Empower Starter Teachers Book
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Welcome to Cambridge English Empower
A unique mix of learning and assessment
For Students
Cambridge English Empower is a new general
English adult course that combines course content
from Cambridge University Press with validated
assessment from Cambridge English
Language
EMPOWER
Assessment.
ONLINE ACCESS
Adrian Doff, Craig Thaine,
Herbert Puchta, Jeff Stranks, Peter Lewis-Jones
cambridgelms.org/empower
This unique mix of engaging classroom material
and reliable assessment, with personalised online
practice, enables learners to make consistent and
measurable progress.
This unique mix of engaging classroom materials and reliable
assessment, with personalised online practice, enables learners
to make consistent and measurable progress.
The course provides:
• intriguing images, texts and video designed to arouse
curiosity and get students talking
• unit progress tests and mid-course and end-of-course
competency tests delivered through the Cambridge Learning
Management System (CLMS)
• manageable learning with a syllabus informed by English
Profile and the Cambridge English Corpus, ensuring students
encounter the most relevant language at the right point in
their learning
A1
English Profile
www.englishprofile.org
C1
Advanced
B2
Upper Intermediate
B1+
Intermediate
B1
Pre-Intermediate
A2
Elementary
A1
Starter
Doff, Thaine, Puchta, Stranks, Lewis-Jones
978-1-107-46596-1 • Doff, Thaine, Puchta, Stranks, Lewis-Jones • Empower A1 Student’s Book with Online Access C M Y K
Cambridge English Empower is a general English course for
adult and young adult learners that combines course content
from Cambridge University Press with validated assessment
from Cambridge English Language Assessment.
Includes access to:
• tests from Cambridge English
Language Assessment
• personalised practice
• online workbook
EMPOWER A1 STARTER STUDENT’S BOOK WITH ONLINE ACCESS
A1 STARTER STUDENT’S BOOK
cambridge.org/empower
Other components include:
Teacher’s Book
Presentation Plus DVD-ROM
Class Audio CDs
Class DVD
STARTER
BOOK
STUDENT’S
E ACCESS
WITH ONLIN
A1
System Requirements:
This product is optimised for use on the following systems and browsers:
Windows Vista, Windows 7, Windows 8,
Windows 8.1.
Supported browsers: Internet Explorer 10
and 11, most recent version of Chrome,
most recent version of Firefox
Mac OSX 10.8 and 10.9.
Supported browsers: Safari 6.0 and 7.0
JavaScript must be enabled in the browser
Minimum internet speed: 3Mbps download
and 512 Kbps upload speed per user
Firewall: Must allow delivery of content
from multiple IP addresses
What could your students achieve with
Adrian Doff, Craig Thaine
Herbert Puchta, Jeff Stranks, Peter Lewis-Jones
Hardware requirements:
Minimum screen resolution: 1024x768px
Microphone for voice recording activities
Online Assessment
Online Practice
Online Workbook
Student’s Book
with online access
Cambridge English Empower?
Teacher’s Book contents
Introduction
Welcome
Rachel Godfrey
Cambridge English Empower is a general English course for adult and
young adult learners that combines course content from Cambridge
University Press with validated assessment from Cambridge English
Language Assessment.
Course methodology
Page 7
Learning Oriented Assessment
The course provides:
A1
eBook
English Profile
www.englishprofile.org
• intriguing images, texts and video designed to arouse curiosity
and get students talking
C1
Advanced
B2
Upper Intermediate
Syllabus
Unit 1
Page 28
Unit 2
Page 38
Unit 3
Page 48
Unit 4
Page 58
Unit 5
Page 69
Unit 6
Page 79
Unit 7
Page 90
Unit 8
Page 101
Unit 9
Page 112
Unit 10
Page 123
Unit 11
Page 134
Unit 12
Page 146
Teaching plus
tests delivered through the Cambridge Learning Management
System (CLMS)
• manageable learning with a syllabus informed by English Profile
and the Cambridge English Corpus, ensuring students encounter the
B1+
Intermediate
B1
Pre-Intermediate
A2
Elementary
A1
Starter
most relevant language at the right point in their learning
The Workbook includes:
• practice of all grammar, vocabulary and Everyday English
• downloadable audio
cambridge.org/empower
Other components include:
Student’s Book
Teacher’s Book
Presentation Plus DVD-ROM
Class Audio CDs
Class DVD
Rachel Godfrey
Print Workbook
with answers, with downloadable
audio and video
For Teachers
STARTER
’S BOOK
TEACHER
Photocopiable activities
CMYK
Class Audio CDs
STARTER
IO CDs
CLASS AUD
Adrian Doff, Craig Thaine
Herbert Puchta, Jeff Stranks, Peter Lewis-Jones
Class Audio
CDs
2
System requirements:
Adrian Doff, Craig Thaine,
Herbert Puchta, Jeff Stranks, Peter Lewis-Jones
Mac® OS X 10.6, 10.7, 10.8 and 10.9
Cambridge English Empower Presentation
Plus classroom presentation software allows you
to conveniently present all of the
Student’s Book, Class Audio and Video content in
a lively and interactive way at the front
of the classroom.
It also includes the Workbook with Answers, the
Workbook Audio and Video content, and the
Photocopiable Activities from the Teacher’s Book.
A1
Cambridge English Empower Presentation
Plus uses a great range of tools to enhance your
learners’ classroom experience. You can:
• play Audio and Video clips and display scripts
• display answer keys
• highlight, write, draw and erase
• hide and reveal text and images
• zoom in and out
• create notes and save annotations
• attach your own web links
• connect to Cambridge Dictionaries Online
K
DENT’S BOO
WITH STU WORKBOOK
AND
1GB of RAM; 128 MB of graphics memory
3GB of free disc space
A1
English Profile
www.englishprofile.org
CEFR chart
C1
Advanced
50mm wide, height variable
B2
B1+
Upper Intermediate
Intermediate
B1
Pre-Intermediate
A2
Elementary
A1
Starter
Adrian Doff, Craig Thaine
Herbert Puchta, Jeff Stranks, Peter Lewis-Jones
Class DVD
STARTER
DVD-ROM
Microsoft® Windows® XP/Vista/7/8
Doff, Thaine, Puchta,
Stranks, Lewis-Jones
A1
STARTER
CLASS DVD
Presentation Plus can be used with all types
of interactive whiteboard, or with a computer
and projector.
A1 STARTER
EMPOWER
A1 STARTER
Pronunciation
AUDIO
CD
SET
Doff, Thaine, Puchta, Stranks, Lewis-Jones
Vocabulary
Doff, Thaine, Puchta, Stranks, Lewis-Jones
Page 222
Grammar
Empower A1 Starter
Teacher’s notes
AUDIO
CD
SET
ISBN: 978-1-107-46597-8
Page 151
Rachel Godfrey
with Julian Oakley and Wayne Rimmer
Teacher’s Book
with photocopiable
activities and
online access
EMPOWER
Overview
A1
EMPOWER
Page 148
• Print Workbook
without answers, with
downloadable audio
and video
• extra reading and listening practice
978-1-107-46608-1 • Doff, Thaine, Puchta, Stranks, Lewis-Jones • Empower A1 Presentation Plus C M Y K
Unit overview
Page 18
Page 198
A1
• unit progress tests and mid-course and end-of-course competency
Teaching notes
Page 174
• Student’s Interactive
This unique mix of engaging classroom materials and reliable
assessment, with personalised online practice, enables learners to
make consistent and measurable progress.
978-1-107-46614-2 • Anderson • Empower A1 Starter Workbook with Answers C M Y K
Page 14
online access
STARTER
OK
WORKBO
ERS
WITH ANSW
A1 STARTER WORKBOOK
Page 4
Page 9
• Student’s Book without
EMPOWER
978-1-107-46609-8 • Godfrey, Gairns, Redman, Rimmer • Empower A1 Starter Teacher’s Book C M Y K
Page 2
Also available
A1
Adrian Doff, Craig Thaine
Herbert Puchta, Jeff Stranks, Peter Lewis-Jones
Presentation
Plus
Introduction
Student’s Book with online access
Online Assessment
• Comes complete with access to Online Assessment, Online
Practice and Online Workbook – delivered via the Cambridge
Learning Management System (CLMS)
• Validated and reliable assessment throughout the course
– developed by experts at Cambridge English Language
Assessment
• Syllabus informed by English Profile, the Cambridge English
Corpus, and benchmarked to the Common European
Framework of Reference (CEFR)
• A learning-oriented approach – assessment that regularly
informs teaching and learning
English Profile
www.englishprofile.org
Interactive eBook
• With the Interactive eBook, you can do the Student’s Book
activities in interactive form (specially designed for tablets),
play all Class Audio and Video, check and display answers,
control audio speed, create text and voice notes, and more.
• The Interactive eBook can be accessed with the Cambridge
Bookshelf iPad app, or using the Cambridge Bookshelf Web
• A Unit Progress Test for every unit (automatically marked) –
covering grammar, vocabulary and functional language – plus
a Unit Speaking Test
• Mid-course and end-of-course competency tests that cover
all four skills and generate a CEFR report, which reliably
benchmarks learners to the target level
For more details about the Cambridge English Empower
assessment package, and Learning Oriented Assessment,
please see pages 7–8.
Online Practice
• Personalised practice – automatically assigned according to
each student’s score in the Unit Progress Test, so their time
is spent on what they need most
Reader on a desktop or laptop computer. With the iPad app
• Language presentations, practice activities and skills-based
extension activities for every unit
it can be used offline (after initial download).
• Automatically marked
Online Workbook
• Extra practice of all the grammar, vocabulary and functional
language, plus extra writing
• Automatically marked
Teacher’s Book
Presentation Plus
• Detailed teacher’s notes for every lesson, including extra tips,
ideas and support, and answer keys
• Photocopiable activities – a range of communicative extra
practice activities for every unit, including grammar,
vocabulary and pronunciation
• With Presentation Plus, you can display all Student’s Book
material, play all Class Audio and Video, show answer
keys, and more.
• Presentation Plus can be used with all types of interactive
whiteboards, or with a computer and projector.
Online access for teachers
Class DVD
• To access Cambridge English Empower’s unique online
assessment and practice package, please go to
cambridgelms.org/empower, select ‘Register’ and follow
the instructions.
• All the video material for the Student’s Book, plus Video Extra
Class Audio CDs
• All the listening material for the Student’s Book
Print tests
• Downloadable from cambridge.org/empower
For more information and extra resources, go to:
cambridge.org/empower
3
Course methodology
Key methodological principles
A learner-centred approach
Cambridge English Empower, with its unique mix
of learning and assessment, places the learner at
the centre of the learning process. This learnercentred approach also applies to the course
methodology – the Student’s Book and additional
resources provide a range of classroom materials
that motivate learners, address their language
needs, and facilitate the development of their
skills.
Supporting the teacher
Cambridge English Empower also supports the
teacher through classroom methodology that
is familiar and easy to use, and at the same
time is flexible and creative. A number of key
methodological principles underpin the course,
enhancing the interface between learners
and their learning, and between learners and
teachers. Cambridge English Empower:
1 encourages learner engagement
2 delivers manageable learning
3 is rich in practice
4 provides a comprehensive approach to
productive skills
Measurable progress
These four principles lead to motivated learners,
successful lessons and measurable progress. This
progress is then measured by a uniquely reliable
assessment package, developed by test experts
at Cambridge English Language Assessment.
1 Learner engagement
Getting Started
Each unit begins with a ‘Getting Started’ page, designed to
engage learners from the very start of the unit – leading to
greater motivation and more successful learning. It does this in
three ways:
• Clear learning goals – ‘can do’ statements immediately focus
learners on their objectives.
• Striking images that take an unusual perspective on the unit
theme – this raises curiosity, prompts ideas and questions
in the mind of the learner, and stimulates them to want to
communicate.
• Short speaking activities that prompt a personal response
– leading to longer-lasting learning and a sense of ownership
from the start. These activities also offer a diagnostic
opportunity to the teacher.
Remarkable texts and images
Throughout the course, learners encounter texts and images
that inform, amuse, surprise, entertain, raise questions,
arouse curiosity and empathy, provoke an emotional response,
and prompt new insights and perspectives – this means that
learners are consistently motivated to engage, read, listen and
communicate.
The texts have been carefully selected to appeal to a wide
range of learners from a variety of cultural backgrounds. They
have an international focus and flavour, and each text has a
story to tell or a point of view to offer that will be of interest
to learners. All texts are accompanied by receptive tasks that
support the development of reading and listening skills.
Frequent opportunities for personal response
There are frequent opportunities to practise speaking
throughout every lesson. These include personalisation tasks
which make the target language in every unit meaningful to
the individual learner. But not only that – there are also regular
activities that encourage learners to respond personally to the
content of texts and images. These personal response activities
foster successful learning because they:
• make learning more memorable – so it lasts longer
• are inclusive – there is no ‘correct’ answer, so all learners can
participate successfully
• promote spontaneous spoken interaction – this further
enhances the learner’s sense of freedom and ownership,
enhances motivation, and makes learning more relevant
and enjoyable
4
Introduction
2 Manageable learning
A second core principle that informs Cambridge English
Empower is recognition of the importance of manageable
learning. This offers learners (and their teachers) reassurance
that they will not be overwhelmed at any point in their learning
journey, leading to more successful learning outcomes
and sustained motivation. The Cambridge English Empower
classroom material reflects the concept of manageable learning
in three main ways:
• Syllabus planning and the selection of language
• Lesson flow
• Task and activity design
‘Grammar Focus’ and ‘Vocabulary Focus’ sections at the back
of the book. Reading and listening activities allow learners
to process information in texts in a gradual, supportive way.
Speaking and writing activities are made manageable by
means of clear models, appropriate scaffolding, and a focus
on relevant sub-skills associated with a specific spoken or
written outcome.
As an overall principle, the methodology throughout Cambridge
English Empower anticipates and mitigates potential problems
that learners might encounter with language and tasks. While
this clearly supports learners, it also supports teachers because
there are likely to be fewer unexpected challenges during the
course of a lesson – this also means that necessary preparation
time is reduced to a minimum.
Syllabus planning and the selection of language
A key element in making learning material manageable
concerns the selection of target language. In Cambridge English
Empower, two powerful Cambridge English resources – the
Cambridge Corpus and English Profile – have been used to
inform the development of the course syllabus and the writing
of the material. These resources provide reliable information as
to which language items learners are likely to be able to learn
successfully at each level of the CEFR. This means learners
using Cambridge English Empower are presented with target
language that they are able to incorporate and use at that
point in their learning journey, and they won’t encounter too
much above-level language in reading and listening texts. It
also means that learners are not overwhelmed with unrealistic
amounts of language because the Cambridge Corpus and
English Profile are also able to give an indication of what
constitutes a manageable quantity of language at each level.
Lesson flow
Learning is also made more manageable through the careful
staging and sequencing of activities. Every lesson starts with a
clear ‘Learn to …’ objective and ends with a substantial output
task. Each lesson is comprised of several manageable sections,
each with a clear focus on language and/or skills. Each section
builds towards the next, and activities within sections do
likewise. The final activity of each spread involves a productive
learning outcome that brings together the language and the
topic of the lesson, allowing learners to put what they have
learned into immediate use.
Task and activity design
Tasks and activities have been designed to give learners an
appropriate balance between freedom and support. Grammar
and vocabulary presentations take a straightforward approach
to dealing with the meaning and form of new language, and
practice is carefully staged, with additional support in the
3 Rich in practice
It is essential that learners are offered frequent and
manageable opportunities to practise the language they have
been focusing on – they need to activate the language they
have studied in a meaningful way in order to gain confidence
in using it, and of course meaningful practice also makes new
language more memorable.
Cambridge English Empower is rich in practice activities and
provides learners and teachers with a wide variety of tasks that
help learners to become confident users of new language.
Student’s Book
Throughout each Cambridge English Empower Student’s Book,
learners are offered a wide variety of practice activities,
appropriate to the stage of the lesson or unit:
• Ample opportunities are provided for controlled
practice of target language.
• Many of the practice activities provide learners with an
opportunity to personalise language.
• There are frequent opportunities for communicative
spoken practice. Communicative practice activities are
clearly contextualised and carefully staged and scaffolded, in
line with the principle of manageable learning.
• Further spoken practice is provided in the final speaking
activity in each of the A, B and C lessons, providing the
principal communicative learning outcome in each of these
lessons.
• In the ‘Grammar Focus’ and ‘Vocabulary Focus’ pages at
the back of the Student’s Book, there are more opportunities
for practice of grammar and vocabulary, helping to
consolidate learning.
5
• In the ‘Review’ page at the end of each unit, there are
opportunities for further practice of target language.
Teacher’s Book
• Many learners find practice activities that involve an element
of fun to be particularly motivating. Many such activities – six
per unit – are provided in the photocopiable activities in
the Teacher’s Book, providing fun, communicative practice of
grammar, vocabulary and pronunciation.
• The main teacher’s notes also provide ideas for extra
activities at various stages of the lesson.
Other components
Through the Cambridge LMS, Cambridge English Empower
provides an extensive range of practice activities that learners
can use to review and consolidate their learning outside the
classroom:
• The Online Practice component offers interactive language
presentations followed by practice and extension activities.
Learners are automatically directed to the appropriate point
in this practice cycle, according to their score in the Unit
Progress Test (at the end of Student’s Book lesson C).
• The Workbook (Online or Print) provides practice of the target
language after each A, B and C lesson.
4 A comprehensive approach to productive skills
Most learners study English because they want to use the
language in some way. This means that speaking and writing
– the productive skills – are more often than not a priority
for learners. Cambridge English Empower is systematic and
comprehensive in its approach to developing both speaking
and writing skills in each unit’s C lesson – ‘Everyday English’.
Speaking
Cambridge English Empower helps learners to become effective
users of high-frequency functional/situational language. The
target language is clearly contextualised by means of an
engaging video (also available as audio-only via the Class CDs),
filmed in the real world in contexts that will be relevant and
familiar to adult learners. These ‘Everyday English’ lessons
focus on two key elements of spoken language:
• Useful language – focusing on the functional and situational
language that is most relevant to learners’ needs, and
manageable within the target level
• Pronunciation – focusing on intelligibility and covering many
aspects of phonology and the characteristics of natural
speech, from individual sounds to extended utterances
There is a substantial speaking task in each ‘Everyday English’
lesson that provides learners with an opportunity to activate
both of these elements. This comprehensive approach ensures
that speaking skills are actively developed, not just practised.
6
Writing
Across each level of Cambridge English Empower, learners
receive guidance and practice in writing a wide range of text
types. At A1 level, the writing practice is integrated with the
listening and speaking in the C lesson – as it is in real life –
and not practised in isolation. This integration allows learners
to fully engage with the topic ahead of writing.
Learners also:
• read a text which provides a model for the later writing
output task
•h
ave the opportunity to go to the Writing Plus section at the
back of the book to develop aspects of a specific writing subskill that has been encountered in the model text
• g o on to write their own text, in collaboration with other
learners.
Process writing skills are embedded in the instructions for
writing activities and encourage learners to self-correct and
seek peer feedback.
In addition to the skills development in the C lessons, the A
and B lessons also provide frequent opportunities for learners to
develop their receptive and productive skills.
In line with other elements of Cambridge English Empower,
the texts used for skills development engage learners and
provide them with opportunities to personalise language.
Likewise, the tasks are designed in such a way as to make the
learning manageable.
The extension activities in the Online Practice component (via
the Cambridge LMS) also offer further practice in reading and
listening skills.
Learning Oriented Assessment
What is Learning Oriented Assessment (LOA)?
As a teacher, you’ll naturally be interested in your learners’
progress. Every time they step into your classroom, you’ll note
if a learner is struggling with a language concept, is unable to
read at a natural rate, or can understand a new grammar point
but still can’t produce it in a practice activity. This is often an
intuitive and spontaneous process. By the end of a course or a
cycle of learning, you’ll know far more about a learner’s ability
than an end-of-course test alone can show.
An LOA approach to teaching and learning brings together this
ongoing informal evaluation with more formal or structured
assessment such as end-of-unit or end-of-course tests. Ideally
supported by a learner management system (LMS), LOA is an
approach that allows you to pull together all this information
and knowledge in order to understand learners’ achievements
and progress, and to identify and address their needs in a
targeted and informed way. A range of insights into learners
and their progress feeds into total assessment of the learner. It
also allows you to use all of this information not just to produce
a report on a learner’s level of competence but also to plan and
inform future learning.
For more information about LOA, go to
cambridgeenglish.org/loa
How does Cambridge English Empower support LOA?
Cambridge English Empower supports LOA both informally and
formally, and both inside and outside the classroom:
1 Assessment that informs teaching and learning
• Reliable tests for both formative and summative
assessment (Unit Progress Tests, Unit Speaking Tests and
skills-based Competency Tests)
• Targeted extra practice online via the Cambridge Learning
Management System (CLMS) to address areas in which the
tests show that learners need more support
• Opportunities to do the test again and improve performance
• Clear record of learner performance through the CLMS
2 LOA classroom support
• Clear learning objectives – and activities that clearly build
towards those objectives
• Activities that offer opportunities for learner reflection
and peer feedback
• A range of tips for teachers on how to incorporate LOA
techniques, including informal assessment, into
lessons as part of normal classroom practice
Introduction
1 Assessment that informs teaching and learning
Cambridge English Empower offers three types of test written
and developed by teams of Cambridge English exam writers.
All tests in the course have been trialled on thousands of
candidates to ensure that test items are appropriate to the
level.
Cambridge English tests are underpinned by research and
evaluation and by continuous monitoring and statistical
analysis of performance of test questions.
Cambridge English Empower tests are designed around the
following essential principles:
Validity – tests are of authentic real-life English and of the
language covered in the coursebook
Reliability – tasks selected are consistent and fair
Impact – tests have a positive effect on teaching and learning
in and outside the classroom
Practicality – tests are user-friendly and practical for teachers
and students
Unit Progress Tests
The course provides an online Unit Progress Test at the end
of every unit, testing the target grammar, vocabulary and
functional language from the unit. The teacher and learner
are provided with a score for each language area that has
been tested, identifying the areas where the learner has either
encountered difficulties and needs more support, or has
mastered well. According to their score in each section of the
test, the learner is directed either to extension activities or
to a sequence of practice activities appropriate to their level,
focusing on the language points where they need most support.
This means that learners can focus their time and effort on
activities that will really benefit them. They then have the
opportunity to retake the Unit Progress Test – questions they
got right first time will still be filled in, meaning that they can
focus on those with which they had difficulty first time round.
Unit Speaking Tests
Cambridge English Empower provides a comprehensive approach
to speaking skills. For every unit, there is an online Unit
Speaking Test which offers learners the opportunity to test and
practise a range of aspects of pronunciation and fluency. These
tests use innovative voice-recognition software and allow the
learner to listen to model utterances, record themselves, and
re-record if they wish before submitting.
Competency Tests
Cambridge English Empower offers mid-course and end-ofcourse Competency Tests. These skills-based tests cover
Reading, Writing, Listening and Speaking, and are calibrated
to the Common European Framework of Reference (CEFR).
They provide teachers and learners with a reliable indication
of level, as well as a record of their progress – a CEFR report is
7
generated for each learner, showing their performance within
the relevant CEFR level (both overall and for each of the skills).
The Cambridge Learning Management System (CLMS) provides
teachers and learners with a clear and comprehensive record
of each learner’s progress during the course, including all test
results and also their scores relating to the online practice
activities that follow the tests – helping teachers and learners
to recognise achievement and identify further learning needs.
Within the CLMS, a number of different web tools, including
message boards, forums and e-portfolios, provide opportunities
for teachers and learners to communicate outside of class,
and for learners to do additional practice. These tools can also
be used by teachers to give more specific feedback based on
the teacher’s informal evaluation during lessons. The CLMS
helps teachers to systematically collect and record evidence
of learning and performance and in doing so demonstrates to
teachers and learners how much progress has been made over
time.
LOA classroom tips for teachers
In a typical lesson you’re likely to use some or perhaps all of the
following teaching techniques:
•
•
•
•
•
monitor learners during learner-centred stages of the lesson
elicit information and language
concept check new language
drill new vocabulary or grammar
encourage learners to review and reflect after they’ve worked
on a task
The table below summarises core and LOA-specific aims for
each of the above techniques. All these familiar teaching
techniques are a natural fit for the kind of methodology that
informally supports LOA. An LOA approach will emphasise
those parts of your thinking that involve forming evaluations or
judgements about learners’ performance (and therefore what
to do next to better assist the learner). The ‘LOA teacher’ is
constantly thinking things like:
• Have they understood that word?
2 LOA classroom support
• How well are they pronouncing that phrase?
Clear objectives
• How many answers did they get right?
An LOA approach encourages learners to reflect and selfassess. In order to do this, learning objectives must be clear.
In Cambridge English Empower, each unit begins with a clear set
of ‘can do’ objectives so that learners feel an immediate sense
of purpose. Each lesson starts with a clear ‘Learn to …’ goal,
and the activities all contribute towards this goal, leading to a
significant practical outcome at the end of the lesson. At the
end of each unit, there is a ‘Review your progress’ feature that
encourages learners to reflect on their success, relative to the
‘can do’ objectives at the start of the unit. Within the lessons,
there are also opportunities for reflection, collaborative learning
and peer feedback.
• How well did they understand that listening text?
• Were they able to use that language in a freer activity?
• How many errors did I hear?
• And what does that mean for the next step in the learning
process?
The Cambridge English Empower Teacher’s Book provides tips on
how to use a number of these techniques within each lesson.
This will help teachers to consider their learners with more of
an evaluative eye. Of course it also helps learners if teachers
share their assessment with them and ensure they get plenty of
feedback. It’s important that teachers make sure feedback is
well balanced, so it helps learners to know what they are doing
well in addition to what needs a little more work.
Teaching techniques
monitoring
eliciting
concept checking
drilling
review and reflect
Core
aims
• checking learners
are on task
• checking learners’
progress
• making yourself
available to learners
who are having
problems
• checking what
learners know about
a topic in order to
generate interest
• checking that learners
understand the use and
meaning of new language
• providing highly
controlled practice
of new language
• finding out what ideas
learners generated when
working on a task
• praising learners’
performance of a task
• indicating where
improvement can be
made
LOA
aims
• listening to learners’
oral language, and
checking learners’
written language, in
order to:
»»diagnose potential
needs
»»check if they can
use new language
correctly in context
• finding out if learners
already know a
vocabulary or
grammar item
• adapting the lesson
to take into account
students’ individual
starting points and
interests
• checking what could be a
potential problem with
the use and meaning
of new language for your
learners
• anticipating and preparing
for challenges in
understanding new
language, both for the
whole class and for
individuals
• checking that learners
have consolidated the
form of new language
• checking intelligible
pronunciation of new
language
• asking learners how well
they feel they performed
a task
• giving feedback to
learners on specific
language strengths and
needs
• fostering ‘learning how to
learn’ skills
8
Unit overview
Lesson A and Lesson B
• input and practice of core grammar
and vocabulary, plus a mix of skills
and pronunciation
5A
There are lots of
old houses
UNIT 5
Learn
town
Learn to
to describe
describe a
a town
VERY HOT!
a
hadames is a beautiful old city in Libya. There are
lots of old houses, shops and cafés – so what’s
different? Ghadames is in the Sahara. It’s very hot in
the day (sometimes 55°C). The houses have very thick
walls and they’re always cool. In the old town there
are streets for men and children and there are different
streets (on the roofs of the houses) for women.
Now, there’s a new town with new houses and flats,
but in summer lots of people go to live in the old
houses because they aren’t hot.
a
1 ‘My daughter goes there every day from 8:00 to 4:00.’
2 ‘We go there for dinner every Saturday night.’
3 ‘I often drink coffee there with my friends.’
4 ‘You’re in room 305. Here’s your key.’
5 ‘They have fruit and vegetables and also newspapers and magazines.’
6 ‘I’d like £500, please.’
café shop restaurant
school bank hotel
Look at the pictures of Ghadames and
Esperanza Base. Which place is … ?
• an old city
b Which places in 3a are these?
2.40 Match the words in the box with
the places in pictures a–f. Listen and
check.
READING
1
G
VOCABULARY Places in a town
3
positive
G
there is
is // there
there are:
are: positive
G there
V
Places in
in a
a town
town
V Places
• in a hot country • in a cold country
a
c
b Read about the two places and check your
Now go to Vocabulary Focus 5A on p.148
d Sound and spelling /uː/ and /ʌ/
answers in 1a.
1
d
b
Russia food new two who mother
umbrella beautiful sometimes
Do you think Ghadames and Esperanza
Base are nice places to live? Why / Why not?
■
Describe a town
■
Talk about hotels and hostels
c
4
■
Ask about and say where places are
lots of houses
UNIT e5s
speranza Base is Argentinian and it’s in Antarctica.
It’s cold in summer (0°C) and very cold in winter
(-10°C). There are homes for about 100 people there.
There are ten families with children, there’s a school
and there are two teachers. There’s also a bank and
a hospital. There are a few cars, but there’s only one
road – it’s 1.5 km long!
a Complete the sentences. Check your answers in
e
the texts in 1b.
c
Singular: There 1
a new town / a school.
Plural: 2
are lots of old houses / two teachers.
2.38 Pronunciation Listen and write the
sentences. How many words are there in each?
c
restaurant
food shop
Lesson C
• functional language in
common everyday situations
• language is presented through
video filmed in the real world
• highly communicative
integrated skills lesson
• special focus on writing skills
• input and practice of core
pronunciation
station
5C
1
2
3
5
school
a
cinema
Use there’s or there are.
b
Tell a partner your sentences in 2d.
It’s in …
2.56
a
2.37
a
a bed
a chair
a TV
b
VOCABULARY Hotels
1
Look at the picture of a hotel and tick (✓) the
things you think are in each room.
a
bath
a phone
a computer
pictures
room
bed
TV
1
2
1 There
2 There
Look at pictures 1–3 of Turkey. Choose adjectives to
talk about them. Compare your ideas with your partner.
• beautiful
• exciting
shower
• great
• interesting
• nice
• old
• boring
• big
c Read the review again. Tick (✓) what’s in the hostel.
1
2
3
4
5
first floor
ground floor
4
5
d
small rooms
big rooms
café
restaurant
TV room
small rooms
café
kitchen
TV room
Would you like to stay at the hostel? Why / Why not?
H O L I D AY R E V I E W S
1
2.46
sure
c
• swimming pool
• hospital
d
2.58
B
B
Listen again and repeat.
B
B
d
LISTENING
3
a
2.62 Put the conversation in the correct order.
Listen and check.
WRITING
6
Great, thank you. And is there a good restaurant
in this part of town?
A 1 Excuse me, can you help me?
OK, thanks for your help.
A
Are there any good cafés near here?
A
1 My country is very hot in summer.
2 James’s new car is really fast.
3 This film is so boring.
a Read part of an email from Sophia to her parents.
She writes about her new flat. Does she only write
about the good things?
Yes, there’s one in the next street – Café Milano.
No, I’m sorry, there aren’t any restaurants near
here. But there’s one near the station.
Yes, of course.
No problem.
My new flat is great. It’s big and it’s in a nice
part of town. The flat is near my office and
there’s a beautiful park in the next street.
There isn’t a supermarket near me, but there’s
a shop in the next street.
Practise the conversation in 4c with
a partner.
b
2.59 Watch or listen to Part 2. Answer the
questions.
b
2.59 Watch or listen to Part 2 again. Are the
sentences true or false?
1 Do Sophia and Megan find a shop?
2 Who do they meet in the street?
1 Sophia thinks a café is a shop.
2 James sees Megan and Sophia first.
3 James lives in the next street.
4 There’s a supermarket in the next street.
5 There’s a shop near James’s flat.
• cinema
• restaurants
Go to Writing Plus 5C on p.156 for and and but.
c Write about your part of town. Use there’s / there isn’t /
SPEAKING
5
there are / there aren’t. Use and and but.
Communication 5C Student A look at the
information below. Student B go to p.111.
d Read about your partner’s part of town. Is it the
same?
a Conversation 1. You’re on a street you don’t know.
Ask Student B about:
Ask your partner about their town, city or street.
Are there any cafés in
your town?
• a hotel
• cafés
b Conversation 2. Now you’re on a street you know.
Use the information to answer Student B’s questions.
Yes, there are two cafés.
• a bank: in the next street
• shops: not near here – near the hospital
Is there a supermarket
in your street?
No, but there are two shops.
c
café
kitchen
Unit Progress Test
SPEAKING
6
CHECK YOUR PROGRESS
Communication 5B
Student A go to p.105.
Student B go to p.110.
Listen again. Tick (✓) the things in the hostel.
2.51
You can now do the Unit Progress Test.
44
wi-fi
showers
45
Why do people like hostels? Why do people like
hotels?
Practise saying the words.
3
d
No, there is a museum in this
town – on Cromwell Road.
2.51 Listen to a hostel receptionist and Barry,
a guest. Is Barry happy with the hostel?
free rooms
car park
Russia
• cafés
• supermarket
LISTENING
4
b
Listen to the words in the box. Underline the /ʃ/
sound in each word.
fish
a car park here?
Yes, there’s a car park here.
any cafés near here?
Yes, there are cafés near here.
about your partner’s town, city or street. Here are
some ideas:
Read your sentences and listen to your partner’s
sentences. Are they the same?
2.47
shop
Complete the questions. Listen and check.
Now go to Grammar Focus 5B on p.120
c Write questions using Is there … ? and Are there … ?
There’s a big museum in this town / city.
There are lots of shops here.
There aren’t any hostels.
There are two stations.
There aren’t any parks.
There aren’t any
museums in this town.
Listen and practise this sound.
/ʃ/ shower
2
d
a
1
b Sound and spelling /ʃ/
b
c Think about the town or city you’re in now. Tick (✓) the
sentences that are true. Correct the false sentences.
second floor
3
2.52
1 Singular:
2 Plural:
b Read Sandra’s review of a hostel in Turkey. Does Sandra
Talk about the questions.
1 What are the good things and bad things about this
hotel room?
2 What other buildings do you think are near these rooms?
3 Would you like to stay in this hotel?
a
any blankets.
a restaurant.
Sandra’s review.
there
A
Listen to the sentences. Underline one word
with strong stress in each sentence.
2.58
We say really with a strong stress to:
speak loudly
1
make the meaning stronger
2
there is / there are: questions
b Find more examples of there isn’t and there aren’t in
like the hostel?
b Tick (✓) the correct rule.
GRAMMAR
5
2.50 Complete the sentences with isn’t or aren’t.
Listen and check.
READING
2
a
2.45 Match the words in the box with pictures 1–5.
Listen and check.
GRAMMAR
3
there is / there are: negative
It’s a really nice flat, Sophia.
2.57 Listen to the sentence again. Is really more
or less stressed the second time?
UNIT 5
thereisis/ there
/ thereare:
are:negative
negativeand
andquestions
questions
G Gthere
Hotels
V VHotels
c
Listen to the sentence.
where
2.61 Match the two possible answers in a–c
with questions 1–3 in 4a. Listen and check.
a Yes, there are. There’s one in this street. /
No, sorry, there aren’t.
b Yes, there’s one near my flat. / No, sorry,
there isn’t.
c It’s in the next street. / It’s in this street.
c
PRONUNCIATION Emphasising what you say 1
2
MEGAN
5B
near
1 Does Megan like Sophia’s flat?
2 What does Sophia need?
3 Does Sophia know where to buy food near her flat?
It’s near …
Describe your street, but don’t say its name. Do other students
know the name of the street?
Learn
Learntototalk
talkabout
abouthotels
hotelsand
andhostels
hostels
2.60 Complete the questions with words in the
box. Listen and check.
’s your flat?
1
2 Is
a supermarket near here?
3 Are there any shops
here?
b
2.55 Watch or listen to Part 1. Answer the
questions.
a
GETTING STARTED
4 USEFUL LANGUAGE Asking and
saying where places are
Ask and answer the questions.
b
41
Is there a hostel in
your town?
Emphasisingwhat
whatyou
yousay
say1 1
P PEmphasising
Anemail
emailabout
abouta aplace
place
WWAn
1 What food shops or markets are there near your home?
2 Do you go to these shops or markets? How often?
3 Is the food good / expensive?
OLD STREET
Esperanza Base
40
UNIT 5
Learn
Learntotoask
askabout
aboutand
andsay
saywhere
whereplaces
placesare
are
Is there a supermarket near here?
LISTENING
1
4
SPEAKING
words from this lesson.
There’s a … There are …
Everyday English
a
a Think of a street in the town where you are now. Make notes. Use
f
d Write two true sentences about your street.
e
bank
What is the same
about the town on the
map and your town?
5
Now go to Grammar Focus 5A on p.120
café
2.44 Listen again. Are
the sentences true or
false?
1 There are lots of shops in
New Street.
2 Nice people work in the
bookshop.
3 The café is Italian.
4 The coffee and cakes in
the café aren’t good.
5 It’s a Chinese restaurant.
6 The restaurant is cheap.
there is / there are: positive
b
Plac
Listen to a conversation about places in a town. Look at the
map and match 1–5 with the words in the box.
GRAMMAR
2
lunch
Practise saying the words.
2.44
b
d
VERY COLD!
Sound 2 /ʌ/
school
LISTENING
bookshop
lots of cars
a few houses
Ghadames
E
Sound 1 /uː/
3
Language Plus a few, lots of
a few cars
2 /ʌ/ lunch
2.43 What sound do the marked letters have in the words in the box?
Listen and add the words to the sound groups below.
2
1 ‘It’s always cold here.’
2 ‘Our new flat is very hot in summer.’
3 ‘It’s so small – you never get lost.’
4 ‘The men and women don’t always walk together.’
5 ‘The school is small, but it’s very good.’
Listen and practise these sounds.
1 /uː/ school
Esperanza Base (EB)?
a
CAN DO OBJECTIVES
2.42
c Are the sentences about Ghadames (G) or
NEW STREET
Getting Started page
• clear learning objectives to
give an immediate sense
of purpose
• striking and unusual images
to arouse curiosity
• activities that promote
emotional engagement and
a personal response
Introduction
Now go to Vocabulary Focus 5B on p.149
3
d
Pronunciation Listen to the words. Notice the
stressed syllables. Practise saying them.
e
Which things in pictures 1–5 in 1a aren’t in a
hostel room?
2.49
hostel
hotel
The Cave Hostel
2
This is a great hostel in Göreme, in Turkey. It’s in
Cappadocia, a very old part of the country. You can
do lots of things here. My favourite thing is going in
a hot air balloon. You can see really beautiful places
from the air.
hostel room
Unit Progress Test
• covering grammar, vocabulary
and functional language
Also available:
• Speaking Test for every unit
• mid-course and end-of-course
competency tests
The hostel has different rooms with different prices.
On the first floor, there are small rooms for two people
with baths. On the second floor, there are big rooms
with six beds in them. They’re very cheap, but there
isn’t a shower or a bath in the big rooms. There aren’t
any blankets or pillows – you pay for those. There isn’t
a restaurant or café in the hostel, but there’s a kitchen
on the ground floor. There aren’t any TVs in the rooms,
but there’s free wi-fi. It’s a very simple place to stay, but
it’s clean. And the people are very friendly. Faruk, the
manager, sings karaoke really well!
Sandra
42
43
39
Review
• extra practice of grammar,
vocabulary and pronunciation
• ‘Review your progress’ to
reflect on success
UNIT 5
Additional material
For extra input and practice, every unit includes illustrated Communication Plus,
Grammar Focus, Vocabulary Focus and Writing Plus sections at the back of the
book.
2B Student A
2C Student A
a Look at the picture. Student B has a similar picture.
a Ask Student B about his / her:
Ask and answer questions to find seven differences.
• surname
• address
b Write the words.
Review
1A Student A
Address: 5 High Street
Phone number: 0124 364592
Email address:
a Correct the sentences.
c
There an Italian restaurant. There’s an Italian restaurant.
There is a museum in this street?
Yes, there’s.
There are a shower.
There aren’t a free rooms.
Is there swimming pool in the hotel?
No, there not is.
>
1
2
3
4
5
6
2 werhos
3 ipowll
Is
Are there
a bank near here?
bottles of water in the room?
there a supermarket in this street?
TV in the room?
there any cafés near here?
teacher in the room?
Is there
Is there
c
a
VOCABULARY
up you umbrella lovely Russia beautiful new
brother school mother museum pool
a What are these places? Use the words to complete
/uː/
1
She’s Russian.
They’re American.
• Moscow
• Istanbul
Omar .
picture 2. Tell him / her the people’s names.
d
Tokyo
c
Now go back to p.58
New York
Mexico City
up
1 A Are you from the USA?
I’m not
B No,
.
2 A Are you Eric?
B Yes,
.
I’m not from Italy.
Now go back to p.8
c
you
You aren’t a teacher.
we
We aren’t from the
USA.
you
You aren’t teachers.
Tip
Part 2: Negative and questions
Part 1: Positive
I am not ➔ I’m not
You are not ➔ You’re not
We are not ➔ We’re not
a Complete the sentences with isn’t or aren’t.
a Complete the sentences with he’s, she’s or they’re.
1 She
2 They
3 He
4 They
5 He
6 She
I’m not from Brazil. NOT I amn’t from Brazil.
Yes/No questions (?)
He is Japanese. ➔ He’s Japanese.
They are American. ➔ They’re American.
1
Italian.
2
Chinese.
3
Brazilian.
4
Russian.
5
Spanish.
6
American.
questions.
He isn’t Japanese.
She isn’t Russian.
Is he Japanese?
Yes, he is.
No, he isn’t.
Is she Russian?
Yes, she is.
No, she isn’t.
they
Are they American?
Yes, they are.
No, they aren’t.
d
Berlin
1 They’re both students.
they
They aren’t American.
Now go back to p.35
104
103
Where’s he / she from?
Who’s he / she?
they
Where are they from?
Who are they?
4
5
6
Are he Italian?
She is Chinese?
Are they Japanese?
aren’t or ’re.
A Who is this?
B He 1
A 2
B No, he 3
my friend, Lee.
he Chinese?
. He 4
from the USA.
A Who are they?
B They 5
my friends, Nick and Anna.
A 6
they from England?
B No, they 7
. They 8
Russian.
Is he Japanese? NOT Is Japanese? OR He is Japanese?
Are they American? NOT Are American? OR They are American?
Yes, he is. NOT Yes, he’s.
Tip
b
d
Now go back to p.11
Now go back to p.11
Tip
She is not Russian. ➔ She isn’t Russian.
They are not American. ➔ They aren’t American.
Now go back to p.27
he /
she
He is Russian?
Is she Brazilian?
Are English they?
c Complete the conversations with is, isn’t, ’s, are,
Short answers
he
she
Wh- questions (?)
–
he
she
Italian. She’s Brazilian.
American. They’re English.
Chinese. He’s American.
Russian. They’re English.
Spanish. He’s Italian.
Brazilian. She’s Japanese.
b Tick (✓) the correct questions. Correct the wrong
1.23
1.21
He’s a student.
He studies English …
3 A Are we in Spain?
B No,
.
4 A Are you students?
B Yes,
.
Now go back to p.9
1B be: he / she / they
1.22
things that are the same about Omar and Monica.
c Listen to Student B talk about Monica. Find six
c Listen to Student B talk about the clothes in
I speak a little …
Negative (–)
I
Part 2: Negative and questions
b Tell Student B about
these cities.
Do you speak …?
c Listen to Student B and reply.
c
b Write short answers.
He’s Japanese.
Tip
Where is he from? ➔ Where’s he from?
Who is she? ➔ Who’s she?
/ʌ/
you
3
• Paris
• Rio de Janeiro
1 you / are / how ? How are you?
2 are / from / the USA / you ?
3 we / in / Russia / are ?
4 OK / I / am ?
5 name / your / what’s ?
1
2
3
she
they
‘I’m a student. I’m 19 and I study English at Cairo University,
in Egypt. I live at home with my parents. My mother is a
teacher and my father works at the Bank of Cairo. He’s a
bank manager. I have one brother. He’s married and he
lives in Dubai. He works at Dubai Airport.’
b Answer Student B’s questions about the time in
This person has a blouse and a
skirt. What’s this person’s name?
We’re from Brazil. We aren’t from Brazil.
2 You / Rebecca
3 I / a teacher
4 We / in Paris
5 I / OK
b Put the words in the correct order to make questions.
No, we aren’t.
+
he
a Read the information about Omar on your card.
a Ask Student B the time in these cities:
1 are wearing. Find out their names and write them
under each picture.
Yes, you are. No, you aren’t.
1.19
4B Student A
3B Student A
b Tell Student B about the clothes the people in picture
Do you work in …?
I live in …
the crossword.
2
Her home is …
information is the same about all three people?
Celia
Where are you?
No, I’m not.
Yes, you are. No, you aren’t.
Yes, we are.
students?
Part 1: Positive
No, they aren’t.
They’re American.
She’s from …
Frank
How are you?
Where are we?
you
Yes, I am.
OK?
in London?
Are you
1 We / from Brazil
1.11
Where am I?
you
we
Short answers
at home?
Are you
Are we
you
for 1–5.
1B be: he / she / they
Are they British?
c Listen to Students B and C talk about two people. What
May
Use the questions below to help you.
2.63 Complete the table with the words in the box.
Practise saying the words.
picture. Then ask Student B about the nationalities
of the people.
Am I
you
we
Part 2: Negative
Wh- questions (?)
I
This is …
and answer Student B’s questions.
c Listen to Student B talk about the people in the
Her name’s …
a Look at picture 1. Make notes about their clothes.
b Start a conversation with Student B about their life.
SOUND AND SPELLING
3
2
a Write one positive (+) and one negative (–) sentence
1 I am from New York. I’m from New York.
2 We are students.
3 You are Roberto.
4 I am fine, thanks.
5 We are from Mexico.
Are you from Spain? NOT You are from Spain?
Yes, I am. NOT Yes, I’m.
1.8
cover the box.
b Tell Student B the names of the people
Name: Kate
Town / city: Ely – small city near Cambridge, in England
Home: beautiful, old house
b Tell Students B and C about Kate.
• You live in Paris in
France, but you work
three days a week in
London, in the UK.
• You work two days a
week at home.
• You study French
and you go to lessons
on Friday.
You’re John and
Hannah.
a Look at the picture and the information box. Then
a Read the information about Kate.
a Read the information.
8 kanblet
4 thab
Jenna = British Denis = Russian Sandra and Pietro = Italian
2A Student A
Where do you live?
Ask and answer the questions in 1b.
2
7 i w-i f
You’re right.
We’re from the USA.
you
I am ➔ I’m
You are ➔ You’re
We are ➔ We’re
c Choose a name and a country and have another
Now go back to p.19
I
I’m fine.
you
we
Tip
b Have a conversation with Student B.
4A Student A
Yes/No questions (?)
Positive (+)
conversation.
Part 2: Negative
a Write sentences with ’re or ’m.
1.7
1.6
I
Sandra and Pietro
1
I have two phones.
b
b Complete the sentences.
1
2
3
4
5
6
6 wotel
Now go back to p.20
7B Student A
Do you have a phone
in your picture?
Jenna
A Hello, I’m
.
B Hi, I’m Bella. Nice to meet you.
A Are you from
?
B No, I’m not. I’m from the USA. And you?
A I’m from
.
B Are you a teacher?
A No, I’m a
. And you?
B I’m a teacher.
Surname: Ramirez
5 orom
Part 1: Positive and questions
Part 1: Positive and questions
Denis
the conversation.
questions.
1 deb
1A be: I / you / we
1A be: I / you / we
1B Student A
a You’re Yoshi from Japan. You’re a student. Complete
b Read the information on your card. Answer Student B’s
GRAMMAR
1
Grammar Focus
Grammar Focus
UNIT
Communication Plus
• phone number
• email address
What’s your surname?
114
115
4
b
5
2.64
Look at the information in the table.
6
/ɒ/
shop
hospital
hot
7
c
8
1
2
4
3
/aʊ/
/əʊ/
pillow
know
hotel
shower
flower
towel
hot – hotel
shower – how
OK – know
4 go – pillow
5 hot – towel
6 flower – hospital
How well did you do in this unit? Write 3, 2, or 1
for each objective.
3 = very well 2 = well 1 = not so well
6
7
8
Vocabulary Focus
2B Common objects 1
Communication
Writing
Plus
Plus
Writing Plus
3C Contractions
a Look at the sentences and read about contractions.
1A Countries
1C Capital letters and full stops
a
a Look at the sentence. Read the information about
2.65 Are the marked sounds the same (S) or
different (D)? Practise saying the words.
town – shop D
>
1
2
3
REVIEW YOUR PROGRESS
5
Vocabulary Focus
1.14 Listen and write the countries on
the map.
a
Tip
1.14 Listen again and practise saying
the countries.
c
Add the name of your country in
English to the list in a. Practise saying it.
e
a bottle of water
(bottles of water)
a computer (computers)
g
a knife (knives)
a
1.50
a phone (phones)
Listen and repeat the objects.
a phone
ask about and say where places are
a watch (watches)
Is it a watch?
an umbrella
a book
d
No.
Nationality
Australia
Australian
Poland
Polish
1
Brazilian
5
Spanish
Turkey
Turkish
Canada
Canadian
Italy
Italian
2
Russian
a
-ish
3.3
6
3
Mexican
4
American
1.17 Listen and repeat the countries and
nationalities.
7
8
d
a bag (bags)
a chair (chairs)
a clock (clocks)
a cup (cups)
a football (footballs)
a glass (glasses)
a guitar (guitars)
a lamp (lamps)
a picture (pictures)
a plant (plants)
a plate (plates)
a radio (radios)
a suitcase (suitcases)
1.64
/e/ (ten)
/aɪ/ (hi)
/əu/ (no)
/uː/ (you)
/aː/ (car)
Aa /eɪ/
Hh /eɪʧ/
Jj /dʒeɪ/
Kk /keɪ/
Bb /biː/
Cc /siː/
Dd /diː/
Ee /iː/
Gg /dʒiː/
Pp /piː/
Tt /tiː/
Vv /viː/
Ff /ef/
Ll /el/
Mm /em/
Nn /en/
Ss /es/
Xx /eks/
Zz /zed/
Ii /aɪ/
Yy /waɪ/
Oo /əu/
Qq /kjuː/
Uu /juː/
Ww /dʌbəljuː/
(‘double u’)
Rr /aː/
I’m
.
e
132
Now go back to p.10
R
H
Q
O
Z
Y
C
1 (you) U, Q , W
2 (day) J, , A, K
3 (hi) I,
4 (we) T, , B, D, E, G, P, V
Canadian
b
Then swap roles.
c
Work in groups of three. Cover the pictures and
make sentences. Add one more object each time.
Now go back to p.56
At home, I have a guitar.
contractions.
1
2
3 It
4 I
5 You
6
7 We
8
c
5 (ten) N, L,
6 (car)
7 (no)
, M, S, X
d
Now go back to p.20
e
At home, I have a guitar, ten plates
and three big plants.
133
1.68 Correct the spelling. Listen and check.
Then practise spelling the words.
1 adress
2 vilage
3 umbrela
4 hapy
At home, I have a
guitar and ten plates.
don’t
I’m
you’re
she’s
they’re
5 they are
6 are not
7 we are
8 is not
a Look at the examples and the word order.
Some words in English have double letters in their
written form.
village
Other words in English have letters in their written form
that might seem different from what you hear.
city /sɪti/
F
isn’t
we’re
d
from Sweden. (He is)
tomatoes. (They are)
five o’clock. (is not)
have a big meal in the evening. (do not)
a teacher. (are not)
OK. (I am)
eat meat. (do not)
Spanish. (I am not)
Now go back to p.29. Try to use contractions in
your text message.
4C Word order
Part 2: Spelling
Say the letters.
Japanese
Canada
aren’t
/iː/ (we)
it isn’t
they aren’t
c Add the words in brackets to each sentence. Use
I / you / we don’t
I don’t eat fish.
1 you are
2 she is
3 I am
4 do not
Listen to how we say the letters of the alphabet.
b Add the letters to the group with similar sounds.
Work in pairs.
Student A: say a country.
Student B: say the nationality.
c Write your nationality.
it is not
they are not
Contraction
I / you / we do not
/eɪ/ (day)
British
Chinese
it’s
they’re
It’s a pizza.
Full form
b Match the contractions in the box with 1–8.
-ese
-an
b
it is
Part 1: The alphabet
a
the UK /
46
he isn’t
she isn’t
I do not eat fish.
Now go back to p.18
Listen and repeat the objects.
Contraction
I’m not
you aren’t
we aren’t
he is not
she is not
they are
6 h
7 q
8 r
9 t
2C The alphabet and spelling
Country
Full form
I am not
you are not
we are not
he’s
she’s
Present simple: negative
1 a A
2 b
3 d
4 e
5 g
Yes.
Contraction
I’m
you’re
we’re
he is
she is
It is a pizza.
b Write the capital letters.
Is it a book?
–
Full form
I am
you are
we are
Now go back to p.13
My name’s Sophia Taylor.
an umbrella (umbrellas)
Guess your partner’s words.
7A Common objects 2
Nationality
-ian
talk about hotels and hostels
c
Don’t show your partner!
a Complete the tables with countries from page 9.
Country
a ticket (tickets)
h
b Write three objects on three pieces of paper.
d
be: positive and negative
+
they’re married.
1 we’re from brazil
2 he’s a student
3 this is ruben
4 i’m in a class with amy lee
5 my name is sandro
6 their flat is in mexico city it’s small
Capital letters
We use capital letters (A, B, C, D … ):
• for names (Sophia Taylor, Olga Vasin, Maria González)
• names of places (Toronto, Canada, High Street)
• for nationalities (Italian, British, Chinese)
• at the beginning of a sentence (My name’s … )
a newspaper
(newspapers)
Full stops
. = full stop
We usually use full stops at the end of sentences.
Now go back to p.9
describe a town
a key (keys)
f
1B Nationalities
I CAN …
sentence.
T
My name’s Sophia Taylor.
a book (books)
d
b
d
c
b
the USA Brazil the UK / Britain
Spain Mexico Russia China Japan
the USA = the United States of America
the UK = the United Kingdom
I’m (contraction) = I am
She’s (contraction) = She is
We use contractions in speaking and writing, usually in
informal situations.
I’m in a café with Sophia. She’s my new friend at work.
c Add capital letters and full stops to each
capital letters and full stops.
5 smal
6 dificult
7 intresting
8 rite
Now go back to p.21
9 rong
10 nife
Word order
• subject + verb
I work.
You don’t work.
• subject + verb + object
Clara and Lisa don’t have a brother.
They speak French.
• subject + verb + preposition + noun
My daughters study at university.
They don’t live in a flat.
• subject + verb + object + preposition + noun
I don’t have a phone in my bag.
I like milk in my coffee.
We can use here or there after a verb.
I live there.
You don’t work here.
b Tick (✓) the correct sentences.
1 a
b
2 a
b
3 a
b
4 a
b
5 a
b
6 a
b
Tennis we play.
We play tennis.
I don’t teach children.
Don’t teach children I.
They there don’t study.
They don’t study there.
My sister in Japan lives.
My sister lives in Japan.
These are my friends.
These my friends are.
I have a flat in New York.
I in New York have a flat.
c Put the words in the correct order to make sentences.
Remember to use capital letters and full stops.
1 don’t speak / they / German
2 there / have coffee / you
3 we / in a factory / don’t work
4 teaches / at the university / my dad / Italian
5 the computer / I / at the office / don’t like
6 have / in New Zealand / a nice house / they
d
Now go back to p.37
155
154
9
Lessons A and B
Grammar and Vocabulary and a mix of skills
Clear goals
Each lesson starts with a clear,
practical and achievable learning
goal, creating an immediate sense
of purpose.
Manageable
learning
The syllabus is
informed by English
Profile and the
Cambridge English
Corpus. Students
will learn the most
relevant and useful
language, at the
appropriate point in
their learning
journey. The target
language is
benchmarked to the
CEFR.
5B
VOCABULARY Hotels
1
a
Is there a hostel in
your town?
room bed
TV
G there is / there are: negative and questions
V Hotels
2
2.45 Match the words in the box with pictures 1–5.
Listen and check.
bath
Learn to talk about hotels and hostels
a
Look at pictures 1–3 of Turkey. Choose adjectives to
talk about them. Compare your ideas with your partner.
• beautiful
• exciting
shower
1
READING
2
• great
• interesting
• nice
• old
• boring
• big
b Read Sandra’s review of a hostel in Turkey. Does Sandra
like the hostel?
c Read the review again. Tick (✓) what’s in the hostel.
second floor
first floor
ground floor
3
4
5
d
small rooms
big rooms
café
restaurant
TV room
small rooms
café
kitchen
TV room
Would you like to stay at the hostel? Why / Why not?
H O L I D AY R E V I E W S
Regular speaking
activities
Frequent speaking
stages to get
students talking
throughout
the lesson.
b Sound and spelling /ʃ/
1
2.46
2
2.47 Listen to the words in the box. Underline the /ʃ/
sound in each word.
shop
c
d
e
fish sure
Russia
Practise saying the words.
Now go to Vocabulary Focus 5B on p.149
2.49 Pronunciation Listen to the words. Notice the
stressed syllables. Practise saying them.
hostel
hotel
Which things in pictures 1–5 in 1a aren’t in a
hostel room?
hostel room
The Cave Hostel
This is a great hostel in Göreme, in Turkey. It’s in
Cappadocia, a very old part of the country. You can
do lots of things here. My favourite thing is going in
a hot air balloon. You can see really beautiful places
from the air.
The hostel has different rooms with different prices.
On the first floor, there are small rooms for two people
with baths. On the second floor, there are big rooms
with six beds in them. They’re very cheap, but there
isn’t a shower or a bath in the big rooms. There aren’t
any blankets or pillows – you pay for those. There isn’t
a restaurant or café in the hostel, but there’s a kitchen
on the ground floor. There aren’t any TVs in the rooms,
but there’s free wi-fi. It’s a very simple place to stay, but
it’s clean. And the people are very friendly. Faruk, the
manager, sings karaoke really well!
42
10
Listen and practise this sound.
/ʃ/ shower
3
Learner engagement
Engaging images
and texts motivate
learners to respond
personally. This
makes learning
more memorable
and gives learners
ownership of the
language.
1
Sandra
Introduction
‘Teach off the page’
Straightforward approach and clear lesson
flow for minimum preparation time.
UNIT 5
GRAMMAR
3
5
there is / there are: negative
a
2.50 Complete the sentences with isn’t or aren’t.
Listen and check.
1 There
2 There
2.52
c Think about the town or city you’re in now. Tick (✓) the
sentences that are true. Correct the false sentences.
There’s a big museum in this town / city.
There are lots of shops here.
There aren’t any hostels.
There are two stations.
There aren’t any parks.
b
a car park here?
Yes, there’s a car park here.
any cafés near here?
Yes, there are cafés near here.
Now go to Grammar Focus 5B on p.120
c Write questions using Is there … ? and Are there … ?
about your partner’s town, city or street. Here are
some ideas:
• cafés
• supermarket
d
Read your sentences and listen to your partner’s
sentences. Are they the same?
There aren’t any
museums in this town.
Complete the questions. Listen and check.
1 Singular:
2 Plural:
Sandra’s review.
d
a
any blankets.
a restaurant.
b Find more examples of there isn’t and there aren’t in
1
2
3
4
5
GRAMMAR
there is / there are: questions
• swimming pool
• hospital
• cinema
• restaurants
Ask your partner about their town, city or street.
Are there any cafés in
your town?
Yes, there are two cafés.
Is there a supermarket
in your street?
No, there is a museum in this
town – on Cromwell Road.
No, but there are two shops.
4
a
b
LISTENING
2.51
Listen again. Tick (✓) the things in the hostel.
free rooms
car park
c
6
2.51 Listen to a hostel receptionist and Barry,
a guest. Is Barry happy with the hostel?
café
kitchen
Rich in practice
Clear signposts to
Grammar Focus and
Vocabulary Focus
sections for extra
support and practice.
SPEAKING
Communication 5B
Student A go to p.105.
Student B go to p.110.
wi-fi
showers
Spoken outcome
Each A and B lesson
ends with a practical
spoken outcome
so learners can use
language
immediately.
Why do people like hostels? Why do people like
hotels?
3
Personal response
Frequent
opportunities for
personal response,
making learning
more manageable.
2
43
11
Lesson C
Prepares learners for effective real-world spoken communication
Everyday English
Thorough coverage of functional language
for common everyday situations, helping
learners to communicate effectively in
the real world.
5C
Real-world video
Language is
showcased through
high-quality video
filmed in the real
world, which shows
language clearly and
in context.
Everyday English
Learn to ask about and say where places are
P Emphasising what you say 1
Is there a supermarket near here?
W An email about a place
LISTENING
1
a
Ask and answer the questions.
1 What food shops or markets are there near your home?
2 Do you go to these shops or markets? How often?
3 Is the food good / expensive?
b
2.55 Watch or listen to Part 1. Answer the
questions.
1 Does Megan like Sophia’s flat?
2 What does Sophia need?
3 Does Sophia know where to buy food near her flat?
2
a
PRONUNCIATION Emphasising what you say 1
2.56
MEGAN
Listen to the sentence.
c
It’s a really nice flat, Sophia.
1 My country is very hot in summer.
2 James’s new car is really fast.
3 This film is so boring.
2.57 Listen to the sentence again. Is really more
or less stressed the second time?
Comprehensive
approach to
speaking skills
A unique combination
of language input and
pronunciation offers
a comprehensive
approach to speaking
skills.
b Tick (✓) the correct rule.
d
2.58
Listen again and repeat.
We say really with a strong stress to:
speak loudly
1
make the meaning stronger
2
LISTENING
3
a
2.59 Watch or listen to Part 2. Answer the
questions.
1 Do Sophia and Megan find a shop?
2 Who do they meet in the street?
44
12
2.58 Listen to the sentences. Underline one word
with strong stress in each sentence.
b
2.59 Watch or listen to Part 2 again. Are the
sentences true or false?
1
2
3
4
5
Sophia thinks a café is a shop.
James sees Megan and Sophia first.
James lives in the next street.
There’s a supermarket in the next street.
There’s a shop near James’s flat.
Introduction
Comprehensive approach to speaking skills
A unique combination of language input,
pronunciation and speaking strategies offers
a comprehensive approach to speaking skills.
UNIT 5
4 USEFUL LANGUAGE Asking and
saying where places are
a
2.60 Complete the questions with words in the
box. Listen and check.
near
Support for learners
Clearly staged tasks
practise and develop
reading and writing
skills while supporting
learners’ understanding
of texts and providing
clear models for their
writing.
where there
’s your flat?
1
2 Is
a supermarket near here?
3 Are there any shops
here?
b
2.61 Match the two possible answers in a–c
with questions 1–3 in 4a. Listen and check.
a Yes, there are. There’s one in this street. /
No, sorry, there aren’t.
b Yes, there’s one near my flat. / No, sorry,
there isn’t.
c It’s in the next street. / It’s in this street.
c
2.62 Put the conversation in the correct order.
Listen and check.
A
Great, thank you. And is there a good restaurant
in this part of town?
A 1 Excuse me, can you help me?
OK, thanks for your help.
A
Are there any good cafés near here?
A
B
B
B
B
d
6
a Read part of an email from Sophia to her parents.
She writes about her new flat. Does she only write
about the good things?
Yes, there’s one in the next street – Café Milano.
No, I’m sorry, there aren’t any restaurants near
here. But there’s one near the station.
Yes, of course.
No problem.
Practise the conversation in 4c with
a partner.
SPEAKING
Communication 5C Student A look at the
information below. Student B go to p.111.
Written outcome
Each C lesson ends
with a practical written
outcome, so learners
can put new language
into practice straight
away.
My new flat is great. It’s big and it’s in a nice
part of town. The flat is near my office and
there’s a beautiful park in the next street.
There isn’t a supermarket near me, but there’s
a shop in the next street.
b
5
WRITING
Go to Writing Plus 5C on p.156 for and and but.
c Write about your part of town. Use there’s / there isn’t /
there are / there aren’t. Use and and but.
d Read about your partner’s part of town. Is it the
Unit Progress Test
Learners are now
ready to do the Unit
Progress Test,
developed by experts
at Cambridge English
Language Assessment.
same?
a Conversation 1. You’re on a street you don’t know.
Ask Student B about:
• a hotel • cafés
b Conversation 2. Now you’re on a street you know.
Use the information to answer Student B’s questions.
• a bank: in the next street
• shops: not near here – near the hospital
Unit Progress Test
CHECK YOUR PROGRESS
You can now do the Unit Progress Test.
45
Also in every unit:
• Review page
• Communication Plus
• Grammar Focus
• Vocabulary Focus
• Writing Plus
13
Syllabus
Lesson and objective
Grammar
Vocabulary
Pronunciation
Everyday English
Unit 1 Hello!
Getting started Talk about countries and flags
1A
Say your name and country
be: I / you / we
Countries
Sound and spelling: Long and
short sounds
1B
Talk about people you know
be: he / she / they
Nationalities; this / these
Syllables and word stress
1C
Meet and greet new people
Syllables and word stress;
Main stress; Tone
Greeting people;
Meeting new people
Unit 2 All about me
Getting started Talk about how many objects people have
2A
Talk about your home town
be: it’s / it isn’t;
Possessive adjectives
Common adjectives;
in / near
Sound and spelling: /h/
2B
Talk about possessions and
common objects
Plural nouns; have;
a / an
Common objects 1;
Numbers 1
Sound and spelling: /s/, /z/, /ɪz/;
Do you … ?
2C
Ask for and give personal
information
Main stress in questions;
Tone in questions
Asking for and giving
personal information
Unit 3 Food and drink
Getting started Talk about the food in a fridge
3A
Say what you eat and drink
Present simple:
I / you / we / they
Food 1
Syllables and word stress;
Sound and spelling: /iː/, /ɪ/
and /aɪ/
3B
Talk about food and meals
Adverbs of frequency
Food 2; Time;
What time / When … ?
Sound and spelling: /ɑː/ and /ɔː/
3C
Order and pay in a café
Syllables and word stress;
Sentence stress
Ordering and paying
in a café
Unit 4 My life and my family
Getting started Talk about who people are and what they do
4A
Talk about your life and ask
about others’
Present simple:
Wh- questions
Common verbs; study
Sentence stress
4B
Talk about your family
Present simple:
he / she / it positive
Family and people;
Numbers 2;
How old … ?
Sound and spelling: /ð/
4C
Ask and talk about photos
Sound and spelling: /ʧ/ and /ʤ/
Asking and talking
about photos
Unit 5 Places
Getting started Talk about an unusual hotel
5A
Describe a town
there is / there are:
positive
Places in a town;
a few, lots of
there is / there are; Sound and
spelling: /uː/ and /ʌ/
5B
Talk about hotels and hostels
there is / there are:
negative and questions
Hotels
Sound and spelling: /ʃ/;
Word stress
5C
Ask about and say where
places are
Emphasising what you say 1
Asking and saying
where places are
Unit 6 Work and routines
Getting started Talk about people and robots’ jobs and routines
6A
Talk about people’s jobs
Present simple:
he / she / it negative
Jobs; work / job
Main stress in compound
nouns;
Sound and spelling: /ɜː/
6B
Talk about daily routines and
habits
Present simple:
he / she / it questions
Daily routine; for,
from … to … , until
Consonant groups;
Sentence stress
6C
Make and accept offers
14
would;
Emphasising what you say 2
Making and accepting
offers
Syllabus
Listening and Video
Reading
Speaking
A conversation about who you are
Three conversations meeting
other students
Who you are and where you’re from
A conversation about people in
pictures
First day at work
Writing
People in a picture
An online profile
Greeting and meeting new people
An online profile;
Capital letters and full stops
Unit Progress Test
Three conversations about home
towns
Three posts: Our homes
A conversation at the airport
Finding a new flat
Homes and home towns
My home town;
A friend’s home
Possessions;
What’s in the bag?
A personal information form
Asking for and giving personal
information
A personal information form;
Spelling
Unit Progress Test
A conversation about food likes and
dislikes
Three families’ weekly food: Food
for one week
Food likes and dislikes
Three conversations about dinner
An article: The number one
breakfast in …
Saying the time;
Meal times and what you eat
In a café
A text message
Ordering and paying in a café
A text message;
Contractions
Unit Progress Test
A conversation about work and travel
to work
A blog: Breakfast in Barcelona
and lunch in London
Work, home and study
Photos of famous people and their
families
Photo captions;
An international family
Your family
Talking about family photos
A photo caption
Photos
About you
Photo captions;
Word order
Unit Progress Test
A conversation about places in a town
An article: Very hot! Very cold!
A street in your town
On my street
A conversation at a hostel reception
A hostel review
Hotels and hostels
Questions about a town
Looking for a shop
An email
Places in a town
About your town;
and and but
Unit Progress Test
Four people talk about their jobs
A website: Jobs international
People’s jobs
Questions about jobs
A conversation about taking photos
at night
An article: A good night’s sleep
People’s daily routines and habits
Questions about daily routines
A visit to the new flat
An email about daily life
Offering to pay for food and drink
An email about daily life;
because and also
Unit Progress Test
15
Lesson and objective
Grammar
Vocabulary
Pronunciation
Everyday English
Unit 7 Shopping and fashion
Getting started Talk about the clothes on a market stall
7A
Talk about things you want to buy
this, that, these, those
Common objects 2;
Prices
Sound and spelling: /b/, /p/, /g/
and /k/
Sound and spelling: this, that,
these and those
7B
Talk about clothes that people
wear
Possessive ’s;
Revision of adverbs
Clothes; Colours;
dark / light
Sound and spelling: /ʃ/ and /dʒ/
7C
Ask about and pay for things in
a shop
Joining words
Going shopping
Unit 8 Past events
Getting started Talk about your last New Year
8A
Talk about past events
Past simple: be
Past time expressions
was / were
8B
Describe events in the past
Past simple: positive
Free time activities
Sound and spelling: /t/ and /d/
8C
Make and respond to suggestions
Main stress and tone
Making and
responding to
suggestions
Unit 9 Holidays
Getting started Talk about an interesting holiday
9A
Talk about travel and holiday
experiences
Past simple: negative
Transport; go
Sound and spelling: the letter a;
Sentence stress
9B
Talk about past holidays
Past simple: questions
The seasons;
The weather; like
Sound and spelling: the letter o
9C
Make and respond to requests
Syllables and spelling
Making and
responding to
requests
Unit 10 Here and now
Getting started Talk about communicating on the Internet
10A Talk about your home
Present continuous:
positive
The home; in / on
Sound and spelling: /tʃ/ and /θ/;
Sentence stress
10B Ask where people are and what
they’re doing
Present continuous:
negative and questions
Place phrases with
prepositions
Sound and spelling: /ə/;
Main stress in questions
10C Ask for travel information
Sound and spelling: /ɪə/ and /eə/
Asking for travel
information
Unit 11 Achievers
Getting started Talk about a climber’s experience
11A Talk about people’s lives
Object pronouns
Life events; Years
Sound and spelling: /ɜː/
11B Talk about things you know how
to do
can for ability
Abilities;
(very / quite) well
can / can’t
11C Talk about opinions
Main stress; Consonant groups
Talking about opinions
Unit 12 Plans
Getting started Talk about holiday plans
12A Talk about future plans
going to: positive and
negative
Months and future time
expressions; Ordinal
numbers; The date
Sentence stress; going to
12B Ask and answer about future
plans
going to: questions
Common verbs and
collocations
Sound and spelling: /v/ and /w/
12C Make and accept invitations
Communication Plus p.103
16
Sound and spelling: oo
Grammar Focus p.114
Vocabulary Focus p.132
Making and accepting
invitations
Writing Plus p.154
Syllabus
Listening and Video
Reading
Speaking
Writing
A conversation at a market stall
Places to go shopping
At a market stall
A conversation about old clothes
An article: They make colourful
clothes …
The clothes you wear
A question about clothes
In a shop
An advertisement and an email
Going shopping
An email reply to an
advertisement;
Commas, exclamation marks and
question marks
Unit Progress Test
Three conversations about past events
People who travel for work
Past events
Sentences about past events
Jane White’s morning activities
A story: Who killed Lady Grey?
Yesterday’s activities
Sentences about free time
activities
Monday morning at work
A thank-you note
Making plans
A thank-you note;
Writing short emails, letters and
notes
Unit Progress Test
A conversation about a trip to
Colombia
A website: Garden camping
A past travel experience
Sentences about your last holiday
A conversation about summer holidays
A diary entry: New Year down
under
A past holiday
Questions about a past holiday
A day trip to Henley
An online post
Asking for help and responding
An online post about a trip;
Making the order clear
Unit Progress Test
A monologue about a flat
Text messages
Present activities
A text message to a friend
Five phone conversations about
present activities
A forum: Is your phone always
on?
A phone conversation to make plans
An online forum comment
At the train station
A message to a friend
A conversation about travel information
A message asking for
information;
Word order in questions
Unit Progress Test
A conversation about Valentina
Tereshkova
An article: They were the first!
Past life events
Sentences about past life events
A conversation about a job
advertisement
An article: Real life X-Men
Your abilities
Questions about abilities
At Sophia’s flat
An email to a friend
Interesting places to visit in
a town / city
An email to a friend;
Pronouns
Unit Progress Test
Three conversations about summer
holiday plans
A TV programme review: Outside
the comfort zone
Your next holiday
Notes about holiday plans and
everyday activities
Two conversations about weekend
plans
An article: Only 4,000 weekends
in your life!
Your future plans
Questions about future plans
At a dinner party
Invitations and replies
Inviting a friend
An invitation and a reply;
Paragraphs
Unit Progress Test
Audioscripts p.160
Phonemic symbols and Irregular verbs p.165
Board game p.166–167
17
UNIT OBJECTIVES
1
T
I
UN!
At the end of this unit, students will be able to:
understand information, texts and conversations about
people’s countries and nationalities
understand conversations in which people meet and
greet others and do so themselves
write a personal profile
Hello
Audioscript
A What countries can you see?
B Well, I can see the UK, Spain,
Mexico.
A Yes, and Brazil.
UNIT CONTENTS
G
GRAMMAR
be: I / you / we positive, negative and questions
be: he / she / they positive, negative and questions
Language Plus: this / these
V
VOCABULARY
Countries: Australia, Brazil, Britain, Canada, China,
England, Italy, Japan, Mexico, Poland, Russia, Spain,
Turkey, the UK, the USA
Nationalities: American, Australian, Brazilian, British,
Canadian, Chinese, Italian, Japanese, Mexican, Polish,
Russian, Spanish, Turkish
P
C
PRONUNCIATION
Sound and spelling: Long and short sounds
Syllables and word stress
Main stress
Tone
COMMUNICATION SKILLS
Saying your name and country
Talking about people you know
Meeting and greeting new people
Writing a personal profile
Writing Plus: Capital letters and full stops
GETTING STARTED
OPTIONAL LEAD-IN
Books closed. Write the name of the country you are in now
on the board. Elicit or teach the word country. If you have
students who are not from the same country, write the
names of their countries on the board in English. Elicit or
teach the word countries.
a
1.3
If you didn’t do the Optional lead-in, elicit
or teach the word countries. Point to the different flags on
SB p.7 and ask: What countries can you see? Put students
into pairs and give them one minute to try and say what
countries they can see in the picture. Take feedback as a
class. Write students’ ideas on the board.
Play the recording for students to listen to other people
talk about the picture. Do the speakers say the names
of the countries on the board? Check answers as a class
(the UK, Spain, Mexico, Brazil, Italy, the USA, China and
Japan). If you wish, give students information from the
Culture notes.
18
UNIT 1 Hello!
And Italy.
Oh yes. And the USA, China …
B And Japan?
A Yes.
B
A
CULTURE NOTES
The flags shown in the picture are as follows (starting in the
middle and going anticlockwise):
the USA (red/white stripes, with stars on blue background)
Spain (yellow, red stripes top and bottom, design central)
Russia (white/blue/red stripes)
Turkey (red with white crescent moon and star)
Another Spanish flag
Mexico (green/white/red with design central)
China (red, yellow stars)
the UK (two red/white crosses on blue background)
South Korea (blue/red/black design on white background)
Brazil (green/yellow/blue design)
Germany (black/red/yellow stripes)
Japan (red circle on white background)
Italy (green/white/red stripes)
b
In pairs, students think of other countries they
know in English. Take feedback as a class and write any
new countries on the board.
ADDITIONAL MATERIAL
Photocopiable activities: Pronunciation p.164
EXTRA ACTIVITY
1.2 Open books on SB p.6. Demonstrate the classroom
language. Say: Listen. and put your hand to your ear, and
play recording 1.2 (just play the speaker saying Track 1.2 then
stop the audio). Point to the picture and repeat the word:
Listen. Repeat these steps, and encourage students to do the
action for Listen with you. Use a similar procedure for the
other classroom language on this page.
Work in pairs. (Go and stand next to a confident student and
gesture to encourage other students to find a partner too.)
Books closed. Play recording 1.2 and do the movements
for each action. Play the recording again and encourage
students to do the movements whilst you stay still.
1A
I’m from Mexico
At the end of this lesson, students will be able to:
• understand conversations in which people say their
name and country
• use be (with I, you and we) correctly in positive and
negative statements and questions
• use a lexical set of words to name countries correctly
• ask and answer questions about their name and
where they’re from
OPTIONAL LEAD-IN
Books closed. Show the class one or more photos of people
greeting each other. Elicit what they might be saying, e.g.
Hi, Hello, Good morning. Write these greetings on the board.
Ask students to stand up and move around the classroom,
greeting each other using the words and phrases on the
board.
1
d
READING AND GRAMMAR
be: I / you / we positive and questions
a
Point to the pictures and play the recording for
students to read and listen to the people saying hello and
their names. Nominate a few students to say the sentences
with their own name. In pairs, students say the sentences
to each other.
b
1.5 Point to the three groups of people in the
picture and the three conversations they are having.
Play the recording for students to listen and match the
conversations (1–3) with the groups of people (a–c). Play
the recording again if necessary. Check answers as a class.
Answers (Grammar Focus 1A Part 1 SB p.115)
a
2 We’re students.
3 You’re Roberto.
4 I’m fine, thanks.
5 We’re from Mexico.
b
2 Are you from the USA?
3 Are we in Russia?
4 Am I OK?
5 What’s your name?
1.4
Answers
1 c 2 b 3 a
e Sound and spelling Long and short sounds
1.9 In exercise 1, use gestures to teach the words long
and short. Play the recording for students to listen and
notice the long and short sounds in the four words.
c Write a gapped sentence with I and then your name on the
board, for example: I ____ Katy. Elicit I’m Katy. Circle the
contraction I’m and draw an arrow to the I and an arrow
to the ’m. Elicit or teach that I’m is the shortened form of
I am. You may wish to use gestures to help explain this.
Write be at the top of the board.
Individually, students complete the table. Check answers
as a class.
Answers
I / we
I’m Camila (= I am …)
We’re from the USA.
(= we are …)
you
Are you from England?
How are you?
CAREFUL!
Students at this level often use apostrophes unnecessarily
when writing, e.g. I’am very happy! (Correct form = I am very
happy!) They may also write I am as one word, e.g. Iam ready.
(Correct form = I am ready.)
Students read the information in Grammar
Focus 1A Part 1 on SB p.114. Play the recording
where indicated and ask students to listen and repeat.
Individually, students complete the exercises in Part 1 on
SB p.115. Check answers as a class. Tell students to go
back to SB p.8.
1.6–1.8
In exercise 2, put students into pairs to practise
saying the words.
f
Put students into pairs, then into groups of three,
then into new pairs to practise the three conversations
in 1b. Monitor and check students’ pronunciation of the
target language and correct as necessary.
g
Students repeat the conversations using their own
names. Monitor and check how fluently students can
speak to each other.
2
a
LISTENING AND GRAMMAR
be: I / you / we negative
Check students understand the words student
and teacher by pointing to a student in the class and
asking: Student or teacher? Point to yourself and repeat
the question. Play the recording for students to read and
listen to the conversation and complete the task below
it. Check answers as a class.
1.10
Answers
1 a 2 b
b Individually, students complete the table. Check answers
as a class.
Answers
Positive (+)
I’m a student. (= I am)
We’re from England.
(= we are)
Negative (–)
I’m not a student (= I am not)
We aren’t from England. (= we are not)
UNIT 1 Hello! 19
LOA TIP DRILLING
e
Teach the same and different by holding up two
objects that are the same and two that are different.
Check understanding by pointing to a few pairs of
objects in the classroom (e.g. a couple of pens, a couple
of bags). Ask: Are they the same or different? In pairs,
students read their sentences to each other to find out if
they are the same or different. Take feedback as a class.
3
VOCABULARY AND READING Countries
Drilling is intensive, teacher-controlled spoken practice
of the target language (vocabulary, grammar or everyday
expressions) with the class.
Drilling new language gives students the opportunity to
practise producing new language orally in a restricted and
safe way. It allows you to listen and notice what aspect of a
new structure or lexical item students find easy or difficult
to produce. This attention to accuracy means that drilling is
closely connected with immediate feedback (praise and error
correction).
a
Answers
1 Russia 2 China 3 the USA 4 the UK 5 Brazil
6 Spain 7 Mexico 8 Japan
Try to keep the pace of drills quite fast so that students have
to think and speak reasonably quickly. Repeating a drill once
or twice allows students to notice their own progress.
In many cases (e.g. in a simple ‘listen and repeat’ drill like
the one below) the focus of a drill is pronunciation. Students
listen either to you or to a recording to hear examples of
the spoken language. Other drills (like the one in the Extra
activity below) give students the opportunity to practise
manipulating a new structure in different ways.
b
1.11 Students read the information in Grammar
Focus 1A Part 2 on SB p.114. Play the recording where
indicated and ask students to listen and repeat. Students
then complete the exercises in Part 2 on SB p.115. Check
answers as a class. Tell students to go back to SB p.9.
Answers (Grammar Focus 1A Part 2 SB p.115)
a
2 You’re Rebecca. You aren’t Rebecca.
3 I’m a teacher. I’m not a teacher.
4 We’re in Paris. We aren’t in Paris.
5 I’m OK. I’m not OK.
b
2 I am
3 we aren’t
4 we are
CULTURE NOTES
England is part of the UK. The UK (the United Kingdom or
the United Kingdom of Great Britain and Northern Ireland,
to give its full name) refers to the political union between
England, Wales, Scotland and Northern Ireland. The UK has
one monarch and one government, but the nations that it is
formed of are also countries in their own right. Britain (also
known as Great Britain) is generally used to mean England,
Scotland and Wales.
c
EXTRA ACTIVITY
Use this drill to give students controlled practice of short
answers. Ask the questions below to the class or to individual
students, as indicated. Elicit the short answers below from
students. Keep the pace fast and encourage students to selfcorrect if they make mistakes. Repeat the drill once or twice.
Ask: A
re you at home? (to the class) Students say: No, we aren’t.
Ask: A
re you a student? (to one student) Student says: Yes, I am.
Ask: A
re you a teacher? (to one student) Student says: No, I’m
not.
Ask: Am I a student? (to the class) Students say: No, you aren’t.
Ask: Am I a teacher? (to the class) Students say: Yes, you are.
d Write this sentence on the board: I’m at home. Ask: Is it
true? Elicit the true sentence: I’m not at home.
Give students one minute to correct sentences 1–5 so
they are true for them. Monitor and help as necessary.
20 UNIT 1 Hello!
1.14 Students complete the exercises in Vocabulary
Focus 1A on SB p.132. Play the recording for students
to complete exercise a. Then play the recording again
for students to listen and practise saying the countries
in exercise b. For exercise c, students write down the
name of their country in English, if it isn’t one of the
countries in the box, and then tell a partner. Monitor
and help with spelling and pronunciation as necessary.
Tell students to go back to SB p.9.
Answers (Vocabulary Focus 1A SB p.132)
a
a the USA b Spain c China d the UK / Britain e Mexico
f Japan g Russia h Brazil
Ask: Are you students? (to the class) Students say: Yes, we are.
Ask: A
re you teachers? (to the class) Students say: No, we aren’t.
1.13 Give students two minutes to read the student
group profile and add the missing countries. Check
answers as a class. You may wish to give students
information from the Culture notes below about the
difference between England, the UK and Britain.
Answers
1 Brazil 2 the USA 3 Mexico 4 China 5 Japan
6 Russia 7 Spain 8 Britain
• Say the four sentences from the grammar box for students
to listen and repeat. Then say the following sentences for
students to listen to and repeat: I’m OK., We’re OK., I’m
fine., We’re fine., I’m not a teacher., We aren’t from England.
c
1.12 Individually, students match the countries with
the maps. Check answers as a class by pointing at each
map and asking: What country? Drill the words.
FAST FINISHERS
Ask fast finishers to list as many country names in English
as they can. Give them one minute to do this. They then
compare lists in pairs.
d Students write the name of a city and its country from
3a on a small piece of paper.
e
Take all the pieces of paper and redistribute them
around the class. Students ask each other Are you
from ... ? until they find someone with the city and
country on their piece of paper. Monitor and correct
students as appropriate and listen for correct usage of
the target language from this lesson.
4
SPEAKING
Divide the class into pairs and assign A and B roles.
Student As read the conversation on SB p.103. Student
Bs read the conversation on SB p.108. Give students
two minutes to complete their part of the conversation.
Monitor and help as necessary.
ADDITIONAL MATERIAL
Workbook 1A
Photocopiable activities: Grammar p.151, Vocabulary p.158,
Pronunciation p.165
Put students into pairs to have the conversation. When
they’ve finished, tell them to repeat the conversation
with different names and countries. Monitor and correct
students’ pronunciation as appropriate and listen for
correct usage of the target language from this lesson.
Nominate a few pairs to perform their conversations for
the class.
1B
He’s Brazilian
OPTIONAL LEAD-IN
Books closed. Show the class photos of a tennis player and
a football player you think they'll know (not the ones in the
book). Elicit the names of other famous tennis and football
players and write them on the board. Tell students to look
at the pictures on SB p.10 to see if any of the players are the
same as the ones the students mentioned..
1
a
VOCABULARY Nationalities
Tell students to look at the pictures on SB p.10.
Point to picture c and ask: Do you know Maria
Sharapova? Put students into pairs to ask the same
question about the other football and tennis players.
Take feedback as a class. Draw a heart symbol on the
board and ask: Football or tennis: which is best? Students
will almost certainly be able to express their opinion on
this, even with limited language! Take a vote to find out
which is the most popular sport in the class.
b Point to the small flag on each picture. In pairs, students
match the nationalities with the pictures. Check answers
as a class by pointing to each picture and saying the
nationality. You may wish to give students information
from the Culture notes.
Answers
a Spanish b Japanese c Russian d Chinese
e Brazilian f British g American h Mexican
At the end of this lesson, students will be able to:
• use a lexical set of nationalities correctly
• understand a conversation about people from different
countries
• use be (with he, she and they) in positive and negative
statements and questions correctly
• use this and these correctly
• ask and answer questions about people’s nationalities
CULTURE NOTES
Football players
Shinji Kagawa (Japan, 1989) played for the German team
Borussia Dortmund from 2010 to 2012, transferred to
Manchester United and returned to Dortmund in 2014.
Neymar (Brazil, 1992) won the South American Footballer of
the Year award in 2011 and 2012. He joined FC Barcelona in
2013.
Kelly Smith (England, 1978) is England’s record women’s
football goal scorer, with 46 goals in 117 England appearances.
She retired from international football in 2015.
Javier Hernández (Mexico, 1988) played for his home town
club Guadalajara before transferring to Manchester United in
2010.
Guillermo Ochoa (Mexico, 1985) was goalkeeper for the
Spanish club Málaga in 2014. Before that he played for the
Corsican team Ajaccio.
Tennis players
Rafael Nadal (Spain, 1986) has won nine times at the French
Open, twice at the US Open and twice at Wimbledon.
Maria Sharapova (Russia, 1987) has won various tennis titles in
her career, including a silver medal in the women’s singles at
the 2012 Olympics.
Li Na (China, 1982) is China’s top women’s tennis player. In
2011, she became the first Asian woman to win a Grand Slam
title. She retired in 2014.
Identical twins Bob and Mike Bryan (the USA, 1978) have won
more than 15 tennis Grand Slam doubles titles together.
UNIT 1 Hello! 21
c
1.15 Pronunciation Write the following word on the
board with a line between each syllable: A|mer|i|can.
Say the word slowly, pausing where the gaps are, and
pointing to each syllable as you say it. Then say the
word again, clapping or moving your hand as you say
each syllable. Play the recording for students to listen
and decide how many syllables there are in each word.
Check answers as a class.
Answers
Spa|nish = 2 syllables
Jap|an|ese = 3 syllables
Ru|ssian = 2 syllables
Chi|nese = 2 syllables
Bra|zil|i|an = 4 syllables
Brit|ish = 2 syllables
Mex|i|can = 3 syllables
2
a
In English, as in other languages, one syllable in each word
is stressed more than the others. For example, the second
syllable in Chinese is stressed more than the first. However,
unlike some other languages, English words can stress any
syllable. For example, the second syllable is stressed in
Brazilian, and the final syllable is stressed in Japanese.
d
1.16 Play the recording for students to listen for
the stressed syllable. Check the answer as a class.
Write American on the board with the stressed syllable
underlined.
Answer
A|mer|i|can
e
1.15 Play the recording again for students to listen
and underline the stressed syllables in all the nationality
words. Check answers as a class. Play the recording again
for students to listen and repeat. Monitor and correct
students’ pronunciation as appropriate.
Answers
Spanish Japanese Russian Chinese Brazilian
British Mexican
f
1.17 Students go to Vocabulary Focus 1B on SB
p.132. Individually, students complete the table in a.
They then compare answers in pairs. Check answers as
a class. In exercise b, play the recording for students
to listen and repeat the countries and nationalities. For
exercise c, write students’ nationality or nationalities on
the board and make sure they can all pronounce their
nationality correctly. Put students into pairs for exercise
d. Tell students to go back to SB p.10.
Answers (Vocabulary Focus 1B SB p.132)
a
1 Brazil 2 Russia 3 Mexico 4 the USA
5 Spain 6 Britain 7 China 8 Japan
22 UNIT 1 Hello!
1.18 Individually, students match the sentences.
Play the recording for them to listen and check their
answers. Check the answers again by reading out each
statement 1–3 and asking students to say the sentence
that matches.
Answers
1 c 2 a 3 b
b Individually, students complete the table. Copy the table
onto the board and elicit the answers from the students.
Ask: How many syllables is ‘he is’? (two) And ‘he’s’? (one)
How many syllables is ‘they are’? (two) And ‘they’re’? (one).
Answers
1 he’s 2 they’re
LANGUAGE NOTES
A syllable is a unit of pronunciation which contains a
vowel sound. For example, Chinese has two syllables, each
containing one vowel sound: Chi /aɪ/ nese /iː/.
GRAMMAR be: he / she / they positive
CAREFUL!
Students at this level often omit be, e.g. He Polish. They
Brazilian. (Correct form = He’s Polish. They’re Brazilian.)
Students may also make agreement errors, e.g. They’s
American. (Correct form = They’re American.), omit the
pronoun before be, e.g. I speak English with Kaito because is
Japanese. (Correct form = I speak English with Kaito because
he’s Japanese.), or omit the pronoun as well as be, e.g.
I speak English with Kaito because Japanese. (Correct form =
I speak English with Kaito because he’s Japanese.).
c
1.19 Students read the information in Grammar
Focus 1B Part 1 on SB p.114. Play the recording where
indicated and ask students to listen and repeat. Students
complete exercise a in Part 1 on SB p.115. Check
answers as a class. Tell students to go back to SB p.11.
Answers (Grammar Focus 1B Part 1 SB p.115)
a
1 He’s
2 She’s
3 She’s
4 They’re
5 They’re
6 He’s
LOA TIP ELICITING
Eliciting is a classroom technique which involves giving
students simple prompts to see if they can produce the target
language. It’s a useful technique for engaging the whole class
on a language point and seeing how much they know. It’s
best to start with minimal prompts, being prepared to give
students more guidance if they struggle.
• After the Grammar Focus on be: he / she / they, indicate
a female student in the class (if there aren’t any female
students in your class, point to the picture of Katy, who’s
American, in the picture on SB p.8) and, with a quizzical
expression, say: Nationality? See if students can produce
She’s (+ nationality). If not, prompt them with She … . Can
students produce the target language now? If not, supply
it. Repeat the process, this time indicating a male student
(or pointing to the picture of Paul, who’s American, in the
picture on SB p.8) and eliciting He’s (+ nationality). Finally,
indicate two students and elicit They’re (+ nationality or
nationalities).
d Students write two sentences about the people in 1–3,
thinking about their sport and their nationality. Monitor
and help as necessary.
c
Answers
1 Is; he isn’t
2 Are; they are
3 Is; she isn’t
4 Are; they aren’t
5 Is; he is
Suggested answers
1 Rafael Nadal is Spanish. He’s a tennis player.
2 Li Na is Chinese. She’s a tennis player.
3 Javier Hernández and Guillermo Ochoa are Mexican. They’re
football players.
e
3
a
In pairs, students read their sentences to each other
to see if they’re the same. Invite some students to read
their sentences to the class.
d
LISTENING
4
FAST FINISHERS
1.20 Play the recording for students to listen, read and
complete the task. Play the recording again if necessary.
You may wish to elicit the meaning of friends (people you
know well and like) by using the picture. Check answers
as a class by nominating two students to read out the
completed conversation.
Language Plus this / these
Point out that we don’t usually say these are with the names of
people, e.g. These are Anna and Simon. Instead, we can say: This
is Anna and Simon or These are my friends, Anna and Simon.
Give a few more examples, e.g. This is my phone. These are my
students, Maya and Sabine. Contrast the short vowel sound /ɪ/
in this with the long vowel sound /iː/ in these.
GRAMMAR
be: he / she / they negative and
questions
a Individually, students complete the tables. Check
answers as a class.
Answers
b
Read through the information with the class. You may wish to
check that students know when to use this is and these are by
pointing to different things in the room, e.g. the door, a pile of
books. Ask the class: This is or these are? Each time, indicate
that the students should say this is or these are.
Give students one minute to prepare what they’re
going to say. In pairs, students talk about two of their
friends. Monitor, but don’t interrupt fluency unless
communication breaks down altogether. At the end,
invite a few students to tell the class about their two
friends.
+
She’s Russian.
They’re Chinese.
In pairs, students practise saying the five miniconversations in 4c.
Ask fast finishers to stay in the same pairs and use the pictures
of sports players on SB p.10 to have more mini-conversations
like the ones in 4c, e.g. Is he Spanish? No, he’s Japanese. Is she
a football player? No, she isn’t. She’s a tennis player.
Answers
1 Anna 2 Mexican 3 Alexander 4 Russian
5 Penny 6 American
b
1.24 Individually, students complete the task. Play
the recording for students to listen and check their
answers. Check answers as a class.
–
She isn’t Russian.
They aren’t Chinese.
?
Is she Russian?
Are they Chinese?
1.21–1.23 Students read the information in
Grammar Focus 1B Part 2 on SB p.114. Play the
recording where indicated and ask students to listen and
repeat. Students complete the exercises in Part 2 on SB
p.115. Check answers as a class. Tell students to go back
to SB p.11.
Answers (Grammar Focus 1B Part 2 SB p.115)
a
1 isn’t 2 aren’t 3 isn’t 4 aren’t 5 isn’t 6 isn’t
b
1 Is he Russian? 2 ✓ 3 Are they English? 4 Is he Italian?
5 Is she Chinese? 6 ✓
c
1 ’s 2 Is 3 isn’t 4 ’s 5 ’re 6 Are 7 aren’t 8 ’re
5
SPEAKING
Divide the class into pairs and assign A and B roles.
Student As go to SB p.103. Student Bs go to SB p.108.
Give students two minutes to look at the picture and
information box and to prepare what they’re going
to say about their own picture and ask about their
partner’s picture. They then cover the information box
and talk with their partner. Monitor and note down any
common mistakes/errors to deal with during feedback.
ADDITIONAL MATERIAL
Workbook 1B
hotocopiable activities: Grammar p.151, Vocabulary p.158,
P
Pronunciation p.165
EXTRA ACTIVITY
Students write down the names of four more tennis players
or football players on a piece of paper. In pairs, they use the
Who questions from Grammar Focus 1B Part 2 on SB p.114 to
ask about the names. For example, Who’s he? Who are they?
They should also ask about nationality. For example, Is he
Spanish? Is she Japanese?
UNIT 1 Hello! 23
1C
Everyday English
At the end of this lesson, students will be able to:
• understand a conversation in which someone meets
new people at work
• greet people at different times of the day
• use appropriate phrases when meeting new people
• use appropriate tone when meeting people
• read and understand a personal profile
• use capital letters and full stops correctly
• write their own personal profile
Nice to meet you
OPTIONAL LEAD-IN
Books closed. On the board, write: I’m … . Then draw a
big question mark. Tell students you’re a tennis player
or football player from Lesson 1B. They can ask you five
questions with Are you … ? to guess who you are (e.g. Are
you a football player? Are you Mexican?). Give students a few
minutes to write down questions, before taking them from
the class.
1
a
b
d
LISTENING
Pre-teach the phrase new place by writing the
question Where? on the board and looking around. Ask:
Am I in a new place? (no). Point to the picture of Sophia
and ask: Is she in a new place? Elicit students’ ideas but
don’t check the answer at this point.
Play Part 1 of the video or audio recording for
students to check the answer. Check the answer as a
class, and establish that it’s Sophia’s first day at Electric
Blue Technology. Ask: Where’s she from? (Canada).
1.25
Answers
1 Good evening.
4 Good evening.
3
a
Answer
Yes, she is.
Video/Audioscript (Part 1)
RECEPTIONIST Good morning,
Electric Blue Technology?
SOPHIA Hi, my name’s Sophia
Taylor. It’s my first day …
c
Sophia? Sophia Taylor? From
Canada?
S Yes, that’s right.
R Come on in!
R
1.25 Play Part 1 of the video or audio recording again
for students to complete the sentences. Check answers
as a class.
b
box. Check answers as a class.
3 evening
1.26 Pronunciation Play the recording for students
to listen for the number of syllables in each greeting.
Check answers as a class.
Answers
hello (2) good morning (3) good afternoon (4) good evening (3)
c
1.26 Play the recording again for students to listen
for the stressed syllables in each greeting. Check
answers as a class and drill all the phrases.
Answers
good morning
Meeting new people 1
1.27 Point to the picture of the manager of Electric
Blue Technology. You may wish to elicit or pre-teach
the word manager. Play Part 2 of the video or audio
recording for students to listen for the manager’s name.
Check the answer as a class.
good afternoon
good evening
c
1.29 Pronunciation Play the recording for students
to listen to the conversation and notice the stress on the
underlined words.
In pairs, students practise the conversation.
d
e
1.30 Point to the faces in the table and use your own
facial expression to check students understand that is
happy and is neither happy nor sad. Students complete
the sorting task. Play the recording for students to listen
and check their answers. Play the recording again for
students to listen and repeat. Encourage students to use
their faces and body language as well as the words to
express the feeling behind the expressions.
Answers
I’m fine, thanks.
I’m good, thank you.
UNIT 1 Hello!
D
1.28 Play the recording for students to listen to the
two sentences and underline the words they hear. Check
answers as a class. Nominate a few students to introduce
themselves using the two phrases.
A
24
I’m good, thank you. And you?
I’m fine, thanks. OK, well, come
with me, please.
S OK!
S
Answers
1 My name’s 2 I’m
Yes, both options in 1–2 are possible.
a Students match the times of day with the words in the
b
LISTENING AND USEFUL LANGUAGE
Video/Audioscript (Part 2)
DAVID Is this Sophia?
RECEPTIONIST Yes. Hello!
SOPHIA Good morning!
D Welcome, Sophia. I’m David.
S Nice to meet you, David.
D Nice to meet you, too. How are
you?
USEFUL LANGUAGE Greeting people
Answers
1 morning 2 afternoon
2 Good afternoon. 3 Good morning.
5 Good morning. 6 Good afternoon.
Answer
David
Answers
Good morning, Electric Blue Technology.
Hi, my name’s Sophia Taylor. It’s my first day.
2
In pairs, students practise saying the right greeting
for each time of day. Check answers as a class, inviting
different students to say the greeting for each time.
B
I’m OK, thank you.
Oh, not bad, thanks.
f
4
a
In pairs, students practise the conversation in 3c
again, changing roles and using the different expressions
in 3e. Invite one or two stronger pairs to have a
conversation for the class to hear.
5
a
LISTENING AND USEFUL LANGUAGE
Meeting new people 2
Point to the picture of Megan and Sophia in
the office. Ask: Where are they? Elicit or teach the word
office. Play Part 3 of the video or audio recording for
students to answer the question. Check the answer as a
class.
1.31
Answer
The tone changes.
LANGUAGE NOTES
Everything!
Thank you, Megan. That’s great.
D Sorry, but I need to …
M Oh, yes, of course.
D See you later, Sophia.
S Sure. Thank you, David.
D Bye!
M OK, so … This is your desk.
S Oh, right. Good!
M So, welcome to your new
office, welcome to Electric Blue
Technology, and welcome to
the UK!
S Thank you, Megan! Thank you
very much!
M
S
English speakers use intonation across words, phrases and
sentences to express meaning and mood. If students don’t
use a changing tone when they speak, they may not express
the emotion they intend, or even fail to get their meaning
across entirely. For these reasons, it’s good to start raising
students’ awareness of the importance of tone early. At the
same time, it’s also worth bearing in mind that students
whose first language doesn’t use intonation in the way that
English does may feel self-conscious about copying English
tone patterns. It’s important to spend time helping these
students listen for and recognise tone change before insisting
on them trying to produce it.
b
6
a
EXTRA ACTIVITY
Write these words from Parts 2 and 3 of the video or audio
recording on the board and ask students to find pairs with
same or similar meaning:
Sorry.
Bye.
Great!
Sure.
Of course.
I’m sorry.
See you later.
Good!
Check answers as a class (Sorry. – I’m sorry, Great! – Good!,
Of course. – Sure, See you later. – Bye.). Drill the words and
phrases.
b
1.33 Say: Good morning, how are you? with a flat
voice, with no intonation change at all. Then repeat it in
a cheerful way. Repeat it, and gesture with your hands
to show how your voice moves when you want to sound
cheerful. Say: This is ‘tone’. Write tone on the board.
Play the recording for students to answer the question.
Check the answer as a class. Play the recording again
and use your hand to indicate how the tone moves.
Answer
No, they aren’t.
Video/Audioscript (Part 3)
DAVID Hi, Megan – Sophia’s here.
MEGAN Oh. Already? Great!
D Sophia, this is Megan Jackson.
SOPHIA Nice to meet you, Megan.
M Nice to meet you too, Sophie.
S Mm, Sophia. My name’s Sophia,
not Sophie.
M Oh! Yes, yes, of course. I’m sorry.
Sophia.
S That’s OK!
M Nice to meet you, Sophia!
D So, this is your office. Your
home for the next year.
M It’s not home, David!
D No, OK. Well, you’re in here with
Megan, and she can help you
with …
PRONUNCIATION Tone
1.33 Play the recording again for students to listen
and repeat. Monitor carefully, pausing the recording to
correct sensitively any mistakes with the tone that
you hear.
SPEAKING
1.34 Tell students that they can now practise using
all the language from the lesson. Students complete the
conversation individually. Play the recording for them
to listen and check their answers. Check answers as a
class.
Answers
1 is 2
meet 3 you 4 fine
b
Put students into groups of three to practise
reading the conversation. Then tell them to repeat the
conversation, but this time using their own names.
Encourage them to change roles a few times. Monitor and
listen out for how well the students use changing tone.
1.31 Play Part 3 of the video or audio recording again
for students to complete the task. Check answers as a
class. Referring back to the picture of Sophia looking
lost, point to the picture of Sophia and Megan in the
office and ask: Is Sophia OK now? (yes).
Answers
1 meet 2 office 3 desk
c
1.32 Students put the conversation in order. Play the
recording for them to listen and check.
Answers
1 DAVID This is Megan Jackson.
2 SOPHIA Nice to meet you, Megan.
3 MEGAN Nice to meet you too, Sophie.
d
Put students into groups of three to practise the
conversation using their own names.
UNIT 1 Hello! 25
LOA TIP MONITORING
Monitoring means paying close and careful attention to
students’ spoken and written output as they work, usually
with a particular focus on language recently learned. When
students are doing pair and group work, the easiest way to
monitor is to walk round the classroom looking and listening
to what they’re doing. Crouching down to desk level can make
your presence less large, as well as making it easier to see and
hear mistakes. Monitoring often involves helping students,
giving them positive feedback and correcting errors. You can
do this ‘on the spot’ as you walk around or you can note down
examples of errors and good language use and give students
feedback at a later stage. The second approach can be more
effective as it avoids singling out individual students.
With 6b, monitoring is a little more difficult, as you are aiming
to feed back on students’ pronunciation. As you monitor, listen
to students’ use of intonation, and react appropriately. For
example, if students’ intonation is flat and unchanging, don’t
say anything, but react by gesturing with your hands or face
that you want students to use a changing tone. If students’
intonation sounds good, react by smiling or nodding.
7
WRITING
a Give students one minute to read Sophia’s profile and
answer the question. Check the answer as a class.
Answer
She’s from Toronto.
b
Students go to Writing Plus 1C on SB p.154. Read
through the information in exercise a. If appropriate for
your students, ask them to do exercise b individually.
Check answers by inviting a few students to come and
write the correct capital letters on the board. Similarly,
as students complete exercise c, copy the uncorrected
sentences onto the board and invite students to come
and correct the punctuation. Tell students to go back to
SB p.13.
Answers (Writing Plus 1C SB p.154)
b
2 B 3 D 4 E 5 G 6 H 7 Q 8 R 9 T
c
1 We’re from Brazil. 2 He’s a student. 3 This is Ruben.
4 I’m in a class with Amy Lee. 5 My name is Sandro.
6 Their flat is in Mexico City. It’s small.
c Write this title on the board: Student profile: Me and my
English class. Give students five minutes to write a personal
profile like Sophia’s. Monitor and help as necessary.
FAST FINISHERS
Ask fast finishers to write a profile like Sophia’s for Megan
Jackson and David (the people Sophia meets at Electric
Blue Technology). Tell them to invent their nationalities and
David’s surname.
d Students share their personal profiles with other
students. Give them two or three minutes to read each
other’s work. Ask: Are you all from the same place? Are
you all from the same country?
ADDITIONAL MATERIAL
Workbook 1C
Unit Progress Test
Personalised online practice
26 UNIT 1 Hello!
