english id 1 teacher book

PAUL SELIGSON
CAMILA ABREU

English

1
TEACHER’S BOOK
T

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58 St Aldates
Oxford
OX1 1ST
United Kingdom
Printed in Mexico
ISBN: 978-607-06-0775-2
First edition: April 2013
© Richmond Publishing / Santillana Educación S.L.

All rights reserved. No part of this book may be reproduced, stored in a
retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without prior
permission in writing from the Publisher.
Richmond publications may contain links to third party websites. We
have no control over the content of these websites, which may change

frequently, and we are not responsible for the content or the way it may
be used with our materials. Teachers and students are advised to exercise
discretion when accessing the links.
© Santillana Educación, S.L. 2013
D.R.© Richmond Publishing, S.A. de C.V. 2013
Av. Río Mixcoac No. 274, Col. Acacias,
Del. Benito Juárez, C.P. 03240, México, D.F.

Publisher: Paul Berry

We would like to thank the following reviewers for their valuable feedback, which

Editorial Manager: Sandra Possas

has made English ID possible: Adriana Rupp, Ana Beatriz Medeiros de Souza, Brian

Content Development: Paul Seligson

Lawrence Kilkenny, Clara Haddad, Denise Almeida, Deyvis Sánchez, Diva Maria

Project Manager: Eduardo Trindade
Editor: Cristina Cesar
Assistant Editors: Nathália Horvath, Sandra Romani

Abalada Ghetti, Elisa Borges, Elisabeth Blom, Frank Lício Couto, Henrick Oprea,
Isabela de Freitas Villas Boas, José David Ramos Solano, José Olavo Amorin,
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Lilian Leventhal, Louise Potter, Luzia Colferai Araujo, Lycia Lourenỗo Lacerda,

Art Coordinator: Christiane Borin

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Art Editor: Fabiane Eugenio

Vieira, Pamela Vittorio, René F. Valdívia, Ronaldo Mangueira Lima Junior, Silvana

Project and Cover Design: Raquel Buim

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Layout: Amanda Savoini, Rafael Gentile, Talita Guedes

Paul Seligson would like to express his incalculable gratitude to all his family,

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friends, fellow teachers, ex-students, co-authors and the entire Richmond team,

Proofreaders: Alexandre Gomes Camarú, Érica Alvim,

without whom ID could never have happened.

Juliana Sant’Ana Cavalcanti de Queiroz, Kandy Sgarbi

The Publisher has made every effort to trace the owner of copyright

de Almeida Saraiva, Katia Gouveia Vitale, Rafael

material; however, the Publisher will correct any involuntary omission at the

Gustavo Spigel, Raura Monique Ikeda, Roberta Moratto

earliest opportunity.

Risther, Thais Giammarco, Vivian Cristina de Souza

This book was printed in:
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Contents
Language Map ........................................................................................................................................................ 4
Introduction

............................................................................................................................................................. 8

Features Presentation

.................................................................................................................................. 17

Unit 1

........................................................................................................................................................................... 25

Unit 2

........................................................................................................................................................................... 38

Review 1 ..................................................................................................................................................................... 49
Unit 3

........................................................................................................................................................................... 52

Unit 4

........................................................................................................................................................................... 62

Review 2 ..................................................................................................................................................................... 76
Unit 5

........................................................................................................................................................................... 78

Review 3 ..................................................................................................................................................................... 91
Unit 6

........................................................................................................................................................................... 92

Review 4 ................................................................................................................................................................. 104
Unit 7

....................................................................................................................................................................... 106

Unit 8

....................................................................................................................................................................... 119

Review 5
Unit 9

............................................................................................................................................................... 132

....................................................................................................................................................................... 134

Unit 10

.................................................................................................................................................................... 144
44

Review 6

............................................................................................................................................................... 157

Writing

..................................................................................................................................................................... 159

ID Café

..................................................................................................................................................................... 162

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ID Language Map
Question Syllabus

1

1.1

³

³

Are you an excellent actor?

³

³

³

³

³

³

How do you spell your last name?
Are these your glasses?

1.4
1.5

2

2.1

³

Audio / Video / Pron.

Verb Be – Present
³ Subject Pronouns – I, you, he, she, it
³

Adjectives (opinion)
The alphabet
³
Numbers 11-100
Personal objects
(singular & plural)

³
³

Colors
Adjectives (opposites)
³
More adjectives
³

³

What’s your full name?

³

How are you?

³

³

When do you get up?

³
³

³

What do you do in the mornings?

³
³

³

Do you use your cell phone a lot?

³
³

2.3

2.5

Countries & nationalities

³

A / an
Position of adjectives
Verb Be – Wh questions
Demonstrative Pronouns

³

³
³

The Alphabet

First name / last name
Making a hotel reservation

Possessive Adjectives

³

2.2

2.4

Grammar

Are you American?

1.2
1.3

Vocabulary

³

³

Who do you live with?

³

³

ID Café 1 – An Excellent Reunion

³

Numbers / Flight times

Greetings
Go (to) + places in town
Days of the week
Morning routine
Time phrases

³

At / on (time)

³

Present Simple

³

Present Simple

Family members
Cell phone uses

Who, Where, What

³
³

³

How old are you?

³

How old...? How often...?

³

How do you celebrate your birthday?

³

Birthday activities

³

What’s the weather like?

³

Weather & temperature

³

Are you busy at the moment?

³

³

Question intonation / Silent E
Talking about some photos

Frequency Adverbs
³

ID Café 2 – The Critic

³

Weather report

³

Ad

Review 1 – p. 26

3

3.1
3.2

³

³

What are you doing?

3.3
3.4

³
³

³

What are you doing tomorrow night?

³
³

³

Why are you learning English?

³

Months & seasons
Daily actions
Everyday activities
Occupations
Weather
Future time phrases
Need / want / have to

³

It’s raining vs. It’s rainy

³

Present Continuous

³

Present Simple vs. Present Continuous

³

Present Continuous for future

³
³

3.5

4

4.1
4.2
4.3
4.4
4.5

³

Are you thirsty?

³

Adjectives (feelings)

³

Do you like tennis?

³

Sports

³

Can you drive a tractor?

³

³

What are you wearing?

³

Obligation
Prepositions to, for

³

Informal English

³

ID Café 3 – Storm Tracker

Abilities

³

Can

³

Job interview

³

Clothes & accessories

³

Can

³

Obama’s speech

Is your closet organized?

³

More clothes & accessories

³

Possessive Pronouns

³

An interview

³

Do you like salons?

³

Spa facilities

³

What shoe size are you?

³

Clothes sizes

³

Punctuation

³

ID Café 4 – Whose Action Hero?

/ Short Answers

Review 2 – p. 48

5

5.1
5.2
5.3
5.4

³

Is there a mall on your street?

³

³

Do you like watching TV?

³
³

³

What do you like doing on vacation?

³
³

³

Do you have a cat?

³
³

³

What’s a staycation?

³

Do you live near here?

³

Public places

³

Free time activities
Adjectives (describing places)

³
³

There + Be (Present)
Love / like / not mind / hate + verb + -ing
Too / either vs. also

Household chores
Vacation / free time activities
Types of vacation
Instructions

³
³

³
³

Imperatives
Object Pronouns

Sentence stress
Ad for a show

³

Phone message

³

ID Café 5 – Miss GPS

Word formation

5.5
Review 3 – p. 60

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Speaking & Skills

Reading / Writing

Introducing yourself & greetings
³ Asking & answering about nationalities
³

³

Common Mistakes Box
³

Giving opinions

³

Verb Be – word order to form
questions
Word order – Adjectives

R Box & World of English
³

³
³

³
³

³
³

Spelling your name
Asking for & giving personal information
Talking about possessions
Describing an object

³

Completing a form

³

Meeting people & social interaction

³
³

³
³

³

³

Talking about how people use cell
phones

³

A / an
The most common letters in English

³

This vs. these

³

Your vs. Her vs. His

³

Prepositions

³

On / at

³

3rd person S

³

Then = After that

³

False cognates

³

Syllable stress

³

Question intonation / Silent E

Personal information: form

Describing routine
Telling the time
Talking about morning routine
Sleeping habits

Suffixes for nationalities

The World Sleeps: fact box

How do your friends and
relatives use their cell phones?:
magazine
³
Writing p. 148
³

³

Talking about family members

³

An Informal Profile

³

Auxiliary verbs – Do / Does

³

Processing personal information

³

Ginny Lomond: interview

³

Saying the age

³

Expressions for celebrating

³

Prepositions

³

Talking about the weather

Review 1 – p. 26
³

Talk about the weather

³
³

³
³

Talking about seasons & months
Describing what’s happening

³

Asking & answering about occupation
Contrasting what people are doing to
what they usually do

³

Talking about future arrangements

³

³

³

Four seasons or two?
Encyclopedia

Subject + verb Be / months
(Capital letter)
³ Present Continuous
³

Storm Chasers: TV guide

³
³

³

Analyzing your English

³
³

³

Making offers

³

Why are you learning English?
A Language Profile
Writing p. 149

³

³
³

³

Talking about sports / the Olympics

³

³

Phone phrases

³

Questions for occupations

Present Continuous for future
Prepositions
Prepositions
Prepositions
Making offers
Definite article

³
³

³

Talking about abilities

³

Ten Keys to Success: website

³

Sequence of adverbs

³
³

³
³

³

Talking about other people’s abilities
Describing what people are wearing
Talking about how people organize / share
their closets

³

Reading for details

³

Shopping for clothes

³

³

Is it impossible for two people to
share closet space?

Special letters: S & Y
It’s raining now vs. It's usually rainy

³

Clothes (wear / countability)

³

³

Possessive Whose

³
³

All Yours!: ad

Pronunciation of the
American English vs. British English
More abilities
Suffixes -tion / -sion
Some words have more than one
meaning – Can
Same sounds vs. Different meanings
Mine / Whose

³

Suffixes -ist / -ique

³

Sizes of clothes

Review 2 – p. 48
³

Talking about public facilities

³

A City Brochure

³
³

³
³

³
³

³
³

Describing a neighborhood / town
Talking about free-time activities

³
³

Come to Markville!: brochure
Writing p. 150

³

Bookstore vs. library
There be vs. have

³

Understanding instructions

³

Asking for / giving directions

³

³

Yoga Rica! & Oceans of Peace!:
tourist brochure

³
³

Cognates – easy words to be recognized

Similar grammar items – ex, superlative

³

Different uses of like

³

New words in English

³

Use mime and gesture to express yourself

Enjoy + verb + ing
Object pronouns: him / her

Vacations for less!: information
leaflet
³

³

Like / hate / not mind / + verb
+ -ing

Saying what you like doing
Comparing free time activities tastes
Leaving a message for a house-sitter
Expressing preferences about vacations

³

Embedded questions

Review 3 – p. 60

5

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ID Language Map
Question Syllabus

6

6.1

³

6.2

³

6.3

³

6.4

³

6.5

Do you live in an apartment?

Vocabulary
³
³

Where were you last night?

³
³

How was your last New Year’s Eve?

³
³

Were there trams in your city?

³

Grammar

Rooms in a house

Furniture

³

Party items
Past time expressions
Celebrations
Saying years

³
³

³

Recycle places in town

³
³

³

Do you enjoy the Oscars?

³

Special events

³

How about a BBQ on Sunday?

³

Types of parties

Audio / Video / Pron.

There + Be (Past)
Verb Be (Past)
Recycle past forms of Be
Prepositions of place
Prepositions of place
There Be (Present vs. Past)

³

Description of a house

³

ID Café 6 – House Rules

Review 4 – p. 72

7

³

When did you start school?

³

Biography

³

Past Simple

³

What did you do last weekend?

³

Recycle saying years

³

Past Simple

³

Where did you go last vacation?

³

Dates & ordinal numbers

³

7.1
7.2
7.3

³

³

When do you listen to music?

7.4

7.5

Recycle routine verbs
Sounding impressed
³
Music
³

³

8.1

³

Can I use your phone?

³

Could you help me, please?

³

Past Simple
Prepositions
Subject vs. Object Questions

³

An interview about a bad travel
experience

³

Elision did_you

³

What rapper Jay-Z did yesterday

³

ID Café 7 – The Favor

Phone phrases
³

³

What do you have in your fridge?

³

Food & drink

³

Are you on a diet at the moment?

³

Portions of food

³

How often do you eat chocolate?

³

8.2
8.3
8.4

irregular

³

³

8

regular

³

³

How much meat do you eat?

³

³

Are you hungry?

³

What would you like for lunch?

³

A couple talking about what they have
in their fridge

Countable vs. Uncountable
Nouns
³
Quantifiers (some / any)
³

Nutrition facts
Large numbers

³

Recycle nutrition facts

³
³

³

Can / Could
Will (unplanned responses)

Alliteration

Quantifiers “a lot of ”, “a few”
& “a little”.
How much vs. How many
Recycle Quantifiers

³

Make vs. Do

³

I like vs. I’d like

³

³

A dialog about nutritional values

How much do you know about what you
eat?

8.5
³

ID Café 8 – Party Planners

³

Occupations

Review 5 – p. 94

9

³

9.1

How did you get here today?

³

³

Means of transportation
What do you do? / Jobs

³
³

How do / did you get to…?
Suffixes for jobs

³

What’s your occupation?

³

More jobs

³

Wh questions about jobs

³

An unusual commute

9.3

³

Where are you going to be in 2022?

³

Future plans

³

(Be) Going to

³

A couple talking about their future

9.4

³

What are you going to do next year?

³

Life changes

³

³

Four phone messages

³

Would you like to be a nurse?

³

Jobs of the future

³

³

Do you mind if I borrow your pen?

³

Borrow / lend

³

ID Café 9 – The Sky’s the Limit

³

Do you look like your mom?

³

9.2

Going to vs. Present
Continuous for plans
Comparatives

9.5

10

10.1
Are you like your dad?

The body & face
³ Adjectives (appearance)

³

Comparatives

³

Description of twin sisters

Personality adjectives

³

Superlatives

³

Which type are you?

³

Geographical features

³

³

Comparatives & Superlatives

What’s your blood type?

³

More parts of the body

Is your English better than a year ago?

³

Adjectives

³

ID Café 10 – Geminis

³

10.3

³

What’s the prettiest city you know?

³

³

What’s the best place in the world?

³

³

³

10.4

10.5

Science class about body parts
A TV assistant talking about body parts
³ Description of a suspect
³

³

³

10.2

People’s descriptions
Adjectives (character)

Irregular plural forms
³ What does he look like?
³

Recycle Comparatives &
Superlatives

Review 6 – p. 116

6

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Speaking & Skills
³

³
³

³

³

Talking about rooms & furniture in a house

Reading / Writing
³

Tiny houses

Describing a party you went to
Interviewing a partner about their past
Talking about a memorable party
Describing positions of objects

³

³

Comparing your town back then & now

³

³

Predicting from context

³

³

Making invitations

³

Common Mistakes Box
³

³

R Box & World of English

There + Be (Past)

³

I’ve got = I have

Word order – verb Be

³

Talk about past times

The millennium
celebration: website

³
³

Lasso Lake—Back Then

and Now! blog

³

Past Simple – time expressions

³

Going vs. to go

Saying years as numbers
Prepositions

³

Use of one: to avoid unnecessary repetition

³

Silent vowels

³

Irregular verbs – Simple Past

Dream tickets: report
Invitations

Review 4 – p. 72
³

³

³
³

³
³

Talking about past events

Telling a famous musician’s bio

Asking & answering about your last vacation
Saying when people were born

³

³

³
³

“I told you I was trouble”:
biography
A bad travel experience?
Not really!: interview
A Biography
Writing p. 151

Understanding & telling a story

³

Asking for favors

³

Past Simple – Be born
Past Simple – Negative
³
Prepositions
³
³

³

³

³
³

³

Past Simple – go

³
³

Talking about past routine

Asking & answering about cultural facts

³

Past Simple – Be born
Prepositions
³ Definite article
³

Past Simple

Could + verb
Do vs. Make

Talking about what you have in your fridge

³
³

³
³

³
³

³
³

³
³

³

Talking about portions of food
Talking about your own diet
Saying large numbers
Talking about your attitude to food

³
³

³

A little chocolate goes a
long way: blog

³

Countable vs. Uncountable
Quantifiers
Numbers

³
³

Countable and Uncountable
Use of some and any

A little / a few / a lot of
A little vs. A few

³ How to say numbers in English

Top Toppings: menu

³
³

³

The schwa sound /Ǩ/
American vs. British pronunciation: letters T & R

³

³

³

Can / could
Will + verb

³

Asking & answering about quantities
Talking about eating habits & lifestyle
Scanning a menu

How to say dates
Ordinal numbers

Ordering food

³

Use of how much / how many with
uncountable nouns
Alliteration
Make vs. Do
Order food in a restaurant

Review 5 – p. 94
³
³

Talking about how you get to places
Talking about your occupation

Talking about unusual habits / ways to
commute to work
³ Talk about jobs / occupations
³

³

Talking about future plans / predictions

Prepositions
Jobs
³ Indefinite article
³

³

An unusual commute:
magazine
The Future?: website

³

³

³

Make / Earn money
Indefinite article
³ Preposition
³

³

Talking about plans & intentions
Talking about New Year’s resolutions

³

Looking for connections

³

Asking for permission

³
³

³

The best jobs for the future:
article
³
Writing p. 152
³

Talking about parts of the body & face
³ Describing people’s appearance
³
³

³

³
³

Expressing opinion about an athlete
Comparing appearance & personality
Describing personality & places
Talking about the wonders of nature
Talking about travel ambitions

³

Understanding facts

³

Making choices

(Be) Going to
Gonna + verb

Alex James’ Blog
A Blog Reply

³

³

³

An extraordinary athlete:
article
Which type are you?:
website

³

Different measures

³

Gonna = going to

³

Present Continuous for future arrangements

³

Irregular comparatives

³

³

³

Verb get
I came back vs. I went back
³ Suffixes for professions

³

³

Borrow vs. Lend

³

Appearance: Look like vs. Verb Be

³

Irregular plural of body parts

³

Comparatives

³

Two uses of so

³

Superlatives
³

Word stress

³

More adjectives

The new seven wonders
of nature: website
³ A Holiday Message
³ Writing p. 153
³

Review 6 – p. 116

7

English ID TCH 21x29.3 Int.indd 7

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Introduction
is Richmond’s new four-level general American
English course for young adults. With an amazing
design, lots of interesting topics and opportunities for
will make your
personalization in all four levels, English
students progress faster and be able to express their own
identity in English.

What do Young Adults Most Expect from an
English Course?
You might want to note down your own answers before
you read on.
Our research suggests that, above all, learners expect:
➤

to become fluent listeners and speakers as fast as
possible;

➤

confidence building, quick results and a strong sense
of progress;

➤

contemporary, interesting content, i.e. real life, adult
relevance with lots and lots of personalization;

➤

overt teaching of grammar and vocabulary, a systematic
approach to pronunciation, plenty of skills practice, and
useful study tips;

➤

an appropriate, adult teaching style combined with
very strong self-study elements including autonomous
learning tools to speed up their learning;

➤

value—both for the time they invest and the money
they spend.

You will find all of these in
So… Welcome to English

, and much more.
!

The Language Friendly Course

Over four-levels,
takes young adult and adult learners
from Beginner (CEFR A1) to Intermediate (CEFR B1) levels
through rich contexts, careful selection and presentation
of useful new language, informative language tips,
insights, step-by-step rules, practice and, above all,
massive personalization to help students build their own
identity in English—with lots of laughter throughout!
Hence the title English .
Students are guided to express their own ideas and
personalities, and learn to be themselves in the
new language.

of drilling in the Students’ Book, to be done in class. Then,
at Elementary and Pre-Intermediate levels, such drills
become more discretionary, moving into both Workbook
and Teachers’ Book.
The same goes for the lexis—where the initial simple
matching vocabulary to pictures becomes more abstract
and contextualized—and grammar, where spoon-feeding
is reduced as learners’ confidence and foreign language
learning experience grow.
provides the tools to allow you, the teacher, to
English
incorporate your own pedagogical identity into the course,
as well as emphasize what you think will be more relevant
for your learners.

Flexi-Lessons
English

has a unique flexi-lesson structure because
one lesson is never enough to practice and consolidate all
gives students more opportunities than
of its content.
most books to revisit, consolidate or extend what they first
learned in the previous lessons.
Rather than using a strict “Present / Practice / Personalize”
lesson format, which can be very artificial and restrictive,
students are often exposed to grammar in one lesson but only
taught or drilled in “formal rules” in the next one. Noticing
grammar is sometimes done in the audio script too, not just
the lesson itself. Frequently, there is something extra related to
the topic of the previous lesson in the next one.
Why? Because learning is not linear, it’s circular and
repetitive. Constant and consistent recycling is essential
for memorization, making learning much more likely.
regularly builds bridges between lessons rather than
packaging lessons in “artificially tidy” units just to fit a
notional design. Besides, every lesson / institution / teacher is
different, with its own identity. A lesson structure where there
is little or no connection between lessons is unlikely to foster
efficient, let alone optimum learning—hence our flexi-lessons.
An additional advantage is that students who missed a class
can have the lesson explained to them by those who were
there, providing an instant, highly authentic information
gap activity.
Our flexi-lessons also have multiple entry points for you to
choose from. You can begin with:
➤

the lesson title question, to see what students can come
up with;

➤

the suggested warm-up activity in the Teacher’s Book;

➤

the Song line: hum it, play it, elicit it;

➤

Common Mistakes , to highlight what to avoid right from the
start and to maximize opportunities to get things right
throughout the class;

➤

World of English , to provide a more interesting overview
and / or insights into the lesson;

➤

5 box or the Grammar at the back, which also include some
exercises for students to have some extra practice (the key
to the Grammar is available on the portal);

➤

the books-closed presentation (either of main lexis
or grammar).

Methodology
English
is in every sense a communicative course,
teaching learners to speak as fast as they can and focusing
on both fluency and accuracy. See, for example, the large
number of speech bubbles and the Common Mistakes (with
anticipated errors that should be avoided) presented in
each lesson.
Learners need to be given opportunities to express their
own ideas and opinions in comprehensible English as often
as possible.
progressively adapts as the series evolves to
reflect the best learning practices at each of the learner’s
Starter relies on lots
advancing levels. Initially, English
of short question and answer exchanges supported by lots

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Or, of course, you can go straight into the first exercise.
Take a look at the colorful detailed presentation of the
on p. 17-24.

main features of English

locally means teachers need to maximize fluency practice,
getting the students to use the language as much as
possible in class.

Key Concepts

In monolingual classes, learners share both the same
L1 and most aspects of a culture, which a teacher can
exploit. They share similar advantages / difficulties with
English too, which should be a unifying “strength” for
anticipating problems and errors. Accelerating through
what is easier for learners and spending more time on
what is difficult “sharpens” classes to maximize the
learning potential.

The three friendlies: language friendly, learner friendly
and teacher friendly.

Language Friendly
English
is not just another international series. It’s
a “language-friendly series”, which embraces students’
existing language knowledge and background, to help
them better understand how English works.
For example, word forms and grammatical concepts are all
familiar to young adult students, and
helps them to see
how much and how quickly they can speak by transferring

these patterns into English, and also how to avoid all the
obvious traps.

Learner Friendly
respects learners’ need to be spoken to as adults, so
students learn to speak as fast and reasonably as possible.
It also:
➤

supports students, helping them avoid obvious errors in
form, word order and pronunciation;

➤

uses cognates and familiar language concepts to enrich
texts and add depth and authenticity to language exercises;

➤

motivates students, as they discover they can recognize
a lot of English, even as beginners, which they already
have “inside themselves”;

➤

offers a vast range of activities, resources and recycling
to ensure students have enough practice to finally learn
to speak English.

helps students to negotiate and build their own “new

identity” in English.

Teacher Friendly
respects each teacher’s need to teach as they want to.
Some wish to teach off the page with little preparation,
others dip in and out, while others largely follow the
Teacher’s Book. All these options have been built into
from the start.
The flexi-lesson structure helps teachers to individualize,
personalize and vary classes and also focus on what is
important for them.
It also helps students in monolingual classes to stay in
English. Without ever forcing first language (L1) in class,
shows what is common / different between students’
L1 and English, and helps them more quickly avoid the
Common Mistakes that a learner from their L1 background
would typically make.
The Teacher’s Book has a teaching-friendly visual code too,
providing a straightforward “quick route” or a substantially
longer one. Everything that is “essential” is clearly
separated from all the “optional” extras, which can be read
between lines, as you can see in the example below.

Tip For any listen and read activity, get students to shadow
the text, i.e., mouthing and quietly saying the words to
themselves to connect with and “feel” the pronunciation.

Advantaging Monolingual Classes
Globally, most classes are monolingual, which was how
was conceived—to facilitate monolingual classroom

learning. The frequent lack of opportunity to speak English

Yet, rather than using these “strengths” to enable more
focused, localized pedagogy, they are often treated as
weaknesses. Most English courses avoid a lot of common
yet tricky words, phrases, notions and structures, simply
because they are difficult to explain to students whose
language background is not the same. To our mind,
that impoverishes a student’s learning diet, reduces
opportunities to expand vocabulary quickly and can
actually slow down learning.
Adults need a radically different approach from children,
whose mother tongue is not yet established, and who learn
like sponges, absorbing all the English you throw at them.
Teens’ and adults’ minds are different: they cannot help
but translate—mentally at least—and immediately resort
to the mother tongue when they cannot find the words
to express their thoughts in English. Rather than running
avoids this trap by gently embracing
against nature,
similar items when appropriate, but without ever forcing
active use of L1, leaving that option up to you.
Paraphrasing Ur (2011), “teachers should choose procedures
that lead to best learning by whichever students they’re
teaching” (extracted from Vocabulary Activities, Penny Ur,
Cambridge University Press, 2011). We believe ’s formula
can really help native speakers of Spanish and Portuguese
learn both more comfortably and more efficiently.
embraces students’ linguistic strengths. It helps
students to use what they know and helps you, the

teacher, to foresee these automatic transfers and focus
students can easily enjoy
appropriately on them. With
what is easy and, at the same time, the more complex
issues can be made clearer for them.

Tip Especially with lower levels, prioritize, teach and, if
possible, display on your classroom walls words / phrases
students need to speak and interact in English together from
the start. This increases their expectation to actually do so.

The Right Level of Challenge
treats adults with respect throughout, with the
appropriate degree of challenge. Three examples:

1. A question syllabus
Every lesson begins with a question as the title. This
provides one of the task-based elements of . Students are
set a challenge—in the form of a question—at the start of
class, then, they learn to accomplish it by the end. This
gives a constant sense of achievement, crucial to building
and keeping confidence.
There are 60 questions in all, on audio and reviewed in the
last exercise of each of the Review lessons. These questions
can also form the basis for the oral test at the end of the
course. Tell students that if they learn to ask and answer

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the 60 questions well—all of which they can see at a glance
in the language map on p. 4-7—they will have completed
the level successfully. You can also use the question
column in this map as the basis of a diagnostic test to
determine where to place new students.

2. A balanced approach to grammar
offers very rich grammar input, blending traditional and
newer approaches, not just the usual elicitation, charts
and rules. It combines an innovative blend of:
➤

inductive grammar, with students discovering patterns
and completing rules for themselves in and around the
lesson-page grammar boxes;

➤

deductive grammar through interesting facts about
language in the World of English boxes;

➤

regular reminders of key rules through the 5 box;

➤

a discrete degree of contrastive grammar analysis, by
showing what not to say via the Common Mistakes .

Plus, there is a full 20-page deductive grammar section
at the back of the Student’s Book, providing a page
of grammar accompanied by a corresponding page of
exercises for each unit. This can be done in class, when
necessary, or assigned as homework. The answer key is
on the Portal, so you don’t need to get involved in more
marking—unless, of course, you want to.
And there is a wide variety of extra grammar practice in
the Workbook, online and in the Tests, along with lots of
suggestions for oral drills in the Teacher’s Book.

Which Level Should I Start From?
Starter has only five units, half the length of the other
levels. It is designed to give a good start for complete
beginners, those who took English a while ago but either
did not learn to speak and listen or have forgotten most
of it. Those who need to get used to attending classes in
English, comprehending and then responding to basic
instructions, getting used to operating in a foreign
language and the idea of studying and learning it
properly.
Level 1 is ideal for false beginners or real beginners
with a real need and ability to go quickly. If in doubt, we
suggest you begin with Starter. Unlike other books, Level 1
does not go over exactly the same ground again in the
first few units.

Course Structure and Components
Nowadays, many English courses tend to be a bit too long,
or inflexible, meaning teachers have either to rush to get
through them—denying students the practice they need to
achieve an adequate degree of fluency, or start chopping
out sections, leaving students frustrated and sometimes
even slightly cheated at not being allowed to use the
material they paid for.
was designed to be flexible, so you can tailor it to fit
provides from 80-100 class hours.
your timetable.

Has…
➤

Ten core units, each comprised of five approximately
One-hour lessons, = 50 lessons of Grammar, Vocabulary,
Speaking and Skills;

➤

ten optional video lessons,
Café, to be done at the end
of each unit = 60 lessons including the video;

➤

Six one-page Writing lessons, to be done in class and / or
at home;

This is how students take steps to build their English
identity. They learn to say a little bit more about
themselves each time—whether it is to ask and answer
personal information, to give or share opinions (which in
they do right from the start) or to role-play a situation,
dealing with a series of questions or problems, and thus
growing in both confidence and knowledge. Successfully
“making it personal” is what makes students believe that
they can be themselves, who they really are in English.

➤

Five two-page Review lessons (in class and / or at home);

➤

One two-page mid-point review game after unit 5;

➤

Grammar: Ten pages of Grammar Reference +
corresponding exercises + self-check answer key on
the Portal;

➤

Audio Script: highlighting features of pronunciation;

➤

Sounds and Usual Spellings: a complete pronunciation
reference table (see TB Intro p. 14);

4. Avoid common mistakes to speak better,
more quickly

➤

Workbook: one page of review and extra practice
material per lesson;

You will quickly see that almost every lesson includes
Common Mistakes . This is a flexible resource to help
students and teachers anticipate and more quickly avoid,
revise and remember typical learner errors—without
reference to or use of L1. It’s a key resource in fostering
accuracy of language form. Choice of errors is based on
extensive research and our combined teaching experience
worldwide, but, while obviously referring to typical L1
transfer problems, they never force you or students to
translate. On the contrary, unique to , the point is firmly
made without any need for translation.

➤

Phrase Bank: most important phrases per unit / topic;

➤

Portal: it has a Teacher’s Area and a Student’s Area.
These can be accessed using the code that comes
with the book (see TB Intro p. 15);

➤

Digital Book for Teachers: IWB version of the book. For
shorter length courses (of about 40-50 hours), we suggest
you use the Split editions of , which incorporate units 1
to 5 and units 6 to 10 of both the Student’s and Teacher’s
Books. Use the mid-term review as the basis for an inclass oral test at the end of Split editon 1A, plus the tests
from the Test Studio.

3. It has to be personal
After providing the extensive oral and aural practice
(and
that students need, each phase of every lesson in
many in the Workbook too), ends with a MAKE IT PERSONAL
activity. Imagine language learning without adequate
personalization: it would be unpleasant as well as
pointless, a bit like trying to learn theoretical Latin!

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Organization and Timing of a Unit

UNIT1
Student’s
Book

Approximate class time
L1

L1

R1

L2

L2

L3

L3

L4

L4

L5

L5

5-7 hours

Review

Every two units +
midterm review

R1

Writing

1 every two
units

W1

1 hour per writing

Café

1 episode
per unit

ID
Café 1

1 hour per episode

Workbook

5 pages per
unit

WB1

1-2 classes per review

WB2

WB3

Student’s
Portal

WB4

WB5

Homework 1 hour
per page. Not to be
done in class
1 hour per lesson.
Not to be done in class

Workbook
(5 hours)
ID Café
(1 hour)
W
(1 hour)
R
(1-2 hours)

Total hours of 1 unit (5-10)

SB
(5-7 hours)

Motivating Features
Classic song lines to “hook” language
Throughout , significant use of music is made in
exercises, cultural references, images, and most
obviously, the authentic song lines situated at the top
right of each lesson. (1-4 in the Student’s Book and lesson
5 in the Workbook, because lesson 5 in the SB already has
Skills, the other for
In Action.)
two titles, one for
Why music? Besides being possibly the best, most
motivating and certainly most popular source of English
listening practice globally, most students, even beginners,
have picked up a lot of English words through songs, but
often they do not realize either that they know them, or the
exact meaning of what they are singing.
Unique to , the song lines have a direct link to each
lesson, whether to illustrate grammar, lexis or the theme,
and are designed to provide an authentic hook to help
students remember the lesson, the language, or just enjoy
the puzzle of trying to remember the song itself. Indeed, a
great warm-up for any lesson is to hum the melody or play
the music and see if students can remember the words.

Total course hours (80-100)

Tip If students don’t know / like or respond well to the songs
from which we have taken the song lines, a great homework
activity is to get them to research and suggest “a better
song line,” which they both like and which links to the lexis,
grammar or theme of any lessons.
In the Teacher’s Book step-by-step lesson plan, there’s
background detail about the song, artist / band and date
of release, plus a tip for getting the most out of each song
line. There’s also an instrumental extract of the songs,
available in the Teacher’s area of the Portal, for you to use
when appropriate.

Tip As students progress and acquire more English, ask them
What do you associate the song with? See what they come
up with, e.g., a moment, night, dance, movie… The possibilities
for personalization and genuine fluency practice are immense.
In lesson 5 in the Workbook, students are asked to look
back at the five songs in each unit and find the link to the
lesson as a way of reviewing the units in a truly fun way.
The answer is in the Workbook answer key.

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For both pedagogical and copyright reasons, we only

reproduced a small key section of the song, but that is
the aim: to “hook” part of the lesson in a memorable and
motivating way. Obviously with your own classes you can:
➤

get them to research the songs, singers / bands, find the
complete lyrics, translations, videos, etc.;

➤

use snatches of the songs as a warm-up, review, listening
for pleasure, for fun as an end of the lesson sing-a-long, etc.

Below you will find some forms to explore the Picture
Dictionary. The same suggestions can be used when
appropriate.
➤

Students cover the list of words. In pairs, they take turns
pointing to the photos and asking and answering about
all the objects. Then, they can exchange roles.

➤

Students cover the short dialogs in
in Action.
They look at the photos in
in Action and read
MAKE IT PERSONAL to act out the five conversations in pairs.

➤

Students cover the phrases. In pairs, they point to photos
and ask and answer a question, which depends on the
topic of the unit.

We are sure you will enjoy this new resource!

Note We do not suggest you use these songs in full. Many
are not actually appropriate for the level when you look at the
complete lyrics, but the lines we have chosen are globally
famous and should be both easy to identify and easy to be
sung by at least some students in most classes.

Welcome to World of English
We teachers are used to talking about Language with higherlevel students but much less so at an Elementary level.
helps you to do so right from the start. World of English
boxes—built into most lessons—talk to students
respectfully, as insiders or “language experts,” which
of course they all are in their mother tongues. Easily
comprehensible, yet adult in tone, these boxes give students
interesting tips and facts about English, and how to learn
it faster.

Teaches Cyber English
Information technology is responsible for a lot of new English
words, many of which are now “international.” Cyber English
boxes regularly highlight and teach these contemporary words
and expressions. Research suggests this is one of the most
motivating aspects of language learning for all age groups.

Vocabulary
Vocabulary teaching is a particularly strong feature of
because of the variety of input and revision options.

1. A built-in Picture Dictionary
The most popular way to teach / learn vocabulary is
through some kind of “picture + key” approach, whether
flashcards, a picture story or any other resource, where
students can work out the meaning from the visual, without
the need to translate, and then cover and test themselves.
In
every unit begins with a contextualized, lessonintegrated Picture Dictionary. Core vocabulary is presented
through various combinations of this basic four-step approach:
1. Match words / phrases to pictures.
2. Guess their pronunciation (from the stress / students’
own linguistic experience and growing knowledge
of English).
3. Listen to the words in context and check / repeat as
necessary, immediately and / or whenever you want to.
Students have the words individually on the Portal audio
and so they can listen to them in and out of context,
whenever they wish to.

2. A cognate-friendly approach
’s lexical syllabus is based largely on frequency. This
was done due to our comparative research into a variety
is not exclusively based
of corpus studies. However,
on frequency. We have not limited our choice to what is

common in native speaker speech as we are not trying
to convert learners into native speakers, but rather help
them express themselves, their ideas and identities
as fast as they can using all their existing linguistic
resources.
Thousands of words with cognate relationships are
common to English and most Latin languages. Over 1,500
of these are very common. There are also thousands of
recognizable cognate-rooted words. By systematically
building them into , we feel we have created a unique
opportunity for students to progress more quickly and
more comfortably with English. Put simply, they can
both understand and produce more language—and more
interesting adult language—faster.
Throughout their learning process, students make crosslinguistic connections, so we have chosen to nurture
this strategy, systematically, throughout . It enhances,
both their language awareness and their English lexical
knowledge, and makes learning more efficient.
prides itself on helping students to expand their
vocabulary quickly. Lexical presentations often separate what
is “known / easy”—whether from “international” English,
words already seen in the course, or near cognates—from
“what is new / unfamiliar,” to help students focus better.
Familiar words mainly require attention for pronunciation
and spelling whereas the unfamiliar require a lot more
effort to learn meaning too. This provides a valuable
additional “hook” into the student’s memory.
Significant stress or word formation patterns are regularly
highlighted to enable “learning leaps.” For example, once
students learn:

➤

noun suffixes: -tion, -al, -ity, -ism, -or, -ence, -y or -ist;

➤

adjective suffixes: -ic, -al, -ent, -ar, -ive, -able, -ous or -id;

➤

groups of verbs: like / celebrate / donate / operate / desist /
insult / visit / comment / consult / export;

➤

adverb suffix: -ly

4. Cover and test yourself / a partner, either immediately
or any time later for review.

and their associated stress patterns, their English can
literally leap forward by hundreds of words.

All review lessons begin by sending students back to the
Picture Dictionary elements in each unit to review and
remember words. Virtually none of the images in
are
purely illustrative. Almost all of them are contextualized
and reworked to present, review and test vocabulary in our
unique

“Picture Dictionary System.”

consciously works on developing the confidence the
students need to begin to guess how words might be
pronounced or spelled in English. Guessing—being willing
to take a shot, bringing in words that you already know
which might work well in English—is a key learning
strategy, often ignored elsewhere.

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Embracing cognates also allows much more interesting,
more adult speaking and listening tasks too, e.g., asking
Any coincidences / similarities / pronunciation surprises? What
do you have in common? Who is more assertive?, etc. The
authors all feel that a key lesson they have learned
from their many years of teaching is “to let students use
their brains,” and not be restricted by only seeing oversimplified language.

Tip We do not suggest you drill all these words nor try to
make them all into active vocabulary. In most cases, cognates
are there just as passive vocabulary, actually helping students
understand more. We see no point in hiding words from
students when they can cope with them, and indeed usually
enjoy doing so. The words which become active differ greatly

from group to group and will always be your choice, not ours.
We are simply trying to give students access to more adult
language more quickly.
also uses some contrastive analysis to facilitate
vocabulary learning, where it is obviously appropriate. For
1: students
example, the months exercise on p. 30 in
think about the mother tongue equivalents (without
having to say anything in L1) to determine what is similar /
harder, and where to focus most of their effort.

Skills
Speaking
teaches spoken English and prioritizes oral fluency.
Why? Because that’s what monolingual classes in nonAnglophone countries need / want most.
In order to learn both fast and well, students should be
given every opportunity to try to express their ideas and
opinions in comprehensible English.
However, the on-page skills headings focus only on
Listening, Reading and Pronunciation. Why? Since every
lesson is full of controlled oral practice and personalized
speaking opportunities even within Grammar, Vocabulary
and other skills sections, had we put headings for Speaking
too, we would have ended up with double headings all over
the book! So, we have opted to use speech bubbles on every
page to indicate where there is a speaking task.

Listening
Statistics show Listening is approximately 45% of any
language (Speaking is 30%, Reading 16% and Writing 9%).

In other words, we spend almost half of our time in any
language listening. It’s the primary skill too—just think
how babies learn—and the one that needs the
most practice.
has a huge amount of recorded material, over 200 tracks
only in the Student’s Book plus over a 100 more tracks in
the Workbook, which are available on the Portal. The audio
is a mix of both authentic (for example, many videos
taken from YouTube), and scripted. All of it is available
for learners on the Portal, so, in class, you can pick and
choose what to use, and how many times students need to
listen, knowing that they can listen to all of it as much as
they like at home. There is at least one listening activity
in every Workbook lesson too, as we strongly believe in
setting aural homework.

Reading
really provides students with substantial reading
practice in terms of:

➤

amount: there is a lot to read in every lesson, from the
authentic song lines and World of English boxes to the
audio script at the back;

➤

complexity of text: through selective use of cognates to
Starter

enrich texts. Compare for example the texts in
with those in traditional course books. We have used a
very rich range of words, because knowing our target
student’s language allows us to select a syllabus of words
that are already familiar to them.

Most texts are from authentic sources, mainly the internet,
magazines and newspapers. Some “untouched,” others adapted
to provide the best input for classroom language learning.

Writing
Research suggests the following formula is what most
teachers and students favor: writing is imposed where
necessary but is not overly forced in class because class
time is precious. Rather, it is drip-fed throughout , as
and when it is either essential or you choose it to be the
best pedagogical option. There are plenty of optional extra
supplementary writing exercises suggested lesson by
lesson in the Teacher’s Book.
The required writing syllabus is primarily covered by
the six writing lessons, at the back of the Student’s Book,
covering six different genres. Here students are given
a clear written model, a variety of tasks to analyze it,
specific writing tips and a structured model to draft and
check it, and then send on to a colleague before finally
submitting it to you. The intention is to protect you, the
busy teacher, from having to dedicate time to excessive
marking of avoidable mistakes, as well as helping students
to be more in control of their own writing.

Skills and

In Action

As you will immediately see, the fifth and final lesson in
each unit is different from the others. It has a different
background, is split in half and has two titles.
The first part,
Skills, gives half a lesson on specific
reading or listening skills practice around an adapted
authentic text. At lower levels, we prioritize a variety of
reading skills, because it is generally hard to get students
to read much, and also because our listening focus is so
strong throughout the book. See language map on p. 4-7 for
list of sub-skills.
The second half of this final lesson in each unit,
In
Action, provides contextualized functional practice,
usually dialog lead and ending with some kind of
personalized role-play, survey, or problem-solving situation.
Communicative functions are everywhere in , but we felt
it necessary to have a specific functional outcome in an
authentic context to close each unit because teachers and
students put such value on learning to survive and operating
in familiar situations, with increasingly natural conversation
strategies. See language map on p. 4-7 for list of functions.

Pronunciation
At last – a learning-friendly audio script
audio script section is not just a script to be read and /

or listened to with no clear focus. It’s designed to provide
real training with listening and pronunciation: after all,
pronunciation is learned primarily through the ear.
It aims to help students learn to listen better as the course
progresses by focusing on features of pronunciation:
➤

noticing sounds, stress, aspects of connected speech,
intonation and spelling relationships;

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➤

spoken language (e.g., noticing discourse signals
such as fillers, pauses, repetition, self-correction and
interruptions);

➤

sub-skills of listening, like inferring, predicting,
identifying main points in discourse, understanding
attitudinal meaning and all aspects of listening.

Again, it is flexible and both teacher and learner friendly.

All the tasks are “noticing” tasks, with different aspects to
focus on in each text. The tasks are always “highlighted,”
making them all free-standing, to avoid the need for
teacher intervention, unless, of course, you wish to spend
time here. So, you can choose to do them in class, or
students can do them on their own.
It is a good idea for students to listen, read and notice the
audio script tasks as extra preparation before a role-play.
Rather than just listening (and reading) again and again,
trying to memorize dialogs before role-playing them,
these tasks give a clear focus for additional listening and
pronunciation practice pre-role-play. The Audio Script
section brings relevant noticing tasks designed both
to make students think and motivate them more
towards pronunciation.

Tip An excellent homework activity is to ask students to
do the noticing tasks and then field any questions in the
next lesson.
Word stress is shown in pink only the first time a word
appears in either a word list or reading text, but not in
rubrics, nor when it appears again either in the same text,
or later in the book. To include it each time would give no
sense of syllabus or progress to students. The whole ethos
is to make students use their brains, not spoon-feed
of
them! We want them to think “I’ve seen this already and I
need to remember how to pronounce it.”

phonetics. Remember, learning to guess pronunciation of

new words is a key skill.
The table also provides model words to illustrate the usual
spelling patterns for each sound. Sensitizing students to
sound-spelling combinations is a key part of learning, to
read, write and pronounce with confidence.
just provides example words, but as the course
Initially,
progresses, these rules are made explicit to students. In
Starter and 1, we model the usual spellings for each sound
in order to begin to familiarize students with predictable
spelling / pronunciation relationships. In levels 2 and 3,
we also provide the exceptions, so this slowly builds into
a complete Sounds / Spelling reference. All of this aims to
sensitize students to the patterns of English and develop
“a sense for English.”
However, we have left this page largely optional, only
sending students there from the Review lessons to learn
the model words for each sound. You, the teacher, should
do what you think works best with your students. So, while
you have the option of teaching the sounds and even the
does not force this, as this
symbols from this chart,
should depend on individual teacher preference.
The vowels chart on p. 154 of the SB is based on UNDERHILL,
Adrian. Sound Foundations: Learning and Teaching Pronunciation.
Oxford: Macmillan Publishers Limited, 1994. This format
helps students understand how the sounds are produced
in the mouth considering the opening of the jaw and the
spreading of the lips.
lips spread

lips rounded
closed
jaw

Real help with all aspects of Pronunciation
Pronunciation should be taught rigorously because of its
basic role in communication. It allows us to understand
and convey meaning, and good pronunciation helps you
both to comprehend and communicate better. However,
this is an area where teachers often struggle, and course
books have often failed to deal with either systematically
or in a “friendly” way.
Pronunciation is at the heart of . New words are always
introduced in context, so students at least hear, for
example, nouns preceded by indefinite articles (a book,
an apple), as they usually would outside a classroom, and
are trained to pick them out in connected speech, rather
than unnaturally, one at a time. At the same time, all the
basic “listen and repeat” drills for new words, which so
many learners love and need, are available in the WB for
students to drill themselves outside class.
➤

Phonemic symbols are occasionally used in lexical
presentations to highlight irregular sound and spelling
patterns, when experience shows learners will probably
get it wrong otherwise.

➤

A significant break-through is the Sounds and Usual
Spellings table on p. 154-155. This gives: two illustrated
model words for each of the 40 sounds in U.S. English,
and access to the phonetic symbol.

Knowing all the potential sounds in a language sets a
ceiling on their guesses and builds confidence. If students
can learn those two words per sound, they should be able
to have a reasonable guess at the pronunciation of words
in a dictionary and begin to get comfortable with using

open
jaw

The organization of the consonants chart on p. 155 of the
SB is based on the articulation points used for producing
those sounds according to author / teacher Robin Walker.
➤

Both the vowels and consonants tables are laid out as a
“map of the mouth,” according to where in the mouth the
sounds are produced.

➤

A unique feature is the highlighting of sounds that are
difficult for Spanish and Portuguese speakers. This builds
up confidence, as they immediately see what is easy for
them, but also motivates students to focus and facilitates

their efforts to learn what is hard for them. Learning
sounds which do not exist in their L1 largely involves
breaking the habits of a lifetime, finding new articulation
points and different combinations of muscle movement,
voicing and breathing.

Note For students with other mother tongues, we suggest
you spend some time on the chart, marking it up for them in
the same way. A good resource for this is Swan, M. Learner
English, OUP, 2001 or more recently, Hancock, M. English
Pronunciation in Use – Elementary CUP, 2003.

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➤

➤

➤

Standard American English is the chosen model for
all listen and repeat-type activities, but students are
exposed to a whole range of accents and types of English,
both native and non-native. We are all aware of the need
is full of global

to teach “International English,” and
accents for precisely this reason.
All new polysyllabic words are introduced in context,
with the stress highlighted for students in pink. We
have chosen the oral syllable according to the Merriam
Webster online dictionary. In cases where the oral stress
is not shown there, we marked the real syllable, again
according to Merriam Webster. Regularly marking stress
on new words (in the book and on the board) means you
progress from just teaching form and spelling, onto
really prioritizing teaching, modeling and recording
spoken language.
focuses right from the start on all aspects of connected
speech, and there are exercises throughout, in all
components, on sentence stress, reductions and intonation,
particularly in the audio scripts, as mentioned above.

Learner Autonomy
Learner autonomy, sometimes also called learner
independence, is the ability of a learner to take charge of
his own learning. Autonomous learners have an active
role in their learning processes, which means they make
the most out of every learning opportunity, both in and
out of class.

➤

the reference to the Workbook at the end of each lesson;

➤

the reference to the Phrase Bank at the end of each unit;

➤

carefully scheduled links to the Writing lessons;

➤

the Sounds and Spelling chart.

Plus all the optional noticing tasks in the Audio Script, and
all the content on the Portal.
Students who regularly have to miss classes should be
trained to use these routes to catch up. For example, how to:
➤

use the picture dictionary pages to cover the words and
test themselves;

➤

listen again to texts which they have read in class via the
audio on the Portal;

➤

work on their own pronunciation using the pink word
stress for all new polysyllabic words;

➤

do the audio script tasks and use the Sounds and
Spelling chart;

➤

use the word list and phrase bank from the Portal for
constant review, e.g., by recording, listening to and repeating
the phrase bank on their phones, in their cars, etc.;

➤

ask and answer the question titles, plus follow-up
questions;

➤

look at and avoid the common mistakes;

➤

investigate and sing the song lines via the Internet, etc.;

➤

enjoy all the features of the Portal.

We suggest you spend some class time taking them through
each of these features, and regularly reminding them how

on their own.
much they can do with

There is never enough time for students to learn a language
in class, even if all students were to come and be fully
attentive to every minute of every class. Nor is there ever
time for them to cover every exercise fully. That means any
good course has to be largely transparent to students both in
and out of class, and give them really effective and efficient
tools for autonomous study out of class. Learners need to
be able both to self-monitor and self-evaluate, or motivation
becomes hard to maintain, and success less likely.

Welcome to English
Learning Platform. This resource
consists of a Portal, a Virtual Learning Environment (VLE)
and the Test Studio—a test generator.

is the most student-friendly course yet, as it is very
linguistically accessible to students. Every page is written
in concise, simple, cognate-friendly English, to be easily
understood by students who have missed classes. Unlike
even the features presentation spread
other courses, in
on p. 2-3 is written for students in language they can
works,
understand from the start, to show them how
and get the most out of it.

English

Learning Platform will be regularly updated with
new features and content, and we believe both students
and teachers will enjoy it and benefit a lot from its content.

Really Facilitates Autonomous Learning
Without adequate review, students are not going to learn much
at all. Throughout the course, they can look forward and back
to find interesting activities to practice on their own.
The regular Review lessons after units 2, 4, 5, 6, 8 and 10
recycle key vocabulary and grammar, review and extend
the Common Mistakes , take them back to re-read and listen
again to selected texts, and finally, revisit and answer all
the questions from the lesson titles.
also has a fully integrated Easy Autonomous Learning
program
, mapped out as links to other sections,
when that option becomes the logical next step. Step-bystep lesson plans in the Teacher’s Book also make it clear
which components can be used to further practice or
review core lessons content.
The components of
➤

are:

the reference on to the Grammar section after each
grammar box;

English

Learning Platform

This amazing blended learning tool has been developed in
parallel with the series and combines the best of formal and
informal learning to extend, review and test core lessons
content. The full range of resources is available to teachers
and students who adopt any of the English
levels.

To access the platform, go to www.richmondenglishid.com
and use the access code that comes on the inside front
cover of the SB.

This Website Is Divided Into Two Main Sections
Teacher’s Area: Download Grammar and Writing sections,
answer keys, teaching tips, and CEF mapping documents.
Teachers have access to the VLE to assign tasks and track
students’ progress. You can also add your own activities,
such as tests created in the Test Studio.
The Test Studio is a test generator where you will be able
to create unit tests, review tests, end of semester tests
or tests for the whole book. You can choose to include
reading, listening, grammar or vocabulary tasks in your
tests. This tool allows you to create printable or interactive
tests that can be uploaded to the VLE. You can also add them
to your own Learning Management System (LMS).
Student’s Area: Watch all
Café episodes and real YouTube
videos that are part of the core SB material. Listen to
all audio material from the SB and WB. It is possible for
students to download useful lists of Common Mistakes ,

World of English , tips, and more. Launch the VLE with

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formal extra practice. Through the Student’s Area, students
can keep up with Breaking News and access ready-made
activities to practice comprehension of current world news.

Workbook
A single page to correspond to each two-page Student’s
Book lesson, designed to consolidate and reinforce all the
main language. Exercises can be used in class, e.g., for fast
finishers or extra practice of specific areas. It includes:
➤

a variety of exercises, texts and puzzles to scaffold,
continue practicing and extend the main Grammar and
Vocabulary of each lesson;

➤

skills practice: at least one listening activity per lesson
to continue practicing the most important skill outside
class too, plus plenty of short, juicy reading texts;

➤

a drill per unit at lower levels;

➤

cyber tools references that encourage students to engage
with English beyond the workbook itself;

➤

an additional song line for every 5th lesson;

➤

a final check back activity to revisit the song lines from
each lesson in the SB unit and look for a link with the
language / topic of the lesson itself as an additional fun
way to review the unit, and facilitate memorization. The
answer key for these and all the other exercises is at the
back of the WB so you can use it entirely for autonomous
study if you wish.

a video player is not available. If this is your case,
we suggest you try to bring in some visual stills to
support the listening, e.g., in the form of a PowerPoint
presentation, flashcards, etc.

Tip One of these original videos, the Tiny House in unit 6,
has quite a lot of difficult lexis in it, so we have re-recorded a

simpler version for you on the
Portal, if you wish to simplify
it for your classes.

Café
The video is a fun potpourri of popular American sitcoms
used to present, review, consolidate and extend the main
language content and contexts of each unit.
There are ten independent episodes which were specially
produced for English . The episodes focus on the contexts
of the unit and target the key elements to give students
further practice in real situations.
We suggest you watch and do these lessons at the
end of each unit, or whenever appropriate after that.
Remember, students can watch them on the Portal, so
you can assign them all for homework if you are really
pressed for time.
Besides the core unit videos, there are also extra units for
each level: one for Starter and two for each of the other levels.

Teacher’s Book

Gives Students Their Own Phrase Bank
After dictionaries, phrasebooks are probably the world’s
most popular language learning tool. In a four-page
section at the back of the WB,
provides a unique unitby-unit Phrase Bank of all the key phrases, expressions
and exchanges students are expected to learn. To provide
context and reduce the need for translation, language is
grouped by theme.

Students are referred here after each unit to listen and review.
But of course, they can come at any time—before, during or
after any lesson, to look for phrases they wish to use.
It is a great resource to download and listen to when
working out or in a car, for example, or to mentally
translate until they feel they have acquired them.

Tip We have not forced learners to translate as that is your /
their choice, not ours. Perhaps you can suggest they write
any translations in pencil next to phrases they find difficult to
remember. Then, another day, they should cover the phrase in
English, look at the translations and try to remember the phrase.
Once they can do it, they should erase the translation to feel a
sense of progress. This encourages them to see translation as a
temporary rather than a permanent tool.

Videos
has an original blend of authentic and / or scripted
video in every unit. We have always included the
instruction Listen / Watch for any situations where

This book provides a complete step-by-step lesson plan for
every lesson, from start to finish, offering:
➤

unit and lesson overviews;

➤

detailed lesson aims;

➤

a warm-up for every lesson;

➤

alternative, books-closed presentations for key new
structures where appropriate;

➤

language and cultural notes;

➤

background information about the song lines;

➤

a vast number of teaching tips to bring variety to
your classes;

➤

regular suggestions for both stronger and weaker classes
and for fast finishers;

➤

ideas for extra writing and homework;

➤

suggestions for IWB activities and extra material to bring
to class.

Digital Book for Teachers / IWB
The Digital Book for Teachers is a separate media with all
the pages of the SB.
Teachers can use this resource to promote variety in their
classes so that students can see the images on the IWB
instead of looking at the book.
On the next pages you will find detailed information about
all the features of English .

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Welcome to

Finally, an English course

you can understand!
Famous song lines
illustrate language

from lessons.

Lesson titles are questions
you learn to answer
during the lessons.

Word stress
in pink on
new words.

Contextualized Picture
Dictionary to present
and review vocabulary.

World of English:
interesting facts
and study tips.

Common Mistakes
anticipate and
prevent your errors.
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Cyber English: the English
of digital technology.

Speech bubbles:
models for speaking.

Stimulating
Grammar practice.

5 boxes: extra grammar
and pronunciation rules.

Easy Autonomous Learning
system
integrates all
components for comprehensive
autonomous study.

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Skills: extra listening
and reading practice.

Make it personal: personalized speaking
to express your identity in English.

in Action: communication

in common situations.

Authentic videos present
topics in real contexts.

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Reviews systematically recycle language.

A mid-term dynamic game reviews the language students have learned.

'#.,',0#1
*&3."#,.3-)(-

4 to 8 players. Divide into 2 teams.
From the start, teams go in
opposite directions.
Toss a coin.

Talk about the topic, answer the
question or do the activity on the
square. Maximum 30 seconds per
person. Take turns starting to talk
each time.

Heads

Tails

move 1 square.

move 2 squares.

The winning team is the first to
complete the full circuit.

W in n

Mo rni ng
rou tin e

e

r's P
Each
winne rize
r talk
to th
s
e clas
s for
seco
nds.
30
The to

pic?
Your
self!

Th e
we at he r

Chores
+/–

your
Spell
e
fu ll nam

Free ti
m
activiti e
es

ies
ilit
Ab / –
+

Vaca
ti
activ on
ities

duce
Intro elf
yoursAge /
/
Name
nality
Natio

How often do you…?
Where do you…?
Do you like…?
OK, let’s finish.
Whose turn is it?
It’s your turn.
You go first.

Hi, I’m…
Nice to meet you.
I really like / hate…
I think…
In my opinion,…
Really? I think…
What about you?

Yo ur
to wn

y
A ce leb rit
/

yo u lik e
e
do n’t lik
How often do
you go to the
superm arket?

Ne xt
d
we ek en

Your
famil
y

Why are you
learning
English?

Sp or ts

Fa vo rit
e
se as on

De scr ibe
a frie nd ’s
rou tin e

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Café: sitcom videos to consolidate language.

A complete Grammar reference with exercises.

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Two illustrated key words
for each sound help
students memorize them.

Colored frames identify
voiced
unvoiced consonants.
and

Icons S and P highlight
difficult sounds for Spanish
and Portuguese speakers.

Extra examples of
common spellings
for each sound.

Pictures illustrate
how and where
sounds are produced.

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Audio Script activities to
consolidate pronunciation.

Portal: practice
activities, games,
extra audio, videos...
and more!

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Workbook to practice and consolidate lessons.

Phrase Bank to practice common expressions.

The
opportunity
for you to learn English!

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1
Unit overview: The main topics of unit 1 are verb be in the Present Simple (positive / negative and
interrogative forms in Yes / No and Wh questions), countries & nationalities, opinion adjectives, the
alphabet, numbers, possessive adjectives, colors and nouns (singular and plural forms).

Are you American?
Lesson 1.1

Lesson Aims: Sts learn to use verb be through the context of introducing themselves and asking and answering questions about nationalities.
Function
Introducing yourself.
Asking & answering questions about countries & nationalities.

Language
.
Hi, I’m
I’m (Peruvian), from (Lima).

Are you / Is he / she / it (Mexican)?
Yes, I am / he / she / it is. No, I’m not / he / she / it isn’t.
Vocabulary: Countries & nationalities (Argentina, Argentinian; the USA, American; the UK, British, etc.), numbers 1-8, I, you,
he, she, it, my, hello, hi, yes, no.
Grammar: Verb be I, you, he, she, it , and Yes / No questions (we and they are introduced in the grammar at the back of the
book, as sts won’t need to use those in this lesson).
Before the lesson: Prepare photos of Rihanna, a recording of Rihanna’s song “What’s my name?”, and photos of Michael Jackson
as well as the song “You are not alone,” flags, photos of Beyoncé / famous people / places for the second guessing game.
Bring flags of the eight countries in exercise B, in case you cannot use the Digital Book for Teachers.

Warm-up Books closed presentation (if sts don’t have their
books on the first day of class).
Before class, write on the board Ooh, what’s my name? What’s
my name? What’s my name? or any other simple song, e.g.
Michael Jackson’s “You are not alone, I am here with you.
Though we’re far apart, you’re always in my heart. You are not
alone,” from the top of p. 7, which can be referred to at any time

to help support the verb be forms.
Books closed. Start lesson by greeting sts. Say Hello / Hi,
I’m

. and see what they can say back to you.

Show a photo of Rihanna / Michael Jackson and ask What’s
her / his name? Is she / he American? (No, she’s Barbadian. /
Yes, he is.) Do you like this song? along with a thumbs up
gesture to see what sts manage to say in order to identify
their initial levels.
. I’m

Introduce yourself to class: Hi! My name’s
.
(nationality), from (city / town). Drill Hi, my name’s
for pronunciation and do a quick substitution drill: I’m
(Brazilian / American / Mexican), from (São Paulo / New York /
Mexico City). Elicit the model and write it on the board, but
don’t let sts copy at this stage.

1 Vocabulary: Countries and Nationalities
A

Books open. Show your book to the class and point
to the short text in 1A. Start to read it: Hi! My name’s…
(pause and ask) Marty? Judy? Say: I don’t know! Listen. Play
1.1 and pause after “Marty.” Elicit the correct answer and
demonstrate a circle (on the board or gesture on book). Sts
circle “Marty.” Play the rest of the recording and ask sts
to circle the correct answers. Paircheck (use L1 to explain
paircheck if necessary or use a cognate, “compare”).
Classcheck.

Tip Optional follow-up activity: In pairs, sts role-play Marty
and Judy introducing themselves to each other.
1.1
T Hi! My name’s Marty and I’m American. I’m from New York.
Nice to meet you.
S Hi! Nice to meet you too!
Marty / American / New York

Get sts to introduce themselves to each other in pairs. Give

them only 20 seconds.

B

After pairwork, ask sts to stand up, mingle and introduce
themselves to as many people as possible. Make it clear
that by the end of the activity they need to remember at
least three names.

Weaker classes Show your fingers one by one and elicit them
orally, then in writing.

Tip If you have one of these songs available, play it as background
music while sts perform this mingling activity and ask them to
raise their hands when they hear the lesson Song line (“You’re
not alone,” in case you choose to play Michael Jackson’s song, or
“What’s my name?”, in case you choose to play Rihanna’s song).

Quickly introduce or review numbers 1-8.

Stronger classes Use Bill Haley’s “Rock around the clock”
first lines: “One, two, three o’clock, four o’clock rock, five, six,
seven o’clock, eight o’clock rock!” to review numbers one to
three, then elicit the next five numbers
Show two or three flags, e.g. small paper flags, or use the
ones from the Digital Book for Teachers on the IWB if you

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