Oxford english for life elementary teachers book pdf

INTRODUCTION
English for Life i s

language

Maximum support for students

learning

made

simple

T h e s i m p l e , d i r e c t a p p r o a c h a n d g e n e r o u s a m o u n t o f p r a c t i c e in

Engtish

Life is an e x c i t i n g n e w f o u r - l e v e l c o u r s e f o r a d u l t

• There's plenty of simple, confidence-building practice.

for

English

and y o u n g adult learners. I t features British English, w i t h
for

Life

•

•

Life

•

R e a d i n g and l i s t e n i n g t e x t s are kept t o manageable lengths.

•

Speaking and writing tasks have lots of s t r u c t u r e d

skills work for revision o f g r a m m a r and v o c a b u l a r y
a practical language syllabus w i t h real-life outcomes

•

an e n g a g i n g s t o r y l i n e .

performance and ideas g e n e r a t i o n .
•
•

learning easier:

Real-life focus

•

o n e - p a g e , low preparation lessons

•

a step-by-step approach for building confidence

•

l o t s o f r e p e t i t i o n o f n e w l a n g u a g e f o r l e a r n i n g a t a s t e a d y pace

•

clear, a c h i e v a b l e lesson o u t c o m e s

•

a u d i o m o d e l s for all new l a n g u a g e and t e x t s

English

•

Approach and
English

for

English.

to requests
•

for

Project

•

Life

r e c o g n i z e s t h e i n t e r n a t i o n a l use o f E n g l i s h . T h e

world.

cultures. I t encourages learners t o c o m p a r e their o w n w o r l d ,
language, and experiences.

F l e x i b i l i t y o f use

• The material is grouped in regular cycles of four lessons:
Vocabulary, Grammar, Skills, and English for Everyday Life. This

E a c h p a g e in t h e English for

ensures s y s t e m a t i c c o v e r a g e o f all t h e key e l e m e n t s o f t h e

c o n t e n t f o r a t h o r o u g h a n d i n t e r e s t i n g lesson w i t h m i n i m a l

syllabus.

Life S t u d e n t ' s B o o k p r o v i d e s t h e

p r e p a r a t i o n . H o w e v e r , s o m e t e a c h e r s m a y w i s h t o e x p a n d or

T h e f o r m a t o f t h e S t u d e n t ' s B o o k is 8 0 o n e - p a g e

lessons.

d e v e l o p lessons t o m e e t t h e n e e d s o f t h e i r o w n p a r t i c u l a r s i t u a t i o n .

E a c h lesson is d e s i g n e d t o l a s t 4 5 m i n u t e s a n d is s e l f - c o n t a i n e d ,

English

w i t h a clear l e a r n i n g o u t c o m e g i v e n a t t h e b o t t o m o f t h e p a g e .

• The q u i c k a n d s i m p l e lessons, each w i t h its own separate

• The course package is simple to use. Each one-page lesson

at a t i m e according to your students' needs.

photocopiable classroom activities, one page of notes for t h e
teacher, and one set of MultiROM

•

activities.

for

Life

English

for

Life

makes it e a s y a n d q u i c k t o p l a n y o u r teaching

p r o g r a m m e . T h e i n t e r l e a v e d Teacher's Book makes q u i c k

reference to the teacher's notes easier in class. Having the

A direct approach
English

for Life p r o v i d e s t e a c h e r s w i t h t h i s f l e x i b i l i t y in t w o w a y s :

learning o u t c o m e , make t h e course ideal for u s i n g o n e lesson

corresponds with one page of Workbook material, one page of

teacher's notes d i r e c t l y o p p o s i t e t h e Student's Book page

means easy access to answer keys and audio scripts while

o f f e r s clear s t a r t i n g p o i n t s a n d o u t c o m e s f o r e a c h

you teach.

lesson.

• The Teacher's Book provides additional resources to use in

A l l n e w l a n g u a g e a n d v o c a b u l a r y is p r e s e n t e d o n t h e p a g e as

class, for h o m e w o r k , or t o t e s t y o u r s t u d e n t s ' progress.

w e l l as o n a u d i o , so s t u d e n t s k n o w w h a t t h e y are l e a r n i n g .
•

for

countries, not just the English-speaking

a l w a y s k n o w w h e r e t h e y are a n d w h a t t h e y are l e a r n i n g .

•

English

• The Engtish in the world feature looks at aspects of daily
life and English language use in a range of English-speaking

has:

T h e f o r m a t o f t h e c o u r s e is s i m p l e a n d c o n s i s t e n t , so s t u d e n t s

•

Your life

t o e v e r y o n e . C o n t e x t s are c h o s e n f r o m a w i d e r a n g e o f

A simple format

•

(lesson 63).

T h r o u g h o u t t h e b o o k , s t u d e n t s h a v e an o p p o r t u n i t y t o

t h e m e s a n d characters reflect situations t h a t are m e a n i n g f u l

learn o n e t h i n g a t a t i m e . T h e clear s t e p - b y - s t e p a p p r o a c h g i v e s

Life

Now

respond

of the lesson.

Life a i m s t o e s t a b l i s h a

s t u d e n t s t h e c o n f i d e n c e t h e y n e e d t o use t h e l a n g u a g e e f f e c t i v e l y .
for

( l e s s o n 2 4 ) , Now I can

v e r y m a n a g e a b l e 'ask a n d a n s w e r ' p a i r w o r k e x e r c i s e s a t t h e e n d

new approach to language teaching which recognizes the need to

English

directions

s e c t i o n s . T h e s e are s i m p l e s e n t e n c e - g e n e r a t i o n e x e r c i s e s , or

H e has o v e r 2 0 y e a r s ' e x p e r i e n c e o f w r i t i n g c o u r s e s t h a t

really w o r k in t h e c l a s s r o o m . English

and give

p e r s o n a l i z e t h e n e w l a n g u a g e in t h e f r e q u e n t

Life has b e e n c r e a t e d b y T o m H u t c h i n s o n , t h e
and

o u t c o m e s are e x p r e s s e d

relevance o f each lesson. For e x a m p l e , a t E l e m e n t a r y level,
I can ask for

methodology
Lifelines,

E a c h l e s s o n has a c l e a r l e a r n i n g o u t c o m e t a k e n f r o m t h e
as ' c a n d o ' s t a t e m e n t s , s h o w i n g s t u d e n t s t h e r e a l - w o r l d

website.

i n t e r n a t i o n a l l y r e s p e c t e d a u t h o r o f Hotline,

g i v e s s t u d e n t s t h e l a n g u a g e t h e y n e e d in t h e

Common European Framework. T h e s e

a full set of practice materials for students via t h e W o r k b o o k ,
Life

Life

communication.

e a s y - t o - u s e s u p p o r t a n d t e s t i n g m a t e r i a l s in o n e , i n t e r l e a v e d

for

for

real w o r l d : for w o r k , for s t u d y , for t r a v e l , and for i n t e r n a t i o n a l

Teacher's B o o k
M u l t i R O M , a n d t h e English

The M u l t i R O M gives learners t h e o p p o r t u n i t y t o r e v i s i t t h e
l e s s o n in t h e i r o w n t i m e , o r t o c a t c h u p w i t h a m i s s e d l e s s o n .

course provides e v e r y t h i n g teachers need t o make teaching and

•

The W o r k b o o k provides c o n s o l i d a t i o n work at home, one page
for every lesson.

Life is d e s i g n e d f o r t e a c h e r s a n d l e a r n e r s w h o w a n t

a simple, direct approach w i t h lots o f s u p p o r t and practice. T h e

•

support,

t h e r e f o r e p l a c i n g r e a l i s t i c d e m a n d s o n s t u d e n t s in t e r m s o f

•

for

T h e r e are a u d i o s c r i p t s f o r a l l t h e r e a d i n g t e x t s ' t o h e l p
s t u d e n t s t h r o u g h ' and t o bring t e x t s t o life.

o f f e r s an e a s y , m a n a g e a b l e s y l l a b u s t h r o u g h :

carefully controlled i n p u t of grammar and vocabulary

English

support.

thoroughly before moving on to freer practice.
•

reassuring e x p e r i e n c e , o f f e r i n g e v e r y t h i n g n e e d e d for success.
for

gives the students m a x i m u m

give s t u d e n t s t h e chance t o learn and practise new l a n g u a g e

has b e e n d e v e l o p e d t o m a k e l a n g u a g e l e a r n i n g an e n j o y a b l e a n d

English

Life

E x e r c i s e s r e g u l a r l y ask s t u d e n t s t o ' L i s t e n a n d r e p e a t ' a n d d r i l l s

i n t e r n a t i o n a l c o m m u n i c a t i o n in m i n d . T h e c o u r s e t a k e s l e a r n e r s
f r o m c o m p l e t e b e g i n n e r t o i n t e r m e d i a t e l e v e l . English

for

•

N e w v o c a b u l a r y is p r e s e n t e d in an a t t r a c t i v e p i c t u r e

For teachers w h o w a n t t o t r y o u t e x t r a r e s o u r c e s ,

additional

a c t i v i t i e s a n d i d e a s are p r o v i d e d in t h e T e a c h e r ' s B o o k v i a

d i c t i o n a r y s t y l e with labelled pictures to show the meaning

short warm-up and follow-up activities and photocopiable

directly.

• New grammar is highlighted in presentation texts and dialogues.

a c t i v i t i e s f o r e v e r y l e s s o n . T h e English

•

Students learn, practise, and produce o n e t h i n g at a t i m e , and

(www.oup.com/elt/englishforlife) provides further extension

so are a b l e t o s e e t h e i r p r o g r e s s i m m e d i a t e l y .

material, for both teachers and students.

6

for

Life

website


A t every level, t h e course consists of:

Course syllabus
T h e t i g h t l y s t r u c t u r e d s y l l a b u s o f English

for

Life

•

guides students

t h r o u g h t h e language, at a comfortable and manageable pace.

S t u d e n t ' s B o o k , w i t h 80 s i n g l e - p a g e lessons

•

W o r k b o o k , w i t h 80 single-page sets o f practice exercises

•

T e a c h e r ' s B o o k , w i t h o n e p a g e o f class n o t e s n e x t t o e v e r y
S t u d e n t ' s B o o k l e s s o n , p l u s a c u s t o m i z a b l e T e s t CD

Grammar

• 3 class audio CDs or 3 class audio cassettes, including all of

T h e c o u r s e has a c a r e f u l l y g r a d e d g r a m m a r s y l l a b u s . G r a m m a r

t h e t e x t s , d i a l o g u e s , and drills f r o m t h e S t u d e n t ' s B o o k

lessons i n t r o d u c e n e w s t r u c t u r e s o n e a t a t i m e . F o r e x a m p l e w i t h

•

t e n s e s , ' p o s i t i v e a n d n e g a t i v e s t a t e m e n t s ' are u s u a l l y i n t r o d u c e d in

M u l t i R O M w i t h i n t e r a c t i v e a u d i o p r a c t i c e o f t h e key n e w
language for every Student's Book lesson, and audio material

o n e lesson a n d t h e n ' q u e s t i o n s ' are i n t r o d u c e d in a s e p a r a t e l e s s o n .

c o v e r i n g a l l o f t h e p r o n u n c i a t i o n w o r k in t h e S t u d e n t ' s

T h e r e is a l s o a g e n e r o u s o v e r l a p i n s y l l a b u s c o v e r a g e b e t w e e n

Book.

E a c h o f t h e c o m p o n e n t s is d e s c r i b e d in m o r e d e t a i l b e l o w .

l e v e l s in t h e c o u r s e , so s t u d e n t s h a v e p l e n t y o f o p p o r t u n i t y t o

T h e w h o l e p a c k a g e is s u p p o r t e d b y a d e d i c a t e d w e b s i t e f o r

revise w h a t t h e y k n o w and build their c o n f i d e n c e before m o v i n g

teachers and students, at w w w . o u p . c o m / e l t / e n g l i s h f o r l i f e .

o n . F o r e x a m p l e , t h o r o u g h r e v i s i o n is g i v e n t o basic t e n s e s a t t h e
beginning of a new level before proceeding t o new structures.

The Student's

Vocabulary

The Student's Book contains:

B e t w e e n 1 2 a n d 2 0 n e w w o r d s can b e p r e s e n t e d in a V o c a b u l a r y
lesson f o r a c t i v e , p r o d u c t i v e u s e . T h e l e x i c a l s e t s in English
Life

for

E l e m e n t a r y h a v e b e e n c h o s e n t o r e f l e c t b a s i c n e e d s s u c h as

everyday

life ( l e s s o n 9 ) , furniture

( l e s s o n 2 5 ) , a n d clothes

(lesson

5 7 ) , b u t a l s o i n c l u d e v e r y f u n c t i o n a l t o p i c s s u c h as places
go ( l e s s o n 3 7 ) a n d at the post

office

to

( l e s s o n 6 1 ) . V o c a b u l a r y is

r e c y c l e d in t h e S k i l l s lessons w h e r e g r e a t care has b e e n t a k e n t h a t

Book

•

an e a s y - t o - u s e c o n t e n t s p a g e

•

80 o n e - p a g e lessons

•

10 R e v i e w lessons - one for e v e r y 8 lessons

•

w o r d lists

•

audio scripts

•

a list o f i r r e g u l a r v e r b s

•

a pronunciation chart of the sounds of English.

F o r e a c h l e v e l , t h e 8 0 l e s s o n s in t h e S t u d e n t ' s B o o k are g r o u p e d

reading and listening t e x t s present a limited number of new words.

in c y c l e s o f f o u r . E v e r y c y c l e f o l l o w s t h e s a m e s e q u e n c e :

Functions

•

T h e f u n c t i o n a l s y l l a b u s is o r g a n i z e d t o s u p p o r t a n d g i v e m o r e
practice of the grammar and vocabulary points t h a t students
are l e a r n i n g . S t u d e n t s l e a r n k e y l a n g u a g e t o e n a b l e t h e m t o
m a n a g e s i m p l e c o m m u n i c a t i v e c o n t e x t s , s u c h as ordering

food

drink

giving

( l e s s o n 1 6 ) , making

measurements

arrangements

(lesson 4 0 ) , and

Vocabulary

•

Grammar

•

Skills

•

English for E v e r y d a y Life.

E a c h c y c l e a l s o has t w o s m a l l e r s u b - s e c t i o n s :

and

(lesson 7 2 ) .

•

Pronunciation

•

E n g l i s h in t h e w o r l d .

Skills work

O n e page, one lesson, one focus

English

T h e f o r m a t o f English

for

Life g i v e s s t u d e n t s r e g u l a r p r a c t i c e in r e a d i n g , w r i t i n g ,

are f o c u s e d o n in a n y o n e l e s s o n , e . g . Listen

and speak,

Read

for

Life

l e s s o n s is s i m p l e a n d p r e d i c t a b l e ,

m a k i n g t h e m e a s y a n d r e l i a b l e t o u s e . E v e r y l e s s o n m o v e s in t h e

l i s t e n i n g , a n d s p e a k i n g , in d e d i c a t e d S k i l l s l e s s o n s . T w o s k i l l s

same manageable progression:

and

•

p r e s e n t a t i o n o f o n e n e w t e x t or l a n g u a g e a r e a

around a manageable, graded t e x t . The main f u n c t i o n o f t h e

•

controlled practice activities

r e a d i n g a n d l i s t e n i n g t e x t s is f o r s t u d e n t s t o m e e t t h e g r a m m a r

•

several lessons contain a

write,

Listen

and write,

o r Read

and speak.

E a c h l e s s o n is b a s e d

Language note

box. These boxes

h i g h l i g h t an i m p o r t a n t a s p e c t o f t h e l a n g u a g e area t h a t is

a n d v o c a b u l a r y o f t h e p r e v i o u s t w o l e s s o n s in a w i d e r c o n t e x t .

being studied.

Pronunciation

•

freer practice often ending with a

Your life

personalization

exercise, w h e r e learners t a l k or w r i t e a b o u t t h e i r o w n life

P r o n u n c i a t i o n is t a u g h t w i t h r e l e v a n t l a n g u a g e o r v o c a b u l a r y i n

•

separate 'boxes' at t h e end of a lesson. This gives t h e teacher t h e

a c l e a r 'Now

I can . . . ' s t a t e m e n t , s u m m a r i z i n g t h e l e a r n i n g

o u t c o m e of t h e lesson.

f l e x i b i l i t y t o d e c i d e a t w h a t p o i n t in t h e lesson t h e y w i s h t o f o c u s
on p r o n u n c i a t i o n for a particular language area. T h e p r o n u n c i a t i o n
boxes e m p h a s i z e problem areas, and i n t r o d u c e s t u d e n t s t o w o r k on

Vocabulary

i n d i v i d u a l sounds, stress, r h y t h m , and i n t o n a t i o n .

S t u d e n t s s p e n d t h e f i r s t lesson in each cycle o f 4 lessons l e a r n i n g a
n e w s e t o f v o c a b u l a r y . T h e y m e e t t h e w o r d s a g a i n in t h e o t h e r t h r e e

Cultural awareness
English

for

lessons in t h e cycle a n d h a v e f u r t h e r o p p o r t u n i t i e s t o use t h e m .
•

Life a i m s t o a p p e a l t o s t u d e n t s o f a l l c u l t u r a l

subjects

f o c u s o n a s p e c t s o f c u l t u r a l l i f e v i a E n g l i s h in t h e w o r l d b o x e s .
T h e s e f o c u s on t o p i c s s u c h as families

(lesson 19) and

G r o u p s o f n e w w o r d s are i n t r o d u c e d m e a n i n g f u l l y a r o u n d a
p a r t i c u l a r t o p i c , s u c h as family

b a c k g r o u n d s . T h e t o p i c s a n d t e x t s are s u p p l e m e n t e d b y a r e g u l a r
•

tipping

members

( l e s s o n 1 7 ) or

school

(lesson 4 1 ) .

T h e n e w v o c a b u l a r y is p r e s e n t e d t h r o u g h l a b e l l e d p i c t u r e s ,

( l e s s o n 5 6 ) . T h e y can b e u s e d as a s p r i n g b o a r d f o r c r o s s - c u l t u r a l

'picture dictionary' style. As t h e y work through t h e cycle,

c o m p a r i s o n , g i v i n g s t u d e n t s an o p p o r t u n i t y t o f i n d o u t m o r e

s t u d e n t s can e a s i l y g o b a c k a n d c h e c k n e w w o r d s in t h e ' p i c t u r e

a b o u t each o t h e r and t h e E n g l i s h - s p e a k i n g

dictionary'.

world.
•

The English for Life course
E a c h l e v e l o f English

for

Life

package

•

provides 6 0 - 1 2 0 hours o f teaching

S t u d e n t s t h e n practise via a range of simple exercises, t o build

confidence with the sound, meaning, and form of the words.

m a t e r i a l . This consists o f 80 lessons d e s i g n e d t o last at least 45

These might include drills, gap-filling, listening

minutes, w i t h a wide range of a d d i t i o n a l classroom resources,
h o m e w o r k , and testing

Every presentation includes recorded models for students to
copy and repeat.

a n d 'ask a n d a n s w e r ' e x e r c i s e s .

material.

7

comprehension,


•

T h e exercises m o v e from controlled to freer, o f t e n ending w i t h
a

Your life

language t h e y have learned.

That's Life! lessons

p r e s e n t s a n d p r a c t i s e s n e w g r a m m a r in a clear a n d s t r u c t u r e d w a y .
T h e G r a m m a r lessons focus on one aspect o f s t r u c t u r a l
g r a m m a r , e . g . p r e s e n t s i m p l e : s t a t e m e n t s ( l e s s o n 1 0 ) , or

•

T h e s e l e s s o n s d e a l w i t h e v e r y d a y s o c i a l i n t e r a c t i o n in t h e f u n

•

T h e s t o r y revises t h e l a n g u a g e o f t h e cycle a n d focuses on

c o n t e x t of a soap opera story.
u s e f u l p h r a s e s f o r s o c i a l i n t e r a c t i o n in t h e

present perfect and past simple (lesson 7 8 ) .

b o x e s , such as suggestions

T h e n e w g r a m m a r is p r e s e n t e d in e v e r y d a y c o n t e x t s t h r o u g h a
s h o r t , simple t e x t or d i a l o g u e on t h e p a g e . O f t e n t h e familiar
characters from t h e

That's Life!

s t o r y l i n e are u s e d in t h e

•

•

Short and simple

Language notes

T h e e n g a g i n g s t o r y p r o v i d e s an o n g o i n g c o n t e x t w h i c h
a p p e a r e l s e w h e r e in t h e c o u r s e , t o i n t r o d u c e n e w l a n g u a g e in

E a c h c y c l e o f 4 l e s s o n s has t w o s u b - s e c t i o n s , P r o n u n c i a t i o n a n d

S t u d e n t s practise via a range of simple exercises including

E n g l i s h i n t h e w o r l d . T h e s e are i n t e g r a t e d i n t o t h e m a t e r i a l , in

drills, g a p - f i l l i n g , listening c o m p r e h e n s i o n , listen and check

t h e m o s t r e l e v a n t lessons for t h e t e a c h i n g p o i n t .

e x e r c i s e s , a n d ask a n d a n s w e r e x e r c i s e s .
•

Learners read and listen t o t h e s t o r y , do a c o m p r e h e n s i o n

interactive contexts.

e m p h a s i z e p o i n t s of f o r m or

usage which s t u d e n t s should learn.

•

events

s t u d e n t s can relate t o . T h e s t o r y characters also occasionally

t e x t s a n d d i a l o g u e s , so i t ' s e a s y t o f o c u s o n l a n g u a g e p a t t e r n s .
•

sad

s t o r y in p a i r s or g r o u p s .

N e w l a n g u a g e i t e m s are h i g h l i g h t e d in b l u e in t h e p r e s e n t a t i o n
S t u d e n t s s t u d y t h e g r a m m a r t h r o u g h c l e a r rules a n d t a b l e s .

about

exercise, study the useful expressions and finally practise the

relate new l a n g u a g e t o 'real' characters a n d s i t u a t i o n s .

•

Everyday expressions

( l e s s o n 2 0 ) or talking

(lesson 52).

grammar presentation t e x t s and dialogues t o help students
•

S t u d e n t s p r a c t i s e t h e n e w l a n g u a g e in f u r t h e r l i s t e n i n g a n d
speaking exercises.

T h e G r a m m a r lesson is t h e s e c o n d in each cycle o f 4 l e s s o n s . I t

•

boxes highlight the essential practical

language t h a t students should learn.
•

Grammar

•

• Everyday expressions

exercise, which enables learners t o personalize t h e

Pronunciation

As w i t h the Vocabulary lessons, t h e activities move from
controlled t o freer, o f t e n ending with a

Your life

exercise.

•

This focuses on i m p o r t a n t aspects o f English

pronunciation

t h a t s t u d e n t s o f t e n f i n d d i f f i c u l t , s u c h as word stress

Skills

3 , 5, 33) a n d past

S k i l l s l e s s o n s are t h e t h i r d l e s s o n in e a c h c y c l e o f 4 l e s s o n s . T h e y

•

participles

(lesson

(lessons

77).

T h e r e is a l s o an i n t r o d u c t i o n t o t h e p h o n e m i c a l p h a b e t a n d t o

g i v e learners t h e o p p o r t u n i t y t o see t h e v o c a b u l a r y a n d g r a m m a r

s o u n d s t h a t c a u s e p r o b l e m s , s u c h as schwa / a / ( l e s s o n 1 7 ) or

f r o m t h e p r e v i o u s t w o l e s s o n s in t h e c o n t e x t o f a r e a d i n g o r

/ s / and / z / ( l e s s o n 5 7 ) .

listening t e x t on t h e general t o p i c o f t h e cycle.
•

•

•
•

Across t h e course, t h e lessons provide a balance of t h e f o u r

English in t h e world

skills - r e a d i n g , l i s t e n i n g , s p e a k i n g , a n d w r i t i n g . T h e lesson

•

o f t o p i c s are c o v e r e d , s u c h as foreign

p r a c t i s e , e . g . Read

1 6 ) , working

and write

o r Listen

and

speak.

R e a d i n g a n d l i s t e n i n g t e x t s are c a r e f u l l y g r a d e d f o r l e n g t h a n d

•

T h e t o p i c s are d r a w n f r o m a s p e c t s o f l i f e in

(lesson

(lesson 4 7 ) .

English-speaking

a n d t a l k a b o u t t h e i r o w n c u l t u r e a n d l a n g u a g e in c o m p a r i s o n .

R e a d i n g t e x t s are r e c o r d e d o n t h e class a u d i o c a s s e t t e s a n d
C D s , so y o u r s t u d e n t s c a n l i s t e n a n d r e a d a t t h e s a m e t i m e .

A d d i t i o n a l Student's B o o k resources

Comprehension tasks build students' confidence w i t h reading

T h e S t u d e n t ' s B o o k a l s o has a s e t o f e s s e n t i a l l e a r n i n g r e s o u r c e s
at t h e back o f t h e b o o k :
•

S k i l l s s e c t i o n s b u i l d t o e i t h e r a s p e a k i n g or w r i t i n g t a s k
•

t h e m e a s y t o r u n in c l a s s , a n d c o n f i d e n c e - b u i l d i n g f o r t h e
s t u d e n t s . T h e t a s k can b e a s i m p l e r e s p o n s e t o t h e t e x t or m o r e
personalized practice of t h e main language focus.
The

Your life

T h e r e is o n e R e v i e w f o r e v e r y t w o c y c l e s o f 4 l e s s o n s , i . e . e v e y
8 lessons, w i t h exercises on all f o u r lesson t y p e s

b a s e d on t h e t o p i c o f t h e l e s s o n . S p e a k i n g a n d w r i t i n g t a s k s

W o r d l i s t s , c o n t a i n i n g all o f t h e essential v o c a b u l a r y to learn,
together with phonemic transcriptions

•

A u d i o s c r i p t s for quick checking and revision o f listenings and

•

An I r r e g u l a r v e r b l i s t , covering all of t h e essential verbs for a

•

A P r o n u n c i a t i o n c h a r t w i t h all o f t h e s o u n d s o f English for

d r i l l s d o n e in class

sections offer motivating opportunities for

p a r t i c u l a r l e v e l o f English

students to talk and write about their own experiences.

Other course

E n g l i s h f o r E v e r y d a y L i f e is t h e f o u r t h l e s s o n in e a c h c y c l e o f 4
lessons. They focus on f u n c t i o n a l language and how this language
is u s e d in t h e r e a l w o r l d . E n g l i s h f o r E v e r y d a y L i f e l e s s o n s

Workbook

a l t e r n a t e b e t w e e n f u n c t i o n a l l e s s o n s such as giving

•

( l e s s o n 2 4 ) , a n d an e p i s o d e o f t h e

That's Life!

directions

storyline.

polite

( l e s s o n 6 4 ) , a n d checking

requests

( l e s s o n 3 2 ) , on

the

in ( l e s s o n 8 0 ) .

E a c h S t u d e n t ' s B o o k o n e - p a g e l e s s o n has o n e p a g e o f p r a c t i c e

•

S t u d e n t s c o n s o l i d a t e t h e l a n g u a g e o f t h e l e s s o n in s i m p l e

•

T h e r e is n o d i s t r a c t i n g n e w l a n g u a g e w o r k .

• Practise and learn

b o x e s g i v e s t u d e n t s an o p p o r t u n i t y t o

p e r s o n a l i z e a n d m e m o r i z e l a n g u a g e t h e y can use in t h e w o r l d

T h e n e w l a n g u a g e is p r e s e n t e d in a m o d e l d i a l o g u e o n t h e p a g e
which s t u d e n t s can listen t o and t h e n practise.

components

parallel c o n t e x t s .

T h e l e s s o n s f o c u s o n c o m m o n a c t i v i t i e s a n d s i t u a t i o n s in
telephone

Life

m a t e r i a l in t h e W o r k b o o k .

F u n c t i o n a l lessons
e v e r y d a y l i f e , s u c h as making

for

easy reference.

English for Everyday Life

•

in English
signs

m u c h i n f o r m a t i o n or l a n g u a g e t h e y d o n ' t n e e d .

are t i g h t l y c o n t r o l l e d a n d h a v e p l e n t y o f s u p p o r t . T h i s m a k e s

•

words

( l e s s o n 3 5 ) , a n d medical

c o u n t r i e s , a n d t h e m a i n a i m is t o e n c o u r a g e l e a r n e r s t o t h i n k

different types of text.

•

hours

c o m p l e x i t y , t o ensure t h a t s t u d e n t s aren't d i s t r a c t e d by t o o

for general and detailed meaning, and w i t h coping w i t h
•

This features aspects of English-speaking culture. A wide range

h e a d i n g always makes i t clear w h i c h skills s t u d e n t s w i l l

outside the classroom.
•

A s h o r t review exercise e v e r y f o u r lessons allows s t u d e n t s t o
assess t h e i r o w n p r o g r e s s .


Class C a s s e t t e s / CDs

e l i c i t l a n g u a g e , g i v e an i n s t r u c t i o n , o r w r i t e s o m e t h i n g , t h i s is
h i g h l i g h t e d in b o l d e . g .

•

T h e s e c o n t a i n all t h e a u d i o w o r k f r o m t h e S t u d e n t ' s

Book.

•

T h e a u d i o m a t e r i a l is s h o w n b y t h i s s y m b o l in t h e S t u d e n t ' s

W r i t e : My name

is

Book:

E l i c i t : He likes

chocolate.

ron

A s k : How

MuttiROM
•

•
•

names

can you find

in the

text?

S a y : I live in a f l a t .

W h e n s t u d e n t s w a n t t o r e v i s i t t h e key l a n g u a g e in a l e s s o n ,

•

S p e c i f i c l a n g u a g e n o t e s are g i v e n in b o x e s . T h e s e raise

because t h e y have had d i f f i c u l t i e s , or h a v e n ' t been able t o

awareness of specific problems students might have w i t h

a t t e n d t h e lesson, the M u l t i R O M will help t h e m t o 'catch-up'

g r a m m a r and v o c a b u l a r y , or draw s t u d e n t s ' a t t e n t i o n t o t h e

and revise.

differences between languages, including American and British

F o r s t u d e n t s ' c o m p u t e r s t h e r e are i n t e r a c t i v e ' l i s t e n - a n d - d o '

E n g l i s h . I t is i m p o r t a n t t o e n c o u r a g e s t u d e n t s t o t h i n k a b o u t

exercises f o r e v e r y lesson o f t h e S t u d e n t ' s B o o k .

h o w their language m i g h t a f f e c t t h e way t h e y speak English.

• Answer keys and key audio scripts are provided in the notes

F o r s t u d e n t s ' C D p l a y e r s t h e r e are a u d i o m o d e l s f o r p r a c t i s i n g
all o f t h e P r o n u n c i a t i o n areas f r o m t h e S t u d e n t ' s B o o k .

•

many

on t h e board.

n e x t t o each c o r r e s p o n d i n g S t u d e n t ' s Book page. This makes
cross-reference whilst preparing and teaching very easy.

A d d i t i o n a l l e a r n i n g r e s o u r c e s i n c l u d e : a l i s t o f t h e 'can d o '
s t a t e m e n t s f r o m t h e S t u d e n t ' s B o o k t o h e l p s t u d e n t s assess

•

D r i l l i n g is a v e r y u s e f u l t e c h n i q u e t o h e l p b u i l d s t u d e n t s '

t h e i r progress, a learning record for each c o m p o n e n t o f t h e

c o n f i d e n c e w i t h n e w l a n g u a g e . T h r o u g h o u t English

course for each level, and an a t t r a c t i v e ' b o o k m a r k ' w i t h space

s u g g e s t e d t h a t y o u d r i l l as a w h o l e class a n d i n d i v i d u a l l y .

for

L i f e , i t is

for s t u d e n t s t o record new words and their t r a n s l a t i o n .

are s o m e t i p s f o r s u c c e s s f u l d r i l l i n g :

Here

1 P r o v i d e a clear m o d e l at t h e s t a r t using e i t h e r t h e a u d i o

Teacher's B o o k

or y o u r s e l f i f y o u p r e f e r . A l l o w s t u d e n t s s u f f i c i e n t ' l i s t e n i n g

•

A n i n t r o d u c t i o n t o t h e course.

t i m e ' b e f o r e t h e y r e p e a t . S a y t h e i t e m t w o or t h r e e t i m e s i f

•

Page-for-page teaching notes, interleaved with the Student's

necessary.

B o o k l e s s o n s , so y o u o n l y h a v e t o c a r r y a n d c o n s u l t o n e b o o k .

2 D o a class d r i l l ( c h o r a l d r i l l i n g ) f i r s t . A s k s t u d e n t s t o r e p e a t

•

O n e page o f p h o t o c o p i a b l e classroom activities for every lesson.

t h e i t e m s as a g r o u p a t t h e s a m e t i m e . G i v e s h o r t , s i m p l e

•

A d d i t i o n a l Warm-up and Follow-up activities for every lesson.

c o m m a n d s : Everyone,

•

E x t r a i d e a s f o r g a m e s t o use in c l a s s .

c o n d u c t o r o f an o r c h e s t r a t o k e e p e v e r y o n e t o g e t h e r in a brisk

•

A c u s t o m i z a b l e T e s t CD w i t h t e s t s as W o r d d o c u m e n t s or as

Together,

Again.

U s e h a n d g e s t u r e s like a

r h y t h m . B e e n t h u s i a s t i c a n d k e e p u p t h e p a c e - d r i l l i n g can be
a l o t o f f u n i f d o n e w i t h c o n f i d e n c e a n d in a g o o d s p i r i t .

d o w n l o a d a b l e P D F s . T h e r e are 20 p r o g r e s s t e s t s a n d a m i d - c o u r s e

3 Select a few individuals t o say t h e items ( i n d i v i d u a l drilling)

and end-of-course test.

a n d g i v e a p p r o p r i a t e c o r r e c t i o n . T h i s is a g o o d t i m e f o r a l l

Website
English

for

Life

s t u d e n t s t o listen to t h e correction being given. O f f e r lots
of praise and t h e o p p o r t u n i t y for i n d i v i d u a l s t u d e n t s t o ' h a v e

has a w e b s i t e f o r t e a c h e r s , a n d o n e f o r s t u d e n t s .

a n o t h e r go' after correction.

Visit www.oup.com/elt/englishforlife , and you'll find a wide range
of materials and activities.

T h e V o c a b u l a r y lessons

For teachers:

•

•

customizable tests

•

assessment records for y o u r s t u d e n t s
for

Life

m a k e s t h e m e a n i n g c l e a r . E a c h p i c t u r e is d i r e c t l y l a b e l l e d w i t h
the appropriate word / phrase.

•

g u i d a n c e o n English

•

w o r d l i s t s a n d English

•

l i n k s t o t h e w o r l d o f O x f o r d o n l i n e resources f o r l e a r n i n g E n g l i s h .

for

and the CEF

•

Life s y l l a b u s d o c u m e n t s

encourage t h e m t o supply any words t h e y k n o w on t h e t o p i c .
•

separate customizable revision tests

•

i n t e r a c t i v e e x t e n s i o n a c t i v i t i e s b a s e d o n t h e That's

•

i n d i v i d u a l learning records

•

interactive language games.

Life!

story

a u d i o or s a y i n g t h e w o r d a n d t h e n e n c o u r a g i n g t h e s t u d e n t s
t o r e p e a t t h e w o r d s t o g e t h e r a n d i n d i v i d u a l l y . D o t h i s as m a n y
t i m e s as n e c e s s a r y , u n t i l s t u d e n t s f e e l c o n f i d e n t .
•

Check the meaning and pronunciation of any useful new words
w h i c h a r e n ' t p i c t u r e d ; use t r a n s l a t i o n w h e n y o u f e e l i t is
a p p r o p r i a t e . S o m e lessons m a y require a d d i t i o n a l v o c a b u l a r y for

General points

t h e p r a c t i c e s t a g e s . T h e s e are l i s t e d in t h e t e a c h e r ' s n o t e s .
for

Life

have been designed t o make

•

teaching simple, effective and enjoyable.
•

U s e t h e Class C a s s e t t e / C D t o p r e s e n t a n d p r a c t i s e t h e
pronunciation o f t h e new words. Drill each word by playing t h e

Teaching with English for Life
T h e l e s s o n s in English

Students may well already know some of t h e words to
be learned. T h e r e f o r e , before s t u d e n t s open t h e i r b o o k s ,

For s t u d e n t s :
•

The 'picture dictionary' approach to vocabulary presentations

E a c h l e s s o n i n t h e T e a c h e r ' s B o o k has a c l e a r o b j e c t i v e ,

Encourage students to contribute additional words to the
v o c a b u l a r y a r e a , p a r t i c u l a r l y a n y t h a t m i g h t be u s e f u l t o t h e i r

given

o w n life o r j o b .

at t h e t o p o f t h e page, e . g . S t u d e n t s learn a lexical set o f

•

c o u n t r i e s a n d n a t i o n a l i t i e s a n d s a y w h e r e p e o p l e are f r o m .

E n c o u r a g e s t u d e n t s t o k e e p a l l o f t h e i r v o c a b u l a r y w o r k in a
separate notebook.

(Vocabulary lesson)

•

• Each lesson is accompanied by short and simple procedural

Use t h e wordlists at t h e back o f t h e Student's Book to revise
t h e new v o c a b u l a r y . Test t h e s t u d e n t s on b o t h m e a n i n g and

n o t e s which aim t o help teachers make t h e m o s t o f t h e

pronunciation.

material. These notes should be particularly s u p p o r t i v e for

T h e G r a m m a r lessons

t h o s e t e a c h e r s w h o are j u s t e m b a r k i n g o n a c a r e e r in T E F L , or
w h o may be t e a c h i n g t h e i r first e l e m e n t a r y - l e v e l class. T h e

•

n o t e s e x p l a i n w h a t t o do a n d say a t e a c h s t a g e o f t h e l e s s o n .

U s e t h e G r a m m a r lesson p r e s e n t a t i o n d i a l o g u e t o d r i l l t h e n e w
l a n g u a g e , u n t i l s t u d e n t s are c o n f i d e n t w i t h t h e f o r m . S t u d e n t s can

F o r e x a m p l e , w h e r e t e a c h e r s are e x p e c t e d t o ask q u e s t i o n s ,

d r i l l as a w h o l e class, or in p a i r s , c h a n g i n g roles in t h e d i a l o g u e .

9


•

S t u d y t h e r u l e s t a b l e a n d a n y L a n g u a g e n o t e b o x e s as a c l a s s .

The Pronunciation sections

U s e t r a n s l a t i o n t o e x p l a i n or c h e c k t h e m e a n i n g , w h e n y o u f e e l

•

i t is a p p r o p r i a t e . E n c o u r a g e s t u d e n t s t o w r i t e d o w n i n f o r m a t i o n
•

as p l a y i n g t h e Class C a s s e t t e / C D .

It's o f t e n u s e f u l t o copy t h e tables o n t o t h e board. T h e y can

•

t h e n b e r e f e r r e d t o d u r i n g t h e l e s s o n t o c l a r i f y or e x p l a i n .
•

Work t h r o u g h t h e e x a m p l e s f o r each o f t h e exercises o n t h e b o a r d .

•

U s e t h e Class C a s s e t t e / C D t o c h e c k a n s w e r s . Y o u m a y w a n t t o

s h o w how i n t o n a t i o n m o v e s up a n d d o w n w i t h t h e i r h a n d s .
•

As a general rule, d o n ' t be afraid t o go t h r o u g h t e x t s ,

o n t h e w a y t o w o r k , or f i r s t t h i n g in t h e m o r n i n g .

e f f e c t i v e means o f learning a n d it's v e r y i m p o r t a n t t h a t

The English in the world sections

s t u d e n t s u n d e r s t a n d s o m e t h i n g as f u l l y as p o s s i b l e b e f o r e

•

m o v i n g o n . S t u d e n t s will be greatly reassured by t h i s .

•

P r e - t e a c h or elicit a n y necessary v o c a b u l a r y . T h e teacher's
•
•

awareness o f t h e c o n t e x t / s e t t i n g for t h e reading or l i s t e n i n g
eliciting

•

•

Book.

A s k s t u d e n t s t o draw a s p e c t s o f t h e i r o w n c u l t u r a l lives t o
support their verbal comparisons.

L i s t e n t o t h e t e x t as a c l a s s . F o r r e a d i n g s , l i s t e n a n d read a t

Vocabulary

the same time.

•

I f y o u h a v e a m u l t i - l i n g u a l c l a s s , g e t as m a n y c o m p a r i s o n s as
y o u can w i t h w h a t is p r e s e n t e d in t h e S t u d e n t ' s

details where helpful.

•

W h e r e a s p e c t s o f t h e E n g l i s h l a n g u a g e are p r e s e n t e d , ask
students t o translate i n t o their own languages for comparison.

Use t h e pictures and t h e general first task t o help s t u d e n t s t o
get a good idea of t h e general meaning of the t e x t and a good

•

E n c o u r a g e p a i r / g r o u p d i s c u s s i o n f o r t h i s p a r t o f t h e l e s s o n so
t h a t t h e d i s c u s s i o n is p r o d u c t i v e .

n o t e s w i l l p o i n t o u t a n y n e w w o r d s t h a t are n e e d e d .

•

F o c u s s t u d e n t s c a r e f u l l y o n a n y p h o t o s / i l l u s t r a t i o n s in t h e
Student's B o o k and encourage t h e m to t e l l y o u w h a t t h e y see.

R e a d i n g and L i s t e n i n g

t e x t . Exploit the pictures for additional information,

Ask students t o spend five minutes every day repeating new
w o r d s a n d p r o b l e m a t i c s o u n d s in t h e i r o w n t i m e , f o r e x a m p l e

d i a l o g u e s , l i s t e n i n g s , e t c . s e v e r a l t i m e s . R e p e t i t i o n is a v e r y

•

E n c o u r a g e s t u d e n t s t o : t h i n k a b o u t h o w s o u n d s are m a d e , w i t h
t h e m o u t h , lips, a n d t e e t h ; c l a p t h e r h y t h m f o r s e n t e n c e s t r e s s ;

T h e Skills lessons

•

D r i l l t h e p o i n t as a c l a s s , a n d i n d i v i d u a l l y . A s k s t u d e n t s t o d r i l l
e a c h o t h e r in pairs a n d t e s t e a c h o t h e r .

repeat the correct forms, to give students further practice.

•

G i v e s t u d e n t s as m u c h e x p o s u r e as y o u c a n t o a n e w
p r o n u n c i a t i o n p o i n t b y m o d e l l i n g t h e s o u n d s y o u r s e l f , as w e l l

t h a t t h e y should learn.

Go t h r o u g h t h e t e x t at least t w i c e , w i t h students w o r k i n g

Activities

alone. For listenings, s t u d e n t s should listen at least three

Games

t i m e s , as t h i s w i l l i m p r o v e t h e i r c o n f i d e n c e .

B i n g o (lessons 8 , 5 0 , 7 8 )

E n c o u r a g e s t u d e n t s t o focus on t h e keywords and t h e m e a n i n g

P r e p a r e a list o f v o c a b u l a r y t h a t y o u w a n t t o r e v i s e .

of t h e t e x t , rather than on every individual word.

Go t h r o u g h the items t o check t h a t students understand and know

D i s c o u r a g e s t u d e n t s f r o m u s i n g d i c t i o n a r i e s or w o r r y i n g a b o u t

h o w t o p r o n o u n c e each o n e .

u n k n o w n w o r d s in t h e t e x t u n t i l t h e y h a v e read / l i s t e n e d t o

A s k s t u d e n t s t o d r a w a 4 x 4 g r i d a n d t o w r i t e 1 6 w o r d s , o n e in

t h e w h o l e t e x t at least once.

each square.

As s t u d e n t s b e c o m e b e t t e r readers and listeners, e n c o u r a g e

C a l l o u t w o r d s a t r a n d o m . I f s t u d e n t s h a v e an i t e m in t h e i r g r i d ,

them to find the parts of texts which contain the information

t h e y cross i t o f f .

t h e y need t o answer t h e c o m p r e h e n s i o n tasks. For listenings,

T h e w i n n e r is t h e f i r s t p e r s o n t o cross o f f f o u r i t e m s in a r o w

g o t h r o u g h t h e a u d i o s c r i p t s w i t h t h e class i f n e c e s s a r y .

( a c r o s s , d o w n , or d i a g o n a l l y ) a n d s h o u t ' B i n g o ' .

S p e a k i n g and W r i t i n g

Guess W h a t (lesson 7 7 )

•

Write o u t a s e l e c t i o n of a c t i v i t i e s or words t h a t s t u d e n t s have

Clarify w h a t s t u d e n t s have t o do before t h e y s t a r t . Use t h e
board, if necessary, t o help w i t h instructions.

l e a r n e d o n p i e c e s o f p a p e r e . g . run a marathon,

•

E n c o u r a g e s t u d e n t s t o m a k e n o t e s , w o r k i n g a l o n e or in p a i r s ,

a letter,

before they start the task.

in a p i l e a t t h e f r o n t o f t h e c l a s s .

•

G o t h r o u g h t h e i r n o t e s as a c l a s s . L i s t i d e a s or u s e f u l l a n g u a g e

Put s t u d e n t s in A / B t e a m s . O n e s t u d e n t f r o m team A comes t o t h e

on t h e b o a r d .

f r o n t a n d picks up a piece o f paper, t h e n mimes t h e a c t i v i t y .

•
•
•

drive

a car,

write

e t c . Place t h e papers

T h e f i r s t t e a m has 30 s e c o n d s t o g u e s s t h e a c t i v i t y or w o r d .

t h a t i f y o u have w r i t t e n a phrase, s t u d e n t s have t o guess t h e w h o l e

W h e n n e c e s s a r y , e s t a b l i s h a b a s i c p a t t e r n f o r t h e w r i t i n g or

phrase.) Award a p o i n t for a correct guess. I f t h e first t e a m doesn't

s p e a k i n g on t h e b o a r d .

g u e s s c o r r e c t l y , ask t h e o t h e r t e a m . S t i c k t o t h e t i m e l i m i t f o r each

W h e n s t u d e n t s h a v e c o m p l e t e d a t a s k , ask o n e or t w o t o read

phrase t o keep t h e game m o v i n g quickly and s t u d e n t s i n v o l v e d .

Point out where t h e y have successfully used new language, t o

Hangman (lesson 2, 23, 62)

g i v e t h e m c o n f i d e n c e , a n d f o c u s t h e class o n w h a t t h e y h a v e

C h o o s e a w o r d , e . g . Japan.
board, one for each letter:

M a k e a n o t e o f a n y errors t h a t y o u f e e l n e e d t o b e c o r r e c t e d ,

S t u d e n t s t a k e i t in t u r n t o call o u t letters t h a t

where inaccurate usage makes comprehension

.

t h e y t h i n k m i g h t b e in t h e w o r d . I f t h e y c a l l o u t

U

r \

u ^ L J ^ - s
(

\
/

a c o r r e c t l e t t e r , w r i t e t h i s in t h e a p p r o p r i a t e

W h i l s t w e n e e d t o e n c o u r a g e s t u d e n t s t o use t h e l a n g u a g e

(Note

—

P u t f i v e dashes on t h e

learned.

\
9

p l a c e , e . g . _ a _ a _ . I f t h e y c a l l o u t an i n c o r r e c t

f l u e n t l y , d o n ' t be a f r a i d t o i n s i s t o n a c c u r a c y , e s p e c i a l l y

letter, draw a piece o f t h e h a n g m a n .

difficult.

T h e r e ' s n o p o i n t in s t u d e n t s s a y i n g s o m e t h i n g f l u e n t l y i f t h e i r

S t u d e n t s h a v e t o g u e s s t h e w o r d b e f o r e t h e h a n g m a n is c o m p l e t e d .

pronunciation, for example, means t h a t people can't understand

Sentence H a n g m a n (lesson 24)

w h a t t h e y are s a y i n g .
•

a hot coffee,

In a Skills lesson, refer s t u d e n t s back t o t h e t e x t , t o give t h e m

and deal w i t h these later if possible.
•

drink

a model to work from.

o u t t h e i r w o r k , or r e p e a t t h e i r d i a l o g u e , f o r a l l o f t h e c l a s s .

•

read a newspaper,

F o l l o w t h e i n s t r u c t i o n s f o r H a n g m a n (see a b o v e ) b u t use

E n c o u r a g e s t u d e n t s t o learn s p o k e n d i a l o g u e s b y h e a r t a n d g e t

s e n t e n c e s or a s h o r t t e x t i n s t e a d o f s i n g l e w o r d s . E a c h d a s h

t h e m t o p e r f o r m t h e d i a l o g u e s in f r o n t o f t h e c l a s s . T h i s w i l l

r e p r e s e n t s a w o r d in t h e s e n t e n c e o r t e x t .

i n c r e a s e t h e i r c o n f i d e n c e in u s i n g t h e l a n g u a g e .

10


P u t s t u d e n t s i n t o t w o t e a m s . Teams t a k e i t in t u r n s t o call o u t a

T h e a c t i v i t i e s s u g g e s t e d h e r e are f o r p i c t u r e f l a s h c a r d s b u t

w o r d . I f t h e w o r d o c c u r s in o n e o f t h e s e n t e n c e s , w r i t e i t in t h e

y o u can also make flashcards w i t h words o n , e i t h e r w r i t t e n o u t

correct place, and give the team a p o i n t .

n o r m a l l y or as p h o n e m i c s , a n d a d a p t t h e a c t i v i t i e s a c c o r d i n g l y .

C o n t i n u e u n t i l t h e t e x t is c o m p l e t e .

Drilling

N o u g h t s and Crosses (Lessons 3 0 , 4 2 , 7 2 )

H o l d up each p i c t u r e . E l i c i t t h e t a r g e t v o c a b u l a r y a n d check

D r a w a 3 x 3 g r i d o n t h e b o a r d a n d w r i t e a w o r d in each s q u a r e .

p r o n u n c i a t i o n . Drill each v o c a b u l a r y i t e m as a class a n d i n d i v i d u a l l y .

D i v i d e s t u d e n t s i n t o t w o t e a m s - ' n o u g h t s ' ( 0 ) a n d 'crosses' ( X ) .

A n a l t e r n a t i v e t o t h i s is a ' d i s a p p e a r i n g drill'. S t i c k f l a s h c a r d s in a

T e a m s t a k e i t in t u r n s t o c h o o s e a s q u a r e a n d m a k e up a s e n t e n c e

line o n t h e b o a r d . E l i c i t a n d d r i l l e a c h w o r d t h e n r e m o v e t h e f i r s t

u s i n g t h e w o r d o r p h r a s e in t h a t s q u a r e . I f t h e s e n t e n c e is c o r r e c t ,

c a r d . S t u d e n t s s a y t h e w o r d s in o r d e r a g a i n , i n c l u d i n g t h e m i s s i n g

p u t a n o u g h t o r a cross s y m b o l o v e r t h e w o r d in t h e s q u a r e .

i t e m . C o n t i n u e u n t i l all o f t h e cards have b e e n r e m o v e d and

T h e w i n n e r is t h e f i r s t t e a m t o g e t t h e i r s y m b o l in t h r e e s q u a r e s

s t u d e n t s have t o say all o f t h e words f r o m m e m o r y .

in a r o w ( d o w n , a c r o s s , or d i a g o n a l l y ) .

L i s t e n i n g and i d e n t i f y i n g w o r d s

Spelling Lines (lesson 7 1 )

Give each s t u d e n t a flashcard.

W r i t e a list o f w o r d s t h a t s t u d e n t s have l e a r n e d , e . g .

h i l l , river,

ocean,

desert,

mountain,

Say a word. T h e s t u d e n t w i t h t h e m a t c h i n g flashcard holds it up.

c l i f f , f i e l d , island.

Y o u c o u l d a l s o o r g a n i z e t h i s as a b o a r d r a c e : S t i c k f l a s h c a r d s o n

A r r a n g e s t u d e n t s in t w o r o w s - A a n d B . S a y a w o r d . T h e f i r s t

t h e b o a r d . P u t s t u d e n t s in t w o t e a m s . C a l l o u t a w o r d . O n e r u n n e r

p e r s o n in T e a m A says t h e f i r s t l e t t e r o f t h e w o r d , t h e n e x t p e r s o n

f r o m e a c h t e a m races t o c o l l e c t t h e m a t c h i n g f l a s h c a r d . T h e t e a m

says t h e s e c o n d l e t t e r . T h e y c o n t i n u e , a l o n g t h e r o w , t o t h e e n d o f

w i t h t h e m o s t c a r d s a t t h e e n d is t h e w i n n e r .

t h e w o r d . I f a t e a m m a k e s a m i s t a k e t h e o t h e r t e a m has a c h a n c e

Memory game

to finish the word and win the point.

Arrange flashcards on the board. Give students a minute to look

V o c a b u l a r y S n a p (lessons 3 7 , 6 1 , 7 5 )

a t , a n d m e m o r i z e , all o f t h e i t e m s .

P r e p a r e a list o f c o l l o c a t i o n s or p h r a s e s t o r e v i s e , e . g .
f o o t b a l l , Good

play

R e m o v e f l a s h c a r d s f r o m t h e b o a r d , t h e n p u t s t u d e n t s in p a i r s a n d

morning.

tell them to write down the things they remember.

Write h a l f of each c o l l o c a t i o n or phrase on separate pieces o f

A n o t h e r v e r s i o n o f t h i s a c t i v i t y is t o g i v e s t u d e n t s t i m e t o l o o k a t

p a p e r . U s e t h i c k p a p e r or c a r d so t h e w r i t i n g c a n n o t b e s e e n f r o m

t h e i t e m s t h e n t e l l t h e m t o close t h e i r eyes. R e m o v e one or t w o

t h e back. A r r a n g e t h e pieces o f paper face d o w n on a t a b l e .

i t e m s a n d m i x t h e r e s t u p , t h e n ask s t u d e n t s t o l o o k a n d s a y w h a t

P u t s t u d e n t s in t w o t e a m s . E a c h t e a m t a k e s i t in t u r n t o t u r n o v e r

has b e e n r e m o v e d .

t w o p i e c e s o f p a p e r . I f t h e y t u r n o v e r a m a t c h i n g pair o f w o r d s ,

Organizing words

t h e y keep t h e t w o pieces o f paper. I f t h e words don't m a t c h , t h e y

Mix up flashcards for f o u r d i f f e r e n t topics a n d arrange t h e m on

replace t h e pieces o f paper.

the board.

T h e t e a m w i t h t h e m o s t pairs a t t h e e n d o f t h e g a m e is t h e w i n n e r .

P u t s t u d e n t s in t e a m s . G i v e t h e m o n e t o p i c e a c h , e . g .

W h i t e b o a r d S c r a b b l e (lessons 5 5 , 6 9 )

food,

classroom

items,

free-time

activities.

transport,

Tell t h e m t o run t o t h e

Choose a vocabulary topic t o revise, e.g . f o o d . Write a word, e.g.

b o a r d a n d c o l l e c t t h e w o r d s w h i c h are c o n n e c t e d t o t h e i r t o p i c .

chicken

A l t e r n a t i v e l y , use t h i s as a s p e l l i n g c h e c k . P u t s t u d e n t s in g r o u p s

in l a r g e l e t t e r s o n t h e b o a r d .

D i v i d e s t u d e n t s i n t o t w o t e a m s . T e a m s t a k e i t in t u r n s t o a d d o t h e r

a n d t e l l t h e m t o l o o k a t t h e f l a s h c a r d s a n d w r i t e t h e w o r d s in

w o r d s t o t h e b o a r d u s i n g o n e o f t h e l e t t e r s f r o m chicken,

topic groups.

t h e y m i g h t use t h e c t o add cheese,

or t h e i t o a d d ice

for example

cream.

T e a m s s c o r e a p o i n t f o r e a c h l e t t e r in t h e i r w o r d s , e . g . cheese
6 p o i n t s , ice cream

P u t t i n g w o r d s in o r d e r / R e v i s i n g t h e a l p h a b e t

=

Select a mixture of vocabulary / vocabulary topics.

= 8 p o i n t s . T h e w i n n i n g t e a m is t h e o n e w i t h

Give each s t u d e n t a flashcard. Tell t h e m t o t h i n k a b o u t h o w

the most points.

t h e i r i t e m is s p e l t a n d t h e n o r g a n i z e t h e m s e l v e s in a line in

W o r d S n a k e ( l e s s o n s 5, 1 4 , 2 6 , 3 3 )

a l p h a b e t i c a l o r d e r , e . g . bag,

Prepare a g r o u p o f words t o revise. Write o u t t h e words w i t h no

Go t h r o u g h t h e words and t h e spellings t o g e t h e r .

s p a c e s or p u n c t u a t i o n , e . g .

sitpaintplayhaverun.

cake,

cat,

chicken.

P u t s t u d e n t s in t e a m s . H o l d up a f l a s h c a r d . T h e f i r s t t e a m t o say t h e

w o r d s n a k e o n t h e b o a r d ) . G r o u p s c o m p e t e t o f i n d as m a n y w o r d s

w o r d has t o s p e l l i t . I f t h e y s p e l l i t c o r r e c t l y , t h e y w i n t h e w o r d .

as p o s s i b l e in t h e w o r d s n a k e .

S p o t t i n g the odd one out

Whispers (lesson 1 6 )

S t i c k a r o w o f f i v e or six f l a s h c a r d s o n t h e b o a r d . A l l b u t o n e

P r e p a r e a list o f s e n t e n c e s t o p r a c t i s e .

should be c o n n e c t e d by t o p i c .

A r r a n g e s t u d e n t s in t w o l i n e s . W h i s p e r a s e n t e n c e t o t h e s t u d e n t s
Saturday.

bridge,

Spelling game

M a k e c o p i e s f o r s t u d e n t s t o w o r k in s m a l l g r o u p s ( o r w r i t e t h e

a t t h e f r o n t o f e a c h l i n e , e . g . I went shopping

book,

with

my mother

A s k s t u d e n t s t o g u e s s w h i c h is t h e o d d o n e o u t a n d s a y w h y . F o r

on

e x a m p l e i f y o u r w o r d s are bus,

T h e s t u d e n t s t h e n w h i s p e r t h e s e n t e n c e t o his / h e r

o n e o u t m i g h t be bicycle

n e i g h b o u r . W h e n t h e s e n t e n c e reaches t h e last s t u d e n t he / she

plane

writes w h a t t h e y heard on t h e board.

t a x i , t r a i n , plane,

bicycle

the odd

( t h e o n l y o n e w i t h o u t an e n g i n e ) , or

(the only one with wings). Accept any logical answers.

Y o u can also play this g a m e w i t h :

T o k e e p s t u d e n t s i n t e r e s t e d , w a i t u n t i l t h e f i r s t s e n t e n c e has

•

r e a c h e d t h e m i d d l e o f t h e l i n e a n d g i v e t h e n e x t s e n t e n c e so

words b e g i n n i n g (or e n d i n g ) w i t h t h e same letter, e.g.
hand,

t h e r e are t w o o r m o r e s e n t e n c e s t r a v e l l i n g d o w n t h e l i n e s .

hamburger,

hair,

apple.

house,

Choose letters t h a t your students

regularly misspell.

Using flashcards

•

w o r d s w i t h t h e s a m e s o u n d , e . g . p l u r a l e n d i n g s : pens,
apples,

F l a s h c a r d s are l a r g e p i c t u r e s s h o w i n g key v o c a b u l a r y i t e m s .
P r e p a r i n g f l a s h c a r d s c a n b e t i m e - c o n s u m i n g so i t ' s a g o o d i d e a t o
use g o o d q u a l i t y c a r d a n d , i f p o s s i b l e , t o l a m i n a t e y o u r c a r d s so
t h e y can be r e u s e d .

11

keys,

watches.

cards,


\

TEACHER'S NOTES

Students learn how to introduce themselves and practise
spelling.

LESSON 1

Warm-up
•

6

•

A r r a n g e t h e class in a circle. S a y y o u r n a m e . T h e s t u d e n t on

•

y o u r l e f t says y o u r n a m e and h i s / h e r n a m e . T h e n e x t s t u d e n t
says y o u r n a m e , t h e n a m e o f t h e first s t u d e n t , and
name,

Anna,
Anna,

Giorgio

A u d i o script 1 . 4

Giorgio,

Kamel

1

•

E l i c i t / T e a c h : conference,

•

A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Who can you

•

Focus on t h e t e x t . P o i n t t o y o u r ear a n d t h e n t o t h e t e x t .

are

S a y : Read

advertising

company.
see?

they?
and

listen.

Play audio

H

I

2

Man 1

H e l l o . My name's I m r a n K a n u .

Man 2

S o r r y . What's y o u r last name again?

Man 1

It's K a n u .

Man 2

H o w do y o u spell t h a t ?

Man 1

It's K - A - N - U .

Man 2

Oh y e s , t h a n k y o u . Here's y o u r b a d g e .

Man 1

Thank you.

Woman

D r i l l e a c h l i n e as a c l a s s t h e n i n d i v i d u a l l y . C h e c k i n t o n a t i o n
and

Man
Woman

pronunciation.

Man
b • A s k t w o s t u d e n t s t o read t h e c o n v e r s a t i o n .

Check

Woman

pronunciation.
•

2

Man

P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n .

Monitor.

Woman
3

• Focus on the Language note. Write: a student, an engineer
on t h e board. Elicit more occupations and write t h e m
t h e b o a r d . P o i n t t o e a c h o n e . A s k : 'a' or 'an'?
o c c u p a t i o n w i t h t h e a r t i c l e , e . g . a nurse,

•

on

Drill each

an engineer.

Check

Oh y e s , t h a n k y o u . Here's y o u r b a d g e .
Thank you.

Man 1

H e l l o . My name's N e l s o n C h a g g a .

Man 2

S o r r y . What's y o u r last name again?

Man 1

It's C h a g g a .

Man 2

H o w do y o u spell t h a t ?

Man 1

It's C - H - A - d o u b l e - G - A .
Oh yes, here y o u are. Here's y o u r b a d g e .

Man 1

Thank you.

W r i t e : I work

in a shop.

I work for

an advertising

company.

o n t h e b o a r d . E l i c i t / E x p l a i n t h a t w e u s e in w i t h a p l a c e a n d

I n some countries surnames have suffixes w h i c h tell y o u

for

w h e t h e r t h e p e r s o n is m a l e or f e m a l e . T h i s d o e s n ' t

with a company.

W r i t e : I'm

a teacher,

on t h e board. Ask s t u d e n t s t o write a
occupation.
do you

7

IMIIHU-JI
•

do,

Write t h e jobs on t h e board. Drill new words and

A s k s t u d e n t s t o spell their first name and surname.

Write

t h e l e t t e r s o n t h e b o a r d so s t u d e n t s can c h e c k t h e y

have

said t h e correct letters.

comprehension.

N o m i n a t e i n d i v i d u a l s t u d e n t s t o say a s e n t e n c e
w h e r e t h e y w o r k u s i n g I work
p l a c e s / c o m p a n i e s on t h e

•

about

F o c u s on t h e t e x t in e x e r c i s e 5. N o m i n a t e a s t u d e n t t o read
t h e part o f t h e m a n . Read Marie's part y o u r s e l f b u t use y o u r

i n / f o r... Write the

o w n n a m e , e . g . Hetlo.

board.

Tell s t u d e n t s t o m o v e a r o u n d t h e classroom and i n t r o d u c e

•

themselves to people.

•

Monitor.

Book page

103.

A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t o n e o f t h e
p e o p l e t h e y spoke t o in e x e r c i s e

•

(Mark

Jones).

Monitor.

A s k d i f f e r e n t pairs o f s t u d e n t s t o read t h e i r c o n v e r s a t i o n

E n g l i s h in t h e w o r l d
•

F o c u s o n t h e t e x t . W r i t e : Hetto,

I'm

( M a r k ) , on t h e

board.

Introduce yourself using your first name. Ask different

3a.
•

Monitor.

Repeat w i t h y o u r first name and y o u r surname. Tell students
t o s t a n d up and m o v e around i n t r o d u c i n g t h e m s e l v e s t o

•

Focus on t h e alphabet. Play audio 1 I M
listen and

•

for students to

m e m b e r s of t h e class.

repeat.

D r i l l t h e a l p h a b e t as a c h a i n . S a y : A , p o i n t t o a s t u d e n t a n d

•

are n o t used t o R o m a n s c r i p t , p r o v i d e e x t r a p r a c t i c e by
on t h e board and drilling t h e letters o u t of order.

E l i c i t / T e a c h : r e g i s t r a t i o n , badge.

•

A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Who can you
Where

is Marie?

What

is she

Play audio

•

D r i l l e a c h l i n e as a c l a s s t h e n

•

W r i t e : Casson
What's

this?

•

see?
•

Y .

badge,

music,

nice, N A M E ,

B A N K , etc. Prepare one word for each s t u d e n t .

H a n d o u t t h e pieces o f paper and tell s t u d e n t s t o look at t h e i r
words and arrange t h e m s e l v e s in a l p h a b e t i c a l order. A s k each
s t u d e n t to hold up their word and say it. Check p r o n u n c i a t i o n .

individually.

on t h e board. P o i n t t o t h e d o u b l e letter.

I can

name.

o f p a p e r i n u p p e r a n d l o w e r c a s e , e . g . meet,

i W t l for s t u d e n t s t o read and listen.

E l i c i t : double

my

Write some of t h e names and words f r o m t h e lesson on pieces
double,

doing?

•

and spell

Follow-up

w r i t i n g t h e l e t t e r s o f t h e a l p h a b e t in u p p e r and lower case

•

myself

other

Monitor.

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
introduce

e l i c i t B, e t c . R e p e a t t h e c h a i n b a c k w a r d s . I f y o u r s t u d e n t s

5

students

to introduce themselves using their first name.

P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s a b o u t t h e
o t h e r m e m b e r s o f t h e class.

4

to

pronunciation.

F o c u s o n t h e p i c t u r e s . D r i l l e a c h l i n e as a class t h e n
i n d i v i d u a l l y . Tell s t u d e n t s t o look at t h e rules on S t u d e n t ' s

•

My name's

P u t s t u d e n t s in pairs t o p r a c t i s e .
t h e class. Check

b •

happen

i n E n g l i s h , so ' A . M a n s o n ' c o u l d b e f e m a l e or m a l e .

N o m i n a t e i n d i v i d u a l s t u d e n t s . A s k : What
(Manolo)?

•

H o w do y o u spell t h a t ?
It's W - I - N - F - I - E - L - D .

Man 2

check
•

It's W i n f i e l d .

p r o n u n c i a t i o n o f a ( t h i s is a w e a k f o r m / s / ) . T e l l s t u d e n t s

sentence about their
•

H e l l o . My name's Emily W i n f i e l d .
S o r r y . Can y o u r e p e a t y o u r last n a m e a g a i n , please?

t o look at t h e rules on S t u d e n t ' s Book page 1 0 3 .

3a l U l i m m
•

person.

K a n u , WinfieLd, C h a g g a

Student 2

•

t o spell t h e first name and surname o f each

his/her

Anna

Student 1

Where

m i .

G o t h r o u g h t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s

e.g.

Teacher

la

Focus on t h e names. Drill each one. Tell s t u d e n t s t o listen
and write t h e surnames. Play audio

Ask:

Resource activity pages 184 and 259

33


TEACHER'S NOTES

Students learn and practise singular and plural nouns.

LESSON 2

Warm-up
•

•

E l i c i t / T e a c h t h a t w e u s u a l l y u s e this/these
a r e c l o s e t o us a n d that/those

A r r a n g e t h e class in a circle. I n t r o d u c e y o u r s e l f t o t h e

u p t w o p e n s . S a y : these.

student on your left, e.g.

•

for things t h a t

for things that aren't.

i n t h e c l a s s r o o m t o e l i c i t t h i s , t h a t , these,

Teacher

Hi. I'm

Student 1
Teacher

Pleased to meet you, Maria. My name's (Samir).
Nice to meet you, too, Samir.

(Maria).

•

The s t u d e n t on y o u r left introduces him / herself t o t h e

E l i c i t : It's

a pen.

o b j e c t s t o e l i c i t It's
•

next

Practise with different

s t u d e n t , a n d so o n . I f y o u h a v e a large class, s t a r t a n o t h e r
6a •

this
classroom

a . . . / T h e y ' r e....

P u t s t u d e n t s i n p a i r s . S a y : Ask
things

chain with t h e s t u d e n t on y o u r right.

those.

N o m i n a t e a s t u d e n t . H o l d u p y o u r p e n . A s k : What's
(Omer)?

Hold

Hold u p / p o i n t to different things

in the classroom.

and

answer

questions

about

Monitor.

Play t h e first conversation on audio V - K l for s t u d e n t s t o
read and listen.

la

•
•

Focus on t h e picture. Tell s t u d e n t s t o cover t h e words.

•

Ask

D r i l l e a c h l i n e as a c l a s s a n d i n d i v i d u a l l y .

t h e m if t h e y can name any o f t h e i t e m s .

•

Repeat w i t h each

G o t h r o u g h t h e w o r d s i n t h e b o x . D r i l l e a c h i t e m as a class

•

N o m i n a t e pairs of s t u d e n t s t o read a c o n v e r s a t i o n t o t h e
class. Check

a n d i n d i v i d u a l l y . P o i n t t o i t e m s in t h e c l a s s r o o m or in t h e
p i c t u r e . A s k : What's
the
•

this?

•

Elicit t h e n a m e s o f t h e i t e m s in

box.

write

t o write t h e words from t h e box in t h e correct place.
b •

Play audio W

pronunciation.

P u t s t u d e n t s in pairs t o

b • A s k : What

Point t o t h e words and gaps above t h e picture. Tell s t u d e n t s

does

practise.

'notebook'

mean?

E l i c i t : It means

vocabulary.

•

Play t h e audio again for s t u d e n t s t o listen and repeat.

•

D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y . C h e c k i n t o n a t i o n

s t u d e n t s h a v e l e a r n e d i n c l a s s , e . g . name,
you,

pronunciation.
•

1 a door
7 a pencil

2 a board

3 a desk

8 a notebook

4 a bag

5 a pen

say

'Hello'

in Spanish?

How

Use words and expressions
pleased

to

that

meet

pen.

W r i t e : window

6 a book

we

helping

A s k s t u d e n t s h o w t o say t h i n g s in t h e i r l a n g u a g e , e . g .
do you

and

'a thing

in'. Repeat with other items from exercise 1 ,

students with
•

for s t u d e n t s t o listen and check.

conversation.

o n t h e b o a r d . A s k : How

do you

say this

word?

E l i c i t : / ' w i n d o u / . Practise w i t h other items from t h e lesson.

9 a computer

•

A s k : How

do you

spell

'pencil'?

E l i c i t : P-E-N-C-I-L.

Practise

with different items.
2

•

P u t s t u d e n t s in pairs. G i v e t h e m o n e m i n u t e t o look a r o u n d

•

t h e c l a s s r o o m a n d l i s t a s m a n y o b j e c t s as p o s s i b l e .
•

P u t s t u d e n t s in pairs t o practise t o g e t h e r . M o n i t o r a n d

check

A s k s t u d e n t s t o call o u t t h e i r w o r d s a n d w r i t e t h e m on t h e

7

board.

m m i m
•

•

Drill t h e new words and check

•

Focus on the table. Play audio E £ f l for s t u d e n t s t o listen

pronunciation.

comprehension.

W r i t e t h e n a m e s o f t h r e e i t e m s in t h e classroom on t h e
b o a r d , e . g . ten pens,

3

and
•

•

•

repeat.

e . g . It's

S a y : Make

P u t s t u d e n t s in pairs t o c o m p a r e t h e i r lists. A s k i n d i v i d u a l

Tell s t u d e n t s t o cover t h e t a b l e . Say words f r o m t h e t a b l e at
Elicit:

W r i t e : umbrella

T h e p l u r a l s is n o t u s u a l l y a p r o b l e m f o r s t u d e n t s

•

1.

etc. H o w e v e r , speakers

l a n g u a g e s s u c h as A r a b i c , w h e r e p l u r a l s a r e o f t e n

of

formed

4

a b a d g e - t h r e e badges

a woman - three women

5

a person - t h r e e p e o p l e

3

a window - three windows

6

a b o x - t h r e e boxes

10).

A r r a n g e s t u d e n t s in t w o g r o u p s a n d e x p l a i n t h e r u l e s o f

O n c e s t u d e n t s u n d e r s t a n d t h e game, p u t t h e m in smaller
monitor.

Resource activity pages 175 and 254

Audioscript 2.3
a desk - t h r e e desks

classroom.

groups to play together, and
then

repeat.

2

in my

H a n g m a n . Play t h e game using a selection of words from

Play t h e rest o f t h e a u d i o .

1

things

•

•

listen and

to

in.

lessons 1 and 2.

Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio
m a k e t h e p l u r a l w i t h three,

a (notebook)?
write

Play a game o f H a n g m a n (see page

English.

S t u d e n t s h e a r a desk,

you

•

b y changing the word itself, m a y forget to add s in

E 0 .

a thing

Follow-up

may

h a v e p r o b l e m s w i t h irregular plurals or forget to use
es w i t h w o r d s e n d i n g ch, sh,

Monitor.

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
can name

whose

l a n g u a g e uses s to m a k e plural f o r m s , t h o u g h t h e y

in the classroom.

q u e s t i o n s a b o u t t h e i t e m s , e . g . What's
e l i c i t s e n t e n c e s , e . g . It's

on t h e board. Elicit t h e plural form

Repeat with a selection of words from exercise

a list of things

s t u d e n t s t o read o u t s o m e o f t h e items on their list. Ask

men.

•

•

t o elicit sentences,

write w i t h .

•

(umbrellas).

5

you

•

Tell s t u d e n t s t o look at t h e t a b l e on Student's B o o k page 103.

•

a thing

computers.
a (pen)?

Drill t h e singular and plural forms. Check p r o n u n c i a t i o n of 5

•

•

two

in r e g u l a r p l u r a l s .
r a n d o m t o e l i c i t t h e p l u r a l f o r m , e . g . S a y : man.

4

a desk,

P o i n t t o t h e i t e m s . A s k : What's

Focus on t h e pictures. Drill each question and answer.

14

I


Students learn cardinal numbers 0-100 and ordinal numbers
{first, second, etc.), and practise asking where things are.

LESSON 3

b •

Warm-up
•

•

D i v i d e t h e b o a r d i n t o t w o c o l u m n s w i t h six rows. L a b e l t h e

Y o g a : 20, second

c o l u m n s team

first

1 a n d team

2 and n u m b e r t h e rows

1-6.

P u t students in t w o teams. Each t e a m chooses one person
1

classroom objects, which their 'writer' adds to their column.
N o t e t h a t t h e y c a n n o t use o b j e c t s w h i c h t h e o t h e r t e a m
already

E n g l i s h : 59, f i f t h

Man

Excuse me. Where is t h e m e e t i n g for new
s t u d e n t s , please?

has

Receptionist

written..

It's in R o o m 4 2 .

Man

Room 42? Where's t h a t , please?

Receptionist

T h e w i n n i n g t e a m is t h e f i r s t t e a m t o w r i t e s i x c o r r e c t l y

It's on t h e f o u r t h floor.

Man

spelt words.

2

Thank you.

Woman

E x c u s e me. Where is t h e y o g a class, please?

Receptionist

la •

R e p e a t w i t h 20,

30,

Check pronunciation of
50,

60,

7 0 , 90,

100.

3

teen.

Check

16 s i x t e e n
2

•

for s t u d e n t s t o listen and

5 five

English 1 or English 2?
O h , English 1 .

English 1 is in R o o m 59.
Room 59. Where's t h a t , please?

Receptionist

7 seven

9 nine

18 eighteen

12 twelve

40 forty

It's on t h e f i f t h floor.

Woman
4

check.

Thank you.

Man

E x c u s e - m e . Where i s - X o m p u t e r s for b e g i n n e r s ,
please?

Play t h e audio again for students t o listen and repeat.

3 three

E x c u s e me. Where is t h e English class, please?

Woman

A s k s t u d e n t s t o c o m p l e t e t h e list o f n u m b e r s .

•

Thank you.

Woman

Receptionist

individually.

Play audio

Woman

Woman

F o c u s o n t h e n u m b e r s i n t h e b o x . D r i l l e a c h o n e as a c l a s s

b •

Yes. It's on t h e second floor.

Receptionist

pronunciation

of ty.
then

Room 20?

Receptionist

15,

17, 19. Point to the first number. E l i c i t / T e a c h :z e r o / o h .
C o n t i n u e t o nineteen.

It's in R o o m 2 0 .

Woman

Tell s t u d e n t s t o cover t h e exercise. Write t h e f o l l o w i n g
n u m b e r s o n t h e b o a r d : 0, 1 , 2, 4 , 6, 8 , 1 0 , 1 1 , 1 3 ,

Computers for beginners: 1 1 ,

A u d i o script 3.4

t o w r i t e on t h e b o a r d . Teams have t w o m i n u t e s t o call o u t

•

P l a y t h e a u d i o a g a i n a n d g o t h r o u g h t h e a n s w e r s as a c l a s s .

Receptionist

It's in R o o m 1 1 .

Man

14 fourteen

R o o m 7?

Receptionist

80 e i g h t y

No, Room 1 1 .

Man

O h . T h a n k y o u . Where is t h a t , please?

Receptionist

P u t s t u d e n t s i n s m a l l g r o u p s t o s a y t h e n u m b e r s as a c h a i n

It's on t h e first floor.

Woman

Thank you.

from 30 t o 50, e.g. S I : t h i r t y , S2: t h i r t y - o n e . Monitor.
•
3a •

G o t h r o u g h t h e n u m b e r s 3 0 - 5 0 as a class.

individually. Check
•

6

•
•

pronunciation.

F o c u s o n t h e t a b l e i n e x e r c i s e 5 a . S a y : Make
about

Write t h e numbers on t h e board. P o i n t t o each one at
random and elicit t h e

N o m i n a t e t w o s t u d e n t s t o read o u t t h e e x a m p l e

conversation.

Check p r o n u n c i a t i o n . P u t s t u d e n t s in pairs t o practise.

F o c u s o n t h e n u m b e r s . D r i l l e a c h o n e as a class t h e n

•

number.

Yoga,

English

1 , and

Computers

for

beginners.

conversations
Monitor.

N o m i n a t e d i f f e r e n t pairs t o read o u t t h e i r c o n v e r s a t i o n s .
Check

pronunciation.

b • Tell s t u d e n t s t o listen and write t h e numbers. Play audio
E
•

H

twice.

G o t h r o u g h t h e a n s w e r s as a class. C h e c k

Pronunciation

pronunciation.

1

4 7 , 30, 1 6 , 99, 6 8 , 2 1

• Elicit/Teach:
•

2

syllable.

0 0 .

W r i t e : thirteen

on t h e board. M o d e l t h e

p r o n u n c i a t i o n b y p o i n t i n g t o e a c h s y l l a b l e as y o u s p e a k .

A u d i o script 3.2
1

Play audio

A

H o w old are y o u ?

B

I'm f o r t y - s e v e n .

A s k : Is the stress
second

on the f i r s t or second

sure s t u d e n t s can hear t h e

A

H o w much is t h i s shirt?

B

It's £ 3 0 .

3

A

H o w m a n y s t u d e n t s are t h e r e in y o u r class?

B

Sixteen.

4

G o o d m o r n i n g . This is C i t y R a d i o . It's on 99 F M .

5

S o , here's y o u r key. You're in R o o m 68.

6

This is our bus - n u m b e r t w e n t y - o n e .

2

syllable?

Elicit:

the

s y l l a b l e , and mark this. Repeat w i t h t h i r t y ,making
difference.

•

D r i l l t h e pairs o f n u m b e r s i n d i v i d u a l l y t h e n as a class.

•

Focus on t h e first pair o f numbers. Play t h e first i t e m on
audio 0 0 .

A s

k

;

thirteen

or thirty?

E l i c i t : thirty

and write

t h i s o n t h e b o a r d so s t u d e n t s can c h e c k .
•

Play t h e rest of t h e audio.
A u d i o script 3.6

4

•

Elicit/Teach: l i f t / e l e v a t o r , f l o o r .

•

Focus on t h e ordinal numbers. Play audio
t o listen and

thirty, fifteen, sixty, seventeen, eighteen, ninety
M H

for students
•

repeat.

•

D r i l l : It's

on the

third floor

as a class t h e n

•

Say numbers at random t o elicit the ordinal, e.g. S a y :

Repeat w i t h each ordinal number.

5a •
•

practise.

F o c u s o n t h e p i c t u r e . E l i c i t / T e a c h : meeting,

yoga,

A s k : Where

What floor

Room
•

•

P u t s t u d e n t s in pairs t o

42 on?

is the meeting

for

E l i c i t : In Room

new students?
42.

On the fourth

the table.

ask about

I

location.

D i c t a t e t e n pairs o f n u m b e r s . Tell s t u d e n t s t o add up t h e

two

n u m b e r s i n e a c h p a i r a n d w r i t e t h e t o t a l , e . g . y o u s a y 24

and

3 1 , students w r i t e 55.

beginner.
is

Resource activity pages 176 and 255

floor.

Play audio H i C f t w i c e for students to listen and

and

Follow-up

three.

Elicit: third.
•

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
can use numbers

individually.

complete

17


Students learn and practise expressions for saying hello and

TEACHER'S NOTES

LESSON 4 goodbye.

Warm-up
•

2

• Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d
and underline t h e m in t h e t e x t .

Dictate 12 numbers between 0 and 100. Go through t h e

•

numbers, w r i t i n g t h e figures on t h e b o a r d .
•

•

•

E l i c i t / E x p l a i n w h e n t o use Good

morning

P u t s t u d e n t s i n p a i r s . A s k t h e m t o w r i t e o u t t h e n u m b e r s as

Good

and 6 p.m.),

words, e.g.

(after

twenty-one.
•

G o t h r o u g h t h e n u m b e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s

•

t o spell numbers.

• E x p l a i n t h a t s t u d e n t s are g o i n g t o r e a d a n d l i s t e n t o a s t o r y

3

t h r o u g h o u t t h e b o o k . I n this lesson t h e y m e e t some o f t h e

I r e l a n d , w i f e , shop,

counter,

sign,

•

mobile
van,

Australia,

o f f e r , computer

engineer,

•

boyfriend

p i c t u r e 5 : j o g , o f f i c e , USA,

Singapore,

magazine

company

• Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e
p i c t u r e s t o check basic c o m p r e h e n s i o n ,
p i c t u r e 1 : Where
sign say?

What

is the man?

What

is the woman's

p i c t u r e 2 : Where

is the girl?

p i c t u r e 3 : What
p i c t u r e 4 : How

is the man
many

is he doing?

What

is she

holding?

people

What

does

*

the

e.g.

p i c t u r e 1 : What

is the man's first

name?

p i c t u r e 2 : What
p i c t u r e 3 : What's
does she do?

Where

is the

van?

What

are

Whose Internet

Where

is the man

Lucy's

What's

his

surname?
What's

cafe is this?

surname?

Is she a student?

What's

p i c t u r e 5 : Who is the man?
he work with

Is Sarah from

name?

What

Olive?

What does he do? Is he married?
Does

the USA?

his surname?

Who is his

Where is he from?

Sarah?
Does

What's

Sarah

Is he

English?

girlfriend?

Sarah's

Where does

he

surname?

work?

b • Focus on t h e names. Drill each name.
P u t s t u d e n t s in p a i r s . S a y : Read
the first

names

with

the

the text

again

and

match

surnames.

• G o o v e r t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s t o
spell t h e first names and surnames.
2d

3e

4d

5c

goodbye.

Prepare a list o f words f r o m L e s s o n 1 t o 4 a n d mark t h e

badge,

spelt,

2 syllables:

country,

3 syllables:

umbrella,

desk,

music,

name,

notebook,

company,

boss,

wife

vowel,

computer,

boyfriend,

alphabet,

cafe
Internet,

P u t s t u d e n t s i n t w o t e a m s . T e a m s t a k e i t in t u r n s t o s a y i f

R e s o u r c e a c t i v i t y pages 1 7 7 and 255

going?

is the girl's f i r s t name?

Who is

and

they

Where does he live? Is he married?

p i c t u r e 4 : Who is the man?

lb

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now

t w o syllables wins 2 points, etc.

Play t h e audio again. Ask questions a b o u t t h e t e x t t o check

his wife's

'goodbye'.

A one-syllable word spelt correctly wins the team 1 point,

doing?

are in the cafe?

is the girt doing?

London?

down

t h e y w a n t t o spell a w o r d w i t h o n e , t w o , or t h r e e syllables.

job?

comprehension,
Is he from

and write

'hello'.

magazine

e.g.

doing?
p i c t u r e 5 : What

saying

Repeat with expressions for saying

1 syllable:

individually.

•

for

number o f syllables, e.g.

• W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a class a n d

work?

P u t s t u d e n t s in p a i r s . S a y : Cover the text

Follow-up

boss

p i c t u r e 4 : f i x (a computer),

•

D r i l l e a c h e x p r e s s i o n as a class t h e n i n d i v i d u a l l y .

can say hello

p i c t u r e 3 : box,

evening

p.m.).

Monitor.

unload
p i c t u r e 2 : street,

12 p . m . ) ,

Good

• A s k o n e g r o u p t o act o u t t h e s t o r y for t h e rest o f t h e class.

E l i c i t / T e a c h key v o c a b u l a r y for each picture, e . g .
cafe,

(before

practise t h e conversation, each t a k i n g one part.

Play audio E H 1 t o familiarize students w i t h how t h e story

p i c t u r e 1 : Internet

12 p.m.

• G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e a l l six r o l e s .

develops and with the characters' voices.
•

6

(between

• F o c u s o n t h e s t o r y . P u t s t u d e n t s in g r o u p s . T e l l t h e m t o

characters.
•

afternoon

expressions
•

la

Play audio E W - 1 for s t u d e n t s to listen and repeat.

6a

18

I


Students learn a lexical set of countries and nationalities and say
where people are from.
Warm-up

2

Woman

H e l l o . My name's I v a n a .

Man

Make Word Snakes (see page 1 1 ) of t h e questions and

Nice t o m e e t y o u , I v a n a . I'm J o s e . Where are y o u
from?

answers in l e s s o n 2 e x e r c i s e 6, e . g .

Woman

whatdoesfrenchmeanitmeansfromfrance.

I'm f r o m t h e U S A . A n d y o u ?

Man
3

P u t s t u d e n t s in g r o u p s t o u n s c r a m b l e t h e q u e s t i o n s a n d
answers, rewrite t h e m with the correct punctuation,

I'm f r o m B r a z i l .

Man

H i . My name's S a m . I'm f r o m B r i t a i n .

Woman

and

Pleased t o m e e t y o u , Sam. My name's O l g a . I'm f r o m
Russia.

then practise t h e m .

4

Woman

H e l l o . My name's M a r i a .

Man
•

E l i c i t / T e a c h : country,

•

Play audio H I

•

•
•
•

W r i t e : Her country

is

, Her nationality
this?

is

A s k : When

audio for s t u d e n t s t o listen and

of a sentence.

repeat.

E l i c i t : at the

beginning

p e o p l e ' s n a m e s , f o r c o u n t r i e s , a n d c i t i e s . R e p e a t w i t h full

individually.
Focus on t h e countries a n d nationalities. Play t h e rest o f

E l i c i t / T e a c h : famous,

the audio for students t o listen and repeat.

Check t h a t students recognize the

people.

Drill each i t e m as a class a n d i n d i v i d u a l l y . Tell s t u d e n t s t o

D r i l l e a c h s e n t e n c e . W r i t e : Madonna

is American,

cover the countries. Say nationalities t o elicit countries, e.g.

P o i n t t o is. A s k : Is Madonna

S a y : Spanish,

R e p e a t w i t h Che Guevara

E l i c i t : Spain.

Repeat with nationalities covered.

the

I speak

Poland.

I'm from

Czech

alive.
dead.

from

Netherlands).

S t u d e n t s h e a r He's

about

Monitor.

F o c u s o n t h e f i r s t q u e s t i o n a n d d r i l l i t as a c l a s s a n d

a r t i c l e ( o t h e r e x a m p l e s a r e the USA,

the U K , the

on

Y o u r life
•

i n d i v i d u a l l y . A s k : Where

say t h e n a t i o n a l i t y , t h e n listen and

E l i c i t : He's

pronunciation.

is i n c o r r e c t . E l i c i t t h a t t h e C z e c h R e p u b l i c n e e d s a d e f i n i t e

China,

on the board.

E l i c i t : She's

board.

Check

P u t a cross n e x t t o t h e s e c o n d s e n t e n c e t o s h o w it

Play t h e first item on audio I M .

pictures.

Ask i n d i v i d u a l s t u d e n t s t o read o u t one o f their sentences.

from

Spanish.

R e a d t h r o u g h p a r t 2 . W r i t e : I'm from
Republic.

or dead?

was Argentinian.

five more famous people.

N o m i n a t e individual students to make similar sentences
Argentinian.

alive

Focus on the

P u t s t u d e n t s in pairs. Tell t h e m t o w r i t e s e n t e n c e s

B r i t i s h . I speak E n g l i s h .

I'm

a l i v e , dead.

a b o u t t h e i r n a t i o n a l i t y u s i n g is o r was a n d w r i t e t h e m

sentences.

M a k e a s e n t e n c e a b o u t y o u r s e l f , e . g . S a y : I'm from ( B r i t a i n ) .

Argentina.

t o elicit t h a t w e use t h e s e a t t h e e n d o f a s e n t e n c e .

Ask students t o name t w o famous people. Elicit sentences

Monitor.

u s i n g c o u n t r i e s a n d n a t i o n a l i t i e s f r o m t h e l i s t , e . g . I'm

•

letter?

N o t e t h a t w e also use c a p i t a l letters for

stops

Focus on part 1 o f t h e L a n g u a g e n o t e . Drill t h e

•

do we use a capital

D r i l l e a c h l i n e o f t h e c o n v e r s a t i o n as a c l a s s a n d

I'm

2

Focus on t h e L a n g u a g e n o t e a n d read t h e e x a m p l e t o g e t h e r .

second gap t o elicit I t a l i a n . Play t h e first t h r e e lines o f t h e

•

•

I'm f r o m A u s t r a l i a .

Point to

Elicit: I t a l y . Repeat with the

P u t s t u d e n t s in pairs t o p r a c t i s e .

•

I'm f r o m I t a l y . A n d y o u ?

Man

•

•

Woman

f l a g , n a t i o n a l i t y , language.

all t h e w a y t h r o u g h .

t h e f i r s t g a p . A s k : What's

Nice t o m e e t y o u , Maria. I'm Bill. Where are y o u f r o m ?

•

from

(Germany).

are you

f r o m , (Hans)?

Elicit:

I'm

Repeat w i t h each question.

Tell s t u d e n t s t o read t h e q u e s t i o n s and w r i t e answers for
themselves.

repeat.

•

Play t h e rest o f t h e a u d i o .

Ask students t o move around, asking and answering the
questions.

Monitor.

Audio script 5.2
1

He's f r o m C h i n a .

She's f r o m France.

He's Chinese.

She's French.

She's f r o m B r a z i l .

He's f r o m H o l l a n d .

She's B r a z i l i a n .

He's D u t c h .

He's from t h e U S A .

She's from P o l a n d .

He's A m e r i c a n .

She's Polish.

Pronunciation
a •

s y l l a b l e . A s k : Where

I n some languages adjectives describing nationality
only one form, used w i t h b o t h male and female

• W r i t e : Hiroko

have

•

S a y : Listen.

nouns,

What

is Hiroko's

nationality?

Play t h e first

E l i c i t : Hiroko

is

b •

Japanese.

•

> Tell s t u d e n t s t o listen and c o m p l e t e t h e gaps.

1 J a p a n e s e , Spanish

2 A m e r i c a n , Brazilian

Chinese.

2 China / Chinese
5 P o l a n d / Polish

7 America / American

8 Canada / Canadian

3 B r i t a i n / British
6 Italy / Italian

Play t h e audio again for s t u d e n t s t o listen and

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now

I

someone's n a t i o n a l i t y .

Write o u t countries and nationalities on t h e board but leave
a g a p f o r e a c h v o w e l , e . g . H _n

A u d i o script 5.3

g _ r y , P _l

_s

h.

H i . I'm H i r o k o . I'm f r o m J a p a n .

P u t s t u d e n t s in pairs. Tell t h e m t o w r i t e t h e missing v o w e l s

Pleased t o m e e t y o u , H i r o k o . My name's Pedro. I'm

in each w o r d . G i v e t h e m a t i m e

limit.

from Spain.
Woman

repeat.

Follow-up

3 B r i t i s h , Russian

4 Italian, Australian

Man

second

t o e l i c i t t h a t t h e s t r e s s is o n t h e

and t h e s e c o n d in

4 Hungary / Hungarian

can give

' G o t h r o u g h t h e a n s w e r s as a class.

Woman

E l i c i t : On the
words.

on the board. Point to the gap.

conversation on audio 1 3 * 1 .

1

board.

Play the audio again for students t o underline t h e stress.
1 Australia / Australian

Spanish.

is

is the stress?

R e p e a t w i t h China/Chinese
f i r s t s y l l a b l e i n China

t w o f o r m s , m a s c u l i n e a n d f e m i n i n e . I n E n g l i s h t h e r e is
is

V K A . W r i t e : A u s t r a l i a / A u s t r a l i a n on the

s y l l a b l e , and mark this on b o t h
•

e . g . He/she

Play audio

M o d e l t h e p r o n u n c i a t i o n o f each word by p o i n t i n g t o each

Resource activity pages 179 and 256

Nice t o m e e t y o u , t o o , Pedro.

22


TEACHER'S NOTES

Students learn and practise the verb to be.

LESSON 6

Warm-up
•

Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio i

Revise countries and nationalities with a board dash.
t h e b o a r d i n t o f o u r c o l u m n s h e a d e d ian,

•

ish,

ese,

Divide

S t u d e n t s run t o t h e board t o w r i t e t h e

Check

la

1
2

countries.

pronunciation.

3

• Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e
p i c t u r e , e . g . Who can you

•

see?

E l i c i t / T e a c h : o f f i c e , there,
conference,

Where

here,

are

Play a u d i o I - H l for s t u d e n t s t o read and

•

Ask questions a b o u t t h e t e x t to check
e . g . Where

•

today,

is Paul
Where

Smith?

does

Why are Paul

Tim

assistant,

listen.
his assistant

•

Give s t u d e n t s an o p p o r t u n i t y t o play all t h r e e roles.

•

Ask one g r o u p t o act o u t t h e t e x t for t h e rest o f t h e class.

•

F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a class a n d
G o t h r o u g h t h e rules on S t u d e n t ' s B o o k page
W r i t e : 'm o n t h e b o a r d . A s k : What's

this?

w i t h e a c h s h o r t f o r m ( ' s , i s n ' t , ' r e , aren't)
•

W r i t e : They's from

work,

are

seat, f r e e ,

yourself.
using

possible.
pronunciation.

2 I s , i s n ' t , 's/is
5 I s , is

3 A r e , a r e n ' t , 're/are

A s k d i f f e r e n t pairs o f s t u d e n t s t o read o u t one o f t h e
conversations. Check

pronunciation.

P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n s .

Monitor.

Your life
old,f i l m

103.

E l i c i t : am.

questions

using

G o t h r o u g h t h e q u e s t i o n s as a class. C h e c k

to elicit t h e full

young,

star.

P u t s t u d e n t s i n p a i r s . S a y : Write

Repeat

the

cues.

pronunciation.

Think of a famous person t h a t your students will recognize.

not).

I t a l y . She is in Brussels

I t a l y . She isn't

A r e t h e y f r o m Poland?

1 A r e , 'm n o t , 's/is

not.

We arn't

Tell s t u d e n t s t o ask y o u q u e s t i o n s t o f i n d o u t w h o t h e

at

p e r s o n is. N o t e t h a t f o r a m i x e d n a t i o n a l i t y class y o u

on t h e b o a r d . P u t a cross n e x t t o each s e n t e n c e t o
from

Are t h e y in a m e e t i n g ?

4 A r e , a r e , ' m / a m is

Monitor.

s h o w t h e y are i n c o r r e c t . A s k s t u d e n t s t o c o r r e c t t h e m .
They're

They're from Poland.

Focus on t h e cues. E l i c i t / T e a c h key v o c a b u l a r y , e.g.

•

are,

Is i t on t h e first floor?

T h e y ' r e in a m e e t i n g .

F o c u s o n t h e c o n v e r s a t i o n s . E l i c i t / T e a c h : mobile,

pronunciation.

•

f o r m s ( i s , is not,

It's on t h e first floor.

Is she on holiday?

say one line each. Check

in

work?

F o c u s on t h e t e x t . P u t s t u d e n t s in g r o u p s o f t h r e e . Tell

individually. Check

She's on h o l i d a y .

G o o v e r t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s t o

t h e m to practise t h e conversation, each taking one part.

2

Is he her b o y f r i e n d ?

P u t s t u d e n t s in pairs t o c o m p l e t e t h e c o n v e r s a t i o n s ,

D r i l l e a c h s e n t e n c e as a c l a s s .

b •

He's her b o y f r i e n d .

A r e y o u new here?

short forms where

comprehension,
and

listen

You're n e w here.

help

g u y , Marketing, u n f o r t u n a t e l y .

•

Brussels?

6a

they?

Brussels,

make a question, t h e n

Audio script 6.3

nationality

correctly wins a point.
G o t h r o u g h t h e a n s w e r s as a c l a s s , e l i c i t i n g t h e

here,

Play t h e rest of t h e audio.
5,

in t h e c o r r e c t c o l u m n . T h e f i r s t t e a m t o w r i t e t h e w o r d

•

new

and repeat.

other.

Put s t u d e n t s in t w o teams. Call o u t a c o u n t r y from l e s s o n
e . g . Spain.

S t u d e n t s h e a r You're

in Brussels.

We aren't

at

could

elicit a list o f f a m o u s p e o p l e t h a t e v e r y o n e recognizes and

Elicit:

use t h e s e p e o p l e in t h e

work.

game.

P l a y t h e g a m e as a class u n t i l y o u r s t u d e n t s are c o n f i d e n t .
Do t h e examples together. Play t h e first item on audio
S t u d e n t s h e a r They're

in P a r i s , s a y t h e n e g a t i v e , t h e n

and repeat. Do t h e same with the second
Play t he rest of t h e

P u t s t u d e n t s i n p a i r s . S a y : Play
listen

2
3

together.

Monitor.

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now

example.

can say

audio.

who

and

where

people

T h e y ' r e in Paris.

She's Russian.

W r i t e o u t t h e f o l l o w i n g p a r a g r a p h , or make up a similar o n e

T h e y aren't in Paris.

She isn't Russian.

about someone your students will recognize.

I'm his a s s i s t a n t .

We're in R o o m 1 0 .

I'm n o t his a s s i s t a n t .

We aren't in Room 1 0 .

He's at a c o n f e r e n c e .

This is my office.

He isn't at a c o n f e r e n c e .

This isn't my office.

I'm from
I'm

England.

I'm

a sportsperson.

not

old.

I'm

We're famous.

married.
My name

My wife's

a

singer.

is

P u t s t u d e n t s in A / B pairs. A r r a n g e t h e A s in a row w i t h a
p i e c e o f p a p e r a n d a p e n / p e n c i l a n d t h e Bs a t t h e f r o n t .

Put

S t u d e n t s m i g h t h a v e p r o b l e m s w i t h t h e v e r b to be i f t h e i r

a c o p y o f t h e p a r a g r a p h a t t h e f r o n t o f t h e class. T h e Bs race

o w n language doesn't h a v e a n equivalent, e.g.

t o r e a d t h e p a r a g r a p h , r e m e m b e r as m u c h as p o s s i b l e ,

Arabic

Vietnamese.

G o o v e r t h e p a r a g r a p h as a class.
Write the names of three famous people on the

' F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s a n d
individually. Check
here?

You student?

Jennifer

104.

s t u d e n t s t o c o r r e c t t h e m . R e p e a t w i t h Yes, I'm.

about David

Ask

Yes,

Lopez,

David

Beckham.

Cruise,

Ask s t u d e n t s t o guess which

p e r s o n y o u w e r e t a l k i n g a b o u t . ( T h e e x a m p l e p a r a g r a p h is

on t h e b o a r d . P u t a cross

n e x t t o t h e q u e s t i o n s t o s h o w t h e y are i n c o r r e c t .

board,

i n c l u d i n g t h e o n e d e s c r i b e d i n t h e d i c t a t i o n , e . g . Tom

pronunciation.

F o c u s on t h e rules on S t u d e n t ' s B o o k p a g e

• W r i t e : They

then

run back t o t h e i r p a r t n e r w h o writes it d o w n .

o r T u r k i s h , o r i f i t e x i s t s i n t h e i r l a n g u a g e b u t is r a r e l y
used, e.g.

1

I

are.

Follow-up

A u d i o script 6.2
1

the game

we're.

Beckham.)

Resource activity pages 179 and 256

R e m i n d s t u d e n t s n o t t o use c o n t r a c t e d f o r m s in s h o r t
answers.

22


Students learn wh- questions with the verb to be and practise
giving information about themselves.

LESSON 7

TEACHER'S NOTES
Warm-up
•

•

F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a class
and individually. Check

P u t a targe picture o f a f a m o u s person on t h e board

(use

•

W r i t e : Is your

someone that students will recognize).
•

a n s w e r s , e . g . Yes,

E l i c i t a s m a n y d e t a i l s as p o s s i b l e a b o u t t h e p e r s o n
t h e s e c u e s o n t h e b o a r d , e . g .first

name

name,

surname,

•

using

on the board. Elicit possible

it is. No,

it isn't.

Repeat for each question.

P u t s t u d e n t s in pairs t o practise asking a n d a n s w e r i n g
questions.

age,

nationality, married?, job, house?

pronunciation.

Teodor?

3a •

Focus on t h e f i r s t h e a d i n g on t h e f o r m in e x e r c i s e
( T i t l e ) . W r i t e : Mr o n t h e b o a r d . A s k : What's

1

•

E l i c i t / T e a c h : customer,

bank

account,

bank

clerk,

question?

application
•

Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e
p i c t u r e , e . g . How

•

many

people

are there?

Where

are

Focus on t h e headings on t h e f o r m . Play audio

they?
•

for

•

G o t h r o u g h t h e p e r s o n a l d e t a i l s . E l i c i t / T e a c h : Mr, Ms,

Check

Mrs,

Miss,

nurse.

male,

female,

single,

married,

separated,

divorced,

•

heading.

clerk's

questions

Monitor.

Play t h e rest o f t h e audio, s t o p p i n g a f t e r each question for
check.

answers to the

divorced.

questions.

4 KAWHI/JI

status.

•

Repeat with t h e headings covered to elicit personal details.

•

P u t s t u d e n t s in pairs t o practise.

•

Monitor.

Ask individual students questions about their details,
What's

•

F o c u s on t h e f o r m in e x e r c i s e 1 . Tell s t u d e n t s t o listen a n d

your

title?

How

old are you?

What's

your

post

e.g.

code?

Tell s t u d e n t s t o copy o u t t h e f o r m h e a d i n g s . Put s t u d e n t s
i n p a i r s t o i n t e r v i e w e a c h o t h e r as b a n k c l e r k a n d c u s t o m e r

find four mistakes.

and complete the form.

Play audio WRrh twice.

b • Tell students t o correct t h e

the bank

( R e m i n d s t u d e n t s t h a t t h e bank clerk

b • Tell s t u d e n t s t o work i n d i v i d u a l l y and w r i t e their o w n

nominate

students to tell you the correct heading, e.g. S a y :
E l i c i t : Marital

each

students to

Ask students t o cover the personal details and look at the
headings. Say personal details at random and

your f i r s t

and play the audio to check.

can see h i m . )

pronunciation.

•

clerk's

Play t h e f i r s t line o f

d o e s n ' t n e e d t o a s k i f T e o d o r is m a l e o r f e m a l e b e c a u s e s h e

D r i l l t h e h e a d i n g s as a class a n d i n d i v i d u a l l y .

•

title?

P u t s t u d e n t s i n p a i r s . S a y : Write
for

•

2a •

your

R e p e a t w i t h t h e s e c o n d h e a d i n g . E l i c i t : What's
name?

students t o listen and repeat.

•

E l i c i t : What's

1

the bank

audio W N M again to check.

form.
•

the

Monitor.

•

they

mistakes.

Monitor.

A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e

person

interviewed.

G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y p l a y t h e
audio again, stopping after each

English in t h e world

mistake.

• W r i t e : I'm

He's 35. He's Polish. H e lives in W i c k h a m S t r e e t . His t e l e p h o n e

Mrs Ann

Jones,

I'm

Mrs Jones

on t h e board. Put a

c r o s s n e x t t o t h e f i r s t s e n t e n c e t o s h o w i t is i n c o r r e c t .

n u m b e r is 0 7 2 1 3 8 9 3 2 1 4

Remind

s t u d e n t s t h a t we d o n ' t say t h e first n a m e w h e n we use a t i t l e .
•

Audio script 7.2
Clerk

P o i n t t o y o u r s e l f . S a y : I'm
Who are you?

First, I need some i n f o r m a t i o n for t h e f o r m . So,

different

w h a t ' s y o u r t i t l e ? Is i t Mister?
Customer
Clerk
Customer
Clerk
Customer
Clerk
Customer
Clerk
Customer
Clerk
Customer
Clerk
Customer
Clerk
Customer
Clerk
Customer
Clerk
Customer

informal?

A n d w h a t ' s y o u r first name?

Hi,

It's T e o d o r .
Is t h a t T - H - E - 0 . . . ?

•

Customer
Clerk
Customer
Clerk
Customer
Clerk
Customer
Clerk

Point to a student.

morning,

Mr Kennedy,

o n t h e b o a r d . A s k -.formal

or
e.g.

Sam.

Elicit and write examples o f formal and informal situations

N o , i t i s n ' t . It's T - E - 0 - D - 0 - R . T e o d o r .

i n t w o c o l u m n s o n t h e b o a r d , e . g . f o r m a l : hotel,
i n f o r m a l : work,

It's M a k k .

•

H o w do y o u spell t h a t , please?

Ask:

E l i c i t : f o r m a l . R e p e a t w i t h an i n f o r m a l g r e e t i n g ,

T h a n k y o u , a n d w h a t ' s y o u r surname?

a p a r t y , the

bank,

shop,

pub.

N o m i n a t e a s t u d e n t . T e l l t h e m y o u are a h o t e l g u e s t a n d
is t h e r e c e p t i o n i s t . S a y : Good

It's M - A - d o u b l e K.

E l i c i t : Good

M - A - d o u b l e K. T h a n k y o u . H o w old are y o u , Mr Makk?

morning,

(Mr Brun).

morning.

My name's

(Stefan

he/she
Brun).

Repeat with another example

f r o m t h e list t o elicit an e x a m p l e o f an i n f o r m a l i n t r o d u c t i o n .

I'm t h i r t y - f i v e .
O K . A n d you're male, o f course. A r e y o u married?

•

I'm d i v o r c e d .

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t . Now
give

What's y o u r n a t i o n a l i t y ?
I'm Polish.

and

ask for

personal

I can

information.

Follow-up

O K . A n d w h a t do y o u do?
I'm a nurse.

•

What's y o u r address?

Write out t h e personal details cues from e x e r c i s e 1 on
separate pieces o f paper. Prepare one for each

It's 29 Wickham S t r e e t - That's W - I - C - K - H - A - M

•

- Wickham Street, Bristol.
Clerk

Jones).

students.

• W r i t e : Good

Yes, i t is.

(Mrs

Elicit t h e student's title and surname. Repeat with

student.

H a n d o u t t h e pieces o f p a p e r . A s k s t u d e n t s t o m i n g l e a n d ask

A n d what's the postcode?

a q u e s t i o n u s i n g t h e i r c u e , e . g . First name

It's BS6 7 P K .

name?

What's y o u r p h o n e number?

tell t h e m t o exchange papers and find another person to talk

It's 0 7 2 1 3 8 9 3 2 1 4 .

to with their new

- What's

question.

A n d that's a mobile number.
Y e s , i t is.

Resource activity pages 184 and 259

A n d w h a t a b o u t an e m a i l address?
Yes. It's t e o m a k k l , t h a t ' s T - E - O - M - A - K - K - l at m a k k . n e t .
OK. Thank you. Now which . . .

33

your

first

When students have asked and answered a question


TEACHER'S NOTES

Students learn to talk about days and times.

LESSON 8

Warm-up
•

Play Bingo (see page 1 0 ) t o revise numbers

•

Tell s t u d e n t s t o f i l l in t h e i r 4 x 4

7

A W h a t t i m e is t h e t r a i n ?

8

A Is t h e s h o p o p e n t o d a y ?

B It's at half p a s t s e v e n .

1-60.

grid with numbers of their

B N o , it's closed on S u n d a y s .

choice b e t w e e n 1 and 30.
•

Play again using numbers b e t w e e n 31 and 60.

5a •

Focus on t h e E v e r y d a y e x p r e s s i o n s . Go t h r o u g h each one.
E l i c i t / T e a c h k e y v o c a b u l a r y , e . g . meeting,

1

•

• Elicit /Teach: time, dock.
•

Focus on t h e pictures. Play audio M i l

•

for students t o

•

D r i l l e a c h i t e m as a c l a s s a n d i n d i v i d u a l l y . C h e c k p r o n u n c i a t i o n
o f o i n o'clock

•

a n d to. T h e y are b o t h w e a k f o r m s ( / a / ) -

Tell s t u d e n t s t o cover t h e t e x t and look at t h e
N o m i n a t e a s t u d e n t . A s k : What's
ten past

eleven.

number

3,

W r i t e : What

on t h e board. P o i n t t o t h e gap.

Elicit:

is it today?
this?

Elicit:

day.

P u t s t u d e n t s in pairs t o c o m p l e t e t h e

b •

pictures.

(Omer)?

box.

A s k : What's

listen and repeat t h e t i m e s .
•

appointment.

G o t h r o u g h t h e w o r d s in t h e

Play audio H H

expressions.

for s t u d e n t s t o listen and check.

•

Play t h e audio again for students t o listen and

•

Drill t h e e x p r e s s i o n s as a class a n d

repeat.

individually.

Repeat with different times.
day, t h e , W h a t , W h e n

2

•

F o c u s o n t h e p i c t u r e s . D r i l l : What's

the

time?

as a class a n d

individually.
•

Elicit t h e t i m e s s h o w n on t h e clock faces. Drill t h e m
p o i n t i n g t o e a c h c l o c k a n d a s k i n g What's

the

Point o u t t h e d i f f e r e n t ways o f saying each t i m e .

•

P u t s t u d e n t s in pairs t o practise.

•

L o o k a t y o u r w a t c h . A s k : What's

3 a • A s k : What

day

is today?

Monitor.
the

time

•

Focus on t h e L a n g u a g e n o t e . Drill t h e example

•

C h e c k c o m p r e h e n s i o n . A s k : What

time?

•

t i m e and write it on t h e

by

now?

6

Elicit the

•

E l i c i t : It's

on ( M o n d a y ) . A s k : What

E l i c i t : It's

at (three

•

is your
time

sentences.

English

is your

class?

English

class?

o'clock).

Go t h r o u g h Sandy's diary. E l i c i t / T e a c h key v o c a b u l a r y for
e a c h d a y , e . g . interview,

board.

day

conference,

p a r t y , tennis

match.

Focus on t h e e x a m p l e dialogue. Drill each sentence.
E l i c i t / E x p l a i n t h a t w h e n we're t a l k i n g a b o u t s o m e t h i n g

Elicit the day and write it on the

board.

t h a t h a s a l r e a d y b e e n m e n t i o n e d , e . g . a n a p p o i n t m e n t or

•

D r i l l t h e w o r d s in t h e b o x as a class a n d i n d i v i d u a l l y .

a m e e t i n g , w e o f t e n s h o r t e n What

•

P u t s t u d e n t s in pairs. A s k t h e m t o w r i t e t h e days in t h e

appointment?
•

correct order.
•

t o What

W r i t e : When's
appointment?

G o t h r o u g h t h e a n s w e r s as a class.

time/What

time?/What

the Marketing

day

is the

day?

meeting?

When's

o n t h e b o a r d . U n d e r l i n e the,

your

your.

Explain

t h a t w e u s e the t o t a l k a b o u t a p a r t i c u l a r m e e t i n g
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

your

and

or a person's n a m e b e c a u s e we're t a l k i n g a b o u t t h e i r

a p p o i n t m e n t . Ask s t u d e n t s t o read Sandy's diary and f i n d
b •
•

Play audio l i f M for s t u d e n t s t o listen and
D r i l l t h e d a y s a s a c h a i n . S a y : Monday.
s t u d e n t s . E l i c i t : Tuesday,

4

Wednesday,

repeat.

Point to

o t h e r e x a m p l e s w h e n w e w o u l d u s e the,

different

etc.

Jack's

•

Play audio K : M

Tell s t u d e n t s t o listen a n d w r i t e t h e d a y or t h e t i m e t h e y

all t h e w a y t h r o u g h .

hear. Play t h e first c o n v e r s a t i o n on t h e audio a g a i n .
quarter
•
•

Repeat with the second conversation.
past

Elicit:

Elicit:

6 half p a s t n i n e , five o'clock

•

4 t w e n t y t o nine
7 half p a s t seven

2

A What's t h e t i m e ?

3

A W h e n is our m e e t i n g ?

4

A My a p p o i n t m e n t at t h e dentist's is t o d a y .

•

at the doctor's?

What

time

day

•

class?

on.

Monitor.

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
about

days

and

times.

Ask students to draw a blank diary page and label the days
-

Sunday.

Tell t h e m t o t h i n k o f one a c t i v i t y f o r each day (real or
imaginary) and to write it on the diary page w i t h the time.

B It's q u a r t e r p a s t o n e .

•

P u t s t u d e n t s in pairs t o t a l k a b o u t t h e i r w e e k .

Monitor.

B It's on F r i d a y .

R e s o u r c e a c t i v i t y pages 1 8 1 and 2 5 7

B What time?
A Twenty to nine.

R e v i e w a n d W o r d l i s t s Lessons 1 - 8

A Is K a t e here t o d a y ?

S t u d e n t ' s B o o k pages 8 3 - 8 4

B N o , she isn't here on M o n d a y s .
6

is her

is her computer

P u t s t u d e n t s i n A / B p a i r s . S t u d e n t B is S a n d y . T e l l t h e m

Monday

B It's T h u r s d a y .

5

but

when talking about a match that

Follow-up

Audio script 8.3
A W h a t day is i t t o d a y ?

interview,

c o u l d be e i t h e r ,

A s k q u e s t i o n s a b o u t S a n d y ' s d i a r y , e . g . What

can talk

8 Sundays

1

or a n a m e .

your

s t u d e n t s t h e o p p o r t u n i t y to act t h e role o f S a n d y .

conversation.

5 Mondays

your,

t o ask a n d a n s w e r q u e s t i o n s a b o u t S a n d y ' s w e e k . G i v e b o t h

G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y p l a y t h e

3 Friday

match

t o e l i c i t s e n t e n c e s w i t h at a n d
•

2 quarter past one

p a r t y . N o t e t h a t tennis

appointment

one.

1 Thursday

the conference,

s o m e o n e is w a t c h i n g r a t h e r t h a n p l a y i n g i n .
•

Play t h e rest o f t h e audio.
audio again, s t o p p i n g a f t e r each

class,

w e w o u l d u s u a l l y u s e the

•

Thursday.

E l i c i t : the computer

A Is t h e b a n k o p e n t o d a y ?
B Yes, it's o p e n f r o m half p a s t n i n e t o five o'clock.

14

I


TEACHER'S NOTES

Students learn a lexical set of daily activities and talk about

their daily life.

LESSON 9

Warm-up
Write a selection o f t i m e s on pieces o f paper, e.g . f i v e
o'clock

on Monday

quarter

past

evening,

three

twenty

on Monday

past

two

afternoon,

on Friday

morning,

etc. Prepare one for

each s t u d e n t .
H a n d o u t t h e pieces o f paper. Tell s t u d e n t s t o

1

I usually w a t c h T V in t h e e v e n i n g .

2

I s o m e t i m e s wake up at five o' clock.

3

I always leave h o m e at 7 . 3 0 .

4

I s o m e t i m e s go s h o p p i n g a f t e r w o r k .

5

I usually cook dinner.

6

I always have c o f f e e in t h e m o r n i n g .

organize

t h e m s e l v e s in a r o w s t a r t i n g w i t h t h e e a r l i e s t d a y / t i m e .

E l i c i t / T e a c h : hairdresser,
you

E l i c i t / T e a c h : everyday

•

Focus on t h e pictures. Play audio i-'JIl

life.

f i v e , ten,

D r i l l e a c h i t e m as a c l a s s a n d i n d i v i d u a l l y .
Ask different students to say t h e activities. S a y :
10?

E l i c i t : cook

are they

dinner.

Check

many

people

can

doing?

0 3

this?

past

s i x . Point to the gap.
e.g.

half.

twice.

audio again, stopping after each answer.
N o m i n a t e a s t u d e n t t o read t h e first s e n t e n c e f r o m t h e
t e x t . Check p r o n u n c i a t i o n . C o n t i n u e round t h e class, asking

always

p r o n o u n c e d t h e w a y t h e y a r e s p e l t , e . g . shower

quarter,

up at

Elicit possible w o r d s t o f i t in t h e g a p .

G o t h r o u g h t h e a n s w e r s as a class. I f n e c e s s a r y p l a y t h e

Students m a y have problems r e m e m b e r i n g h o w to say
or spell E n g l i s h w o r d s b e c a u s e t h e y are n o t

this?

Tell s t u d e n t s t o listen and c o m p l e t e t h e t e x t . Play audio

pronunciation.

i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's

d i f f e r e n t s t u d e n t s t o read one sentence each.

/'Jaoa//

/'brekfast/.

1 half

2 breakfast

6 have lunch
•

f r i e n d , open.

Go t h r o u g h t h e t e x t eliciting possible words for each gap.

What's

P u t s t u d e n t s in pairs. Tell t h e m t o c o v e r t h e t e x t a n d t a k e it

breakfast

What

A s k : What's

repeat.

•

number

see?

t h e t e x t . W r i t e : I get

for students to

•

•

salon,

Read t h r o u g h t h e w h o l e t e x t . Focus on t h e first sentence o f

•

listen and

weekdays,

A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . How

A s k s t u d e n t s t o read o u t t h e i r t i m e s / d a y s .

P u t s t u d e n t s in pairs. A s k t h e m t o add t h r e e m o r e daily

3 shower

7 go f o r a d r i n k

4 drive
8 cook

5 nine
9 watch TV

1 0 go s h o p p i n g

a c t i v i t i e s t o t h e list. ( T h e y can use t h e i r d i c t i o n a r i e s if

necessary.)
•

6a Your life

A s k s t u d e n t s t o call o u t t h e daily a c t i v i t i e s a n d w r i t e t h e s e

Use t h e pictures in e x e r c i s e 1 and adverbs o f f r e q u e n c y to

on t h e board. Drill t h e new words.

t a l k a b o u t a t y p i c a l d a y f o r y o u . S a y : I usually
seven

Do the examples together. Play the first item on audio
S t u d e n t s h e a r to work,

quarter

make a sentence, then listen and

repeat. Do the same with the second

I have b r e a k f a s t ,

a shower

t o bed

I have a s h o w e r ,

I go t o b e d .

shopping

lunch

I go s h o p p i n g .

I have l u n c h .
sentences.

Focus on t h e rules on S t u d e n t ' s B o o k page 1 0 4 . W r i t e :
I watch

•

I

•

Ask

Read t h r o u g h t h e sentences.

T

and

o'clock.

wake

up at seven

I usually

wake

past

seven.

up at half

What

about

o'clock,

you,

too. /

Monitor.

about

my everyday

Give s t u d e n t s one m i n u t e t o read t h e t e x t f r o m e x e r c i s e 5

P u t s t u d e n t s in p a i r s / s m a l l g r o u p s . W r i t e t h e f o l l o w i n g
t i m e s o n t h e b o a r d : six o'clock,

quarter

8.45,

half

half

past

nine,

11

o'clock,

past

past
one,

s i x , eight
f i v e , half

o'clock,
past

s i x ,1 1 . 3 0 .

TV in the evening,
does

(usually)

on t h e

this

go?

word

I

life.

again.

students to correct t h e m .

A s k : Where

up at seven

Follow-up

TV. o n t h e b o a r d . P u t a c r o s s

n e x t t o t h e s e n t e n c e s t o s h o w t h e y are i n c o r r e c t .

between

at

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now

for s t u d e n t s t o read and listen.

have.

wake

E l i c i t : I usually

compare their days.

D r i l l e a c h l i n e as a class a n d i n d i v i d u a l l y .

P o i n t t o usually.

up at
home

Focus on t h e e x a m p l e s e n t e n c e s . P u t s t u d e n t s in pairs t o

Focus on t h e L a n g u a g e n o t e . Drill t h e e x a m p l e

W r i t e : I watch

wake
leave

Monitor.

(Maria)?

can talk

never

I usually

to e i g h t , e t c .

l i f e . S a y : I usually

breakfast

I go t o w o r k ,

a shower

a shower.

Ask d i f f e r e n t s t u d e n t s t o say sentences a b o u t their daily

to work

Play audio H M

have

t h e m , using adverbs of frequency.

Audio script 9.2

4a

I always

Tell s t u d e n t s t o w r i t e sentences a b o u t a t y p i c a l day for

example.

Play t h e rest of t h e audio.

1

o'clock.

board.

•

Elicit:

Tell s t u d e n t s t o t h i n k a b o u t t h e hairdresser's day and
w h a t she does at each of t h e s e t i m e s .

'watch'.

P u t s t u d e n t s in pairs a n d t e l l t h e m t o read t h e s e n t e n c e s

Resource activity pages 182 and 258

a n d p u t t h e a d v e r b s o f f r e q u e n c y in t h e c o r r e c t place.
G o t h r o u g h t h e a n s w e r s as a c l a s s .

29

write


TEACHER'S NOTES

Students learn and practise present simple statements.

L E S S O N 10

Warm-up
•

Audio script 10.3
1

Draw t w o columns on the board. Write the first part of the
daily a c t i v i t i e s f r o m l e s s o n 9 e x e r c i s e 1 in t h e f i r s t c o l u m n

2

and t h e s e c o n d p a r t in t h e s e c o n d c o l u m n . W r i t e t h e m o u t o f

•

3

dinner

watch

I live near a s h o p .
I d o n ' t live near a s h o p .

order, e.g.
wake

She w o r k s in a cafe.
She d o e s n ' t w o r k in a cafe.

They drive to work.
They don't drive to work.

up

4

P u t s t u d e n t s in t e a m s . T h e t e a m s t a k e it in t u r n s t o
t w o w o r d s a n d m a k e a s e n t e n c e , e . g . I wake

up at six

He finishes w o r k at f i v e .
He d o e s n ' t finish w o r k a t

match
5

o'clock.

five.

We g e t up at seven o'clock.
We d o n ' t g e t up at seven o'clock.

1

•
•

E l i c i t / T e a c h : j o b , pub,

clean,

wash,

glasses,

like,

money.

Focus on t h e picture. Ask questions a b o u t J o h n , e.g.
old is he?

What

is he

Play audio H H I

for s t u d e n t s t o read and

•

P l a y t h e f i r s t p a r t o f t h e a u d i o a g a i n ( t o I like the

How
5

listen.

D r i l l e a c h s e n t e n c e as a c l a s s . C h e c k

•

Ask i n d i v i d u a l s t u d e n t s t o read sentences from t h e t e x t .

activity?

•

person

1 d o e s n ' t go
English.

the

5 washes
or

6

2 has

pronunciation.

3 d o e s n ' t work

6 d o e s n ' t go

7 goes

4 d o e s n ' t clean

8 d o e s n ' t like

l A i i u m

tables.

•

Focus on t h e verbs in t h e box. Say positive and
to work

t e x t i n e x e r c i s e 1 . A s k : Which

verbs

are activities?

clean,

verbs

are states?

wash.

R e p e a t w i t h Which

work,

Elicit:
to elicit

•
goes

( a n e x t r a s y l l a b l e i n washes

T e l l s t u d e n t s t o c o v e r e x e r c i s e 1 . W r i t e : go,
wash,

l i k e , do o n t h e

•

work,

board.

P u t s t u d e n t s in pairs. A s k t h e m t o w r i t e t h e t h i r d

person

s i n g u l a r f o r e a c h v e r b . G o t h r o u g h as a c l a s s . C h e c k
pronunciation.
3 a • W r i t e : I go to the pub
What

does

John

at six o'clock,

at six o'clock,

do at six o'clock?

on the board.

E l i c i t : He goes

and write it on the

pub

board.

I don't
negative

in a school.

in a school,

What

t o o . / I don't

about

work

Ask the same question to different students.

R e p e a t w i t h a n e g a t i v e s e n t e n c e , e . g . I don't
the evening.

E l i c i t : I don't

I go to work

in the

go to work

go to work

in the evening

•

P u t s t u d e n t s in pairs t o c o m p a r e t h e i r daily life.

•

Ask different students to say one positive and one

negative

s e n t e n c e a b o u t t h e i r p a r t n e r ' s d a i l y l i f e , e . g . (Ana)

works

doesn't

Check

Monitor.

drive

to work.

time,

full-time, holiday.

English in t h e world
•

E l i c i t / T e a c h : part-time,

•

R e a d t h r o u g h t h e t e x t as a c l a s s . A s k q u e s t i o n s t o c h e c k
do students

•

describe

4 He finishes work at half past

7 He w a t c h e s T V f o r half an hour.

6 He always walks h o m e .
8 T h e n he goes t o b e d .

•

pronunciation.
104.

go,

goes

= doesn't

in a cafe,

negative

H i K I .

say t h e n e g a t i v e , t h e n

listen and repeat. Do t h e same w i t h t h e second e x a m p l e .
•

Play t h e rest o f t h e a u d i o .

everyday

I can

life.

U s e t h e s e c o n d t e x t f r o m e x e r c i s e 1 as a d i c t a t i o n .

Dictate

naturally.

P u t s t u d e n t s in pairs t o check each other's w o r k using t h e
and

punctuation.

go.

Do t h e examples t o g e t h e r . Play t h e first i t e m on audio
S t u d e n t s h e a r She works

else's

Student's Book. Remind t h e m t o check for correct spelling

G o t h r o u g h t h e verbs in e x e r c i s e 1 and elicit t h e

f o r m o f e a c h , e . g . go = don't

b •

•

Focus on t h e rules on S t u d e n t ' s Book page

someone

each sentence t w i c e , speaking clearly and

• G o t h r o u g h t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s a n d
individually. Check

Where

Follow-up
•

•

UK have jobs?

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now

2 He usually has dinner t h e r e .

5 He lives near t h e p u b .

in the

work?

P u t s t u d e n t s in pairs t o discuss s t u d e n t j o b s in t h e i r c o u n t r y .

•

3 He starts work at seven o'clock.
eleven.

term

c o m p r e h e n s i o n , e . g . Do all students

P l a y a u d i o il*M f o r s t u d e n t s t o l i s t e n a n d c h e c k .

1 He goes t o t h e pub at six o'clock.

in

pronunciation.

P u t s t u d e n t s in pairs t o c o m p a r e t h e i r s e n t e n c e s .

Audio script 1 0 . 2

/

evening.

•

Play t h e audio again for s t u d e n t s t o listen and repeat.

in

either.

Focus on t h e sentences. Tell s t u d e n t s t o w r i t e a b o u t J o h n .

•

you,

in a

•

b •

go

Monitor.

N o m i n a t e a s t u d e n t . S a y : I work

an o f f i c e . / (Ana)

Ask:

to the

Tell s t u d e n t s t o w r i t e t h r e e positive and t h r e e

school.

104.

negative

in a school.

evening.

( K a t i a ) ? E l i c i t : I work

b u t n o t in

have,

in the

sentences a b o u t their life.

pronunciation

G o t h r o u g h t h e rules on Student's B o o k page

clean,

•
go,

like.

Focus on t h e table. Drill t h e examples. Check

about

G o t h r o u g h t h e a n s w e r s as a class. A s k d i f f e r e n t s t u d e n t s t o
say t h e sentences. Check

clean

John

go.

P u t s t u d e n t s in pairs. Tell t h e m t o make sentences

P u t s t u d e n t s in pairs. Tell t h e m t o look at verbs in t h e f i r s t

o f es i n washes,

4a

E l i c i t : no a n d u n d e r l i n e doesn't

s e n t e n c e s a b o u t y o u r l i f e , e . g . I work

goes).

•

R e p e a t w i t h I usually

Write:

o n t h e b o a r d . A s k : Does

J o h n using t h e verbs in brackets.

U n i v e r s i t y , o n t h e b o a r d . A s k : state

E l i c i t : state.

go to school

to elicit a c t i v i t y .

have,

•

•

pronunciation.

• W r i t e : I go to Leeds

goes/doesn't

go to school?

Repeat with the second part of the audio.

- possibly because t h e r e are f e w v e r b e n d i n g s i n

•

John

pronunciation.

S t u d e n t s o f t e n forget to use s in the t h i r d

•

• Tell s t u d e n t s t o read t h e t e x t in e x e r c i s e 1 a g a i n .

money).

•

Check

He washes cars.
He d o e s n ' t wash cars.

doing?

•

•

2

6

Resource activity pages 183 and 258


Students revise the present simple and write a paragraph about
their everyday life.

LESSON 11

TEACHER'S NOTES
Warm-up
•

Write five present simple sentences on the board.

•

Each

s e n t e n c e s h o u l d c o n t a i n o n e m i s t a k e , e . g . She haves

a

part-

•

time job. They doesn't go to school. Wake they up at seven
o'clock. I no like my job. He doesn't works in an office.
•

P u t s t u d e n t s in small g r o u p s . Tell t h e m t o f i n d t h e

•

W r i t e : 1 He cleans
earns

check.

•

the tables.

a lot of money.

work

by bus.

She

He hasn't

got

and,
•

but,

or

F o c u s o n t h e p i c t u r e o f L i g a y a . A s k : What's
old is she?

Where

does

she live?

her name?

the glasses.

like her job.

a car.

on the

2

She

3 He travels

to

board.
with

because.

Ask i n d i v i d u a l s t u d e n t s t o rewrite t h e sentences on t h e
b o a r d . E l i c i t : He cleans

•

He washes

doesn't

P u t s t u d e n t s in pairs a n d t e l l t h e m t o w r i t e s e n t e n c e s

part-time

job. / She doesn't have a part-time job.

1

w h e n we give a reason for

something.

mistakes

E l i c i t t h e o p p o s i t e o f e a c h s e n t e n c e , e . g . She has a

sentences.

t o join t w o positive pieces

t o j o i n a positive and a n e g a t i v e piece

o f i n f o r m a t i o n , a n d because

Go t h r o u g h t h e answers, w r i t i n g t h e m on t h e board for
students to

•

E l i c i t / E x p l a i n t h a t w e u s e and
o f i n f o r m a t i o n , but

and rewrite the sentences correctly,
•

F o c u s on t h e L a n g u a g e n o t e . E l i c i t t h a t t h e r e are t w o
pieces of i n f o r m a t i o n in each o f t h e e x a m p l e

She

How

earns

travels

Encourage s t u d e n t s t o guess

the

a lot of money

to work

tables

and

washes

but she doesn't

by bus because

he hasn't

the

glasses.

like her job.
got

He

a car.

some of Ligaya's details.
•

Play audio > H I
What's

•

Ligaya's

for s t u d e n t s t o read and listen.

job?

E l i c i t : She's

a

the capital
•

anything

Philippines?

•

time,

school,

near,

city

What's

you

e.g.

centre,

main

expensive,

begin

and

end

and

end

with

beach

•

true

or false?

E l i c i t : True

1

•

g i v i n g , or a s k i n g f o r , t h e n u m b e r o f t h e c o r r e c t

2

•
•

6 F

French,

on the board. Ask students to
teaches E n g l i s h .
the statements

G o o v e r t h e a n s w e r s t o g e t h e r . E l i c i t : She
She

likes

her job.

M o d e l t h e p r o n u n c i a t i o n o f / i / i n live a n d /v./

She doesn't

normally

takes

the bus

go to work

t h e board. Ask students t o p u t t h e m in order w i t h

3

•

l a s t , i . e . always,

D r i l l e a c h pair o f w o r d s i n d i v i d u a l l y t h e n as a class. C h e c k
Focus on t h e first pair o f w o r d s . Play t h e first i t e m on audio
A s k : live or leave?

E l i c i t : leave

Play t h e rest of t h e audio, stopping after each word.

1 leave

on

answers.

2 his

3 it

4 these

•

Play the audio again for s t u d e n t s t o listen and

•

P u t s t u d e n t s in pairs. O n e s t u d e n t says a w o r d f r o m t h e list

repeat.

in p a r t 1 , t h e o t h e r p o i n t s t o t h e w o r d in t h e list.
on

•

always

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
can

usually/normally, often,

F o c u s o n t h e f i r s t a c t i v i t y , gets
does

up.

Ligaya

Tell s t u d e n t s t o read t h e
get

up?

E l i c i t : at

»

quarter

write

about

my everyday

I

life.

F o c u s on t h e t e x t in e x e r c i s e 1 . Tell s t u d e n t s t o t h i n k
write a paragraph about that

•

P u t s t u d e n t s in pairs t o c o m p l e t e t h e exercise.

•

G o t h r o u g h t h e a n s w e r s as a class.
2 at six o'clock

5 at five o'clock

person.

Resource activity pages 184 and 259

3 at h a l f p a s t seven

6 a f t e r w o r k / b e f o r e she goes

7 on S u n d a y m o r n i n g

about

s o m e o n e t h e y k n o w , e . g . a f r i e n d or a r e l a t i v e . A s k t h e m

to f i v e .

home / o n Saturday

and write this on the

Follow-up

t e x t a g a i n . A s k : When

4 at five o'clock

M

A u d i o script 1 1 . 3

never.

1 at q u a r t e r t o five

Drill
H

repeat.

Go through the

Ask s t u d e n t s t o look at t h e t e x t again and underline t h e

f i r s t a n d never

Check

to

adverbs of frequency. Elicit the adverbs and write t h e m

sometimes,

letters,

i n leave.

•

true.

Saturday.
•

s p e l l i n g , capital

•

P u t s t u d e n t s in pairs. Tell s t u d e n t s t o look at t h e o t h e r
f a l s e s t a t e m e n t s 3 , 4 , a n d 6 . S a y : Make
work.

Check

l i f e . Monitor.

b o a r d so s t u d e n t s can c h e c k .

c o r r e c t t h e s t a t e m e n t . E l i c i t : She

•

partner.

your

N o m i n a t e i n d i v i d u a l s t u d e n t s t o read o u t t h e i r t e x t s .

H i l

•

your

about

pronunciation.

paragraph

for each answer.

teaches

about

Write

for s t u d e n t s t o listen and

G o t h r o u g h t h e a n s w e r s as a c l a s s . I f s o m e s t u d e n t s f i n d

W r i t e : Ligaya

the pattern.

e a c h s o u n d as a c l a s s t h e n i n d i v i d u a l l y . P l a y a u d i o

the exercise difficult, number the paragraphs and help by

•

R e m i n d s t u d e n t s t o use

Pronunciation

and

complete the exercise.

5T

do

capital

pronunciation.

Read t h r o u g h t h e s t a t e m e n t s . P u t s t u d e n t s in pairs t o

4 F

a

P u t s t u d e n t s in pairs. A s k t h e m t o e x c h a n g e t h e i r t e x t s .
S a y : Read

write T next to the sentence.

3 F

a f u l l stop.

with

and f u l l - s t o p s .

f i r s t s t a t e m e n t . A s k : Is this

2 F

E l i c i t : Begin

S a y : Follow

Play t h e audio again while s t u d e n t s read and listen.

I T

a sentence?

•

road

• Tell s t u d e n t s t o read t h e first paragraph again. Focus on t h e

•

I live in ( L o n d o n ) .

•

journey

p a r a g r a p h 4 : church,

and

capital letters with the names of days.

t r a f f i c , summer

p a r a g r a p h 3 : earn,

is (Anna)

F o c u s o n t h e p u n c t u a t i o n u s e d i n t h e p a t t e r n . A s k : How
letter

p a r a g r a p h 2 : normally,

•

Use t h e cues t o tell s t u d e n t s a b o u t y o u r e v e r y d a y life, e . g .

city?

t r a v e l , long

2

are the

E l i c i t / T e a c h key v o c a b u l a r y for each paragraph,
p a r a g r a p h 1 : elementary

•

•

S a y : My name

Ask questions to find out if your students know
a b o u t t h e P h i l i p p i n e s , e . g . Where

Ask:

teacher.

8 on S u n d a y a f t e r n o o n

33

to


Students revise the present simple and learn phrases for
responding to things people say.

TEACHER'S NOTES LESSON 12

Warm-up
•

3a •

Use t h e pictures in l e s s o n 4 t o revise t h e story t o date.
q u e s t i o n s a b o u t t h e c h a r a c t e r s , e . g . Where

does

Ryan

What's

Where

is

Peter

does

Sarah

from?

his wife's
What's

name?

Jordan's

Who is Lucy's
job?

boss?

Is he married?

What

Ask

•

work?

•

Play audio

•

do?

•

to familiarize students with how the story

develops and with the characters' voices.
•

shop,

customer,

p i c t u r e 2 : do j u d o , sport,
p i c t u r e 3 : that's
picture 4:
•

4
tennis,

•

stop

f u n n y , f a n c y , r e a l l y , obvious

p i c t u r e 1 : How

many

is Ryan

to?

people

are there?

talking

to?

p i c t u r e 3 : Who is Ryan

talking

to? Is Peter

What

are they?

is Cindy

Who

talking

•

doing?

arriving

Peter

come

into

P l a y t h e a u d i o a g a i n . E l i c i t : To see

p i c t u r e 1 : Who is Peter
usually

come

in?

come

p i c t u r e 2 : Where

have

looking

into

Peter
Cindy

Is Sarah
What

What

Does

sports

she do judo
come

a cup of coffee?

p i c t u r e 4 : Why does

for?

the cafe?

is Sarah?

she go jogging?

p i c t u r e 3 : Why does

The

say

into

does

does

she do?

•

F o c u s o n t h e s e n t e n c e s . W r i t e : It's
evening,

o n t h e b o a r d . S a y : Read

E l i c i t : 6.30
•

he want
What

she

When

say.

Shop?

Does

to see

do men

he

Sarah?
never

6.30/7.30

the t e x t . What

in

the
time

is it?

the text

again

and

choose

answer.

2 Tuesday

5 doesn't have

3 sports centre

Everyday
yes,

thats, r e a l l y ,

M a k e e n o u g h copies so s t u d e n t s can w o r k in small g r o u p s .
Give each group one piece o f paper. A s k t h e m t o use t h e
punctuation.

R e s o u r c e a c t i v i t y pages 1 8 5 and 259

G o o v e r t h e a n s w e r s as a c l a s s .
1 6.30

people

Write out the individual words from the

expressions with

usually

a n d circle t h e correct answer.

P u t s t u d e n t s i n p a i r s . S a y : Read
the correct

•

to things

words t o make f o u r expressions. Tell t h e m t o w r i t e t h e

Does

weekend?

The Coffee

Why does
'Men!'?

time

•

e.g.

in the cafe?

at the

•

Sarah.

notice?
2

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now

right, funny.

Ask questions a b o u t the t e x t to check comprehension,

always

Ask one g r o u p t o act o u t t h e story for t h e rest o f t h e class.

e x p r e s s i o n s o n a Large piece o f paper. W r i t e t h e w o r d s a t

or

to?

F o c u s o n t h e q u e s t i o n . A s k : Why does

does

•

r a n d o m w i t h n o p u n c t u a t i o n , e . g . know,

p i c t u r e 4 : Who is Cindy

Sarah

to

Follow-up

leaving?

•

F o c u s on t h e s t o r y . P u t s t u d e n t s in g r o u p s . Tell t h e m

can respond

e.g.

Where

p i c t u r e 2 : Who is Peter

Shop?

Really.

G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e all t h r e e roles.

•

Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e

Coffee

Oh, right.

Monitor.

W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a class a n d

p i c t u r e s t o check basic c o m p r e h e n s i o n ,

•

That's funny.

repeat.

•

notice

talking

for students to check their answers.

Play the audio again while s t u d e n t s listen and

practise t h e c o n v e r s a t i o n , each t a k i n g one part.

individually.
•

Play audio I W I

o.

expressions.

e.g.

counter

go j o g g i n g , play

on t h e b o a r d . P o i n t t o t h e g a p a n d ask

Ask students to complete the

Yes, I k n o w .

E l i c i t / T e a c h key v o c a b u l a r y for each picture,
p i c t u r e 1 : coffee

W r i t e : Yes, I kn_w.

students t o supply t h e missing letter. E l i c i t :

b •
la

Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o find
a n d u n d e r l i n e t h e m in t h e t e x t .

4 does j u d o

6 fancies

18

I


Students learn a lexical set of free-time activities and talk about

~ TEACHER'S NOTES LESSON 13 what they do in their free time.
Warm-up
•

A u d i o script 1 3 . 3

Elicit daily a c t i v i t i e s a n d w r i t e t h e s e on t h e b o a r d in
order. Drill t h e words and check

•

Woman 1

random

My name's M a r i a . W h a t do I do in my free t i m e ? I go
s w i m m i n g and I play t e n n i s . I d o n ' t play a musical

pronunciation.

i n s t r u m e n t , b u t I listen t o music. I like j a z z .

Tell s t u d e n t s t o list t h e a c t i v i t i e s in t h e order t h a t t h e y do

Man 1

My name's Dev. Free t i m e ? L e t me see. I do karate a n d
I play t h e p i a n o . A n d I play c o m p u t e r g a m e s , t o o .

them.
•

Woman 2

P u t s t u d e n t s in pairs t o c o m p a r e t h e i r lists a n d t a l k a b o u t
their daily activities.

My name's A n n a . I n m y free t i m e I read b o o k s - novels
m o s t l y . I d o n ' t play a n y s p o r t s , b u t I do y o g a . A n d I

Monitor.

go j o g g i n g .
Man 2

1

• E l i c i t / T e a c h : free

•

Focus on t h e pictures. Play audio
listen and

nil

r e s t a u r a n t s w i t h my f r i e n d s , t o o . I love f o o d .

for students to

repeat.

•

D r i l l e a c h i t e m as a class a n d

•

Ask d i f f e r e n t s t u d e n t s t o say t h e a c t i v i t i e s .

b • W r i t e : Maria

individually.

music,

Check

P u t s t u d e n t s in pairs. Tell t h e m t o t a k e it in t u r n s t o

a t d i f f e r e n t a c t i v i t i e s a n d a s k What's

2

this?

•

point

• Tell s t u d e n t s t o add more f r e e - t i m e a c t i v i t i e s t o t h e list

•

Elicit:

s a m e as i n t h e s t u d e n t ' s l a n g u a g e . F o r e x a m p l e ,

•

•

G o t h r o u g h t h e a c t i v i t i e s in e x e r c i s e 1 . S a y t r u e s e n t e n c e s

the

(Maria)?
•

and

•

Read through t h e example
W r i t e : I play

the
•

4

swimming
I go s w i m m i n g .

table tennis

5

I play t a b l e t e n n i s .

the

piano.

and f o o t b a l l . I don't
but I don't

play

do yoga,

R e m i n d s t u d e n t s t h a t and

connects a positive and a negative

the

on the

piano

board.

connects
sentences,

sentence.

Tell s t u d e n t s t o w r i t e a paragraph a b o u t t h e a c t i v i t i e s in
do.

P u t s t u d e n t s in pairs. A s k t h e m t o e x c h a n g e a n d read each

•

A s k i n d i v i d u a l s t u d e n t s t o read o u t t h e i r

•

t h e radio

6

magazines
I read m a g a z i n e s

•

Maria a n d w r i t e t h e a c t i v i t i e s she does. Play t h e first
twice. Elicit:

•

D e v : k a r a t e , play t h e p i a n o , c o m p u t e r games

I

activities.

A r r a n g e t h e class in t w o or t h r e e t e a m s . A s k o n e

_
member

E x p l a i n t h a t y o u are g o i n g t o w h i s p e r a f r e e - t i m e

activity

t h e a c t i v i t y and their teams compete to guess t h e

Tell s t u d e n t s t o listen t o t h e o t h e r conversations and w r i t e

Maria: s w i m m i n g , t e n n i s , l i s t e n i n g t o music ( j a z z )

my free-time

to t h e s t u d e n t s at t h e f r o n t o f t h e class. T h e y have t o

to ( j a z z ) music.

G o t h r o u g h t h e a n s w e r s as a class.

about

f r o m each t e a m t o come t o t h e f r o n t o f t h e class.

swimming,

t h e activities. Play t h e rest of t h e audio.

talk

Follow-up

Focus on t h e first picture. Tell s t u d e n t s t o listen t o
conversation on audio J H 0

paragraphs.

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now

can

I listen t o t h e r a d i o .

the violin
I play t h e v i o l i n

•

you,

play

other's work.

karate
I do k a r a t e .

•

about

•
Audio script 1 3 . 2

listening

or, but.

What

t o o . / I don't

sentences.

exercise 1 that they do/don't

Play t h e rest of t h e audio.

tennis,

tennis

v i o l i n . I do karate,

w h i l e but

second item.

4a •

table

the piano.

the piano,

t w o p o s i t i v e s e n t e n c e s , or c o n n e c t s t w o n e g a t i v e

the

correct verb, t h e n listen and repeat. Do t h e same w i t h

E l i c i t : I play

U n d e r l i n e and,

Do t h e examples t o g e t h e r . Play t h e first i t e m on audio

table

play f o o t b a l l .

Ask d i f f e r e n t s t u d e n t s t o say sentences a b o u t t h e i r free-

or the

make a sentence with

/ I don't

t i m e a c t i v i t i e s . S a y : I play

some sports, b u t S p a n i s h uses d i f f e r e n t verbs.

3

pronunciation.

a b o u t t h e t h i n g s t h a t y o u d o / d o n ' t d o , e . g . I play

English

uses t h e same verb ( p l a y )w i t h musical i n s t r u m e n t s

2

the

5 mam
tennis.

f o r s t u d e n t s as t h e E n g l i s h c o l l o c a t i o n is n o t a l w a y s

1

about

do.

r e s t a u r a n t s w i t h his f r i e n d s .

C o l l o c a t i o n s ( w o r d s t h a t go t o g e t h e r ) c a n cause p r o b l e m s

•

sentences

Caspar

Caspar goes t o t h e cinema and he w a t c h e s T V . He goes t o

practise.

S t u d e n t s h e a r karate,

and

A n n a reads b o o k s . She does y o g a a n d she goes j o g g i n g .

Say t w o or t h r e e a c t i v i t i e s a t r a n d o m t h e n p u t s t u d e n t s

B Q .

Anna,

Dev does k a r a t e . He plays t h e p i a n o and he plays c o m p u t e r g a m e s .

a n d no i f w e u s e a d i f f e r e n t v e r b , e . g . S a y : tennis

•

Dev,

P u t s t u d e n t s in pairs t o c o m p a r e their answers.

comprehension.

a c t i v i t y . Tell s t u d e n t s t o say y e s if we use t h e verb p l a y ,

3

that

this?

to.

board.

T e l l s t u d e n t s t o c o v e r t h e p i c t u r e s in e x e r c i s e 1 . S a y a n

in pairs t o

listens

G o t h r o u g h t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s

F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s

yes.

and she

•

and individually.
•

plays,

t o read o u t o n e sentence each. Check

A s k s t u d e n t s t o call t h e m o u t and w r i t e t h e m on t h e
Drill t h e new words and check

tennis

•
(using dictionaries if necessary).
•

She

F o c u s o n t h e p i c t u r e s . S a y : Write
activities

Monitor.

swimming.

o n t h e b o a r d . P o i n t t o e a c h g a p . A s k : What's

E l i c i t : goes,

pronunciation.
•

My name's Caspar. I d o n ' t play a n y s p o r t s . I n my
f r e e t i m e I go t o t h e cinema or I w a t c h T V . I go t o

time.

mime

activity.

T h e first t e a m t o call o u t t h e a c t i v i t y wins a p o i n t .
•

Repeat with different activities from exercises 1 and 3.

Resource activity pages 226 and 280

A n n a : read b o o k s ( n o v e l s ) , y o g a , j o g g i n g
Caspar: go t o t h e c i n e m a , w a t c h T V , go t o r e s t a u r a n t s

117


Students learn and practise present simple questions and ask

~ TEACHER'S NOTES

LESSON 14 each other about their free time.

Tell s t u d e n t s t o complete t h e conversation w i t h words from

Warm-up

t h e box. Remind t h e m t h a t t h e y need t o use some words

Make a Word Snake (see page 1 1 ) o f f r e e - t i m e a c t i v i t i e s
lesson 13,

from

more than once.

e.g.

Monitor.

P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .

swimmingviolinradiokaratecinemamagazinesfootballbooks.
When students have unscrambled the word snake, elicit t h e
v e r b s t h a t g o w i t h e a c h a c t i v i t y , e . g . go

swimming.
b •

la

1

F o c u s o n t h e p i c t u r e . A s k : Who can you
What

1

can you

see?

Where

are

they?

see?

E l i c i t / T e a c h : sports

centre,

two

or three

times

a

5

4 Do
11

5 go

go

D r i l l e a c h q u e s t i o n a n d a n s w e r as a c l a s s a n d i n d i v i d u a l l y .
C h e c k p r o n u n c i a t i o n o f do a t t h e b e g i n n i n g o f a q u e s t i o n

Check

Refer s t u d e n t s t o t h e rules on S t u d e n t ' s B o o k page

105.

W r i t e : Do you

on the

read

books?

What

a n d wh-

books

do you

read?

Your life
free

time?

on the board.

s t u d e n t s t o m a k e a q u e s t i o n . E l i c i t : What

Give

your

Monitor.

free

time?

R e p e a t w i t h like/sport?

do you

t o e l i c i t Do you

Tell s t u d e n t s t o use t h e cues t o m a k e

own

English.

questions.

f o r g e t t o u s e t h e a u x i l i a r y v e r b do i n q u e s t i o n s

question each. Check i n t o n a t i o n and pronunciation o f

etc) or
because

t h e y don't h a v e to use t h e m i n their o w n language,

1 W h a t do y o u do in y o u r f r e e t i m e ?

e.g.

instrument?

occur if questions and statements in the student's

y o u r friends?

own

4 Do y o u p l a y a m u s i c a l

5 W h a t t h i n g s do y o u read?

6 Where do y o u m e e t

7 Do y o u go t o t h e cinema e v e r y week?

8 Do y o u play c o m p u t e r games?

Chinese.

F o c u s o n t h e wh-

' D r i l l t h e e x a m p l e s in t h e t a b l e as a class a n d i n d i v i d u a l l y .

questions. Elicit/Explain that these

Check p r o n u n c i a t i o n a n d f o c u s on i n t o n a t i o n , w h i c h rises in

q u e s t i o n s a s k f o r i n f o r m a t i o n . G o t h r o u g h e a c h wh-

yes/no

eliciting possible answers.

questions.

1

Refer s t u d e n t s t o t h e rules on S t u d e n t ' s B o o k page

1

W r i t e : don't

this?

S a y : Read

105.

E l i c i t : do

piano?

E l i c i t yes/no

(Pedro)?

free

not.
Does

(Hamid)

play

and

write

time?

What

things

do you

p a r t n e r , e . g . (Manolo)
W r i t e : What

questions in t h e table.

do in

your

Monitor.

likes

he

sport.

in

free

time?

this?

E l i c i t : does,

on t h e

board.
do,

his.

Tell s t u d e n t s t o look a t t h e i r q u e s t i o n s and change t h e m

' Do t h e examples t o g e t h e r . Play the first item on audio
to the gym,

you.

read?

P o i n t t o e a c h g a p . A s k : What's

i n t o t h i r d p e r s o n s i n g u l a r u s i n g he or

make the

q u e s t i o n , t h e n listen and repeat. Do t h e same w i t h

for

do you

P u t s t u d e n t s in pairs t o i n t e r v i e w each o t h e r .

answers.

t f W - t . S t u d e n t s h e a r He goes

answers

question

Ask d i f f e r e n t s t u d e n t s t o say a sentence a b o u t t h e i r

the

• P u t s t u d e n t s in pairs t o practise asking and a n s w e r i n g t h e

second

the questions

N o m i n a t e i n d i v i d u a l s t u d e n t s . A s k : What

not.

' U s e t h e t a b l e t o ask q u e s t i o n s a b o u t p e o p l e in t h e class,
go to the gym,

do.

2 Do y o u like sport?

3 W h a t kind o f music do y o u listen to?

S p a n i s h . Problems w i t h w o r d order i n E n g l i s h m i g h t also

e . g . Do you

like

G o t h r o u g h t h e q u e s t i o n s as a class. A s k s t u d e n t s t o say o n e

T h e y m a y o m i t t h e s u b j e c t p r o n o u n ( I , y o u , he,

t o e l i c i t does

Ask

do in

sport?

Students who translate questions directly from their

R e p e a t w i t h doesn't

yes/no

questions.

W r i t e : W h a t / d o / i n your

o n t h e b o a r d . A s k : What's

wh-

board. E x p l a i n t h a t we use t h e s a m e w o r d order for

N o t e t h a t native speakers o f t e n

language h a v e t h e same w o r d order, e.g.

conversation.

•

as / d j u : / .

language may make mistakes in

8 Does

1 4 go

•

( w h e n it's a w e a k f o r m / d a / ) a n d in a n s w e r s ( w h e n it's

t h e m an o p p o r t u n i t y t o p r a c t i s e each role.

7 go

13 don't

questions.

1

• P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n .

6 don't

1 2 do

D r i l l t h e e x a m p l e s as a class a n d i n d i v i d u a l l y .

week,

Play audio > £ H 1 for s t u d e n t s t o read and listen.

p r o n o u n c e do you

3 do

p r o n u n c i a t i o n a n d f o c u s on i n t o n a t i o n , w h i c h falls in

1

a strong form / d u : / ) .

2 go

10 doesn't

P u t s t u d e n t s in pairs t o practise t h e

•

v o l l e y b a l l , love.
1

1 Do
9 go

she.

G o t h r o u g h t h e q u e s t i o n s as a c l a s s . C h e c k p r o n u n c i a t i o n

the

of

t h i r d p e r s o n s.

example.

P u t s t u d e n t s w i t h n e w p a r t n e r s t o ask a n d a n s w e r q u e s t i o n s

' Play t h e rest o f t h e audio.

about their first partner.
Audio script 1 4 . 2

1

1

He goes t o t h e g y m .

T h e y listen t o music.

Does he go t o t h e g y m ?

Do t h e y listen t o music?

2

Y o u read a l o t o f b o o k s .

He does y o g a .

Do y o u read a l o t o f books?

Does he do yoga?

She plays t h e v i o l i n .

T h e y go t o t h e c i n e m a .

Does she play t h e v i o l i n ?

Do t h e y go t o t h e cinema?

3

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
can ask people

F o c u s o n t h e c o n v e r s a t i o n . E l i c i t / T e a c h : on your

•

Choose a s t u d e n t b u t d o n ' t say h i s / h e r n a m e . Tell s t u d e n t s

own,

in an office?

meet,

What's

Is he Spanish?

Does

he like tennis?

Does

every
this?

day?

you

on t h e board. P o i n t t o t h e first gap.

E l i c i t : Do.

Repeat for the second gap ( g o ) .

Ask:

Resource activity pages 226 and 280

117

he

work

e t c . Y o u c a n o n l y s a y Y e s / N o . P l a y t w o g a m e s as

e x a m p l e s t h e n p u t s t u d e n t s in small groups t o play.

G o t h r o u g h t h e w o r d s in t h e b o x . W r i t e :

I

time.

t h e y h a v e t o ask q u e s t i o n s a n d guess w h o t h e s t u d e n t is, e . g .

park.
jogging

their free

Follow-up

Is it a man?

4a

about


t

Students revise present simple questions and talk about likes
and dislikes.

LESSON 15
Warm-up
•

P u t s t u d e n t s in pairs. S e t t h e m a t i m e limit o f one m i n u t e t o
l i s t as m a n y f r e e - t i m e a c t i v i t i e s as p o s s i b l e .

•

1

Go through the activities. Check

pronunciation.
4

•

E l i c i t / T e a c h : D J , radio

•

Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e
p i c t u r e , e . g . How

•

station.

many

people

are there?

Where

Focus on t h e questions. Play audio E S I

are

•

twice for students

DJ

DJ
Eddie
DJ
Eddie
DJ
Eddie
DJ
Eddie
DJ
Eddie
DJ
Eddie
DJ

2 his w i f e

Repeat w i t h t h e second pair of pictures ( s a i l i n g / j u d o ) .

It's W e d n e s d a y a f t e r n o o n and t h i s is t h e Ken S t e v e n s

•

Focus on t h e L a n g u a g e n o t e . Drill t h e

•

W r i t e : I like music.

•

DJ
Eddie
DJ
Eddie
DJ
Eddie
DJ

•

e x a m p l e s . C h e c k t h e y h a v e u s e d -ing

forms.

S a y : Write

on your l i s t .

I see, and w h a t a b o u t K a t h , w h e r e does she work?

•

Ask i n d i v i d u a l s t u d e n t s t o say one o f t h e i r sentences.

She works in a b a n k .
A n d w h a t do y o u do in y o u r free t i m e , Eddie?

b •

I go sailing.

•

Does K a t h go w i t h y o u ?
•

S o , w h a t does she do?

about

Focus on t h e e x a m p l e

the

things

conversation.

P u t s t u d e n t in pairs. Tell t h e m t o ask a n d a n s w e r q u e s t i o n s

I see. N o w w h a t do y o u do a f t e r w o r k in t h e evening?

1

O h , K a t h d o e s n ' t like w a t c h i n g T V . She reads b o o k s .

•

M o d e l t h e p r o n u n c i a t i o n o f / d / i n jog
D r i l l e a c h s o u n d as a c l a s s t h e n

So y o u like sailing, b u t K a t h d o e s n ' t . A n d y o u like
•
2a •

N o , we d o n ' t . K a t h likes I n d i a n f o o d , b u t I d o n ' t . I d o n ' t

Play audio

W h a t kind o f f o o d do y o u like?

•

I like I t a l i a n f o o d .

i H M

jogging.

jogging

Well, w h a t a b o u t music?
Oh y e s , we b o t h like l i s t e n i n g t o music.

b •

G r e a t . W h a t kind o f music do y o u like?

•

Well, I like rock music.

Play audio < 1 * 1 for students to check their answers.
Play the audio again for students t o listen and
Audio script 15.3

3

• Ask s t u d e n t s t o say one sentence each. Check

book,

talk

about

likes

and

3 E, K

4 K, E

Follow-up
•

Use the wordlists for L e s s o n s 1 t o 1 5 to elicit more words
w i t h t h e s o u n d /o/

If
•

5 K, E

and / s o / . Write these on the board.

Put students in small groups t o make up sentences,
phone

• Tell s t u d e n t s t o write five sentences a b o u t Eddie and
using their answers to e x e r c i s e 2. Do the example

I

dislikes.

w o r d s w i t h t h e s e s o u n d s , e . g . John
2 E, K

pronunciation.

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
can

Write new words

P l a y t h e a u d i o t w i c e . G o t h r o u g h t h e a n s w e r s as a c l a s s .

repeat.

/ a o / y o g a , o p e n , k n o w , go, p h o n e , d o n ' t

T h a n k y o u . Bye.

rock music.

and write
yoga.

column.

/ d / j o g g i n g , s o n g , o p e r a , s o r r y , rock, c o f f e e

f o o d , I t a l i a n f o o d , opera,

yoga.

Focus on t h e list. Tell s t u d e n t s t o c o p y t h e t a b l e a n d w r i t e

Does K a t h like rock m u s i c , t o o ?
O K . Well, t h a n k s f o r t h a t , E d d i e . Here's a song f o r y o u and

in

repeat.

Ask: /d/ or/su/? Elicit: /d/

in t h e c o r r e c t c o l u m n . R e p e a t w i t h

Er n o , she d o e s n ' t . She likes o p e r a .

necessary play t h e audio again, stopping a f t e r each answer.

3

a n d /su/

individually.

for s t u d e n t s t o listen and

t h e w o r d s in t h e c o r r e c t

s a i l i n g , j u d o , TV,

doesn't.

D r a w t w o c o l u m n s o n t h e b o a r d l a b e l l e d / d / a n d /su/.

• Say:

Tell s t u d e n t s t o listen again and w r i t e E ( E d d i e ) or K ( K a t h )

1 K, E

(Gemma)

Pronunciation

I usually w a t c h T V .
O K . W h a t t h i n g s do y o u and K a t h w a t c h ?

supermarket,

Monitor.

Ask i n d i v i d u a l s t u d e n t s t o say sentences a b o u t t h e i r
p a r t n e r , e . g . I like j o g g i n g , but

She does j u d o .

n e x t t o e a c h p i c t u r e . D o t h e f i r s t t w o as an e x a m p l e .
•

sentences

a b o u t t h e t h i n g s t h e y like or d o n ' t like d o i n g .

N o , she d o e s n ' t . She d o e s n ' t like sailing.

on t h e board and drill t h e m .
•

T e l l s t u d e n t s t o m a k e a list o f f o u r t h i n g s t h e y like d o i n g

•

E l i c i t / T e a c h : bank,
Indian

Draw t w o columns on t h e board and write t h e t h i n g s y o u

I work in a shop - a s u p e r m a r k e t .

•
•

Elicit/Explain

a n d f o u r t h i n g s t h e y d o n ' t like d o i n g . A s k t h e m t o g i v e y o u

O K . Well, H a p p y b i r t h d a y , K a t h . Where do y o u w o r k ,

Bye f o r n o w .

2

examples.

to music.

other. Tell s t u d e n t s a b o u t these things.

N o w , y o u w a n t a song for y o u r w i f e , K a t h .
Yes, it's her b i r t h d a y t o d a y .

K a t h . I t isn't rock music or o p e r a , b u t I h o p e y o u like i t .
Eddie

I like listening

pronunciation.

like d o i n g in o n e a n d t h i n g s y o u d o n ' t like d o i n g in t h e

Hello.

like h o t f o o d .
DJ

Monitor.

A s k pairs t o read o n e c o n v e r s a t i o n . Check

5a E S 2 9 H

w a t c h i n g T V b u t she likes reading b o o k s . W h a t t h i n g s do

Eddie

conversation.

t h a t w e u s e like + ing w h e n w e t a l k a b o u t a c t i o n s .

y o u do t o g e t h e r ? Do y o u go t o r e s t a u r a n t s ?
Eddie

Focus on t h e e x a m p l e c o n v e r s a t i o n . P o i n t t o t h e first pair of

Ask t w o s t u d e n t s to read t h e e x a m p l e

Eddie?
Eddie

K a t h likes o p e r a , b u t E d d i e likes rock music.

other pictures.

afternoon, Eddie.
DJ

5

•

•

s h o w on R a d i o 656. O n t h e line n o w is E d d i e Baker. G o o d

Eddie

K a t h likes I n d i a n f o o d , b u t E d d i e likes I t a l i a n f o o d .

•

A u d i o script 1 5 . 1

Eddie

Eddie w a t c h e s T V in t h e e v e n i n g , b u t K a t h reads b o o k s .

4

• Tell s t u d e n t s t o make up similar c o n v e r s a t i o n s using t h e

audio again stopping after each answer.

DJ

Eddie likes sailing, b u t K a t h likes j u d o .

3

sentence for exercise 3.

they?

G o t h r o u g h t h e a n s w e r s as a class. I f n e c e s s a r y , p l a y t h e

1 Ken S t e v e n s

K a t h works in a b a n k , b u t E d d i e works in a s u p e r m a r k e t .

2

pictures in e x e r c i s e 2 . Tell s t u d e n t s t o look at t h e e x a m p l e

t o listen and choose t h e correct answers.
•

1

is old.

goes j o g g i n g . My

Ask groups t o read their sentences.

Resource activity pages 188 and 261

Kath,

together.

41

using

mobile


Students learn and practise expressions for ordering food and
drink.

TEACHER'S NOTES LESSON 16
Warm-up
•

Audio script 1 6 . 3
1

Play a game o f Whispers (see page 1 1 ) w i t h sentences from
Lessons 13 to 16,
Where

do you

meet

like listening
My husband

la

to?

e.g.
your

friends?

What

We go jogging

likes Indian

kind

in the park

of music
every

do

you

morning.

f o o d , but I like I t a l i a n f o o d .

• Tell students t o cover t h e t e x t . Ask questions a b o u t t h e
p i c t u r e , e . g . Who can you

see?

Where

are they?

What

can

you

•
•

A tea and an espresso, please.
To drink here or t a k e out?

Customer

To t a k e o u t , please.

Assistant

A n y t h i n g else?

Customer

Yes, can I h a v e t w o o f t h o s e s a n d w i c h e s , please?

Assistant

Here y o u are. Is t h a t e v e r y t h i n g ?

Customer

Yes, t h a n k y o u .

Assistant

That's £ 1 0 . 6 0 a l t o g e t h e r t h e n , please.

Assistant

Yes, please?

Customer

O n e o r a n g e j u i c e and o n e m i n e r a l w a t e r , please.

Assistant

S t i l l or sparkling?

and listen.

Customer

S p a r k l i n g , please.

Go t h r o u g h t h e m enu. E l i c i t / T e a c h key f o o d and drink

Assistant

To drink here or t a k e out?

v o c a b u l a r y , e . g . regular,

Customer

To drink here, please.

F o c u s o n t h e t e x t . P l a y a u d i o iffll f o r s t u d e n t s t o r e a d

large,

espresso,

cappuccino.

W r i t e n e w w o r d s o n t h e b o a r d a n d d r i l l as a class a n d
individually.

•

G o t h r o u g h t h e prices. W r i t e : £ on t h e board.
t h a t t h i s is t h e s y m b o l f o r a pound
D r i l l e a c h p r i c e as a class a n d

•

F o c u s o n t h e q u e s t i o n What
a u d i o a g a i n . E l i c i t : two

•

Elicit/Explain

(the currency of Britain).

individually.

does

coffees

the customer
and

a

buy?

Play t h e

cake.

Ask questions a b o u t t h e t e x t to check comprehension,
Does

the customer

coffees

to take

ask for

out?

How

large
much

coffees?
does

Does

she

she want

•
•

the

, please?

b •

Yes, t h a n k y o u .

Assistant

T h a t ' s £ 9 . 2 0 a l t o g e t h e r t h e n , please.

Focus on t h e m e n u . P u t s t u d e n t s in pairs. Tell t h e m t o use

on t h e board. P o i n t t o t h e gap and ask

P u t s t u d e n t s in p a i r s . A s k t h e m t o m a k e a list o f w o r d s t h a t are

m a y i n c l u d e : supermarket,
cigarette,

Focus on the L a n g u a g e n o t e . Drill t h e

U s e t h e m e n u t o p r a c t i s e m o r e o f f e r s , e . g . A s k : Would

•
•
•

opera,

them.

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now

you

you.

I can

and d r i n k .

Monitor.
cost.

Follow-up
•
•

P u t s t u d e n t s in t e a m s .
U s e t h e m e n u in e x e r c i s e 1 t o make up orders t h e n

dictate

t h e order. Tell s t u d e n t s t o look at t h e m e n u while t h e y listen

Tell s t u d e n t s t o listen and c o m p l e t e t h e t a b l e . Play a u d i o
i n g i

vodka,

examples.

E l i c i t : Yes, p l e a s e . / N o , thank

Focus on t h e t a b l e . E l i c i t / T e a c h :

I n t e r n e t , email,

Note that if you have a mixed-

that everyone understands
•

•

tea.

n a t i o n a l i t y class, t h e y will probably s u g g e s t d i f f e r e n t words.

Play t h e audio again while students listen and repeat.

•

bar,

g u i t a r , yoga,

I f t h i s is t h e c a s e , w r i t e t h e n e w w o r d s o n t h e b o a r d a n d c h e c k

order food

3

Students'

suggestions will depend on w h a t languages t h e y speak but

Play audio W V W M for s t u d e n t s t o listen and check their

P u t s t u d e n t s in pairs t o practise.

English.

• Ask s t u d e n t s t o call o u t t h e i r suggestions.

yes.

Yes, here, o u t , a n y t h i n g , h a v e , t h a t , a l t o g e t h e r

•

pronunciation.

individually.
•

Ask students to complete the expressions.

like a cup of tea?

Monitor.

A s k d i f f e r e n t pairs t o c o m e t o t h e f r o n t o f t h e class a n d

• G o t h r o u g h t h e e x a m p l e s . D r i l l e a c h i t e m as a class a n d

Monitor.

answers.
•

Here y o u are. Is t h a t e v e r y t h i n g ?

Customer

t h e s a m e in t h e i r l a n g u a g e a n d in

students to supply the missing word. Elicit:
•

Assistant

• Elicit / Teach: foreign.

Give

Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d
Write: Y

Yes, can I have t w o o f t h e s e cakes, please?

role play t h e i r c o n v e r s a t i o n s . Check

and underline t h e m in t h e t e x t .

•

A n y t h i n g else?

Customer

English in the world

Check

P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n .
t h e m an o p p o r t u n i t y t o p r a c t i s e b o t h roles.

Assistant

the menu to make new conversations.

e.g.

pronunciation.

2a •

4

pay?

b • A s k one pair t o read o u t t h e c o n v e r s a t i o n .
•

Yes, please?

Assistant

2

see?
•

Assistant
Customer

and write the cost of each item and calculate t h e t o t a l ,

twice.

S a y : a large

G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y , p l a y t h e

coffee

and

two

sandwiches.

E l i c i t : £9.20.

e.g.

The

first t e a m t o call o u t t h e correct answer w i n s a p o i n t .

audio again, stopping after each answer.
•

As s t u d e n t s b e c o m e more c o n f i d e n t , make t h e orders longer

C u s t o m e r 1 : a t e a , an espresso, t w o s a n d w i c h e s , £ 1 0 . 6 0

e . g . a regular

C u s t o m e r 2 : an o r a n g e j u i c e , a m i n e r a l w a t e r ( s p a r k l i n g ) , t w o

and four

coffee,

two

hot

chocolates,

a still

mineral

sandwiches.

cakes, £ 9 . 2 0

R e s o u r c e a c t i v i t y pages 1 8 9 and 261
R e v i e w a n d W o r d l i s t s Lessons 9 - 1 6
S t u d e n t ' s B o o k pages 8 5 - 8 6

122

water,


Students learn a lexical set of family members and talk about
their family.

TEACHER'S NOTES LESSON 17
Warm-up
•

Collect individual pictures of well-known people and their
w e l l - k n o w n r e l a t i v e s , e . g . David
and

Paloma

Bush

and

Picasso,
George

Enrique

Bush

and

Victoria

and Julio

senior,

Beckham,

Iglesias,

the Queen

and

George

and

grandson,

husband

and

W

Prince W i l l i a m .

I n c l u d e a v a r i e t y o f r e l a t i o n s h i p s , e . g . mother
grandmother

Pablo

and

daughter,

w i f e , brother

and

sister.
•

Display t h e pictures on t h e board and number each one.

•

Ask students to come to the board and work out which

4

A n d r e w is B e t t y ' s h u s b a n d . B e t t y is A n d r e w ' s w i f e .

2

G a v i n is E l l i o t t ' s n e p h e w . E l l i o t t is Gavin's uncle.

3

Diana is Ian's a u n t . I a n is Diana's n e p h e w .

4

Helen is Ian's c o u s i n . I a n is Helen's c o u s i n .

5

G a v i n is Helen's b r o t h e r . H e l e n is Gavin's sister.

6

B e t t y is Ian's g r a n d m o t h e r . I a n is B e t t y ' s g r a n d s o n .

7

E l l i o t t is J e n n y ' s f a t h e r . J e n n y is E l l i o t t ' s d a u g h t e r .

8

A n d r e w is Helen's g r a n d f a t h e r . Helen is A n d r e w ' s g r a n d d a u g h t e r .

i w H ' i i i a
•

p e o p l e are r e l a t e d .
•

1

Read through the t e x t . Ask questions about Anna's family,
e . g . Who is the girl

G o t h r o u g h as a class. E l i c i t t h e n a m e s o f e a c h p e r s o n

names?

but
•

not the relationships at this stage.

How

W r i t e : family
home,

job

in the photo?

old is she?
member,

What

Is she
name,

are her

parents'

married?
parents,

age,

marital

status,

on t h e b o a r d . S h o w t h e class a p h o t o o f a m e m b e r

o f y o u r family. Point to t h e words on t h e board. S a y :
1

•
•

E l i c i t / T e a c h : family

member.

questions

Ask s t u d e n t s t o call o u t t h e names of a n y family
t h e y know and write these on the

•

These

are the grandparents,

•

Play audio i M I

•

Say:

is the grandfather,

name

the

•

etc.

for s t u d e n t s to listen and

repeat.

•

3? E l i c i t : grandmother.

Check

Say:
point

mother

and father. Some languages, for example Spanish,

don't

have a separate w o r d for parents a n d use t h e

' b r o t h e r ' a n d 'sister' can also be p r o b l e m a t i c ; I n

•
•

words

•

2

Point to the gap.

children,

sound.

husband.

S a y : Listen.

Tick the

words

with

an / a / sound.

Play audio

twice.

G o o v e r t h e a n s w e r s as a class.
p e r s o n , s t u d e n t , c o u s i n , b r o t h e r , centre
Play t h e audio again.for students to listen and

•

P u t s t u d e n t s in pairs. Tell t h e m t o look at t h e w o r d l i s t s f o r

sentences.

repeat.

G o t h r o u g h t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s

cycles 1 - 4 and find five more words with /a/. Put students

t o read sentences. Check

in small g r o u p s t o c o m p a r e t h e i r w o r d s .

2 grandparents
7 niece

pronunciation.

3 cousins

4 uncle

•

5 nephew

8 grandson

Focus on t h e f a m i l y tree in e x e r c i s e 1 . A s k q u e s t i o n s
Jenny's

grandmother?

on t h e board. Ask s t u d e n t s to

Betty's

husband.

Betty

is Andrew's

•
•

make
is

wife.

Focus on t h e cues. Tell s t u d e n t s t o use t h e cues t o w r i t e

about

family

relationships.

D i s p l a y t h e p i c t u r e s f r o m t h e W a r m - u p in pairs.
E l i c i t t h e r e l a t i o n s h i p s b e t w e e n t h e p e o p l e , e . g . Julio
Enrique

are father

and

England

are grandson

son.
and

Prince

William

and

the

grandmother.

Resource activity pages 204 and 269

sentences.
G o t h r o u g h t h e a n s w e r s as a class. A s k d i f f e r e n t s t u d e n t s t o
read t h e

talk

Follow-up

about

Who's

father?

W r i t e : Andrew/Betty

Monitor.

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
can

t w o s e n t e n c e s a b o u t A n d r e w a n d B e t t y . E l i c i t : Andrew

•

o n t h e b o a r d a n d u n d e r l i n e t h e /s/

•

Gavin's

•

W r i t e : sister

• Check t h a t s t u d e n t s u n d e r s t a n d t h e w o r d s in t h e list.
•

aunt.

d i f f e r e n t p e o p l e , e . g . Who's
•

for students to

P u t s t u d e n t s in pairs. Tell t h e m t o look at t h e f a m i l y t r e e

6 parents
•

Focus on t h e list o f w o r d s . Play a u d i o i > W

again and complete the

1 aunt

3

Elicit:

D r i l l t h e s o u n d as a c l a s s

individually.

English
languages,

•

•

Model the pronunciation o f / a / .

I C T 1

this?

member.

A s k s t u d e n t s t o t e l l t h e class a b o u t t h e i r p a r t n e r ' s f a m i l y

R e p e a t w i t h parents,

close f r i e n d s .

A s k : What's

Monitor.

P u t s t u d e n t s in pairs and ask t h e m t o t e l l t h e i r p a r t n e r

listen and repeat.

for example Chinese, t h e y can be used to refer to v e r y

is your

niece,

Point to t h e i n f o r m a t i o n on t h e board and tell s t u d e n t s t o

then

plural

of 'father' to mean b o t h m o t h e r and father. The
t h e y are used t o refer to siblings^ b u t i n o t h e r

•

words.

In English we use the word 'parents' to m e a n our

sister

=

Pronunciation
1

• W r i t e : Your mother's

member

member.

this?

Students often have problems w i t h English family

2

etc. Write t h e answers on t h e

pronunciation.

P u t s t u d e n t s in pairs. Tell t h e m t o t a k e it in t u r n s t o
a t t h e p i c t u r e s a n d a s k What's

name?

Ask

E l i c i t : Who is

= Emily.

about their family
•

Ask d i f f e r e n t s t u d e n t s t o say t h e f a m i l y m e m b e r s , e.g.
number

his/her

in my photo.

m a k e similar n o t e s a b o u t s o m e o n e in t h e i r f a m i l y .

pronunciation.

What's

What's

the person

b o a r d n e x t t o t h e r e l e v a n t w o r d , e . g . family

D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y . C h e c k i n t o n a t i o n
and

•

the man

is the grandmother,

he/she?

board.

G o t h r o u g h t h e family tree, describing each branch
woman

•

members

about

sentences.

73

Queen

and
of

I


Students learn and practise have/has got and talk about

~ TEACHER'S NOTES LESSON 18 possessions, families, and descriptions.
Warm-up

•

•

Tell students t o organize themselves in a line, according t o

• Ask students to say sentences a b o u t themselves.

who's g o t the largest family.

•

•

Now tell them to write sentences about themselves.
Monitor.
Use t h e i n f o r m a t i o n t h a t students provide to

A s k s t u d e n t s t o say h o w m a n y p e o p l e t h e r e are in t h e i r

s e n t e n c e s w i t h and,

f a m i l y a n d w h o t h e y a r e , e . g . There

both

f a m i l y : me,

my brother

Jaime,

are four

people

my f a t h e r , and

in my

my

got

hasn't.

mother.

sisters.

or, but,

( M i k h a i l ) has got

( E r r o l ) hasn't

got

drawer.

•

Play a u d i o B M I 1 f o r s t u d e n t s t o read and

•

Focus on the first picture. Ask questions about the
e . g . Who can you

•

see?

Where

are they?

or brothers.

Remind

P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e i r s e n t e n c e s .

•

Ask i n d i v i d u a l s t u d e n t s t o say sentences a b o u t t h e s t u d e n t s
but,

or.

picture,

Jordan

4

doing?
over

•

F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s a n d
individually. Check

there)

pronunciation.

•

Focus on t h e rules on S t u d e n t ' s B o o k page

•

E l i c i t / T e a c h : lovely,

•

N o m i n a t e pairs o f s t u d e n t s t o ask a n d a n s w e r t h e

•

R e p e a t w i t h t h e rest o f t h e

long,

d a r k , f a i r ,hair,I

wonder.

Drill e a c h s e n t e n c e as a class a n d i n d i v i d u a l l y .

•

Check

got

his sister?

any

nieces

What

or nephews?

colour

hair

got

a sister?

Has Jordan

has Jordan's

got

sister

•

Has

a picture

5

Check

•

descriptions,

a meeting

•

Yes.

audio.

Has she g o t long hair? Yes. - Yes, she has.

4

H a v e y o u g o t a dog? N o . - N o , I h a v e n ' t .

individually. Check

5

Has she g o t a b o y f r i e n d ? Yes. - Yes, she has.

6

H a v e t h e y g o t a n y children? N o . - N o , t h e y h a v e n ' t .

got

pronunciation.

some

photos,

brown

hair,

o n t h e b o a r d . A s k : Is this

f a m i l i e s , or descriptions?

R e p e a t w i t h We haven't

got

any

t o e l i c i t families

Elicit:

children,

and

about

possessions.

a n d She

hasn't

6

i w m w i

got

•

descriptions.

Ask students to write three sentences, one for possessions,

•

P u t s t u d e n t s in pairs t o c o m p a r e t h e i r s e n t e n c e s .

•

Focus on t h e L a n g u a g e n o t e . Read t h r o u g h t h e

•

W r i t e : He's got
Elicit:

Ask

•

sisters?

to elicit

money.

•

What's

•

Have

you

got

•

any.
Write:

•

on t h e board. Ask s t u d e n t s t o make a
got/has

got

a

sister.

any children.

•

2 He hasn't g o t a n y b r o t h e r s .

•

4 His sister hasn't g o t

5 Rachel's g o t long hair.

•

Focus on t h e cues. Tell s t u d e n t s true sentences

about

y o u r s e l f a n d a s k t h e m a b o u t t h e m s e l v e s , e . g . I've

got

what
brother,

what
about
too.

about

you,

you,

(Hans)?

I haven't

(Maria)?

I haven't

got

any

E l i c i t f u l l s e n t e n c e s , e . g . I've
got

any

children

you

a
children,

got

got

Go

a pencil

in your

bag, ( K a t i a ) ?

haven't.

Monitor.

Ask different students about their partner's
(Jean)

got

a

possessions,

diary?

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
about

possessions,

f a m i l i e s , and

descriptions.

Write o u t c o m m o n items on separate pieces o f paper,
d i c t i o n a r y , cat.

e.g.

Prepare one for each s t u d e n t .

H a n d t h e m o u t . Tell s t u d e n t s t o f i n d f i v e p e o p l e w h o

own

t h e item on their piece o f paper.

6 L u c y hasn't g o t a n y

brothers or sisters.

brother,

a

pencil?

P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s a b o u t t h e

car, pen,
1 J o r d a n ' s g o t a sister.

a

Follow-up

Monitor.

G o o v e r t h e a n s w e r s as a c l a s s .

3 He's g o t some p h o t o s o f his f a m i l y .

got

Ask different students a b o u t their possessions.

can talk

P u t s t u d e n t s in pairs. Tell t h e m t o read t h e t e x t again a n d
use t h e cues t o make t r u e s e n t e n c e s .

you

N o m i n a t e a s t u d e n t . Tell h i m / h e r t o l o o k in h i s / h e r b a g or

e . g . Has

s e n t e n c e a b o u t J o r d a n . E l i c i t : Jordan's

o n t h e b o a r d . S a y : Make

E l i c i t : Have

Focus on t h e list. Tell s t u d e n t s t o m a k e e i g h t q u e s t i o n s .

t h i n g s in t h e i r b a g .

3 a • Tell s t u d e n t s t o look at t h e t e x t in e x e r c i s e 1 a g a i n .
J o r d a n / a sister

got'.

E l i c i t : Yes, I h a v e . / N o , I

examples.

Point to the gap. A s k :

got

a pencil?
'have

b r i e f c a s e . A s k : Have

some.

R e p e a t w i t h We haven't

you
with

t h r o u g h t h e q u e s t i o n s as a c l a s s .

i n d i v i d u a l s t u d e n t s t o read o u t t h e i r s e n t e n c e s .

this?

Write:
question

one for families, and one for descriptions.

photos.

make a

example.

Play t h e rest of t h e

F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a class a n d

possessions,

b •

cousins?

Has he g o t a brother? N o . - N o , he h a s n ' t .

W r i t e : I've

•

any

3

more

English.

•

•

got

Audio script 1 8 . 2

today).

F o c u s o n t h e rules on S t u d e n t ' s B o o k p a g e 1 0 5 .

•

you

got

i n e v e r y case a n d is t h e

•

•

S t u d e n t s h e a r Have

H a v e y o u g o t any cousins? Yes. - Y e s , I h a v e .

got

Has

eyes?

2

c a n r e p l a c e have

common form in American

•

blue

1

Have

•

got

got

short answer, t h e n listen and repeat. Do the same w i t h t h e

Monitor.

i s u s e d t o t a l k a b o u t i l l n e s s e s (I've

f l u ) a n d t i m e t a b l e d e v e n t s (I've

(Elenor)

Do t h e examples t o g e t h e r . Play t h e first item on audio
H - W
second

got

Has

the table.

P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n .

have/have

a pen?

P u t s t u d e n t s in pairs t o practise asking and a n s w e r i n g

pronunciation.

I n addition to possessions, families, and

got

a b o u t o t h e r s t u d e n t s in t h e class, using t h e q u e s t i o n s in

of

got?

b • Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n .
•

questions

Nominate two students. Ask about their partners, e.g.
(Stefan)

A s k q u e s t i o n s a b o u t t h e t e x t , e . g . Who's
Jordan

105.

in t h e t a b l e .

audio.

pronunciation.
•

have
(Andrea)

for s t u d e n t s t o read a n d listen.

•

2

but

or.

i n t h e i r g r o u p . C h e c k f o r c o r r e c t u s e o f and,

drawer

make

Carolina)

•
listen.

What's

P l a y t h e f i r s t p a r t o f t h e a u d i o ( t o in that

but,

and

a brother

any sisters

s t u d e n t s w h e n t o u s e and,

l a • E l i c i t / T e a c h : not yet,

e . g . (Ivan

A s k s t u d e n t s a b o u t t h e i r f i n d i n g s , e . g . Who's

got

Resource activity pages 226 and 280

a

either.

117

a

cat?

I


TEACHER'S NOTES

Students revise have/ has got and write about their families.

LESSON 19

Warm-up
•

4

• W r i t e : Tom
every

Draw t w o columns on the board w i t h a man at the top of one

A s k : What's

and a woman at the top of the other.
•

elicit
•

P u t s t u d e n t s in t w o teams, A and B. Ask each t e a m t o

in London.

I

phone

this?

E l i c i t : He.

Repeat with the second gap to

him.

F o c u s on t h e exercise. P u t s t u d e n t s in pairs t o c o m p l e t e t h e

•

t e a m A t o call o u t f e m a l e f a m i l y m e m b e r s a n d t e a m B t o call

lives

on t h e board. P o i n t t o t h e first gap.

s e n t e n c e s using t h e w o r d s in

c h o o s e o n e p e r s o n as t h e ' w r i t e r ' t o c o m e t o t h e f r o n t . Tell

Go through the answers

out male family members for their 'writer' to write. Give the
t e a m s t w o m i n u t e s . T h e w i n n i n g t e a m is t h e t e a m w i t h

is my best f r i e n d .
weekend,

1 h i m , he

the

2 I , me

brackets.

together.

3 them, they

4 We, us

5 her, She

most (correctly spelt) family members in their column.
•

P u t s t u d e n t s in pairs. Tell t h e m t o m a t c h male a n d f e m a l e
family members from the columns, e.g.

•

F o c u s on t h e s t r u c t u r e o f t h e t e x t in e x e r c i s e 1 . A s k :

brother/sister,

many

niece/nephew.

paragraphs?

Elicit: f o u r . Look at the first

How

paragraph.

P o i n t o u t t h a t a p a r a g r a p h is a g r o u p o f s e n t e n c e s t h a t a r e
connected, i.e. about the same subject.

1

•

F o c u s o n t h e p i c t u r e o f L u i s . A s k : How

the people

in the photo

with

him?

make guesses a b o u t t h e p e o p l e in t h e
•

Play audio m i l
Who are the people

•

old is he?

Who

G o t h r o u g h e a c h p a r a g r a p h . A s k : Who does
each

information

photographs?

1 L u i s , his w i f e , and t h e i r t w o children

E l i c i t : 1 - his wife

3 - his sister,

and

Luis

talk

children,

his

4 - his

2 his sister, her h u s b a n d ,

does

•

give

about

himself?

where

his w i f e , his children,

born.

R e p e a t w i t h e a c h p e r s o n i n t h e t e x t , i . e . his
his brother

and

they

in

parents,

What

E l i c i t : He

about

his grandfather,

3 his b r o t h e r , M a n o l o

Luis

about

brother.

• Tell students t o look at t h e first paragraph. A s k :

Ask:

Go through t h e answers together.

a n d t h e i r l i t t l e girl

paragraph?

2 - his grandfather,

photos.

t w i c e while s t u d e n t s read t h e t e x t .
in the

•

are

etc. Encourage students to

l i v e , where

talks

he

was
parents,

sister.

F o c u s on t h e exercise. G o t h r o u g h t h e list o f p e o p l e a n d t e l l
s t u d e n t s t o m a k e n o t e s a b o u t t h e p e o p l e in t h e i r f a m i l y .

•

Ask questions to find out if your students know
a b o u t S p a i n , e . g . Where

•

wedding,

the capital

south,

v i s i t , New

Year,

Monitor.

city?

•

e.g.

paragraph 3:

celebration,

•

families.

*

and

then,

cool,

sports

car

Play t h e audio again while s t u d e n t s read and listen.

f i r s t s t a t e m e n t . A s k : Have

Luis

and

Mariluz

got

two

or

•

E l i c i t / T e a c h : t y p i c a l , single-parent,

•

R e a d t h r o u g h t h e t e x t as a c l a s s . A s k q u e s t i o n s a b o u t t h e
How

many

children

Read t h r o u g h t h e s t a t e m e n t s . P u t s t u d e n t s in pairs t o

children

leave

does

a typical

in

Britain?

home

British

home.

a married
family

couple?

have?

When

• A s k s t u d e n t s q u e s t i o n s a b o u t families in t h e i r c o u n t r i e s ,

complete the exercise.

Are

G o t h r o u g h t h e a n s w e r s as a class. I f s o m e s t u d e n t s

a d u l t , leave

t e x t t o c h e c k c o m p r e h e n s i o n , e . g . What's

three

children? E l i c i t : Two.

•

Monitor.

English in t h e world

• Tell s t u d e n t s t o read t h e first paragraph again. Focus on t h e

•

paragraphs.

P u t s t u d e n t s in p a i r s / s m a l l groups t o talk a b o u t their

fun

send

p a r a g r a p h 4 : now

N o w t e l l t h e m t o use t h e i r n o t e s t o w r i t e a b o u t t h e i r f a m i l y .
R e m i n d s t u d e n t s t o use

birthday

p a r a g r a p h 2 : good

2

What's

E l i c i t / T e a c h key v o c a b u l a r y for each paragraph,
p a r a g r a p h 1 : born,

•

is Spain?

anything

find

there

children

a lot of single-parent
usually

leave

home

families

in (China)?

When

do
e.g.

do

in ( I t a l y ) ? I f y o u r s t u d e n t s a r e a l l

the exercise difficult, number the paragraphs and help by

t h e s a m e n a t i o n a l i t y , use t h e b o a r d t o r e c r e a t e a similar t e x t

g i v i n g , or a s k i n g f o r , t h e n u m b e r o f t h e c o r r e c t

a b o u t a t y p i c a l f a m i l y in t h e i r c o u n t r y .

paragraph

for each answer.
•
1 two

2 Madrid

6 Canada

3 d o n ' t like

7 daughter

4 one brother

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now

5 O n l y o n e , is

write

about

I can

my f a m i l y .

8 s p o r t s car

Follow-up
3

•

F o c u s o n t h e L a n g u a g e n o t e . D r i l l e a c h e x a m p l e as a c l a s s
and

•

individually.

•

Focus on t h e table on Student's Book page

•

Ask students to look at the t e x t again and underline the
o b j e c t p r o n o u n s (us,

them,

her,

me,

106.

lesson 1 7 for a model).
•

h i m ) . Write these on t h e

b o a r d a n d e l i c i t t h e s u b j e c t p r o n o u n (we,

they,

Put students in pairs. Tell t h e m t o look back at t h e t e x t in
exercise 1 and make a family tree for Luis. (Refer t h e m

she,

I,

P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e f a m i l y trees
they've

he).

created.

Resource activity pages 224 and 279

113

to