American headway3

AMERICAN HEADWAY 3
THE WORLD’S MOST TRUSTED ENGLISH COURSE
TEACHER’S BOOK
SECOND SDITION
Liz and John Soars – Amanda Maris
Oxford university press
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Contents

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ACKNOWLEDGEMENTS
The authors and publisher are grateful to those who have given

permission to reproduce the following extracts and adaptations of
copyright material: p43 I Believe Words and Music by Ian Duiy and
Michael Gallagher © Templemill Music and Mute Song. All rights on behalf
of Templemill Music administered by Wamer/Chappell Music Ltd, London
W6 8BS. Reproduced by permission: p55 ‘Rocket Man, Steve Bennett’


BBC Saturday Live, 10 March 2007. © BBC Radio. Reproduced with kind
permission of Steve Bennett and BBC Radio: p88-89 ‘Don’t panic. It’s only
a Fish’ by Lucy Elkins, Daily Mail, 17 April 2007. © Daily Mail 2007: pl43
Matthew and Son Words & Music by Cat Stevens © Copyright 1966 Cat
Music Limited. Used by permission of Music Sales Limited. All Rights
Reserved. International Copyright secured; pl46 Our House Words and
Music by Christopher Foreman and Cathal Smyth © 1982 EMI Music
Publishing Limited. EMI Music Publishing Limited, London W8 5SW.
Reproduced by permission of International Music Publications Limited (a
trading name of Faber Music Ltd). All Rights Reserved; pi50 Somewhere
Only We Know Words & Music by Tim Rice-Oxley, Tom Chaplin & Richard
Hughes © Copyright 2004 Universal Music Publishing MGB. Used by
permission of Music Sales Limited. All Rights Reserved. International
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publisher will be pleased to rectify any errors or omissions at the earliest
opportunity.
We would also like to thank the following for permission to reproduce the
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Introduction

Welcome to American Headway - Second Edition
American Headway, Second Edition is a multilevel, four- skills series
for adults and young adults who want to use American English both
accurately and fluently. The revised Second Edition consists of six levels
that take students, including true beginners, up through the intermediate
and advanced levels.
What’s the same?
American Headway, Second Edition combines the best of traditional
teaching methods with more recent approaches to make the learning of
English stimulating, motivating, and effective. The series enables students
to analyze the systems of language in context as it exposes them to a
variety of challenging and interesting types of text. Students are
encouraged to produce accurate and level-appropriate language, and to
bring their own personal experiences and feelings to the learning context.
Each level of American Headway, Second Edition contains
approximately 80 to 120 hours of classroom material. Teaching time can
be extended well beyond this by using the extra activities in the new


Teacher Resource Center, Teacher’s Book, Workbook, and on the Student
Practice Multi-ROM.
Unit Organization
Each Student Book unit in American Headway, Second Edition
consists of the following sections:
Starter
The Starter is a quick activity that launches the unit and is related to
either the topic or the target language.
Presentation
A Presentation section follows the Starter. It has a personalized
heading (for example, What can you do?) followed by a definition of the

language item being studied (e.g., can/can’t). Within each Presentation
section, a Grammar spot guides students to an understanding of the
target language with questions, charts, and mini-tasks. There is usually a
referral to the Grammar Reference at the back of the Student Book. (The
Grammar Reference is intended for self-study, although teachers might
choose to have students refer to it briefly during class.)
Practice
The Practice section provides a wide variety of engaging exercise
types, such as matching, fill-in-the-blank, survey, role-play, and
information-gap activities. Students’ attention is focused directly on the
target language and related language areas in exercises labeled Check it.
American Headway, Second Edition features a mix of practice activities,
both controlled and free, personal and impersonal.
Skills
Reading and listening are always taught together with speaking.
Reading and listening texts feature pre-activities to arouse students’
interest and curiosity, and to get them thinking and talking about what
they might read or listen to. A variety of comprehension activities give
students clear reading or listening tasks. Follow-up activities invite
students to personalize the topic and can be anything from a short
discussion to project work.
Vocabulary
Vocabulary either relates to the topic of the text, or is utilized in the text.
A variety of vocabulary exercise types provide lexical input, encourage
good learning habits, and work on the systems of vocabulary, such as
collocations, prefixes, and suffixes.


Everyday English
An Everyday English section finishes off the unit and focuses on

high-usage functional, situational, or social language.
What’s new to the Second Edition?
Reading and listening texts
The vast majority of the texts are new. Teachers can get tired of
using the same texts year after year, so the topics in this edition have
been updated. Sometimes a parallel text on the same topic was found,
and sometimes a new topic and a new text were selected.
Speaking
Patterns of sounds and rhythms in speech vary depending on accent,
register, the message, sentence length, etc. Nevertheless, this edition
offers students more guidance in this area of their English pronunciation.
This has been done by introducing new features called Music of English
and Spoken English.
These features add to the emphasis on activating language by
focusing on particular phrases, expressions, or grammatical structures
used in everyday communicative situations, such as short answers,
making a comment softer or stronger, ways of agreeing and disagreeing,
expressing emphasis, and the use of items such as just, pretty, I don’t
care/I don’t mind, and as well or too. Intonation is particularly important
with this aspect of language, so there are clear models with controlled
practice of stress and intonation.
Writing
The Writing section now appears separately at the
Student Book. This section provides models for students
adapt, and follow in order to produce a satisfying piece of
writing lesson is cued from the unit, and can be used at
discretion.

back of the
to complete,

writing. Each
the teacher’s

Design
The design is completely new. It is cleaner, fresher, and more
modern. Photographs and illustrations have been carefully chosen not
only to enhance and clarify activities, but also to inform and stimulate
students.
American Headway 3
American Headway 3 continues the development of American
Headway Starter, I, and 2. Students at this level are beginning to display
a certain confidence in their language abilities. This knowledge is tested


and extended. Students are exposed to larger areas of the language, such
as auxiliary verbs, modal verbs, and the perfect aspect. In addition,
American Headway 3 features activities that strengthen students’
language skills through discussion activities, longer reading passages,
more detailed listenings, and extensive writing activities. Both fluency and
accuracy are given equal attention at this intermediate level.
Student Book
The Student Book contains twelve units. Each unit contains language
input (Grammar, Vocabulary, and Everyday English) plus skills
development (Reading, Speaking, Listening, and Writing). In addition, a
complete Audio Script, point-by-point Grammar Reference, and Word List
are at the back of the Student Book.
The audio program for Student Book 3 is contained on a set of three
CDs. Much of the program is also available on the Student Audio
Download Center. Exercises that have been recorded are clearly labeled.
Student Practice Multi-ROM

An interactive Multi-ROM is included with the Student Book. The
Multi-ROM reinforces the material in the Student Book and contains
interactive grammar, vocabulary, and writing activities, as well as video
interviews with comprehension activities. It is designed for students to
use outside class, and the activities can be used for self-study or assigned
as homework.
Workbook
The Workbook is mainly for home Study, although the exercises can
also be used in class to provide extra review and consolidation. The
Workbook contains further practice of all the grammar and vocabulary
presented in the Student Book. The Workbook also includes new spotlight
on Testing lessons that help students prepare for standardized exams.
The audio program for the Workbook is contained on a Workbook
CD, which is designed for use by students on their own. Workbook
exercises that have been recorded are labeled. The Audio Script at the
back of the Workbook can also be used to complete most tasks. The
program is also available on the Student Audio Download Center.
Teacher Resource Center
The new Teacher Resource Center brings together all classroom
presentation, practice, and assessment materials in one customizable
online library. PowerPoint® presentations, reproducible masters, and a
variety of PDF, audio, video, and other media files can be accessed
anytime, anywhere.


Teacher’s Book
The Teacher’s Book details the aims of each unit and provides stepby-step guidance on how to utilize the activities in each section of the
unit. The Teacher’s Book also contains notes on the language input
(including areas of potential confusion) , answers to all Student Book
exercises, and cultural notes. The workbook Answers Key and extra

photocopitable material including songs, are at the back-of the Boole The
Teacher’s Book also contains Progress Tests and Stop and Check quizzes.
American Headway, Second Edition also includes:
- A Test Generator CD-ROM, containing customizable tests for each
level
- A Program Tour of the course
- A Student Audio Download Center with audio files from the Class
Audio CDs, Workbook CD, and Spotlight on Testing lessons
Key features of American Headway
A Balanced Approach
American Headway, Second Edition adopts a balanced approach to
teaching English by combining the best of traditional methods with
current approaches.
A Traditional Approach
- Grammar is given a high profile. It is not disguised. The
grammatical systems of English are presented, practiced, tested, and
explained.
- Vocabulary acquisition is an important element of every unit.
- There are pre-communicative exercises to provide controlled
practice. These boost students’ confidence, especially at low levels.
A Current Approach
- Students are guided to work out rules for themselves. They are
encouraged to adopt a certain responsibility for their own learning.
- Real-life situations are rehearsed in the classroom, with role plays,
situational activities, authentic material, extracts from newspapers and
magazines, and interviews with real people.
- The language is seen as a whole. Learners acquire new language
items by seeing them and using them in communicative activities.

Effective Teaching
Teachers will appreciate the comprehensiveness and effectiveness of
American Headway, Second Edition. It has been designed to meet the
practical lesson-to-lesson needs of the teacher. The units provide a
balanced, cohesive timetable for the presentation, practice and
personalization of target language in a variety of exercise types, relevant
vocabulary work, extensive skills work, and practical everyday situational
English.
Effective Learning
Students will appreciate the accessibility and effectiveness of
American Headway, Second Edition. The units speak directly to the
students. The contents page, unit openers, headings, instructions,
explanations, and cross-references are designed to guide students
through the book with maximum understanding and involvement.
The Syllabus
The syllabus of American Headway, Second Edition combines
language input (Grammar, Vocabulary, and Everyday English) with skills
work, (Reading, Speaking, Listening, and Writing).
Grammar
In American Headway, Second Edition, the language that students
are exposed to and the language that they are invited to produce is very
carefully graded. Over the series, the depth of language analysis gradually
increases. Students’ knowledge is confirmed and extended, and the range
of their linguistic abilities widens accordingly.
It is our belief that an understanding of the grammar of English is
one of the key enabling skills for language learners.
In American Headway, Second Edition, structures that are simpler in
form and meaning are taught before approaching more complex ones. An
understanding of the basics will help when more difficult items are
encountered. This is exemplified by the sequence of presentations of

tense forms in American Headway 1 through American Headway 3.
American Headway 1
- to be
- Present Simple
- Past Simple
- Present Continuous
- going to future


- Present Perfect Simple
American Headway 2
- verb tense review
- extension of Present Simple and Present Continuous
- presentation of Past Continuous
- will and going to
- extension of Present Perfect Simple
- presentation of the Present Perfect Continuous a presentation of
the Past Perfect
American Headway 3
- a verb tense review
- extension of Present Simple and Present Continuous with state and
event verbs
- comparison and contrast of the Past Simple, Past Continuous, and
Past Perfect
- comparison and contrast of, will, going to, and the Present
Continuous for future meaning
- comparison and contrast of the Present Perfect Simple and the
Present Perfect Continuous
Teachers are constantly consolidating and extending their students’
knowledge. Every classroom activity can be seen as a test of the state of

the individual student’s language abilities. It is our view that learners
learn in the context of good teaching, but not necessarily as a direct
result of it. A grammatical syllabus enables students to build a view of the
structure of English. Over time, recognition of an item raises awareness
that in the end leads to automatic production.
Vocabulary
In American Headway, Second Edition, vocabulary is developed in its
own section. There are several important features about the way
vocabulary is handled:
- New words are taught in lexical sets and learned in context.
- Vocabulary learning strategies show students how to begin to
assume more responsibility for their own vocabulary acquisition.
- Systems of vocabulary (such as synonyms, antonyms, and
compound nouns) help students perceive patterns in the language.


- Collocations (for example, fly+ a plane, or tell + a story) put new
vocabulary in context and make it immediately usable.
Everyday English
The Everyday English section at the end of each unit covers three
main areas:
- survival skills (e.g., at the airport)
- functions (e.g., greetings)
- language for special occasions (e.g., holiday greetings)
Skills work
The skills work in American Headway, Second Edition is carefully
selected according to the level of the students. The ideal task should be
realistic within the students’ linguistic abilities and should challenge and
interest them. Tasks should build confidence in the skill and leave
students with a sense of satisfaction and achievement.

Reading and Listening
Items come from a wide variety of sources such as newspapers,
magazines, short stories, biographies, reference books, real interviews,
radio broadcasts, and songs. They are all authentic, but at lower levels we
have adapted the language to suit the level.
Speaking
American Headway, Second Edition aims to enable students to
speak, make conversation, be sociable, and function in the target
language. Speaking activities range from totally controlled to totally free.
There are many repetition exercises, especially at the lower levels, where
students are invited to repeat items simply to show that they can get
their mouths around the sounds. Often this is for “display” purposes, so
students can have the satisfaction of their teacher’s praise when they
succeed.
Many speaking activities are personalzed. Students are invited to
relate the material in the Student Book to themselves, their lives, their
family, and experiences. There is a lot of pair and group work to maximize
students’ contribution to the lesson.
Writing
In the Writing sections, students complete a number of practical
tasks such as writing informal letters, in which structures and linking
words are practiced. It is probably the best use of class time to set up the


writing exercises in class and then assign the actual writing task as
homework.
A note from the authors…
The concept of combining the best of traditional and more recent
approaches has always been at the core of our writing. We write as
teachers for the classroom. We have learned that the most important

thing is to stay firmly rooted in the day-to-day teaching situation and not
to discard approaches that are tried and tested just because they aren’t
trendy. We try to keep ourselves fully informed of the latest developments
in the profession, but we draw only on what we believe is practically
useful and usable in the classroom.
We have written American Headway, Second Edition to be a
complete and balanced package that includes work with grammar,
vocabulary, functions, situations, pronunciation, speaking, listening,
reading, and writing. It is our hope that when students finish each unit,
they will feel that they have been challenged and that they have really
learned something.
We have also written American Headway, Second Edition to be
flexible, so that you can adapt the series for yourself, your students, and
your teaching situation. You can follow the Student Book exactly as it is,
using the notes in this Teacher’s Book, or you can supplement the Student
Book material with exercises from the Workbook and activities in the
Teacher Resource Center. You can also change the order of activities and
use the content as a springboard for your own ideas. Remember, you are
in control of the book, not the other way around.
We hope that you and your students enjoy using American Headway,
Second Edition and have success with the books.
Unit 1: A WORLD OF DIFFERENCE
Grammar: Tenses: Auxiliary verbs
Vocabulary: What’s in a word?
Everyday English: Everyday situations
Introduction to the unit
As you begin American Headway 3, Second Edition, you may be
starting a new course with a new group of students. If so, make sure that
everyone gets to know each other and that they all get to know you. See
if they can learn each others names and find out a little bit about their

classmates backgrounds and interests.


One warm-up idea is to put students in pairs or small groups and
ask them to interview each other until they find three things in common.
Then ask some students to report back about their partner/the people in
their group. For example, Em Rosa and this is Marek.
Were both students, and we both like going to the movies and
spending time with friends. You can also use this as an opportunity to
listen to the students and assess their use of tenses and question
formation, but don’t offer any correction on these, as this activity is
intended as an informalcThe Starter section of the unit contains personalized questions that
will help students to get to know more about each other. It will also cover
question formation and the use of auxiliary verbs.
The theme of the unit is “our world.”
The grammar review of tenses and auxiliary verbs is presented
through a general knowledge quiz. The Reading and speaking section is a
jigsaw reading on families from different parts of the world, and the
Listening and speaking is an interview with a man from a family with
different nationalities. There is an Everyday English section on language
used in different social situations, and the Writing syllabus starts with an
introduction to symbols commonly used to point out errors in written
work.
Language aims
As part of your general lesson preparation, you can refer to the
Grammar Reference on SB pp. 129-142 for an overview of the target
structures in each unit.
Grammar — tenses and auxiliary verbs Unit 1 provides a global
review of the auxiliary verbs that are needed to form different tenses.

This allows you to assess students knowledge of tenses and verb forms
covered in earlier levels. These include Present Simple and Continuous,
Past Simple and Continuous, Present Perfect Simple and Continuous,
going to, and active and passive forms. Students should be familiar with
these tenses and verb forms, but they are probably not using them
completely accurately All key tenses and verb forms are revisited in later
units, where differences in meaning are explored, and there is further
practice and consolidation. At this stage in the course, be prepared for
students to make mistakes in both tense formation and use, and don’t
attempt to correct every error.
Question forms The secondary grammatical aim of Unit 1 is the
review of question forms and short answers. Students often find question
forms difficult because of the need for an auxiliary in the correct form and


the inversion of subject and verb. Unit 1 also highlights the importance of
short answers in sounding both polite and natural in English.
Common mistakes

- Where you work?
- Where do he live?
- Where he studying now?
- What you do last night?
- Did it stopped raining yet?
- Where did you been?
Vocabulary The exercises in the Vocabulary section are designed to
help students think about how they learn vocabulary. The section includes
exercises on guessing meaning, pronunciation, word formation,
collocation, and keeping vocabulary records.
Everyday English This section contains a range of expressions,

both formal and informal, used in different everyday situations. Students
may come across these expressions when shopping, traveling, or dealing
with problems. Some of the expressions will also be useful in the
classroom, for example, Em sorry I cant make the class. / I’m sorry Em
late. I was stuck in traffic.
Notes on the unit
STARTER (SB p. 2)
This section focuses on common mistakes in question formation. It
gives students the opportunity to decide on the correct forms in a
controlled way. Students then go on to ask and answer the questions in a
personalization stage. It gives them an opportunity to get to know each
other a little better.
1. Focus attention on the example and the missing word come. Ask
students to work individually to add in the missing words in the rest of the
questions. Students check their answers in pairs before a whole-class
check.
Answers

2. When and where were you born?
3. Do you live in a house or an apartment?
4. Why are you studying English?
5. Which foreign countries have you been to?


6. What did you do last night?
7. What are you going to do after this class?
2. To help students in the question and answer stage, practice the
pronunciation first. Have students listen and repeat, paying attention to
the intonation of the questions. Point out that Wh-questions start high
and then fall. For example:

Where do you come from?
Get various students to ask you the questions. Answer them so that
they can learn about you, too. As the students form the questions, check
for accuracy and pronunciation. Encourage the students to self-correct by
not answering a question that is not formed accurately. Indicate the part
of the question that isn’t correct, and be prepared to drill the
pronunciation of the questions again if necessary.
Students ask and answer the questions in pairs. Monitor and help as
necessary.
3. Remind students that they need to use he or she and the third
person singular verb forms for this stage. Ask a confident student to
report back about his/her partner, or give an example about one of the
students yourself. Elicit more examples from a range of students across
the class. Allow students to give the information, and don’t over-correct
at this stage. Make sure you elicit at least one answer for each of the
questions. In larger classes, there wont be time to hear from everyone, so
make sure that students who don’t contribute this time have an
opportunity to do so later in the lesson or in a subsequent lesson.
As an optional follow-up activity, ask students to write a short
biography of their partner.
I DIDN’T KNOW THAT! (SBp.2)
Tenses and auxiliary verbs
The quiz contains questions on different subjects, and it is a fun way
to contextualize question forms across a range of tenses. If appropriate,
have students use a dictionary to look up new words before they
complete the quiz. Alternatively, pre-teach/check the following vocabulary
items: population, oil seven wonders of the world, extinct, to sink (sank,
sunk).
At the end of the section, students write questions for their own
quiz. This involves them doing some research, so bring in encyclopedias

and other reference books for students to use. If your school has Internet
access for students, have them do the research online. Alternatively, ask


them to each prepare some questions for homework and then collaborate
with classmates to decide which questions to use.
NOTES ON THE QUESTIONS
5: The seven wonders of the world were structures
considered to be the most impressive things built by ancient
people.
7: The Titanic was a large passenger ship that was
considered impossible to sink. However, it hit an iceberg on
its first voyage in 1912.
9: The Nobel prizes are named after Alfred Nobel, the
Swedish inventor of dynamite, who left much of his fortune
for the establishment of a system of prizes.

1. Give students time to read the quiz. Have students work
individually to select their answers. Then put students into pairs to
compare their answers. Encourage students to exchange knowledge and
to make guesses where they are not sure.
2. (CD1 – 2) Play the recording, pausing at the end of each section,
so that students can check their answers. Remind them to make notes on
any extra information for each question.
Elicit any extra information that students have understood from the
recording. With a large class, have students work in groups to exchange
information.
Answers and audio script
1. a
2. b

3. a
4. b
5. b
6. b
7. c
8. a
9. c
10. a
11.b
12. c


(CD1 – 2)
One World Quiz
1.
A: In which country do men and women live the longest?
B: Women and men live longest in Japan. Women live on average 86 years and men 79. The average life expectancy in japan is 8125 years.
In the U.S. it Is 77.8 and in Germany 78.8.
2.
A: In which year did the world population reach 6 billion?
B: The world population reached 6 billion in 1999. There are now
over 6.5 billion people in the world.
3.
A: If you are standing on the equator, how many hours of daylight
do you have?
B: If you are standing at the equator, you have 12 hours of daylight
every day of the year. You also experience the fastest sunrise and sunset
in the world, between 128 and 142 seconds depending on the time of
year.
4.

A: Where does most of the world’s oil come from?
B: Most of the world’s oil comes from Saudi Arabia. It produces 10.9
million barrels per day. Russia produces 9.4 million, and Venezuela 3.2
million.
5.
A: Which of the seven wonders of the world is still standing?
B: Of the seven wonders of the ancient world only the pyramids of
Egypt are still standing. The Colossus of Rhodes and the Lighthouse of
Alexandria were destroyed by earthquakes hundreds of years ago.
6.
A: Why didn’t dinosaurs attack humans?
B: Dinosaurs didn’t attack humans because they became extinct 65
million years ago. Human beings didn’t appear on earth until 130,000
years ago
7.


A: Where was the Titanic sailing to when it sank?
B: The Titanic was sailing to New York from Southampton when it hit
an iceberg on April 14th, 1912.
8.
A: How long has Hawaii been a U.S. state?
B: Hawaii has been a U.S. state since 1959. It was the 50th state to
be admitted to the union.
9.
A: How many people have won the Nobel Peace prize since it started
in 1901?
B: 94 people have won the Nobel Peace prize since it started in
1901. These Include Nelson Mandela in 1993 and Mother Teresa In 1979*
10.

A: How long have people been using the Internet?
B: People have been using the Internet since 1969. It was Invented
by the U.S. Department of Defense as a means of communication. It first
went live in October 1969, with communications between the University of
California and the Stanford Research Institute,
11.
A: Which language is spoken by the most people in the world?
B: Chinese Is spoken by the most people in the world. Over one
billion people speak it. English Is the second most spoken language in the
world, with about half a billion speakers.
12.
A: In which country were women first given the vote?
B: New Zealand was the first country in the world to give women the
vote In 1893. Canadian women were given the vote in 1917, but women
in Paraguay weren’t allowed to vote until 1961.
* These figures are correct up to 2009.
GRAMMAR SPOT (SB p.2)
The Grammar spot in each unit aims to have students think
about the language they have just seen in the presentation.
1. Refer students to the tenses in bold in the quiz questions,
and elicit the names of the tenses in Questions 1 and 2 as


examples. Students then identify the remaining tenses.
Check the answers with the class, eliciting that Questions 11
and 12 contain passive forms.
1. Present Simple
2. Past Simple
3. Present Continuous
4. Present Simple

5. Present Continuous
6. Past Simple
7. Past Continuous
8. Present Perfect Simple
9. Present Perfect Simple
10. Present Perfect Continuous
11. Present Simple passive
12. Past Simple passive
2. With weaker classes, or if you want to review the use of
auxiliaries as a class, build in the stage in the Suggestion
box below before Exercise 2.
Ask students to find and underline the auxiliary verbs in the
quiz. Then put them in pairs to discuss the questions. Check
the answers with the class, eliciting examples for each
category.
Answers
The Present Simple and Past Simple use do/does/did to form
questions and negatives.
The Present Continuous and Past Continuous use the verb to
be. We also use to be In passive forms.
The Present Perfect Simple and Continuous use have/has.
Refer students to Grammar Reference 1.1-1.5 on SB p. 129.

SUGGESTION
Before you do Exercise 2 in the Grammar spot, write seven
sentences on the board with the auxiliaries underlined:
We are working hard.
English is spoken all over the world.
I don’t watch TV very often.
Do you drink coffee?

Why didn’t you come to the movies?
Paper was invented in China.
I haven’t spoken to my friend today.


Elicit that the underlined words are auxiliary verbs and that
they help to form tenses and add meaning to the main verb.

Write your own quiz
3. Divide the class into two groups. With larger classes, you will
need to create more teams. If students are doing the research in class,
give them reference materials or set them up on computers if they are
working online.
If students are doing the preparation for homework, brainstorm
topics that they could research such as inventions, Olympic athletes,
famous buildings, interesting writers/painters, dates of famous
songs/movies, and so on. Remind students that they need questions that
contain both present and past tenses. Check their questions at the start
of the next class. Monitor and help each group with their research, and
check for accuracy of the question formation.
Groups or teams then compete against each other, asking and
answering their questions. Remind students to keep score and decide
which team is the winner.
SUGGESTION
If your students enjoy this activity, have them prepare more
questions on a range of different topics as you work through
the units. Have a regular ‘quiz time” as often as you think
appropriate and keep ongoing scores. Announce the winner
at the end of the semester.
PRACTICE (SB p. 3)

You’re so wrong!
1. Read the examples as a class. Point out that students will need to
change the form from affirmative to negative (as in Sentence 1) or from
negative to affirmative (as in Sentence 2). Have students work
individually and give them time to correct the sentences. Monitor and
help, focusing mainly on the verb forms at this stage. Students will go on
to practice the intonation in Exercise 2.
2. (CD1 – 3) Play the recording and have students check their
answers. Ask them to write any additional information they get from the
recording. Write Sentences 1 and 2 on the board. Say the sentences or
play the recording of the sentences again. Have students mark the
stressed words.
He doesn’t live in Montreal! He lives in Rome.
You’re wrong! He wrote hundreds of poems.


Exaggerate the stress patterns and encourage students to copy you.
Play the recording of the remaining sentences and have students mark
the stress, and then repeat.
Put the students in pairs or groups of three to practice saying the
sentences. Monitor and check for accurate stress and intonation. Be
prepared to drill the sentences again if students have problems.
Answers and audio script
(CD1 – 3)
1.
A: The Pope lives in Montreal.
B: He doesn’t live in Montreal! He lives in Rome. In the Vatican.
2.
A: Shakespeare didn’t write poems,
B: You’re wrong. He wrote hundreds of poems, not just plays.

3.
A: Vegetarians eat meat.
B: Of course they don’t eat meat. They only eat vegetables and
sometimes fish.
4.
A: The Internet doesn’t provide much information.
B: That’s not true! It provides a lot. Sometimes I think that it
provides too much!
5.
A: The world is getting colder.
B: It isn’t getting colder, it’s getting hotter. Haven’t you heard of
global warming?
6.
A: John F. Kennedy was traveling by plane when he was killed.
B: No, you’re wrong. He wasn’t traveling by plane. He was traveling
by car, in Dallas, Texas.
7.
A: Brazil has never won the World Cup.


B: Brazil has won it, five times. My dad goes on about it all the time.
8.
A: The 2008 Olympics were held in Tokyo.
B: No, they weren’t held in Tokyo. They were held in China, in
Beijing.
‘s = is or has?
3. Remind students that the contracted form’s can stand for is or
has. Focus attention on the example. Then have students work
individually to complete the task. Check the answers with the class. If
students have problems distinguishing the forms, or need more practice in

recognizing tenses, elicit the tense or form used in each sentence (see the
answers in parentheses below).
Answers
1. Is (Present Continuous)
2. has (Present Perfect)
3. is (Present Simple)

4. has (Present Perfect)
5. Is (Present Continuous)
6. Is (Present simple passive)
4. (CD1 – 4) Tell students that there are six more sentences on the
recording. Play the first one as an example, and elicit the answer (has).
Play the rest of the recording, pausing at the end of each sentence to give
students time to decide on their answers. Play the recording again to
check. Ask students to name each tense or form as in Exercise 3 if
necessary.
Answers and audio script
1. has (Present Perfect)
2. is (Present Continuous)
3. has (Present Perfect)
4. Is (Present Continuous)
5. has (Present Perfect)
6. is (Present simple passive)


(CD1 – 4)
1. My brother’s just started a new job.
2. He’s working in South America.
3. He’s been there three months.
4. He’s having a great time.

5. He’s never worked overseas before.
6. His company’s called Intext Worldwide.
Talking about you
5. Focus attention on Sentence 1, and elicit the answer as an
example (do—Present Simple). Ask students to work in pairs to complete
the questions and name the tenses. Point out that they will need a
negative form in Sentences 7 and 8, and that Sentence 10 requires a
passive form. Monitor and help. Then check the answers with the whole
class. Drill the pronunciation if necessary, reminding students that Whquestions start high and need falling intonation. Put students into new
pairs to ask and answer the questions. Monitor and check for accurate
question formation and intonation. Be prepared to drill the questions
again if students have problems.
Answers
1. do (Present Simple)
2. did (Past Simple)
3. does (Present Simple)
4. is … is (Present Continuous)
5. have (Present Perfect)
6. were (Past Continuous)
7. don’t (Present simple)
8. didn’t (Past simple)
9. have (Present Perfect)
10. were (Past simple passive)
ADDITIONAL MATERIAL
Workbook Unit 1
Exercises 1-3 Tenses
Exercises 4-7 Auxiliary Verbs


MAKING CONVERSATION (SBp.4)

Short answers
The aim of this section is to remind students of the importance of
short answers in natural, spoken English. Students will be familiar with
the form of short answers from their earlier learning but are unlikely to be
using them spontaneously, even at the end of this section! Be prepared to
remind students to use short answers at any time they are doing
question-and-answer work. Over time, this feature of spoken English
should become more and more familiar to students. Eventually, they will
start to use short answers as part of their own communicative repertoire.
1. (CD1 – 5) Focus attention on the photo. Ask Who are the people?
(a mother and her children) Where are they? (outside the children’s
school) Is it the beginning or the end of the school day? (the end).
Pre-teach/Check kids (informal for children), uniform.
Play the recording and have students complete the conversation
individually. Give them time to compare answers in pairs. Elicit which
child is more polite and why (see Answer p. 6).
Play the recording again, if necessary, to allow students to complete
their answers. Check the answers with the class.
Answer and audio script
Lily sounds more polite because she uses short answers rather than
saying just yes or no.
(CD1 – 5)
R = Ruth
M = Nick
L = Lily
R: So, kids, did you have a good day at school?
N: No.
L: Yes, I did. We were practicing for the school concert.
R: Oh, wonderful! Do you have a lot of homework?
L: Ugh! Yes, I do. I have Geography, Spanish, and Math! Do you

have a lot, Nick?
N: Yeah.
R: Nick, did you remember your soccer uniform?


N: Urn…
I: No, he didn’t. He forgot it again.
R: Oh, Nick, you know we need to wash it. Are you playing soccer
tomorrow?
N: No.
R: Lily, do you need your uniform tomorrow?
L: Yes, l do. I have a softball game after school. Were playing our
rival team.
R: Didn’t they beat you last time?
L: Yes, they did. But we’ll beat them tomorrow.
N: No, you won’t! Your team’s terrible.
R: OK. That’s enough, children. Put on your seatbelts! Lets go!
SPOKEN ENGLISH – Sounding polite
½. Focus attention on the spoken English box, and give
students time to read the notes. Point out that the auxiliary
verb in the short answer must match the tense in the
question. Drill the intonation of the questions and answers.
Point out that yes/no questions start high and end with a fallrise, and that the short answers have falling intonation:
Did you have a good day?
Yes, I did.
Ask pairs of students to read the questions and answers.
3. Elicit possible answers to Question 1. Make sure students
use the correct falling intonation in the answer and that they
add some information.
Students ask and answer the questions in pairs. Monitor and

check for correct formation of the short answers. In addition,
check for correct intonation in the questions and answers. Be
prepared to drill the intonation again if necessary.
Possible answers
1. Yes, I did. It was great!
2. Yes, I do. I eat pizza a lot.
3. No, I didn’t. I thought it was boring.
4. Yes, it has. It’s beautiful and sunny now.
Refer students to Grammar Reference 1.6 on SB p. 129.
2. Tell students they are going to rewrite Nicks lines in Exercise 1 to
make him sound more polite. Elicit an example for the first line. Point out
that there are several possible answers, but they should all start with No,
I didn’t. Give students time to rewrite the lines, working in pairs. Monitor


and help, providing new vocabulary items as necessary. Check that
students are forming the short answers correctly.
(CD1 – 6) Play the recording, and have students compare their
versions with the wording on the CD. Elicit a range of possible answers
from the class, correcting any mistakes in the short answers carefully.
(CD1 – 6)
R = Ruth
N = Nick
L = Lily
R: So, kids, did you have a good day at school?
N: No, I didn’t. Not really. We didn’t have any of my favorite
subjects.
L: Yes, I did. We were practicing for the school concert.
R: Oh, wonderful! Do you have a lot of homework?
L: Ugh! Yes, I do. I have Geography, Spanish, and Math! Do you

have a lot, Nick?
N: Yes, I do. I have to work on my science project. I have to finish
by Friday!
R: Nick, did you remember your soccer uniform?
N: Oh no, I didn’t - sorry, mom.
R: Oh, Nick, you know we need to wash it. Are you playing soccer
tomorrow?
N: No, I’m not, thank goodness. The game was cancelled.
R: Lily, do you need your uniform tomorrow?
L: Yes, I do. I have a softball game after school. We’re playing our
rival team.
R: Didn’t they beat you last time?
L: Yes, they did. But we’ll beat them tomorrow.
N: Ummm—I’m not so sure about that.
R: OK. That’s enough, children. Put on your seatbelts! Let’s go!
3. Put students into groups of three. Refer them to the audio scripts
on SB p. 114. Let students choose their own role for (CD1 – 5). Then get
them to change roles for Q31Đ- Give them time to practice the