow up, or for fast finishers, Ss could take turns
to draw pictures of themselves in various countries, and get their
partner to guess where they are.
Answer key:
Student A
1 the UK 2 Japan 3 Poland 4 Mexico 5 Canada
Student B
1 the US 2 Argentina 3 Thailand 4 Spain 5 Turkey
1B
Grammar 1 be: he /she /it
Materials: One worksheet per student
Instructions:
Distribute the worksheets. Put Ss in pairs to find the things in
Exercise 1 and check they know the meanings of the words.
Check answers as a class, using the photos to clarify any words Ss
don’t know.
Tell Ss that they’re going to do an exercise to practise the short
forms of be with he/she/it. Read through the instructions for
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Photocopiable notes and answer key
Exercise 2 and the introduction with the class, and then elicit the
short form for the first gap (He’s) and write it on the board. Ss
complete Exercise 2. Monitor, assisting as necessary. Ask Ss to
compare their answers in pairs, then check as a class.
For Exercise 3, go through the example. If you have weaker Ss
who struggle to form the questions spontaneously, give them five
minutes to write 3–8 questions, assisting as necessary before
they ask and answer their questions in pairs.
As an optional follow up, Ss could write a blog post similar to
Pieter’s about a trip of their own, real or imagined, with sentences
about the people they met, the hotel, the place and the food.
Put Ss in pairs or small groups to share their work, or collect the
blogs in to provide feedback (and check the verb forms).
Answer key:
1
1 (He)’s 2 (He)’s 3 isn’t 4 it’s 5 It’s 6 isn’t 7 It’s
8 isn’t 9 isn’t 10 (it)’s 11 (She)’s 12 (She)’s 13 isn’t
14 (He)’s
Grammar 2 be: he /she /it
Materials: One worksheet per pair, cut in half
Instructions:
Give out the worksheets. For Exercise 1, ask Ss to fill out the ‘Me’
column by answering questions 1–4.
and find the people with the jobs listed on it, for example on the
card You are a football player, you need to find a pilot and a taxi
driver, while your job is that of a football player. Write on the board
the prompts: Are you a … ? Yes, I am. No, I’m not. Chorally drill a few
examples of the question with different job titles e.g. Are you a
pilot? Are you a farmer? Are you a nurse?
Conduct a class mingle until everyone has found the people on
their card, or within a time limit, e.g. five minutes. At the end, go
around the class and ask Ss to say what they were to the class
using the I’m a … structure.
Alternative:
If you have a big class and multiple cards of the same job, you
could lengthen the activity by asking Ss to also find out who has
the same job as them.
If you have a small class, all the jobs need to be represented for
the activity to work. You could participate, and/or give some Ss
two jobs (you could write this on their card, e.g. You are a doctor
and an office worker, making sure that the extra job isn’t one that
they need to find.).
1C
Grammar 1 be: you /we /they
Materials: One worksheet per student
Then, put Ss in pairs for Exercise 2. This is a good time to change
pairs from previous activities, so that Ss work with someone new.
Tell Ss that they are now going to ask their partner the questions
from Exercise 1 and write down their answers. If some pairs finish
early, suggest that they practise asking and answering the
questions without looking at the sheet.
Instructions:
Then, for Exercise 3, as a class, go through the instructions and
sample introduction. Point out that introducing people is useful for
many social and work situations. Explain that an introduction
usually starts with This is … not He/she is … .
For Exercise 2, do the first two gaps as a class, reminding Ss to use
short forms where possible. Ss complete the remainder of the
exercise, then check as a class.
Give Ss time to write and practise their introduction, while you
circulate, providing assistance if necessary. Faster Ss can be
encouraged to memorise their introduction, and/or think about
how they would introduce other friends or family members.
Then, for Exercise 4, put two pairs into groups of four to introduce
each other. Encourage the group to go around twice, and see if
they can do it more fluently the second time.
Alternative:
Instead of working in groups for Exercise 4, have a class mingle.
Pairs walk around the room together, introducing their partner to
other pairs in the class. They should try to introduce each other to
as many other pairs as possible in five minutes.
Answer key:
3
Sample answer:
This is Marco. He’s a university student.
He’s from Rome, in Italy.
It’s a very big city.
Vocabulary Jobs
Materials: One card per student
Give Ss a worksheet. Read the questions in Exercise 1 with the
class, then give Ss a couple of minutes to quickly read the text to
find the answers. Elicit full sentence answers from Ss, e.g. if they
say Thailand, encourage them to give a full sentence starting with
the prompt They … .
For Exercise 3, put Ss into groups of three. Ss take turns to ask
questions from Exercise 2, asking two questions (one to each
student) before swapping roles.
Answer key:
1
Sample answers:
They’re from Thailand. / They’re from Tak, in Thailand. /
They’re from a small town in Thailand.
They’re in the UK. / They’re in Edinburgh, in the UK. /
They’re students at the Edinburgh School of English.
2
1 are 2 are/’re 3 Are 4 aren’t 5 are/’re 6 Is 7 isn’t
8 Are 9 are/’re 10 are/’re 11 Are 12 aren’t 13 are/’re
14 are/’re 15 Are 16 are 17 are/’re 18 Is 19 are
20 are 21 Are 22 are/’re
3
Sample answers:
A: Where are you from?
B: We’re from Argentina and Brazil.
A: Are you friends, or family?
B: We aren’t family.
C: We’re friends.
Instructions:
Tell Ss that they are going to have a class activity to practise the
words for jobs and revise the form be/I from the previous lesson.
Give each student a card with a job on it and emphasise that they
shouldn’t show it to anyone. Explain that Ss need to read their card
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Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of shuffled
cards. Ask them to look at the larger card with the photos. Point to
the photo of the beach and ask: Where are Franz and Jake? Elicit
ideas until Ss guess Brazil. Then ask: Where are Tess and Lily?
Elicit ideas until Ss guess Canada.
Focus Ss on the first line of the conversation and tell Ss it is a video
call between Tess and Franz. Ask Ss to work in their groups to
complete the gaps on the cards (using short forms if possible) and
then order the conversation. Give them about ten minutes to do
this. Fast finishers could practise reading the conversation aloud.
Check answers as a class.
As an optional follow up, Ss could roleplay their own video call.
First, Ss work in their group of three and decide where they are in
the world on holiday and at least two things to say about it, e.g.
We’re in Argentina. We’re happy. The mountains are nice. They
then form pairs made up of Ss from different groups to roleplay a
video call, asking each other questions about their group from the
activity such as How are you? and Where are you? Are you hot?
etc. They could roleplay this a few times, trying to get more fluent
each time.
Answer key:
a ’re c are e ’re f Are d are i ’re b aren’t h aren’t
g Are j are
Vocabulary Nationalities
Materials: One worksheet per pair, cut into cards
Instructions:
Pre-teach the word gift by drawing a wrapped gift on the board.
Put Ss in pairs, and give each pair a set of cards and tell them they
are gifts from all over the world. Ask pairs to match the gifts with
the nationalities.
As a follow up, explain that Ss are going to roleplay giving gifts to
practise the words for nationalities. Point out that this activity will
also help them to revise the it is form of the verb be from the
previous lesson. Explain that many people give gifts from all over
the world, e.g. to a visitor, or after a holiday.
Write the following prompts on the board:
A: It’s for you.
B: Thank you very much. Is it British?
A: Yes, it is. /No, it isn’t. It’s … .
Take one of the picture cards, and give it to a volunteer, saying
It’s for you. Indicate that they should say the next line. You respond
with the final line. Tell Ss that they can use different words, but
they must include the nationality of the gift in their conversation
e.g. A: It’s a gift for you. It’s Polish. B: Thank you very much. It’s nice.
Give Ss about five minutes to roleplay giving and receiving the
gifts on the cards. To finish, invite a few pairs to share one of their
conversations with the class.
Alternative:
Instead of roleplaying in pairs, ask each student to choose four
gifts (i.e. cards) and ‘give’ them to different people in the class.
Answer key:
1 Japanese 2 Polish 3 Turkish 4 American 5 Thai
6 Mexican 7 Argentinian 8 British 9 Canadian 10 Spanish
11 Brazilian 12 Italian
2A
Grammar 1 Possessive ’s, I /my, you /your, etc.
Materials: One worksheet per student
Instructions:
Tell Ss that they are going to read and complete a text to practise
possessive adjectives and possessive ’s.
Give out the worksheets and put Ss in pairs to do Exercise 1.
Direct Ss to the example in the first gap in Exercise 2 and the word
crossed out in the brackets. Do the second gap as a class, pointing
out that Ss need to read the words before, and after, the gap to
choose the correct word to complete it. Give Ss time to work
through the exercise individually, then compare answers in pairs
before checking as a class.
Photocopiable notes and answer key
Grammar 2 be: you /we /they
Demonstrate Exercise 3, covering the text with a piece of paper
while keeping the captioned photos visible. Ss work in pairs to
discuss the photos, saying at least two sentences about the
names, relationship and job of the person or people in each one.
As an optional follow up, write on the board: Eva is Sofia brother
wife father sister daughter. Ask Ss to speak in pairs about how
many times and where the possessive ’s would go in this
sentence, then invite a volunteer to come and add them to the
sentence with help from the class. (Carol is Sofia’s brother’s wife’s
father’s sister’.) For a bit of fun, Ss could practise saying the
sentence aloud.
You could also ask Ss to create a chain of family and friends similar
to the text post. On a piece of paper, they could write a list of four
to six names, each one with a connection to the one before. They
then explain their list of connections in pairs. You could model the
activity on the board first with your own family (real or imaginary)
for Ss.
Answer key:
1
Her name is Sofia. She’s a university student.
2
1 My 2 ’s 3 Our 4 ’s 5 Her 6 Their 7 ’s 8 His 9 Its
10 ’s 11 Their 12 Its
3
Sample answers:
Her name is Sofia. She’s a university student.
His name is Pedro. He’s Sofia’s brother.
Their names are Sara and Leo. Sara is Pedro’s wife. Leo is
their son.
His name is Jack. His cat’s name is Monday.
Their names are Susan and Carol. This is their dog. Its name
is Jet.
Grammar 2 Possessive ’s, I /my, you /your, etc.
Materials: One worksheet per group of three, cut into cards.
Additional paper cut into blank cards for optional follow up.
Instructions:
Put Ss in groups of three and give each group a set of cards.
Tell Ss that the sentences on the cards are all examples of Ss
talking about photos using possessive adjectives and possessive
’s. Explain that Ss need to work together to match cards 1–7
with a–g. Give Ss time to do this, then check answers with
the class.
Ask groups to count the number of possessive adjectives and
possessive ’s on the cards. Tell them, using L1 with a monolingual
group if necessary, that the purpose here is to notice the forms
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Photocopiable notes and answer key
and check that they can see the difference between the verb be
and the possessive adjectives/’s.) Check answers with the class.
As an optional follow up, give each group six blank cards and ask
them to write three pairs of sentences to create a matching
activity for another group. Each pair of sentences must contain a
possessive adjective or possessive ’s. Circulate, providing
assistance as required. Groups swap cards and match each other’s
sentences. They should then check with the original group to see
if they are correct.
Answer key:
1b 2e 3a 4d 5f 6c 7g
Possessive adjectives: 11 (my (x6), our, his, its, their, your)
Possessive ’s: 5 (Ella’s, dad’s, family’s, wife’s, brother’s)
Sample matching sentences:
This is my sister. She’s a student.
This is a picture of my friends. Their names are Mike, Freda
and Cam.
This is my friend’s cat. Its name is Pink.
Vocabulary Families
Materials: One set of cards per pair
Instructions:
Tell Ss that they are going to help create a new TV show called
Family House, about a big family who all live in the same house.
Put Ss in pairs and give them a set of cards. Explain that the people
on the cards are the people on the show, but they need to decide
what their names are and who is who in the family. Encourage Ss
to create one or more families. Give some examples to the class,
e.g. hold up a card and say, This is Jo. Then hold up another card
and say,This is Priya. Jo is Priya’s mother. Then hold up the photo of
the baby and say This is Ivy. Ivy is Priya’s daughter. Explain that at
the end of the activity, Ss will share information about their family
with another pair.
Encourage Ss to lay out the cards on a piece of paper as they may
wish to draw people’s relationships or arrange them as a family
tree. Give Ss time to create and practise talking about their family
while you circulate, providing assistance as required. Remind Ss to
use possessive pronouns and possessive ‘s in their answers.
Organise pairs in groups of four to share their ideas about the
family they created for the TV show.
2B
Grammar 1 this, that, these, and those
Materials: One worksheet per student
Instructions:
Distribute the worksheets. Go through the instructions for
Exercise 1, then direct Ss to the first question. Point out that Ss
need to look at the picture to choose the correct alternative. Elicit
the correct answer (these). Ss complete the exercise individually,
then check answers in pairs before checking with the class.
For Exercise 2, go through the examples, then elicit some more
sentences about the first picture. Point out that whether Ss use
this,these, that or those will depend on whether they are holding
the picture or pointing at their partner’s picture.
Answer key:
Grammar 2 this, that, these, and those
Materials: Two cards per student, coloured pens (optional)
Instructions:
Shuffle the cards and give two to each student. If a student has
two cards with the same object/objects on them (e.g. a cup and
cups), tell them to swap one card with someone nearby. Tell Ss
that these are their items, and that they need to draw patterns on
them or colour them to make them their own. They shouldn’t add
their names or show them to anyone else. Demonstrate by
drawing a cup on the board and adding your own pattern to it. You
could provide coloured pens for Ss to do this if you have them. Give
Ss a couple of minutes to add a design to their items.
Collect all the cards, dividing them into singular and plural objects.
Shuffle them and distribute one singular and one plural card to
each student, making sure that no one has been given their own
card back. Emphasise that they should not show anyone their
cards at this point. Explain that Ss need to find the owners of the
items on their cards by asking and answering questions using
this, that, these and those.
Write on the board the following prompts: Is this your … ? ;
Are these your … ? ; Yes, that’s my … ! ; No, that’s not my … ;
Yes, those are my … ! ; No, those aren’t my … .
Model the activity, taking both parts, or demonstrate with a
volunteer, e.g. Are these your keys? Yes, those are my keys.
Stronger Ss could extend their answers with a few extra words,
e.g. Excuse me, is this your pen? No, I’m sorry, that isn’t my pen.
Maybe it’s Mia’s pen.
When Ss find the owner for each of their items, they return them.
The activity finishes when everyone has returned their items.
Vocabulary Everyday objects (1)
Materials: One set of cards per pair
Instructions:
Tell Ss that they are going to play a game to practise words for
objects. Put the Ss in pairs and ask them to label the objects on
the cards (there is one space for each letter).
Demonstrate the game with a student in the class. Student A puts
four cards face up on the desk and shuts their eyes, or turns away.
Student B takes one of the cards and hides it. Student A then
needs to look back and say which one has been removed. If they
guess correctly, another card is added to the pool, making a total
of five cards. If the guess is incorrect, they continue with four
cards. Student B then looks away and Student A takes a card. If
Student B guesses correctly, another card is added to the game.
This continues as the pairs try to work up to having all 12 cards in
the game at once.
Alternative:
For a simpler way to play the game, Ss spread out all 12 cards face
up and take turns to take away one card, guess which one is
missing and put it back. This can then be repeated as many times
as they like.
For a more challenging alternative, spread out all the cards face up.
The first student hides one card, then puts it back, then the next
student hides two cards, and so on, working up to taking away and
recalling as many cards as possible.
Answer key:
1 table 2 box 3 desk 4 computer 5 book 6 pen
7 clock 8 cup 9 chair 10 photo 11 key 12 phone
1
1 these 2 those 3 These 4 that 5 this 6 that 7 this
8 those
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Answer key:
Grammar 1 Question words with be
1
A 1 is 2 What 3 is 4 How
B 1 are 2 are 3 Where 4 they
Materials: One worksheet per student
2
Instructions:
Distribute the worksheets. For Exercise 1, explain that Ss match
photos A–C with conversations 1–3 in Exercise 2. Then, give Ss a
minute to skim the texts to find the answers before checking as a
class.
Go through the instructions for Exercise 2, then give Ss time to
complete the exercise. Then Ss compare their answers in pairs
before checking as a class.
For Exercise 3, keep Ss in their pairs to practise reading the
conversations.
As an optional follow up, ask Ss to cover the conversations with a
piece of paper, keeping the pictures visible. Ss work in pairs, taking
turns to ask and answer questions about the people in the
pictures:, e.g. A: Who is this? B: That’s Zarina. She’s a teacher.
Answer key:
1
A: Conversation 2
B: Conversation 3
C: Conversation 1
2
Conversation 1
1 Where is she from?
2 What is her name?
3 How old is she?
Conversation 2
4 Who is he?
5 Where is he from?
6 How old is he?
Conversation 3
7 How old are they?
8 What are their names?
9 Where are they from?
Grammar 2 Question words with be
Sample answers:
A 1 He’s a singer.
2 His name is Ed Sheeran.
3 He’s from the UK.
4 He’s 30.
B 1 They’re football players.
2 Their names are Alexandra Popp and Leonie Maier.
3 They’re from Germany.
4 They’re 27 and 28.
Vocabulary Numbers 1–100
Materials: One worksheet group of four. Nine small counters
(or pieces of paper) per student
Instructions:
Tell Ss that they are going to play a game of bingo to practise the
numbers from 1 to 100. Write the word bingo on the board. Put Ss
in groups of four and give each group a set of cards A–D and nine
counters or pieces of paper each to cover the numbers. Explain
that you are going to call out numbers and that Ss need to cover
the number you call with a counter. The first person to get three
numbers in a row and call out bingo is the winner.
Give Ss a few minutes in their groups to practise saying all the
numbers on their cards, then start calling out numbers in random
order from the large number card, pausing after each one for Ss to
check their cards. Once someone calls bingo, give each group a
number calling card. Ss then take turns to be the caller for each
round.
Alternative:
For more challenge, get Ss to rotate bingo cards A–D within their
groups between rounds so that they practise listening for
different numbers.
3A
Materials: One worksheet per pair, cut in half
Grammar 1
Instructions:
Materials: One worksheet per student
Draw a star on the board. See if anyone knows the word in English,
then write it on the board. Introduce the idea of a person being a
star by talking about some famous people your Ss are familiar
with in, for example, the areas of sport, music or business. Elicit
some ideas from Ss.
Tell Ss that they are going to ask and answer questions about
stars to practise questions. Distribute the worksheets. For
Exercise 1, make sure Ss understand they just need to complete
the gaps in the questions, not answer them yet. Check answers
with the class.
Then, for Exercise 2, tell Ss to choose a star for Part A, and two or
three stars (e.g. a couple, a band) for Part B. The stars can be real
people, or imaginary. Give Ss time to write their answers to the
questions while you circulate, offering assistance as required. Ss
can use the internet to check answers if necessary.
When they have finished Exercise 3, put Ss in pairs to ask and
answer the questions with each other. If some Ss finish earlier,
they could either practise again, trying not to look at their notes
and/or swap partners for extra practice. You could finish by inviting
a few pairs to share one of their interviews with the class.
Photocopiable notes and answer key
2C
There is /There are
Instructions:
Give out the worksheets. Direct Ss to work in pairs and find the
items in Exercise 1 in the pictures of the bags. For Exercise 2,
emphasise that Ss don’t need to refer to the pictures at this stage,
they should just choose correct verb form to complete each
question.
Check answers with the class, then put Ss in pairs to do Exercise 3.
They match the bags with the correct people. Ss take turns to read
a sentence aloud, look at the pictures, and solve the puzzle. Check
answers with the class.
As an optional follow up, tell Ss to work in pairs and start
sentences about the bags for their partner to finish, using
there is/there are.
A: There are keys in …
B: … Poppy’s bag. In Maksim’s bag, there aren’t any …
A: … cinema tickets.
For an alternative, or additional follow up, Ss could write down four
things in their own bag (real or imagined) and then tell their
partner about them using there is/there are.
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Photocopiable notes and answer key
Answer key:
1
a cinema ticket – 2 train tickets – 3, 4 a computer – 1
a map – 2
2
1 are 2 are 3 isn’t 4 are 5 are 6 is 7 aren’t 8 are
9 is 10 is
3
1 June 2 Poppy 3 Dan 4 Maksim
Grammar 2
There is /There are
Materials: One half worksheet per pair. Some extra copies for
fast finishers.
Instructions:
Draw a noughts and crosses board on the board and get a
volunteer to demonstrate the game with you. Tell Ss they are
going to play a game of noughts and crosses to practise There is/
There are.
Put Ss in pairs and distribute worksheets. Direct Ss to the first grid
(In my town …). Explain that before they put a mark in the square,
they must say a sentence about their town starting with the
prompt in the box. The other student needs to make sure it is
correct. If it is correct, they ‘win’ the square. Point out that there
are three games on each half worksheet: In my town, In this room
and In my bag. Remind Ss that for the second and third games
they can revise words from previous lessons, e.g. chair, book, key,
phone, or use their own ideas.
Circulate while Ss play the game, monitoring the use of there is/
there are.
Have a few extra sheets ready for Ss who complete the game
quickly. They can either play again, repeating the same game with
more fluency and confidence, or with a new place of their choice,
e.g. In a café or In a school.
Vocabulary Places in town
Materials: One worksheet per pair, cut in half
Instructions:
Tell Ss that they are going to do a roleplay activity to practise
words for places in a town. Put Ss in A/B pairs, give out the
worksheets and tell Ss not to show each other. Go through the
instructions for Exercise 1, asking Ss to practise the conversation
twice, taking turns to read each part.
For Exercise 2, tell Ss that they can use the words from Exercise 1,
replacing the underlined phrases with their places. Elicit the
adjusted text for the first roleplay and write it on the board as an
example. For each conversation, tell Ss to write down the place
where their partner is.
3B
Grammar 1 Is there a /an … ? / Are there any … ?
Materials: One worksheet per student
Instructions:
Give out the worksheets. Allow Ss a minute to read the information
in the advert, then elicit the answer to the questions in Exercise 1.
Go through the instructions for Exercise 2 and do question 1 with
the class as an example. Give Ss time to write the questions, then
check answers with the class.
For Exercise 3, Ss can look at the text while they take turns asking
and answering the questions. You could write up the prompts Is
there … ? Are there any … ? and How many … are there? on the
board for them to use.
Answer key:
1
It is near Banff in Canada. There are two bedrooms.
2
1 How many beds are there?
2 Is there a TV?
3 Is there an oven?
4 How many bathrooms are there?
5 Is there wifi?
6 Are there any shops near the house?
7 Is there a bank in the next town?
8 Are there any walks in the mountains?
Grammar 2 Is there a /an … ? / Are there any … ?
Materials: One worksheet per student
Instructions:
Give out the worksheets. For Exercise 1, give Ss time to complete
the gaps in the questions, then check answers with the class.
For Exercise 2, tell Ss to write their answers to the questions in
the survey.
For Exercise 3, put Ss in pairs to ask and answer the questions.
Encourage them to use sentences and short forms in their
answers, e.g. There are three people. Yes, there are. No, there
aren’t., etc. Give pairs the option to ask the questions in any order,
depending on the level of challenge they want.
Answer key:
A
1 many 2 there 3 Is 4 any 5 How 6 are 7 Is 8 there
9 Is 10 there 11 any 12 Is
Fast finishers could roleplay more variations of the conversation,
but choose their own places to be.
Vocabulary Rooms and things in a home
Answer key:
Instructions:
2
Student A
1 the café
2 the hotel
3 the train station
4 the park
5 the supermarket
6 his/her flat
Student B
1 the bank
2 the restaurant
3 the bookshop
4 the cinema
5 his/her house
6 the market
Materials: One worksheet per pair, cut in half
Give each student an A or B worksheet half, then ask them to
work with someone with the same worksheet as them. Give them
two minutes to identify at least ten words for rooms and things in
the house. (Rooms: bathroom, bedroom, kitchen, living room;
Things: beds, oven, shower, toilet, TV, wifi)
Re-group Ss into A/B pairs and tell Student A not to show Student
B their worksheet and vice versa. Ss work together to make a list
of as many differences between the two pictures as possible in
five minutes by describing them using There is … /There are …
Elicit all the differences in class feedback.
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Make the activity a competition between pairs. Give the pairs an
allocated amount of time, e.g. five minutes, to find (and note
down) as many differences as possible. Ss get one point for each
difference. The winning pair is the one with the most points.
Answer key:
Sample answers:
1 A: There are two bedrooms.
B: There is one bedroom.
2 A: There is a table in the living room.
B: There isn’t a table in the living room.
3 A: There isn’t a clock in the kitchen. /
There is no clock in the kitchen.
B: There is a clock in the kitchen.
4 A: There is wifi.
B: There is no wifi.
5 A: There aren’t any TVs (in the house). /
There are no TVs in the house.
B: There is a TV in the bedroom.
6 A: There is one bed in the bedrooms.
B: There are two beds in the bedroom.
7 A: In the bathroom, there is a toilet. /
The toilet is in the bathroom.
B: In the bathroom, there isn’t a toilet. /
The toilet isn’t in the bathroom.
8 A: There is a bath in the bathroom.
B: There isn’t a bath in the bathroom.
3C
Grammar 1 Position of adjectives
Materials: One worksheet per student
Instructions:
Give out the worksheets and ask Ss to complete Exercise 1 in
pairs. Check answers with the class.
Go through the instructions for Exercise 2. Explain that Ss need to
tick the correct sentences and correct the sentences which are not
grammatically correct. Give Ss time to work through the exercise
individually then compare their answers in pairs before checking
as a class. For item 11, point out that saying something isn’t bad is
another way of saying something is good. Put Ss in pairs to
practise the conversations.
As an optional follow up, pairs could write their own short
conversation similar to one of Jon and Alisa’s, using adjectives.
The conversation could be at a market, cafe or another place in
a town.
Answer key:
Grammar 2 Position of adjectives
Materials: One worksheet per pair
Instructions:
Give each pair a worksheet. In Exercise 1, Ss work together to
complete the quiz. Check answers with the class.
For Exercise 2, explain that Ss need to make their own, similar quiz
about a place of their choice. They should write five sentences,
using adjectives. Circulate, providing assistance as required.
Fast finishers could add another question or two to their quiz.
Organise pairs to swap and do each other’s quizzes. Finish by
asking each pair to read one of their sentences to the class with
other Ss, saying whether they think it’s true or false.
Photocopiable notes and answer key
Alternative:
Answer key:
1
1 False (Tokyo is a big city. It’s the capital of Japan.)
2 True
3 True (It is the busiest train station in the world. There are
3.5 million people every day.)
4 False (The trains in Tokyo are new.)
5 False (There are cheaps shops in Tokyo.)
Vocabulary Describing places
Materials: One worksheet per group, cut in half and sentences
cut into strips
Instructions:
Stick each set of sentences to the board so the strips hang down
and can be easily torn off. Next, put Ss in groups, give them the
part of the worksheet with the pictures and ask them to nominate
one ‘runner’. The runner from each group should race to the board,
tear off a sentence and take it back to their group. The group
should then correct the sentences using the pictures to help them.
Tell them that the mistakes are either that the place is wrong or
the adjective describing it is wrong. When they have finished, the
runner should bring the sentence to you to check. If it is correct,
they can take a new sentence. The first team to finish all of the
sentences is the winner!
Answer key:
1 The new restaurant is really busy.
2 The supermarket in my town is big.
3 The hotel in my town is really old.
4 The food in the café is cheap.
5 It’s a really good bookshop.
6 There’s a quiet park near my house.
7 Tom lives in a very small flat.
8 The bank isn’t old, it’s new!
9 It’s a very expensive restaurant.
10 It’s a really bad café!
1
Ailsa’s brother A; a nice bag D; an old clock B; a small café C
2
1 correct 2 It is busy! / It’s busy! 3 These are nice bags.
4 And they’re cheap!
5 correct 6 It is big! / It’s big! 7 But it’s a nice clock. 8 correct
9 Is that a small café? 10 correct 11 My coffee isn’t bad.
12 correct
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Photocopiable notes and answer key
4A
Answer key:
1
a
e
i
r
e
d
q
j
r
k
Grammar 1 have /has got
g
f
b
h
o
p
e
y
e
s
Materials: One worksheet per student
t
u
l
n
x
n
w
c
y
l
b
z
o
d
g
m
e
f
z
b
Instructions:
h
c
n
q
l
k
g
d
m
b
a
x
d
u
p
g
r
e
y
r
i
e
e
t
w
o
e
h
i
o
w
Give out the worksheets and go through the instructions for
Exercise 1. Point out that all the mistakes in the text are related to
have/has got and that Ss need to check that the verb matches the
pronoun, e.g. he/she/it uses has/hasn’t, and we/I/they uses
have/haven’t. Give Ss time to read and correct the sentences
individually, then compare their answers in pairs before checking
as a class.
For Exercise 2, give some personal examples, e.g. if you haven’t got
a small company, put a cross next to sentence 1 and say, I haven’t
got a small company. Ss read and tick the sentences, then share
their answers in pairs, reforming sentences to be true if necessary.
Answer key:
1
We hasn’t haven’t got a building, …
It have has/’s got two desks and two computers.
I has have/’ve got a brother, Matt, and a sister, Kerry.
He hasn’t got a job at the moment, but he’ve he’s/he has got a
meeting with the hospital manager tomorrow!
They hasn’t haven’t got a big classroom, …
The classroom have has got chairs, tables, computers and
five pet fish!
Grammar 2 have /has got
Materials: One worksheet per pair, cut in half
Instructions:
Put Ss in pairs, perhaps with someone they don’t usually work
with. Go through the instructions for Exercise 1. Emphasise that
the sentences must include have/has/haven’t/hasn’t got. Give
ideas of things that the sentences could be about, e.g. clothing,
items in a room, classes, things in their bag or family members.
Circulate while Ss do Exercise 1, providing assistance as required.
For Exercise 2, put Ss in new pairs to share their similarities and
differences from Exercise 1. Go through the example, and give
another example, e.g. A: Li has got a black phone today, but I’ve got
a red phone. How about you? B: I’ve got a white phone. Finish by
eliciting a few similarities and differences from the class.
Fast finishers could be encouraged to write additional similarities
or differences between them and their partner on the back of the
sheet, add more information to their sentences, or practise saying
the sentences they have written without reading them word-forword to sound more fluent.
Vocabulary Describing people
Materials: One worksheet per student
Instructions:
Give each student a worksheet. Tell them that they can find the
nine words to describe people from the lesson either horizontally
or vertically in the wordsearch. They can write the words on the
worksheet in any order. When Ss have completed the wordsearch,
ask them to compare their answers in pairs, then check as a class.
For Exercise 2, Ss work individually then compare their answers in
pairs before checking as a class.
For Exercise 3, Ss could work in pairs and read their answers to
their partner.
r
d
h
b
l
u
e
v
k
c
r
s
v
k
j
n
l
j
n
b
e
a
r
d
i
t
s
n
u
2
1 hair 2 blue/brown/green/grey 3 beard 4 eyes
3
Ss’ own answers
4B
Grammar 1 have /has got : questions
Materials: One worksheet per student
Instructions:
Distribute the worksheets and read the instructions for Exercise 1
with the class. Give Ss time to complete the exercise individually,
then compare their answers in pairs before checking answers as a
class.
For Exercise 2, point out that Ss can either practise the
conversations as they are written (taking turns to be Speaker A/B),
or they can complete the conversations with a response of their
own. Encourage Ss to start by thinking about who the speakers
might be, e.g. do they know each other, or are they in a shop,
hotel, etc.?
For a more challenging option for Exercise 2, ask Ss to say the first
line of a conversation from Exercise 1. Their partner answers with
the correct line from the exercise, or their own idea.
As an optional follow up activity, Ss could work in pairs to write
their own similar two or three line conversation similar to the
examples given, and perform it for the class, or another pair.
Answer key:
1 A Have, B have 2 How many 3 A Have, B haven’t
4 A Has, B hasn’t 5 A have, B haven’t 6 has
7 A have, B have 8 A has, B has 9 How many
10 A Have, B haven’t
Grammar 2 have /has got : questions
Materials: One half worksheet per student
Instructions:
Give each student a half worksheet and explain that they are
going to do an activity to practise asking and answering questions
with have got. Explain that Ss are going to find someone who has,
or hasn’t, got items 1–8 on their worksheet. Give Ss time to read
the items and check any they are unsure of, either with another
student or you. Go through an example, explaining that Ss will
have to turn items 1–8 into questions in a similar way. Explain that
Ss need to find different people to answer as many items as
possible. Point out the More information column and encourage Ss
to ask follow-up questions to each person they talk to if they can.
Write some examples on the board, e.g. How many dogs have you
got? What is your job? Where is your friend?
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Vocabulary Everyday objects (2)
Materials: One set of cards per group of three
Instructions:
Divide the class into groups of three and give each group a set of
cards. Ask them to work together to match the pictures with the
words. Check answers with the class. As a follow up, Ss turn the
cards face down on the table and mix them up. They then take
turns to take two cards, saying the words for the pictures or
reading out the words on the cards they turn over.
To challenge stronger Ss, encourage them to say a sentence with
have got for each card, e.g. Okay, I’ve got a camera … and I’ve got a
credit card. They aren’t the same. If the cards match, the student
keeps them. If the cards don’t match, they are placed face down
again. The game continues until all the words/phrases are
matched with pictures. The student with the most pairs is the
winner.
Answer key:
1 a ticket 2 keys 3 a passport 4 a camera 5 a phone
6 sunglasses 7 a credit card 8 a bag 9 food 10 money
11 a bottle of water 12 a coat
For Exercise 2, organise pairs into groups of four. Point out that Ss
can combine the words in the replies box, e.g. OK, good idea. / Good
idea, thanks. / OK, thanks. Ss take turns to be the person giving the
advice and the responder.
Answer key:
Sample answers:
1 Don’t be late. 2 Take a class photo. 3 Take a pen to class.
4 Don’t eat/drink in class. 5 Take your book to class.
6 Don’t take your phone to class.
Vocabulary Common verbs
Photocopiable notes and answer key
Conduct the class mingle. Circulate, and help where necessary, for
example, by being available to ask or model questions, or
encouraging Ss to work together. After most Ss have completed
the survey, ask them all to sit down. Put Ss in pairs to share
sentences about who they found for each item, using has/hasn’t
got. Finish by eliciting a few things that Ss found out about each
other as a class.
Materials: One half worksheet per student
Instructions:
Tell Ss that they are going to practise the verbs from the lesson
by doing a questionnaire. Give each student a half worksheet.
Read item 1 of Exercise 1 aloud and elicit answers from a few
Ss about what they would prefer. Give Ss time to complete the
questionnaire individually, circling their answers.
For Exercise 2, put Ss in small groups to compare their answers.
Finish by conducting whole class feedback, which could be done
by a show of hands for each option.
5A
Grammar 1 Present simple: I /you /we /they
Materials: One worksheet per student
Instructions:
4C
Grammar 1 Imperatives
Materials: One worksheet per student
Instructions:
Ask Ss to briefly discuss the questions in Exercise 1 in pairs, then
elicit answers from a few Ss.
Go through the instructions to Exercise 2, and do the first item
together as a class (Don’t use a very big bag.). Ss match the two
halves of the advice individually and compare their answers in pairs,
before checking answers as a class.
For Exercise 3, encourage Ss to re-read the advice aloud. If they
agree they should say yes, if they disagree, they should say no.
To finish, ask What is the best piece of advice? and conduct class
feedback.
Answer key:
A 1c 2a 3b
B 1b 2c 3a
C 1c 2a 3b
Grammar 2 Imperatives
Materials: One worksheet per pair, cut in half
Write on the board: What is a great weekend for you? Tell the class
about some things that you do in a great weekend using the present
simple and times, e.g. On Saturdays, I get up at nine o’clock. I have
breakfast at a café with my friends at ten o’clock. At three o’clock,
I play football, etc.
Give out the worksheets. Emphasise that this quiz is about a great
imaginary weekend and that Ss’ answers don’t have to be true.
For Exercise 1, go through the instructions, making sure Ss
understand that the words in italics are the alternatives for
Exercise 1, and that they should choose from options a–c for
Exercise 2. Point out that for option c (other) Ss can write their
own idea if they wish. Give Ss time to complete Exercise 1 and
check answers with the class. Ss complete Exercise 2, then work in
pairs to compare their answers. Elicit some examples of how Ss’
answers were the same or different from their partner.
Answer key:
1
1 On, a get up, b have
2 At, a walk, b run
3 At, a have, b cook
4 From, a watch, b go
5 At, a go, b use
6 On, a play, b study
7 At, a eat, b have
8 From, a play, b drink
Instructions:
Put Ss in pairs and give each pair half a worksheet, cut in half. Go
through the instructions for Exercise 1 and elicit an example piece
of advice, e.g. Don’t be late. Give Ss time to write their advice and
circulate, providing assistance as required.
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Photocopiable notes and answer key
Grammar 2 Present simple: I /you /we /they
Materials: One worksheet per pair or group of three, dice,
counters
Instructions:
Put Ss in pairs, or groups of three, and give them a worksheet, a
dice and a counter for each student. Ss put their counters on
START, then take turns to roll the dice, moving forward the
number of places they roll. They must say a true sentence using
the present simple tense and the word or phrase in the circle they
land on. Remind Ss that sentences can be positive or negative.
The other Ss in the group should ensure the sentence is correct,
including prepositions before times/days, correcting the speaker if
necessary. The first student to get to the FINISH is the winner.
Alternative:
If Ss roll an odd number (1, 3, 5), they must make a negative
present simple sentence with don’t. If they roll an even number
(2, 4, 6) they must make a positive present simple sentence. If you
don’t have dice, Ss could work in pairs through the squares on the
board, taking turns to make sentences, and see how far they can
get in five minutes.
Vocabulary Days of the week,
everyday activities
Materials: One worksheet per pair, cut into cards
Instructions:
Put Ss in pairs and give each student a set of cards. Tell them to
work together to order the cards by day of the week, then
complete the sentences using everyday activity verbs. Check
answers with the class.
As an optional follow-up activity, pairs could talk about whether
any of the sentences are true for them. e.g. On Mondays, I go to
work, too, but I work at a hospital.
Answer key:
1 c, go
2 e, work
3 g, study, have
4 d, go, watch
5 b, go
6 a, get, have
7 f, have, go
5B
Grammar 1 Present simple questions:
I/you/we/they
Materials: One worksheet per student, counters
Instructions:
Give out the worksheets. Ask Ss to complete Exercise 1 individually
and then compare their answers in pairs before checking as a class.
For Exercise 2, tell Ss to write the letter of the correct response on
the line at the end of the questions in Exercise 1. Check answers
with the class.
For Exercise 3, give Ss a couple of minutes to read the questions in
Exercise 1 again and think about how they would answer them.
Then put Ss in pairs to choose three of the questions to ask and
answer. For a longer, more challenging activity, Ss could answer all
the questions. Finish by asking a few pairs to ask and answer one
of the questions for the class.
Answer key:
1
1 What time do people 2 how do children travel
3 Do you drive 4 What time do you have
5 Do you study English 6 How do people travel
7 Who do you talk to 8 Where do you go
2
c1 f2 b3 d4 e5 a6 h7 g8
Grammar 2 Present simple questions:
I/you/we/they
Materials: One worksheet per student, counters
Instructions:
Tell Ss that they are going to play a game to practise asking
present simple questions. Put Ss in pairs and distribute the
worksheet. To demonstrate the activity, tell Ss that you are going
to be one of the people on the sheet, and they need to ask you
questions about your journey to work to find out who you are.
Note the questions Ss ask on the board, so that they can use them
as prompts when they play the game in pairs. Sample questions
could include: What time do you get up? , What time do you leave
home? , What time do you arrive at work? , How do you get to
work? , Are you Rachel?
Ss play in pairs, each choosing a person from the worksheet, and
taking turns to ask questions about their partner’s person. They
can ask the questions in any order and can cover the people on the
sheet that they have ruled out with counters. The student who
guesses the other person’s identity first wins the round. Ss can
play several rounds of the game, trying to ask the questions more
fluently and be less reliant on the board prompts with each round
they complete.
Alternatives:
For a simpler activity, Ss take turns to choose a person to be. The
other student asks questions until they work out who it is. Ss then
swap roles.
Conduct a class mingle. Cut enough worksheets into cards so that
each student has one card. Give each student one complete
worksheet and one card, and tell them not to show anyone else
their card. Ss ask each other questions about their journey to
work, with the aim of finding a classmate for each person on the
worksheet as quickly as possible.
Vocabulary Travel and transport
Materials: One worksheet per pair, cut in half
Instructions:
Put Ss in A/B pairs. Distribute the worksheets and tell Ss not to
show their half to their partner. Ss read through their texts
individually first (or with someone with the same half worksheet),
predicting the words which might go in the gaps. Then give Ss
time to take turns to read sections of the text aloud, so that their
partner can fill in the gaps in their version of the text. Once Ss
have finished, they should compare texts and check they have the
correct words in the gaps.
Answer key:
Student A
1 travel 2 leave 3 cycle 4 drive 5 walk 6 take 7 car
8 arrive 9 train
Student B
1 boat 2 arrive 3 bike 4 car 5 leave 6 drives 7 taxi
8 train 9 travel
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Grammar 1 Present simple with frequency
adverbs
Materials: One worksheet per student
Instructions:
Give out the worksheets . Ask Ss to discuss the question in
Exercise 1 in pairs and elicit some ideas from Ss, giving your own
answer as an example.
For Exercise 2, discuss the pictures as a class, eliciting as many
words as possible. Elicit or teach the word rice if necessary.
For Exercise 3, go through the instructions and the first sentence
for the class as an example. Explain that if there are two adverbs,
as in Items A4, B1 and C4, they should be placed in the order given.
Give Ss time to complete the exercise individually, then compare
their answers in pairs before checking as a class.
For Exercise 4, give Ss time to read the questions and think about
their answers, then put Ss in pairs to ask and answer the
questions. Remind Ss they should use frequency verbs. Stronger
classes could go straight to asking and answering the questions.
Finish by asking a few Ss to share their answers to each question.
As an optional follow-up activity, ask Ss to write four sentences
about their breakfast routine using frequency adverbs, then share
their answers in pairs (different from the pairs for Exercise 4).
Answer key:
2
1 fruit (an apple and a banana), a bottle of water, a cake
2 eggs, a cup of coffee, a cheese sandwich, a salad
3 rice, fish, a cup of (green) tea
3
A (Breakfast 3)
1 My family and I usually have a hot breakfast.
2 We are always on time for breakfast.
3 We sometimes eat meat or fish.
4 We often drink green tea, but we never put milk or sugar
in our tea.
B (Breakfast 1)
1 I am usually late, so I never have a big breakfast.
2 I often put some fruit in my bag.
3 I always have a bottle of water too.
4 I sometimes buy a cake from the shop at the train station.
C (Breakfast 2)
1 I never leave the house before I drink two cups of coffee.
2 I usually have breakfast at work.
3 I often eat a cheese sandwich and a salad.
4 On Saturdays, I sometimes go to a café with my friends.
The eggs are always great there!
Grammar 2 Present simple with frequency
adverbs
Materials: One half worksheet per student
Instructions:
Give each student a half worksheet. Explain that they are going to
answer questions, then have a class mingle to find someone with
the same answer. Point out that the question they will need to ask
other Ss is How often do you … , except for items 5 and 10, in
which case it will be How often are you … .
Ss read the questions and write a frequency adverb in the My
answer column, e.g. always, usually, often, sometimes, never.
Conduct a class mingle. Ss take turns to ask different classmates
about each item, using the question form or sentences plus How
about you?, e.g. A: How often do you buy food on the internet? , B:
Sometimes. How about you?
If the student has the same answer, Ss write each other’s names
in the Someone with the same answer column. Encourage
stronger Ss to ask additional questions, or give additional
information when answering. After the mingle, finish by eliciting a
few things Ss found that they had in common, e.g. Ivy and I are
(both) sometimes late.
Vocabulary Food and drink
Materials: One worksheet per group of three, cut into cards
Photocopiable notes and answer key
5C
Instructions:
Tell Ss that they are going to play a game called Go fish to practise
the words for food and drink from the unit. Put Ss in groups of
three and give each group a set of cards. Ask Ss to match the
pictures with the words before you explain the game. Check
answers with the class.
Demonstrate and explain the game. The aim is to get as many
pairs of matching cards as possible. Ss put the cards face down in a
pile on the table. Each student takes three cards, but doesn’t show
them to the other Ss. If Ss have a pair, they can show it to the
other Ss and place it face up in their own pile. Ss take turns to ask
one of the other Ss Have you got … ? and ask for a match with one
of the cards in their hand. If the student has it, they say Yes, I have.
and give the card to the student who has asked them. If they
haven’t, they say Go fish. The student who has asked How you
got … ? then takes a card from the pile on the table. This continues
until all the cards have been matched in pairs. If a student runs out
of cards, they take one from the pile on the table before their turn.
6A
Grammar 1 Present simple: he /she /it
Materials: One worksheet per student
Instructions:
Give out the worksheets. Put Ss in pairs to ask and answer the
question in Exercise 1.
For Exercise 2, go through the instructions and elicit the answer
for the first gap as an example. Ss complete the text, then
compare their answers in pairs. Check answers with the class.
For Exercise 3, consider sharing information about one or two
people you know (real or imaginary) who get up early as an
example, then give Ss a couple of minutes to think about what
they will say. If they don’t know anyone who gets up early, they
can make something up. Give Ss time to share their ideas in pairs.
Ask a few Ss to share their ideas with the class.
Answer key:
1 doesn’t work 2 gets up 3 walks 4 reads 5 drinks
6 works 7 doesn’t go 8 starts 9 finishes 10 calls
11 doesn’t live 12 leaves 13 takes 14 studies 15 watches
Grammar 2 Present simple: he/she/it
Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of cards face
down in a pile. Ask Ss to take turns to turn over a card and say a
present simple sentence starting with My friend based on the
prompt on the card. e.g. My friend reads the newspaper in the
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Photocopiable notes and answer key
morning. The other members of the group should check the
sentence is correct. Circulate, providing assistance if necessary.
After Ss have said a positive sentence about all the cards, they
should repeat the activity, saying a negative sentence for each
card, e.g. My friend doesn’t read the newspaper in the morning.
Alternatives:
Ss divide their cards equally among the group and turn their cards
face up. The people doing the activities on the cards they have are
their ‘friends’. Student A says a sentence about one of their
friends. Student B follows with a negative sentence relating to
that card, then says a positive sentence about one of their
‘friends’. Student C does the same, and so on. For example:
A: My friend studies English.
B: My friend doesn’t study English, but he teaches Spanish
classes.
C: Well, my friend doesn’t teach Spanish classes, but she reads
the newspaper in the morning.
A: My friend doesn’t read the newspaper in the morning, but she
watches TV in the evening … .
Ss could repeat this activity with ideas of their own. Ss write four
present simple sentences about a friend (real or imaginary). If two
sentences are similar or the same, Ss can reply as follows:
A: My friend studies Spanish.
B: My friend studies Spanish, too. She lives in London.
A: My friend doesn’t live in London, but he gets up early.
Answer key:
Positive
1 My friend studies 2 My friend rides 3 My friend drives
4 My friend watches 5 My friend walks 6 My friend takes
7 My friend lives 8 My friend reads 9 My friend goes
10 My friend eats 11 My friend has dinner
12 My friend teaches / goes to
Vocabulary Time expressions
Materials: One card per student
Instructions:
Tell Ss that they are going to do a class survey. Each student will
ask one question to all the others in the class. Give one card to
each student (duplicate cards are fine if you have a big class)
and remind Ss of the responses Yes, I do. No, I don’t. Conduct a
class mingle. Ss move around the class, asking each other their
questions and marking responses on their card. Stronger Ss
could ask follow-up questions (e.g. if the answer is No, I don’t.) and
make notes on additional information. After Ss have asked each
other all the questions, elicit what the class found out, e.g. Seven
people take the bus every day. Eight people don’t. Any additional
information could also be presented in this feedback stage, e.g.
These people walk or take the train.
6B
Grammar 1 Present simple questions:
he /she /it
Materials: One worksheet per student
Instructions:
Give out the worksheets and go through the instructions for
Exercise 1. Elicit the words for the first two gaps as an example.
Ask Ss to complete the exercise individually, then compare their
answers in pairs before checking answers as a class.
For Exercise 2, give Ss time to practise the conversations in pairs. If
time is short, they could just choose one conversation to practise.
Answer key:
1 does 2 leave 3 does 4 arrive 5 arrives 6 Does
7 doesn’t 8 does 9 do 10 makes 11 does 12 use
13 does 14 uses 15 finish 16 live 17 lives 18 leave
19 Does 20 does
Grammar 2 Present simple questions:
he /she /it
Materials: One worksheet per pair, cut in half
Instructions:
Tell Ss that they are going to do two roleplays to practise using
present simple questions. Put Ss in A/B pairs. Distribute the
worksheets and tell Ss not to show their information to their
partners. Ss read the roleplay information and do Exercise 1. Check
answers with the class. In their pairs, Ss then roleplay the
situations in Exercises 2 and 3.
As an optional follow-up activity, pairs could imagine they have their
own city tour company, and decide on information about a tour to
answer the questions in Exercise 1, e.g. how often their tour
leaves, where it goes, etc. Ss then change partners and conduct
roleplays using their new information. For a longer activity, Ss
could take notes and report back to their original partner.
Answer key:
1
1 Where does the tour go?
2 How often does the tour leave?
3 What time does the next tour leave?
4 When does the tour finish?
5 Who drives the bus?
6 Does the driver speak English?
2
Sample answers:
1 It goes to a high building, a great bookshop, a very old cinema
and a flower garden.
2 The tour leaves every two hours.
3 The next tour leaves at 2.30 p.m.
4 It finishes at 5.30 p.m.
5 Mel drives the bus.
6 Yes, she does.
3
Sample answers:
1 It goes to a big park, the sea, a café and the city market.
2 The tour leaves every hour.
3 The next tour leaves at 2.15 p.m.
4 It finishes at 4.15 p.m.
5 Dave drives the bus.
6 Yes, he does.
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Grammar 2 can /can’t for ability
Materials: One worksheet per group of three, cut into cards
Materials: One half worksheet per student
Instructions:
Instructions:
Put Ss in groups of three and give each group a set of cards. Ss
work together to match the verbs (grey cards) and nouns (white
cards). Check answers with the class.
Give out the worksheets and read through the instructions with the
class. Elicit some questions with can using the prompts, e.g. Can
you sing an English song? Can you make bread? Can you sleep on a
plane? Ss write yes or no in the My answer column. Conduct a class
mingle. Tell Ss to ask and answer the questions with different Ss to
try find someone with the same answer as them for every question.
Finish by eliciting some things Ss found out about each other.
As an optional follow-up activity, ask Ss to imagine in their groups
that they are going to help a family who are having a hard time
with some jobs around the house. They must divide the jobs
between them so that the distribution is as fair as possible.
Pre-teach the word fair. One person will need to do four jobs.
Write example phrases on the board that Ss can use for their
discussion, e.g.
Can you clean the bathroom? Yes, I can. / No, I can’t.
Who can wash the dishes? I can. That’s fair. / That’s not fair.
Alternative:
Instead of a mingle, Ss ask and answer the questions in pairs.
They write their partner’s answers in the Someone with the same
answer column.
When they have finished, groups work with each other and compare
their job lists, deciding if the other group’s list is fair or not.
Vocabulary Skills
Answer key:
The collocations are matched on the original worksheet.
cook dinner cook chicken feed the cat make the beds
do the washing wash the dishes go to the supermarket
walk the dog clean the bathroom wash the car
Instructions:
6C
Grammar 1 can /can’t for ability
Materials: One worksheet per student
Instructions:
Give out the worksheets. Ask Ss to discuss the question in
Exercise 1, and elicit some ideas.
For Exercise 2, go through the instructions and complete item 1A
with the class as an example. Ss complete the exercise individually,
then compare their answers in pairs before checking as a class.
For Exercise 3, Ss practise the conversation together, focusing on
fluency and accuracy.
For a more challenging optional activity, Ss could use the
conversation as the basis for a roleplay in which a shop assistant
and a customer discuss a different product.
Materials: One worksheet per student
Give each student a worksheet. If necessary, explain that Ss should
write one letter on each line. Give Ss time to write the missing
words, then check answers with the class. For Exercise 2, put Ss in
small groups to ask and answer questions using the prompts.
Use the opportunity to revise the grammar from Units 5 and 6
(present simple questions with I/you/we/they and present simple
with frequency adverbs). Stronger Ss could also practise present
simple for he/she/it by talking about people they know who have
these skills, e.g. My friend often makes cakes. My brother speaks
English at work. My sister builds websites in her bedroom, etc.
Answer key:
1 swim 2 sleep 3 build 4 sing 5 draw 6 ride 7 fly
8 make 9 play 10 make 11 speak 12 dance
Sample questions:
Can you sleep on the train? How often do you sing?
Where do you speak English?
7A
Grammar 1 Wh- questions
Answer key:
Materials: One worksheet per student
1
Sample answers:
I can read a book. I can send emails. I can watch a video. I can
take photos.
Instructions:
2
1 A can you speak, B Yes, I can.
2 A Can I look, B Yes, you can.
3 A Can it send, B Yes, it can.
4 A Can it take, B Yes, it can.
5 A Can it go, B No, it can’t.
6 A Can I read, B Yes, you can.
7 A Can I buy, B Yes, you can!
8 A Can I pay, B No, you can’t.
Photocopiable notes and answer key
Vocabulary Jobs around the house
Give out the worksheets and for Exercise 1 elicit what Ss can see in
the pictures on the website.
For Exercise 2, tell Ss to read the information given after each
question to decide on the best word or phrase to fill the gap. Ss
complete Exercise 2 individually, then compare their answers in
pairs before checking answers as a class.
For Exercise 3, demonstrate the activity with a student volunteer
before Ss complete it in pairs.
Answer key:
1
Sample answers:
birds, trees, a river, an island, flowers, a boat
2
1 What 2 When 3 How much 4 Where
5 How much 6 How often
7 What time (When would be possible but it is used in item 2)
8 How many 9 What 10 How old
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Grammar 2 Wh- questions
Answer key:
Materials: One worksheet per group of three, cut into cards
1
1C 2A 3E 4B 5D
Instructions:
Put Ss in groups of three and give each group a set of cards.
Ask Ss to match the numbered and lettered cards to form
questions. When Ss have matched the question halves, check
answers with the class. Give groups time to ask and answer the
questions together, then elicit some answers for each question
from the class.
2
1 a was
2 a was
3 a was
4 a was
5 a was
Answer key:
1 d (What is your favourite month?)
2 b (How do you spell your name?)
3 g (How many countries can you say in ten seconds?)
4 a (Where is your favourite place?)
5 f (How much is a coffee in your country?)
6 h (When does your class finish?)
7 e (Who is your favourite star?)
8 c (How old is your town or city?)
Grammar 2 was /were, there was /were
Vocabulary Places
Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of dominoes.
Make sure Ss understand that the picture on each domino
corresponds to a word on a different domino. First, Ss work in their
groups to match the pictures and words into a chain. Then explain
the game. Each student takes five dominoes. The last domino is
put face up on the table. Ss take turns to put a matching domino
down, saying the word of the match as they do so. If they can’t put
a domino down, they miss their turn. Ss continue to play until all
the dominoes are in a chain. The first student to get rid of all their
dominoes wins.
Answer key:
The dominoes are in order on the worksheet (flowers, clouds,
trees, the sea, north, west, the sky, a mountain, east, an island,
a river, a hill, south, a lake).
7B
Grammar 1 was /were, there was /were
Materials: One worksheet per student
Instructions:
Tell Ss that they are going to read five blog posts about important
dates in the year for a university student. Give out the worksheets.
Go through the instructions for Exercise 1.
For Exercise 2, make sure that Ss understand that (+) indicates
they should use either was or were and (–) indicates wasn’t or
weren’t. Ss complete the sentences, then compare their answers
in pairs before checking as a class.
For Exercise 3, put Ss in pairs. Tell them that they don’t need to
remember the exact sentences from Exercise 2, but can use their
own ideas, e.g. Jack was in the mountains. There wasn’t any snow.
b was
b was
b was
b weren’t
b were
c were
c was
c were
c were
c weren’t
d wasn’t
d were
d was
d were
d wasn’t
Materials: One worksheet per pair, plus a few extra sheets for
fast finishers
Instructions:
Draw a noughts and crosses grid on the board and get a volunteer
to demonstrate the game with you. Tell Ss they are going to play a
similar game to practise was/were and there was/were.
Give out the worksheets. Ss take turns to choose a square. Explain
that before putting a nought or cross in a square, the student
needs to complete the sentence in it with an appropriate word
(was, wasn’t, were, or weren’t) so that it is true for them. Their
partner then checks the sentence is grammatically correct. If it is
correct, the student ‘wins’ the square. If not, play passes to their
partner. The first student to get three noughts or crosses in a row
is the winner.
Circulate while Ss play the games, monitoring and providing
assistance if necessary. If Ss complete the game quickly, ask them
to fill the gaps in any squares that they didn’t use, then give them
an extra sheet to play again for more practice.
Answer key:
Game 1
1 was/wasn’t 2 were/weren’t 3 were/weren’t
4 was/wasn’t 5 was/wasn’t 6 was/wasn’t 7 was/wasn’t
8 were/weren’t 9 was/wasn’t
Game 2
1 was/wasn’t 2 was/wasn’t 3 was/wasn’t 4 were/weren’t
5 was/wasn’t 6 were/weren’t 7 was/wasn’t 8 was/wasn’t
9 were/weren’t
Game 3
1 was/wasn’t 2 were/weren’t 3 was/wasn’t 4 was/wasn’t
5 was/wasn’t 6 was/wasn’t 7 were/weren’t 8 was/wasn’t
9 were/weren’t
Vocabulary Months, dates
Materials: One copy of worksheet per pair, cut in half
Instructions:
Put Ss in A/B pairs. Distribute the worksheet and tell Ss not to
show thier information to their partner. For Exercise 1, ask Ss to
work in pairs to name the months, then check answers with the
class.
Go through the instructions for Exercise 2. Tell Ss that when they
find meeting dates, they should circle them on their calendar. To
make it harder, set a time limit, e.g. five minutes, to organise their
meetings. When Ss have finished, ask different pairs questions like
What date is your January meeting? and When is your May
meeting?
Answer key:
1 July, August, September, October, November, December
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Grammar 1 was /were (questions), there was /
were (questions)
Materials: One worksheet per student
Instructions:
Give out the worksheets. Ask Ss to complete Exercise 1 individually
then compare their answers in pairs before checking as a class.
Give Ss time to practise the conversations in pairs, paying
attention to question intonation.
As an optional follow-up activity. Ss could make up their own
conversations, starting with the first question in Conversation A,
B or C.
Answer key:
1
Conversation A
1 was 2 were 3 were 4 Was 5 wasn’t 6 was 7 was
Conversation B
1 was 2 was 3 Were 4 weren’t 5 Were 6 were 7 Were
Conversation C
1 was 2 was 3 was 4 Was 5 wasn’t 6 were 7 weren’t
Grammar 2 was /were (questions), there was /
were (questions)
Materials: One card per student
Instructions:
Tell Ss that they are going to have a class mingle to practise using
questions with was/were and there was/there were in a social
situation.
Model the task by saying a sentence about yourself using was/
were, e.g. I was in London last week. Get Ss to ask you a few
questions about your statement using was/were. e.g. How was it?
(It was great.) Who were you with? (I was with a friend.) Was it
hot? (No, it wasn’t.) Were there many people? (Yes, there were.)
Where were you in London? (I was in Notting Hill.) Write some of
the questions and answers on the board for Ss to use as prompts
during the activity. Give each student a card. Tell them that this is
their piece of news, and give them a couple of minutes to think of
questions other Ss might ask them about it and how they might
reply. Circulate during this part of the activity, providing assistance
if necessary.
Answer key:
Sample answers:
1 How was it? Who was at the meeting?
2 What was it? Where were you?
3 How was it? Was there cake?
4 Was it hot? Were there many people?
5 Who was it? What time was it?
6 Where was it? Who was at the party?
7 Where were you? Was it hot? Were you at a hotel?
8 Where were you? Were you in your English class? Who were
you with?
9 Who were the people? Why were they in the city?
10 Were you with friends? Where were you?
11 How was it? Was it long? Was it sad?
12 Was it busy? Was there any bread?
13 Was it cold? Who were you with?
14 How was the food? Who were you with?
15 Were there many people? Where was it?
16 How was it? Were there flowers?
Vocabulary Adjectives
Materials: One worksheet per pair, cut into cards
Instructions:
Put Ss in pairs and give each pair a set of cards in a face down pile.
Ss take turns to pick up a card and read the prompt to the other
student, who has to guess the adjective in brackets as quickly as
possible. This continues until pairs have gone through the set of
cards at least once. As a follow up, ask Ss to think of something
that might correspond to each adjective in brackets, e.g.
something cold, something hot, something easy, etc. Elicit ideas
from the class.
Alternative:
Ss could take turns to mime the word in brackets for their partner
to guess. Pairs could also spread the cards out face down, then
take turns to turn over two cards, trying to match each card with
its opposite, e.g. hot/cold. The student with the most matches
when all the cards have been paired is the winner.
8A
Grammar 1 Past simple (regular verbs)
Materials: One worksheet per student
Conduct a class mingle. Ss circulate, finding different partners.
Student A says their piece of news, and Student B responds with a
question with was/were that relates to this news. Student A
responds. Encourage Ss to try and use a range of question starters
during the activity. Ss swap roles, then move on to find another
partner. Give Ss time to speak to at least four other Ss during the
activity. Finish by eliciting examples of questions Ss were asked
during the mingle.
Instructions:
As an optional follow-up activity, after using the cards provided, Ss
write a sentence about some recent news of their own using was/
were, and have a similar mingle.
For Exercise 4, explain that Ss can use verbs from Exercise 2
or their own ideas. Ask Ss to practise their conversation, then
perform it for another pair.
Alternative:
Instead of a mingle, Ss work in groups of four with four cards each,
taking turns to say one of their sentences. The other Ss ask the
speaker a question each using was/were that relates to the
sentence on the card. The student with the card answers the
questions (with imaginary information). This continues until all the
cards have been used.
Photocopiable notes and answer key
7C
Give each student a worksheet. In Exercise 1, Ss ask and answer
the questions in pairs. Elicit some responses, then ask Ss to
complete Exercise 2 individually before comparing their answers in
pairs. Check answers with the class. You could use the opportunity
to drill the pronunciation of each past simple verb form.
Give Ss time to practise the conversation (Exercise 3), taking at
least one turn with each part.
Answer key:
1 started 2 arrived 3 walked 4 stopped 5 didn’t walk
6 cycled 7 played 8 listened to 9 loved 10 didn’t play
11 worked 12 didn’t like 13 didn’t work 14 studied
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Photocopiable notes and answer key
Grammar 2 Past simple (regular verbs)
Materials: One worksheet per group of three, cut into cards
Instructions:
Explain to Ss that they are going to play a game called Yesterday
to practise past simple regular verbs. Check the meaning of the
word yesterday if necessary.
Put Ss in groups of three and give them a set of the cards spread
out face down. Write the prompts from the first card on the board
(arrive / home late), then elicit a true sentence from the class
about yesterday using the prompts, e.g. I arrived home late. /
I didn’t arrive home late. Ss take turns to turn over a card and make
a true sentence, either positive or negative, about what they did
yesterday with the prompts. If they form the sentence correctly,
they keep the card. If they don’t, they turn it over again. Encourage
Ss to add more information to their answers if they can, e.g. I
danced yesterday. I had a salsa class at 6 o’clock.
Circulate while Ss play the game, assisting as required and
checking that Ss are using the correct forms of the past
simple verbs. Ss continue playing until all the cards have been
collected. The student with the most cards at the end of the game
is the winner.
Answer key:
Sample answers:
1 I arrived home late. / I didn’t arrive home late.
2 I washed the car. / I didn’t wash the car.
3 I cleaned the kitchen. / I didn’t clean the kitchen.
4 I listened to the radio. / I didn’t listen to the radio.
5 I cycled. / I didn’t cycle.
6 I travelled to a different city. / I didn’t travel to a different city.
7 I danced. / I didn’t dance.
8 I played cards. / I didn’t play cards.
9 I lived with my family. / I didn’t live with my family.
10 I started a book. / I didn’t start a book.
11 I walked to class. / I didn’t walk to class.
12 I worked. / I didn’t work.
13 I cooked dinner. / I didn’t cook dinner.
14 I visited a park. / I didn’t visit a park.
15 I watched a film. / I didn’t watch a film.
16 I used a computer. / I didn’t use a computer.
17 I studied English. / I didn’t study English.
18 I talked to a friend. / I didn’t talk to a friend.
Vocabulary Verb phrases
8B
Grammar 1 Past simple (irregular verbs)
Materials: One worksheet per student
Instructions:
Give out the worksheets. Ask Ss to complete Exercise 1
individually, then compare their answers in pairs before checking
with the class.
For Exercise 2, give Ss a minute to tick the sentences that are true
for them.
For Exercise 3, go through the examples with the class. Ss
compare their answers with their partner. Encourage them to give
more information if possible, as shown in the second example.
As an optional follow-up activity, Ss could compare five answers
with their first partner, taking notes, then swap partners and
share the information with the new partner to practise using the
verbs in the third person, e.g. Ella bought her lunch yesterday.
Answers:
1 bought 2 drank 3 forgot 4 didn’t meet 5 spoke
6 went 7 had 8 made 9 lost 10 didn’t take 11 took
12 saw 13 didn’t read 14 ate
Grammar 2 Past simple (irregular verbs)
Materials: One worksheet per pair
Instructions:
Put Ss in pairs. Give each pair a worksheet and, for Exercise 1, tell
Ss to complete the irregular verbs in the sentences 1–10, but
not to look at the sentences in brackets yet. Check answers with
the class.
For Exercise 2, go through the instructions and give an example
for item 1 by asking a stronger student in the class questions to
find something that is the same, then completing the sentence in
brackets with the information. Ss work in their pairs to find an
answer for items 1–10. Point out that they may not be able to find
something the same for every sentence, but they should try to
find as many as they can. They may also make negative sentences,
e.g. We didn’t read the same newspaper last week.
Before Exercise 3, give Ss a minute to decide which of their
sentences they will share. If you have a big class, it could be one
per pair, but for a smaller class, it could be more.
Materials: One worksheet per group of three, cut into cards
Answer key:
Instructions:
1
1 bought 2 saw 3 got up 4 spoke 5 had 6 ate 7 got
8 went 9 took 10 met
Put Ss in groups of three and give each group a set of cards. Explain
that Ss need to complete the cards with the correct prepositions.
You could write the following prompts on the board to help them do
this: about, after, by, in, near, on, to and with. Check answers as a
class. Explain the differences in meaning for the cards that can have
more than one possible answer (3, 8, 16).
Ss then shuffle the cards and place them face down in a pile. They
take turns to take a card and read it to the group. If the sentence is
true for them, they keep it and get a point. If not, they put it to the
bottom of the pile. The student with the most cards at the end of
the game is the winner.
Answer key:
1 to 2 on 3 in 4 about 5 with 6 in 7 with 8 with
9 about 10 with 11 by 12 in 13 with 14 to 15 with
16 about
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Grammar 2 Past simple (questions)
Materials: One worksheet per student
Materials: One card per pair
Instructions:
Instructions:
Give each student a worksheet and, for Exercise 1, make sure
they understand that all the verb forms they need to use to
complete the crossword are irregular. When Ss have completed the
crossword, ask them to compare their answers in pairs, then check
as a class.
Tell Ss that they are going to write a past simple question for their
classmates to answer in a class survey. Elicit at least ten verbs that
Ss know and write them on the board as ideas. Give each pair a
card (you may need multiple copies of the sheet, depending on the
number of Ss in your class) and ask them to write a question using
the prompt and one of the verbs on the board, or another verb of
their own. They should write their question clearly, as other Ss will
need to be able to read it for the activity. Circulate while pairs write
their question, providing assistance as necessary.
For Exercise 2, Ss work individually then compare their answers in
pairs before checking as a class.
For Exercise 3, Ss work in pairs to act out different sentences from
Exercise 2.
Answer key:
1
1
2
4
b
r
b
o
3
a
t
k
e
a
d
o
o
k
u
g
l
5
6
o
m
10
w
12
e
11
n
s
7
p
t
t
g
8
o
9
r
e
a
t
l
n
u
t
o
k
f
g
o
h
t
p
2
1 got up 2 ate/had 3 went 4 bought 5 forgot 6 met
7 had/ate 8 spoke 9 ran 10 lost 11 broke 12 felt, took
8C
Grammar 1 Past simple (questions)
Materials: One worksheet per student
Instructions:
Give out the worksheets and go through the instructions to
Exercise 1 with the class. Ask Ss to order the questions, then
compare their answers in pairs before checking with the class.
For Exercise 2, encourage Ss to look at the pictures for inspiration.
The good place they visited could be for a holiday, a day trip, a
work trip, a school trip or a trip to visit a family member. Remind Ss
to use the past simple in their answers, then, for Exercise 3, put
them in pairs to ask and answer their questions. If time allows, Ss
could ask and answer more than four questions.
Answer key:
1
1 Where did you go?
2 When did you go?
3 Did you go for work?
4 What did you eat?
5 How did you get there?
6 Did you buy anything?
7 What did you do?
8 Did you stay the night?
9 How long did you stay?
10 Who did you see?
Photocopiable notes and answer key
Vocabulary Irregular verbs
Explain that Ss will be passing the questions around the class from
pair to pair and tell them not to worry if some are similar, as it is an
opportunity to practise asking and answering questions in the
past simple more confidently.
Establish the direction that the questions will get passed so each
pair knows who to give their cards to. Ss pass their question to the
next pair, and take turns to ask and answer the question on their
new card with their partner. They both write their answers in the
box on the question card before handing it on to the next pair. This
continues until pairs receive the original question they wrote. Ss
read the answers on their card, then summarise the answers for class
feedback.
Alternatives:
Allocate a time, e.g. one minute, at which point Ss have to pass the
questions on. You could do this by calling out ‘pass’ or ringing a bell.
You could also conduct a class mingle where Ss ask and answer a
question with one partner, then swap questions and find a new
partner to ask and answer with.
Sample questions:
What did you have for breakfast?
When did you get up today?
How did you travel to class today?
Did you change jobs last year?
Did you take a photo this morning?
Vocabulary Holiday activities
Materials: One worksheet per student
Instructions:
Give each Ss a worksheet. Ask them to make a sentence using the
prompts that is true for them for when they go on holiday. They need
to add in an appropriate verb. Go through the answers as a class.
Then ask Ss to write each sentence in question form. Tell Ss to
walk around the class until they have asked their questions to five
Ss or all Ss if the class isn’t too big. Ss record the answers with a
tick or a cross depending on whether the student they ask does
that activity or not. You can then discuss as a class which holiday
activities are most popular.
Answer key:
Sample answers:
1 I (don’t) go for a walk. Do you go for a walk?
2 I (don’t) relax at the beach. Do you relax at the beach?
3 I (don’t) stay in a good hotel. Do you stay in a good hotel?
4 I (don’t) swim in the sea. Do you swim in the sea?
5 I (don’t) go shopping. Do you go shopping?
6 I (don’t) have a good time. Do you have a good time?
7 I (don’t) go to a restaurant. Do you go to a restaurant?
8 I (don’t) visit museums. Do you visit museums?
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Photocopiable notes and answer key
Vocabulary Prepositions of place
9A
Materials: One worksheet per pair, cut in half
Grammar 1 Object pronouns (me, him, her, etc.)
Materials: One worksheet per student
Instructions:
Give each student a worksheet. Ask Ss to complete Exercise 1
individually, then compare their answers in pairs before checking
with the class.
For Exercise 2, demonstrate the use of object pronouns by eliciting
This is Kris. Kris’s brother is in front of him. Ask Ss to complete the
exercise, then compare their answers in pairs before checking
with the class. Ss work in pairs for Exercise 3. Circulate, providing
assistance as necessary.
Conduct whole class feedback, stressing that there is more than
one possible answer for each question.
Answer key:
1
1 me 2 it 3 you
9 her 10 us
4 them 5 me 6 him 7 me 8 it
2
1 him 2 her 3 them 4 it
3
Suggested answers:
1 His brother
2 Her son/Kris’s brother and her husband’s sister/Kris’s dad’s sister
3 Kris’s brother/their son
4 Kris
Grammar 2 Object pronouns (me, him, her, etc.)
Materials: One worksheet per pair, cut in half
Instructions:
Distribute the worksheets and go through the instructions for
Exercise 1 with the class. While they write people’s names in the
circles, draw four circles of your own on the board and write the
names of people you know (real or imagined) inside them.
For Exercise 2, go through the instructions and example
conversation with the class, then get Ss to ask you about the
names in your circles. Make sure you answer the questions using
object pronouns. Put Ss into pairs to complete Exercise 2. You
could write up some of the questions on the board for Ss to refer
to as prompts during the activity. Put Ss in pairs to complete the
activity. Circulate, providing assistance as required. Conduct whole
class feedback.
Instructions:
Cut the worksheets in half and distribute them so half the class
has picture A, and half the class picture B. To review the
vocabulary required for the activity, ask Ss to work with someone
with the same picture and give them one minute to identify as
many items in the pictures as possible. Elicit words from several
pairs and write them on the board. In the same pairs, Ss then take
turns to say sentences about their picture using prepositions of
place (above, at, behind, below, between, in, in front of, next to,
on). Write two example sentences on the board showing different
structures Ss could use, e.g. There are books on the table/bed.
The books are on the table/bed. Then put Ss in A/B pairs and give
them time to find the eight differences between the two pictures.
When Ss have finished, conduct whole class feedback.
Alternatively:
In the A/B pair stage, Ss could describe, rather than show each
other, their pictures, identifying the differences between the
images verbally.
Answer key:
Sample answers:
Words
bed, pictures (mountains, flowers, the sea), table, desk, chair,
lamp, cup, photo, clock, laptop/computer, plant
Differences
1 The pictures above the bed are in a different order. In picture
A, the flowers are between the mountains and the sea,
but in picture B, the sea is between the mountains and the
flowers.
2 In picture A, the books are on the table. In picture B, the
books are on the bed.
3 In picture A, the lamp is on the desk. In picture B, it’s on the
table.
4 In picture A the photo is behind the cup. In picture B, it’s in
front of the cup.
5 In picture A the clock is above the desk. In picture B, it’s
above the plant. / In picture A, the desk is below the clock,
but in picture B, the plant is below the clock.
6 In picture A, the laptop bag is next to the bed. In picture B, it’s
on the chair.
7 In picture A, the laptop is in the bag. In picture B, the laptop is
on the desk.
8 In picture A the plant is next to the table. In picture B, the
plant is next to the desk.
Sample questions:
Tell me about [name/names].
How do you know her/him/them?
Do you speak English with her/him/them?
Where do you see her/him/them?
Do you study with her/him/them?
Does he/she send emails to you? / Do they send emails to you?
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Grammar 1 like /enjoy /love /hate + -ing
Materials: One worksheet per student
Instructions:
Give out the worksheets and put Ss in pairs to ask and answer the
questions in Exercise 1. If necessary, teach the word blog (a blog is
a website where people write their ideas about something, e.g.
travel, TV, sports).
Read the instructions for Exercise 2 with the class. Ask Ss to
complete Exercise 2 individually, then compare answers in pairs,
before checking with the class. Circulate while pairs do Exercise 3,
providing assistance as required.
Exercise 4 could be done in class or set for homework. If there is
time, you could put Ss in small groups to share their introductions.
Answer key:
2
1 visiting 2 writing 3 trying 4 travelling 5 doing
6 playing 7 getting up 8 reading 9 watching 10 listening
11 meeting 12 talking
Grammar 2 like /enjoy /love /hate + -ing
Materials: One card per student
Instructions:
Give a card to each student and explain that they are going to talk
to each other to try to find one person in the class who enjoys/
likes/loves each activity on it, and one who hates/doesn’t like.
Point out the additional line (8) where Ss can add an activity of
their own to ask about.
Elicit and write an example question on the board for Ss to use as
a prompt during the activity, e.g. Do you like making dinner?
Encourage Ss to give an extra sentence in their answers using
like/enjoy/love/hate if possible, e.g. Yes, I do. I love making dinner.
Conduct a class mingle.
After Ss have found a person for every item on their sheet, or a set
time (e.g. ten minutes) has passed, put them in pairs to talk about
what they found out. Finish by conducting whole class feedback.
Photocopiable notes and answer key
9B
Answer key:
The phrases and pictures are matched on the worksheet.
read a book / someone reading a book
do some sport / two people playing badminton
listen to music / someone listening to a song
do exercise / man exercising
listen to the radio / person listening to radio
play cards / friends playing cards for fun
play a video game / someone playing a video game
read a newspaper / someone reading a newspaper
use the internet / someone using the internet,
watch a TV programme / someone at home watching TV
watch a play / someone watching a play on stage
watch a film / someone at a cinema watching a film
9C
Grammar 1 why and because
Materials: One worksheet per student
Instructions:
Give out the worksheets and go through the instructions with the
class. Give Ss time to complete Exercise 1 individually, then
compare their answers in pairs before checking answers as a class.
For Exercise 2, put Ss in pairs, or groups if you have a large
class. Encourage Ss to adapt the questions in Exercise 1 if
possible, rather than copying them word for word. Circulate,
providing assistance as required. As groups ask questions, check
the why form is correct. Remember to incorporate because into
your answers.
To provide more direction for Exercise 2, write three sentences
about yourself on the board, e.g. something you like, something
you have got, and something you haven’t got. I get up at 6 a.m. on
Sundays. I’ve got a very big dog. I haven’t got a TV. Pairs then write
three questions with why to which these sentences could be the
responses. In this case, the questions are likely to be the same. As
an optional follow-up activity, Ss could do the same activity in
pairs.
Alternative:
Vocabulary Hobbies
If you would prefer Ss to not ask you questions during Exercise 3,
they could take turns to roleplay being teachers
and interviewers with another pair.
Materials: One worksheet per group of three, cut into cards
Answer key:
Instructions:
1 are 2 do 3 did 4 do 5 have 6 did 7 is 8 haven’t
9 do 10 do
Put Ss in groups of three and give each group a set of cards. Ask
groups to work together to match the pictures with the words,
then check answers with the class. As a follow-up activity, Ss put
the cards face down on the table and mix them up, then take turns
to turn over two cards. They should say the words for the phrases
and pictures on the cards they turn over. If it they match, the
student keeps the pair. If the cards don’t match, they place them
face down again. The game continues until all the phrases are
matched with the corresponding pictures. The student with the
most pairs at the end is the winner.
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Photocopiable notes and answer key
Grammar 2 why and because
Grammar 2 would like /love to
Materials: One worksheet per group of three, cut into cards
Materials: One worksheet per student
Instructions:
Instructions:
Put Ss in groups of three and give each group a set of cards. Ask
them to match the cards to form questions with why, then check
answers with the class. After checking the questions, ask groups
to think of a possible response to each one starting with because.
Elicit some ideas for each answer from the class.
Give out the worksheets. Draw attention to sentence stems 1–10
in Exercise 1 and tell Ss that they need to write their answers to
six of them in the shapes on the bottom half of the page. Make
sure Ss understand that they write just the words or phrases in
the shapes, and that they do it randomly, rather than sequentially.
Circulate while Ss do this, providing assistance as required.
Answer key:
1c 2h 3a 4g 5e 6b 7f 8d
Sample reasons:
1 Because I want to learn English.
2 Because it’s Monday morning!
3 Because I’ve got classes from Monday to Friday.
4 Because it’s a holiday.
5 Because I bought some new shoes.
6 Because I love animals!
7 Because I wanted to ask you about our English homework.
8 Because the teachers are great!
Vocabulary Learning a language
Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of cards face
down in a pile. Explain that they will take turns to turn over a card
and read the sentence on it aloud to the group, including the missing
word on the card. The first letter of the word is given as a clue. If the
student holding the card can complete the sentence on it verbally,
then they keep the card. The first student to get ten points wins
the game. If the cards have all been turned over and no one has
got ten points, the discard pile is reshuffled and play continues.
Alternatively:
Before groups play the game, ask them to work as a group to
complete the sentences on the cards. Check answers with the
class, then ask the groups to shuffle the cards and play the game.
Answer key:
1 pass 2 exam 3 course 4 dictionary 5 take 6 do
7 library 8 notes 9 online 10 board 11 know
12 remember
10A
Grammar 1 would like /love to
Materials: One worksheet per student
Instructions:
Give each student a worksheet. Ask Ss to complete Exercise 1
individually, then compare their answers in pairs before checking
with the class. Ask Ss to discuss the questions in Exercise 2 in
pairs, then elicit some responses.
Answer key:
1
1 would 2 like 3 I’d 4 you 5 go 6 to 7 What 8 I’d
9 Would 10 wouldn’t
2
1 would 2 love 3 to 4 When 5 I’d 6 Would 7 to 8 join
9 you 10 wouldn’t
For Exercise 2, Ss cut along the line indicated and give their
answers to their partner. Ss ask questions with would about each
item, ticking as they find out about each one. You could ask Ss to
review why questions here as well, responding with would like to/
would love to, e.g. Why did you write friends? Because I’d love to
spend more time with my friends.
Fast finishers could ask and answer questions using the prompts
that they didn’t use in Exercise 1.
Alternatively:
For a group discussion activity, cut the worksheets, so that it
includes Exercise 1 only. Give out the worksheets and ask Ss to
complete each sentence, then put them in small groups to discuss
their answers. Point out that they should use questions in their
conversations before discussing each item, e.g. Where would you
like to visit? What club wouldn’t you like to join? What club would
you like to join?
Vocabulary Collocations
Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of cards. Ask Ss
to work together to match the collocations, then check answers
with the class. Ask Ss to talk about people they know who do/did/
don’t do the activities in each collocation. e.g. My friend built a new
house last year. I never sell old clothes. To assist them in this, you
could give Ss the irregular past verb forms in the collocations
(spent, had sold, built, made) and tell them that the others past
simple forms are regular.
Answer key:
The collocations are matched on the uncut worksheet.
start a business change jobs spend time with my family
try a new sport have children sell some old books
build a house move to a big city make some new friends
join a club
10B
Grammar 1 be going to
Materials: One worksheet per student
Instructions:
Give out the worksheets. Elicit the correct form of the verb for the
first gap in Exercise 1 (’m going to visit ). Point out that Ss will need
to make sure that the verb be matches the subject I/you/we, etc.
Ask Ss to complete the exercise individually, then compare their
answers in pairs before checking answers with the class.
Ss complete Exercise 2 individually, or set the task for homework.
They can write more than four sentences if they wish.
For Exercise 3, put Ss in pairs to share their plans and check each
other’s use of be going to.
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Vocabulary Party vocabulary
1
Materials: One worksheet per student
1 ’m/am going to visit
2 ’m/am going to take
3 ’s/is going to meet
4 ’re/are going to watch
5 aren’t/are not going to get up
6 ’m/am going to read
7 ’re/are going to have
8 ’s/is going to be
9 ’re/are going to move
10 ’s/is going to be
11 ’re/are going to live
12 ‘re/are going to travel
13 ’m/am going to go
14 ’s/is going to clean
15 aren’t/are not going to enjoy
16 ’s/is going to be
17 ’re/are going to visit
Instructions:
Give out the worksheets. Put Ss in pairs to do Exercise 1, then
check answers with the class. Go through the instructions and
examples for Exercise 2. Conduct a class mingle. Ss should ask and
answer each question with a different partner. To finish, conduct
whole class feedback.
Alternatives:
Between the mingle and class feedback, Ss could work in pairs
and compare their answers to revise Who questions and the
lesson vocabulary, e.g. Who likes eating dessert? Maria does.
Who likes dancing at parties? Hakan does. They could also tell
their partner any additional information they learned about the
Ss they spoke to.
Photocopiable notes and answer key
Answer key:
For Exercise 2, instead of a mingle, Ss could work in pairs to ask
and answer the questions.
Answer key:
Grammar 2 be going to
Materials: One worksheet per pair, cut in half
Instructions:
Explain to Ss that they are going to roleplay planning a party and a
dinner to practise talking about plans with be going to. Put Ss in
A/B pairs, and distribute the worksheets. Tell them not to show
each other their sheets. Give Ss a couple of minutes to read their
information, then check the instructions with the class. Point out
that the student taking notes only needs to write a few words
about the activity, not full sentences, and that they will need to
change the words I/you when reporting the information. Circulate
while Ss do the roleplays, providing assistance as required and
checking that Ss are using be going to correctly.
Fast finishers could plan their own event, e.g. another party, with
six sentences using be going to, then swap partners to share their
plans for the event.
Answer key:
Situation 1
Student A (Student B in brackets where different)
1 The party is going to be on Saturday at the park.
2 The party is going to start at 11.30 a.m.
3 You’re/are going to send emails to friends. (I’m/am going to
send emails to friends.)
4 I’m/am going to buy food. (You’re/are going to buy food.)
5 We’re/are going to make sandwiches and a cake.
6 We’re/are going to play games and talk.
Situation 2
Student B (Student A in brackets where different)
1 The dinner is going to be on Thursday night at 7 p.m.
2 We’re/are going to meet at a restaurant.
3 You’re/are going to choose a good restaurant. (I’m/am going
to choose a good restaurant.)
4 I’m/am going to tell everyone. (You’re/are going to tell
everyone.)
5 We’re/are going to speak English!
6 We aren’t going to sing songs!
1
1 fruit 2 songs 3 music 4 games 5 sandwiches
6 dessert 7 salad 8 to friends 9 dance 10 snacks
10C
Grammar 1 be going to: questions
Materials: One worksheet per student
Instructions:
Give out the worksheets. Ask Ss to complete Exercise 1 individually
before comparing their answers in pairs, then check answers with
the class.
Go through the instructions for Exercise 2, then give Ss a few
minutes to think about a possible answer for each question. Put Ss
in pairs to roleplay the phone call. Tell Ss that they can choose any
five questions to ask, they don’t need to be in order. For extra
practice, ask Ss to repeat Exercise 2 with a new partner.
Answer key:
1 correct
2 What are we going to visit?
3 Where am I going to stay?
4 correct
5 correct
6 What are we going to eat?
7 Are we going to swim?
8 How are we going to travel around the country?
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Photocopiable notes and answer key
Grammar 2 be going to: questions
Materials: One worksheet per student
Instructions:
Ask Ss to imagine that they are going to go on a Learn English
weekend and elicit some types of activities that they might do on
such a weekend.
For Exercise 1, give out the worksheets and explain that Ss need
to choose one activity for each session on the sheet without
showing it to anyone else.
For Exercise 2, go through the example conversations with the
class. Conduct a class mingle. Ss try to find someone who is doing
the same activity as them for each of the sessions. Conduct whole
class feedback by asking a few Ss questions such as What are you
going to do on Sunday evening? Who are going to do that with?
Vocabulary Seasons, time expressions
Materials: One worksheet per pair, coloured pens
Instructions:
Put Ss in pairs and give them a worksheet. Each student will need
a different coloured pen. Tell Ss that they are going to play a game
to practise using seasons and time expressions. To win a square,
a student says a sentence using be going to, a verb and the time
expression in it. Ss take turns to choose a square, say a sentence
and then write their sentence in the square with their colour. Ss
should try to use a different verb or collocation for each sentence.
The first student to write in five squares in a line (horizontally,
vertically or diagonally) is the winner. To finish, elicit some of the
sentences each pair used as answers in their game.
Fast finishers could change partners and play again. Weaker Ss
could work in groups of four (two pairs) for the activity.
Answer key:
Sample answers:
Next week, I’m going to have class.
I’m going to buy an apartment in the spring.
In May, I’m going to go to a concert.
On 1st January, I’m going to relax.
In August, my sister is going to stay with me.
In 14 days, I’m not going to be here.
In the winter, I’m going to visit my grandparents.
In two days, we’re going to have a party.
On my birthday, I’m not going to stay at home.
On Tuesday, my friend and I are going to play tennis.
I’m going to finish this course in the autumn.
I’m going to visit my friend for two days.
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