English for Life Pre-Intermediate Teachers Book
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English
for Life
Pre-intermediate
Teacher’s Book
To m H u t c h i n s o n
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English
for Life
Pre-intermediate
Teacher’s Book
To m H u t c h i n s o n
C a ro l Ta b o r
J e n ny Q u i n t a n a
3
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acknowledgements
1
The author would like to thank all the people at Oxford University Press who have
contributed their knowledge, skills, and ideas to producing this book.
Great Clarendon Street, Oxford ox2 6dp
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
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oxford and oxford english are registered trade marks of
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© Oxford University Press 2007
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Database right Oxford University Press (maker)
First published 2007
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All rights reserved. No part of this publication may be reproduced,
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the sole exception of photocopying carried out under the conditions stated
in the paragraph headed ‘Photocopying’), or as expressly permitted by law, or
under terms agreed with the appropriate reprographics rights organization.
Enquiries concerning reproduction outside the scope of the above should
be sent to the ELT Rights Department, Oxford University Press, at the
address above
You must not circulate this book in any other binding or cover
and you must impose this same condition on any acquirer
Photocopying
The Publisher grants permission for the photocopying of those pages marked
‘photocopiable’ according to the following conditions. Individual purchasers
may make copies for their own use or for use by classes that they teach. School
purchasers may make copies for use by staff and students, but this permission
does not extend to additional schools or branches
Under no circumstances may any part of this book be photocopied for resale
Any websites referred to in this publication are in the public domain and
their addresses are provided by Oxford University Press for information only.
Oxford University Press disclaims any responsibility for the content
isbn-13: 978 0 19 430731 4
Printed in China
The author would like to dedicate this book to his sister, Shiela, and his brothers, Colin
and Pat.
CD-ROM test material by Debra Emmett.
Commissioned photography by: Gareth Boden: pp1, 14, 42, 75
Illustrations by: Stuart Briers: p 71, Stefan Chabluk: p 69, Cyrus Deboo: pp 5, 9,
21, 24, 29, 32 (objects), 37 (objects), 39, 49, 57 (office activities), 73, 87; Mark
Duffin: pp 25, 26, 58, 97, Paul Fisher Johnson: p 23, Tony Hall: pp 5 (cartoons),
13, 30, 31, 37, 65, 77, Sarah Kelly: pp 4, 8, 32, 41, 56, 64, 72, 80, 93; Chris
Pavely: pp 11, 16, 22, 48, 57, 61, 62, 85, 89, Roger Penwill: p 46, 78, 91, Klaus
Trommer/Storyboards.nl: pp 4, 6, 10, 12, 18, 20, 26, 28, 34, 36, 38, 44, 50, 52,
58, 60, 68, 70, 74, 76, 81
Story page illustrations by: Klaus Trommer/Storyboards.nl
We would like to thank the following for permission to reproduce the following
photographs: Advertising Archive p 33 ( TV Advert), AKG Images p 33
(Lucasfilm/20th Century Fox/ALB/Star Wars, Alamy pp 1 (Stephen Oliver/girl
with long hair), 45 (David R. Frazier Photolibrary/Music shop/Sports shop,
Andrew Fox/Flower shop, Stephen Roberts/Hardware shop), 47 (Jon Arnold
Images/High Street), 53 (Brandon Cole Marine Photography/scuba diving,
Vic Pigula/canoeing. Ianni Dimitrov/sunbathing, Chris Howes/Wild Places
Photography/DIY, David R. Frazier Photolibrary/painting, Art Kowalsky/
sightseeing), 54 (Photo Japan/cherry blossom, Stock Connection Distribution/
man, Art Kowalsky/ beach), 65 (Frank Chmura/paper), Allstar pp 33 (Warner
Brothers/Friends, 20th Century Fox/The Simpsons cartoon), Art Directors and
Trip pp 1 (man in white shirt), Catherine Blackie p 45 (travel Agent) Bosch p 61
(washing machine, dishwasher, microwave, kettle, toaster, vacuum cleaner),
BBC Documentary ‘Hiroshima’ © The Model Unit p 66 BBC Photograph Library
pp 33 (News, weather, Police, hospital, chat show, game show), Bubbles
p 63 (man changing nappy), Nicky Clarke p 61 (hairdryer), Corbis Images
pp 3 (Kevin Dodge/woman on phone), 15 (Ray as young man) 27 (Malcolm
Hanes/yacht), 35(Matthias Kulka/diamonds, Chuck Savage/man with prize), 45
(Richard Klune/butcher, Birgid Allig/Greengrocer, John Dakers/Jewellery shop),
47 (Gideon Mendel/supermarket), 51 (Dave Amit/floods), 55 (Paul Barton/yoga,
Amos Nachoum/scuba diving), 59 (Viviane Moos/kuala Lumpur), 63 (H. Schmid/
washing machine), 65 (Patrik Engquist/Etsa/wood, Serge Kozak/zefa/plastic,
cotton, 67 Danny Lehman/The Day of the Dead Festival), 99 (bonfire), Daikin
p 61 (air conditioner), De Longhi p 61 (desk fan), DK Images pp 59 (bicycle),
65 (silver, glass, rubber tyre, belt), Fremantle Media Stills p 33 (Neighbours),
Gamma pp 45 (Neema Frederic/Furniture shop), Getty Images pp1 (Kaz Chiba/
man with necklace, Nobuko Shiga/Acollection/man in tie, Siri Stafford/woman
in orange, 7 (David A Land/man with red hair, AFP/ oil rig), 19 (Yellow Dog
Productions), 27 (Scott Barbour/Brighton Rally), 35 (Robert Sullivan/hurricane
damage), 51 (Daniel Berehulak/Virgin Galactic), 53 (Andy Whale/water-skiing,
Antonio Mo/friends), 54 (Andreas Kindler/ girl), 55 (Southern Stock/yacht),
65 (Jake Wyman/metal, Gianni Cigolini/gold, DK Images/cardboard/leather
bag, Keren Su/wool, Derek P Redfearn/slipper), 79 (Car Culture/ sports car),
95 (David Hume Kennerly/market), 101 (Catherine Ledner/man tousled hair,
LWA/woman black hair, Gregory COstanzo/woman red hair, Jacobs Stock
Photography/man white shirt, Sally and Richard Greenhill pp 27 (marathon),
Eye Ubiquitious p 45 (Chemist), Kent News & Pictures p 33 (reality TV show),
Kobal Collection pp 15 (Universal/boy at piano, Nobo Heating p 61 (heater),
Oxford University Press pp 3 (Punchstock/man on computer), 43 (Punchstock),
45 (Punchstock/baker), 47 (Punchstock/market), 53 (Punchstock/relaxing/
girl on computer) 67 (Punchstock/Loy Krathong festival) 71 (Getty Images),
83 (Digital Vision), Philips p 61 (radio clock, DVD player, razor, light bulb),
Photofusion pp 1 (David Mondford/Olga), 53 (Stuart Saunders/gym), PA Photos
pp 27 (John Stillwell/boat race), 45 (George Widman/department store), 51
(Pat Roque/masks), 53 (Horst Ossinger/clubbing), 55 (Leslie Mazoch/AP/salsa),
67 (Mikhail Metzel/ Maslenitsa Festival), 79 (SportsChrome/sky diving), Pulse
Photo Library p 40 (Julian Claxton/Chemist) Reuters p 51 (Jacky Naegelen/
soldiers), Rex Features pp 15 (Ray Charles in red shirt), 17, 33 (football, polar
bears), 45 (Newsagent, Estate Agent, Hairdressers, Stationers), 47 (Shopping
on Internet), 51 (tiny computer), 53 (mountaineering, sailing, ducks), 59
(vaporetta), Science Photo Library p 40 (CC Studio/doctor)
The photographs on page 66 are from the BBC Documentary ‘Hiroshima’ ©
The Model Unit
Thanks to Executive Producer Matthew Barrett for permission for their use.
© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
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Contents
Student’s Book contents
4
Introduction
6–11
Teacher’s notes
Lessons 1–4
Lessons 5–8
Lessons 9–12
Lessons 13–16
Lessons 17–20
Lessons 21–24
Lessons 25–28
Lessons 29–32
Lessons 33–36
Lessons 37–40
Lessons 41–44
Lessons 45–48
Lessons 49–52
Lessons 53–56
Lessons 57–60
Lessons 61–64
Lessons 65–68
Lessons 69–72
Lessons 73–76
Lessons 77–80
Epilogue
12–19
20–27
28–35
36–43
44–51
52–59
60–67
68–75
76–83
84–91
92–99
100–107
108–115
116–123
124–131
132–139
140–147
148–155
156–163
164–171
172
Teacher’s Resource Book photocopiable activities
174–253
Photocopiable activities teacher’s notes
254–293
Student’s Book Review pages answer key
294–295
Audio scripts
296–303
3
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Contents
VOCABULARY
GRAMMAR
Lessons 1–4 A
Getting started
1
Introductions and nationalities
Whereabouts?
2
Question forms: be, have got, do
Pronunciation: The phonemic alphabet
Lessons 5–8 A
Work
5
Jobs: a plumber, a studio, repair things, etc.
Word building 1: I drive a lorry. I’m a lorry driver, etc.
6
Present simple
Lessons 9–12 A
Routines and
lifestyle
9
Collocations: do the ironing, make the bed, have breakfast, etc.
Pronunciation: Stress in expressions
10
Past simple statements
to be
Lessons 13–16 A
Life stories
13
Life events: grow up, fall in love, get married, etc.
Years: 1969, 2005, etc.
English in the world: Going to university
14
Past simple: questions and short answers
Lessons 17–20 A
Travel and
transport
17
At the station: the fare, a local train, first class, etc.
Pronunciation: Word stress 2
18
Present continuous
Present continuous and present simple
Lessons 21–24 A
Locations
and events
21
Directions and locations: along the street, over the bridge,
at the top of the hill
Pronunciation: of short form
22
Past continuous
Lessons 25–28 A
Seeing
the world
25
The world: Asia, The Atlantic, Mount Everest, etc.
Articles with geographical names
Pronunciation: Word stress 3
26
going to: statements, questions, and short answers
Lessons 29–32 A
Describing people
and things
29
Describing people: tall, middle-aged, slim, etc.
Modifiers: quite, not very, etc.
English in the world: Tactful language
30
Adjectives and adverbs
Verb + adjective: be, look, taste, sound
Lessons 33–36 A
TV and
the news
33
TV programmes: a documentary, a sitcom, etc.
Word building 2: a music programme
English in the world: TV channels
34
Present perfect: statements, questions, and short answers
Experiences: ever / never
Lessons 37–40 A
Health matters
37
Health problems: My arm itches, I’ve got a rash, etc.
Possessive adjectives
38
Present perfect and past simple
Lessons 41–44 A
Food
41
Cooking: a saucepan, roast, slice, etc.
Verbs and adjectives: fried, boiled, etc.
English in the world: Eating
42
Quantity: some, any, much, a few, etc.
Quantity expressions: a slice of, etc.
Lessons 45–48 A
Shopping
45
Shops: an estate agent’s, a hardware shop, etc.
Word building 3: a stationery shop
Pronunciation: Silent letters
46
Comparatives and superlatives
Lessons 49–52 A
Money
49
Money: a cheque, a PIN number, etc.
pay (for / by); lend / borrow
English in the world: Cash machines
50
Future with will
Lessons 53–56 A
Holidays and
free time
53
Activities: scuba-diving, doing DIY, etc.
-ing
54
First conditional
when
Pronunciation: won’t and want
Lessons 57–60 A
Working life
57
In the office: a printer, a filing cabinet, etc.
Office activities: send an email, have a break, etc.
58
Obligation: must, have to, mustn’t, don’t have to
Pronunciation: must / mustn’t
Lessons 61–64 A
Home life
61
In the home: a kettle, a clock radio, etc.
Subject / object questions
62
Advice: should / shouldn’t
English in the world: Warning signs
Lessons 65–68 A
Describing things
and events
65
Materials: plastic, wool, metal, etc.
Word building 4: a leather belt, etc.
Pronunciation: Sentence stress
66
Passives
Lessons 69–72 A
Computers
69
Computers: an icon, an attachment, etc.
English in the world: Website addresses
70
Relative clauses
Lessons 73–76 A
Seeing old
friends
73
Phrasal verbs: put on, break down, etc.
74
Present perfect; for and since
Pronunciation: Vowel sounds
Lessons 77–80 A
Feelings
77
Feelings: relaxed, worried, tired, etc.
-ed / -ing adjectives
78
would; second conditional
That’s Life! Epilogue page 81
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Review & Wordlists pages 83–102
Grammar reference pages 103–114
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SKILLS
ENGLISH FOR EVERYDAY LIFE
3
Listen and speak: Registering at a language school
Giving your date of birth
English in the world: Saying email addresses
4
Story: That’s Life! Episode 1 Russell returns
Asking about people
7
Read and speak: My job
Adverbs of frequency
English in the world: 24/7
8
Making appointments: Dates and times
Prepositions of time: in, on, at
Pronunciation: Word stress 1
11
Listen and write: A story
because and so
English in the world: Moving house
12
Story: That’s Life! Episode 2 Money problems
Responding to information
15
Read and speak: A biography
Infinitive of purpose
16
Responding to news
Pronunciation: Intonation
19
Listen and speak: In a taxi
want, like, need
English in the world: Transport signs
20
Story: That’s Life! Episode 3 The woman with a camera
Offering and asking for help
23
Read and write: An unusual event
Past continuous and past simple: when, while
24
Giving directions: traffic lights, a roundabout, a junction, etc.
English in the world: Speed limits
27
Listen and write: A round-the-world race
Large numbers
English in the world: Races
28
Story: That’s Life! Episode 4 I’ve got some news!
Expressing doubt
31
Read and write: A personality quiz
Expressing likes and dislikes: love, don’t mind, etc. + ing
32
At the shops: prices and descriptions
one / ones
Pronunciation: Sentence stress
35
Listen and write: The news
Present perfect with present result
Pronunciation: The letter o
36
Story: That’s Life! Episode 5 Jordan’s party
Expressing opinions 1
39
Read and write: Advice for travellers
Giving advice
Pronunciation: Plural -es endings
40
At the doctor’s
English in the world: Health services
43
Read and speak: A diet
but and however
Pronunciation: The letter i
44
Story: That’s Life! Episode 6 I don’t believe it!
Expressing annoyance
47
Listen and write: Where do you normally shop?
not as ... as
48
In a clothes shop: Can I try this shirt on, please?
too / enough
English in the world: Bargains
51
Read and speak: What will the future be like?
Expressing opinions 2: I think / don’t think ...
Pronunciation: Sentence stress
52
Story: That’s Life! Episode 7 Decision time
Talking about money problems
55
Read and speak: Holidays
Time clauses: when, before, after, while
56
Booking a hotel room
English in the world: Hotel signs
59
Listen and speak: Commuters
Time expressions: an hour and a half, etc.
English in the world: Rush hour
60
Story: That’s Life! Episode 8 The email
Greeting a visitor
63
Read and write: I promise to love, honour, and wash up
Expressing opinions 3
64
Describing faults: It’s damaged, etc.
Dealing with faults
Pronunciation: Negative auxiliary verbs
67
Listen and write: Festivals
English in the world: Greetings cards
68
Story: That’s Life! Episode 9 We must stop her!
Responding to information
71
Read and write: Love online
72
Asking what things are called
Definitions
Pronunciation: /s/ or /z/
75
Listen and speak: A university reunion
English in the world: Reunions
76
Story: That’s Life! Episode 10 It’s too late!
Telephoning
79
Read and speak: Happiness
Time expressions: at first, in the end, etc.
Pronunciation: How many syllables?
80
A thank-you note
Saying thank you
English in the world: Parties
Audio scripts pages 115–122
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Irregular verb list page 123
Pronunciation chart page 124
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© 2020 Oxford University Press
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Introduction
E nglish for Life is language learning
made simple
Maximum support for students
The simple, direct approach and generous amount of practice in
English for Life gives the students maximum support.
• There’s plenty of simple, confidence-building practice.
Exercises regularly ask students to ‘Listen and repeat’ and drills
give students the chance to learn and practise new language
thoroughly before moving on to freer practice.
• There are audio scripts for all the reading texts ‘to help students
through’ and to bring texts to life.
• Reading and listening texts are kept to manageable lengths.
• Speaking and writing tasks have lots of structured support,
therefore placing realistic demands on students in terms of
performance and ideas generation.
• The Workbook provides consolidation work at home, one page
for every lesson.
• The MultiROM gives learners the opportunity to revisit the
lesson in their own time, or to catch up with a missed lesson.
English for Life is an exciting new four-level course for adult
and young adult learners. It features British English, with
international communication in mind. The course takes learners
from complete beginner to intermediate level. English for Life
has been developed to make language learning an enjoyable and
reassuring experience, offering everything needed for success.
English for Life offers an easy, manageable syllabus through:
• carefully controlled input of grammar and vocabulary
• skills work for revision of grammar and vocabulary
• a practical language syllabus with real-life outcomes
• an engaging storyline.
English for Life is designed for teachers and learners who want a
simple, direct approach with lots of support and practice. The
course provides everything teachers need to make teaching and
learning easier:
• one-page, low preparation lessons
• a step-by-step approach for building confidence
• lots of repetition of new language for learning at a steady pace
• clear, achievable lesson outcomes
• audio models for all new language and texts
• easy-to-use support and testing materials in one, interleaved
Teacher’s Book
• a full set of practice materials for students via the Workbook,
MultiROM, and the English for Life website.
Real-life focus
English for Life gives students the language they need in the
real world: for work, for study, for travel, and for international
communication.
• Each lesson has a clear learning outcome taken from the
Common European Framework. These outcomes are expressed as
‘can do’ statements, showing students the real-world relevance
of each lesson. For example, at Pre-intermediate level, Now I
can ask for and give directions (lesson 24), Now I can express my
opinions (lesson 63).
• Throughout the book, students have an opportunity to personalize
the new language in the frequent Your life sections. These are
simple sentence-generation exercises, or very manageable ‘ask and
answer’ pairwork exercises at the end of the lesson.
• English for Life recognizes the international use of English. The
themes and characters reflect situations that are meaningful to
everyone. Contexts are chosen from a wide range of countries,
not just the English-speaking world.
• The English in the world feature looks at aspects of daily
life and English language use in a range of English-speaking
cultures. It encourages learners to compare their own world,
language, and experiences.
Approach and methodology
English for Life has been created by Tom Hutchinson, the
internationally respected author of Hotline, Lifelines, and Project
English. He has over 20 years’ experience of writing courses that
really work in the classroom. English for Life aims to establish a new
approach to language teaching which recognizes the need to learn
one thing at a time. The clear step-by-step approach gives students
the confidence they need to use the language effectively.
English for Life has:
A simple format
The format of the course is simple and consistent, so students
always know where they are and what they are learning.
• The material is grouped in regular cycles of four lessons:
Vocabulary, Grammar, Skills, and English for Everyday Life. This
ensures systematic coverage of all the key elements of the
syllabus.
• The format of the Student’s Book is 80 one-page lessons.
• Each lesson is designed to last 45 minutes and is self-contained,
with a clear learning outcome given at the bottom of the page.
• The course package is simple to use. Each one-page lesson
corresponds with one page of Workbook material, one page of
photocopiable classroom activities, one page of notes for the
teacher, and one set of MultiROM activities.
Flexibility of use
Each page in the English for Life Student’s Book provides the content
for a thorough and interesting lesson with minimal preparation.
However, some teachers may wish to expand or develop lessons to
meet the needs of their own particular situation. English for Life
provides teachers with this flexibility in two ways:
• The quick and simple lessons, each with its own separate
learning outcome, make the course ideal for using one lesson at
a time according to your students’ needs.
• English for Life makes it easy and quick to plan your teaching
programme. The interleaved Teacher’s Book makes quick
reference to the teacher’s notes easier in class. Having the
teacher’s notes directly opposite the Student’s Book page means
easy access to answer keys and audio scripts while you teach.
• The Teacher’s Book provides additional resources to use in class,
for homework, or to test your students’ progress.
• For teachers who want to try out extra resources, additional
activities and ideas are provided in the Teacher’s Book via
short warm-up and follow-up activities and photocopiable
activities for every lesson. The English for Life website
(www.oup.com/elt/englishforlife) provides further extension
material, for both teachers and students.
A direct approach
English for Life offers clear starting points and outcomes for each
lesson.
All new language and vocabulary is presented on the page as well as
on audio, so students know what they are learning.
New vocabulary is presented in an attractive picture dictionary
style with labelled pictures to show the meaning directly.
New grammar is highlighted in presentation texts and dialogues.
Students learn, practise, and produce one thing at a time, and so
are able to see their progress immediately.
© 2020 Oxford University Press
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Course syllabus
The English for Life course package
The tightly structured syllabus of English for Life guides students
through the language, at a comfortable and manageable pace.
Each level of English for Life provides 60–120 hours of teaching
material. This consists of 80 lessons designed to last at least 45
minutes, with a wide range of additional classroom resources,
homework, and testing material.
Grammar
The course has a carefully graded grammar syllabus. Grammar lessons
introduce new structures one at a time. For example with tenses,
‘positive and negative statements’ are usually introduced in one
lesson and then ‘questions’ are introduced in a separate lesson.
There is also a generous overlap in syllabus coverage between levels
in the course, so students have plenty of opportunity to revise
what they know and build their confidence before moving on. For
example, thorough revision is given to basic tenses at the beginning
of a new level before proceeding to new structures.
At every level, the course consists of:
• Student’s Book, with 80 single-page lessons
• Workbook, with 80 single-page sets of practice exercises
• Teacher’s Book, with one page of class notes next to every
Student’s Book lesson, plus a customizable Test CD
• 3 class audio CDs or 3 class audio cassettes, including all of the
texts, dialogues, and drills from the Student’s Book
• MultiROM, with interactive audio practice of the key new
language for every Student’s Book lesson, and audio material
covering all of the pronunciation work in the Student’s Book.
Each of the components is described in more detail below.
The whole package is supported by a dedicated website for teachers
and students, at www.oup.com/elt/englishforlife.
Vocabulary
Between 12 and 20 new words can be presented in a Vocabulary
lesson for active, productive use. The lexical sets in English for Life
Pre-intermediate have been chosen to reflect basic needs such as
appearance (lesson 29), jobs (lesson 5), and shops (lesson 45), but
also include very functional topics such as cooking (lesson 41) and
health problems (lesson 37). Vocabulary is recycled in the Skills
lessons where great care has been taken that reading and listening
texts present a limited number of new words.
The Student’s Book
The Student’s Book contains:
• an easy-to-use contents page
• 80 one-page lessons
• 10 Review lessons – one for every 8 lessons
• wordlists
• a list of irregular verbs
• a pronunciation chart of the sounds of English.
For each level, the 80 lessons in the Student’s Book are grouped
in cycles of four. Every cycle contains the lessons in the same
sequence:
• Vocabulary
• Grammar
• Skills
• English for Everyday Life.
Each cycle also has two smaller sub-sections:
• Pronunciation
• English in the world.
Functions
The functional syllabus is organized to support and give more
practice of the grammar and vocabulary points that students are
learning. Students learn key language to enable them to manage
simple communicative contexts, such as making appointments
(lesson 8), giving directions (lesson 24), and telephoning (lesson 76).
Skills work
English for Life gives students regular practice in reading, writing,
listening, and speaking, in dedicated Skills lessons. Two skills are
focused on in any one lesson, e.g. Listen and speak, Read and write,
Listen and write, or Read and speak. Each lesson is based around
a manageable, graded text. The main function of the reading and
listening texts is for students to meet the grammar and vocabulary
of the previous two lessons in a wider context.
One page, one lesson, one focus
The format of English for Life lessons is simple and predictable,
making them easy and reliable to use. Every lesson moves in the
same manageable progression:
• presentation of one new text or language area
• controlled practice activities
• several lessons contain a Language note box. These boxes
highlight an important aspect of the language area that is being
studied.
• freer practice often ending with a Your life personalization
exercise, where learners talk or write about their own life
• a clear ‘Now I can …’ statement, summarizing the learning
outcome of the lesson.
Pronunciation
Pronunciation is taught with relevant language or vocabulary in
separate ‘boxes’ at the end of a lesson. This gives the teacher the
flexibility to decide at what point in the lesson they wish to focus
on pronunciation for a particular language area. The pronunciation
boxes emphasize problem areas, and introduce students to work on
individual sounds, stress, rhythm, and intonation.
Cultural awareness
English for Life aims to appeal to students of all cultural
backgrounds. The topics and texts are supplemented by a regular
focus on aspects of cultural life via English in the world boxes.
These focus on topics such as going to university (lesson 13), eating
(lesson 41), and website addresses (lesson 69).They can be used
as a springboard for cross-cultural comparison, giving students an
opportunity to find out more about each other and the Englishspeaking world.
Vocabulary
Students spend the first lesson in each cycle of 4 lessons learning a
new set of vocabulary for a topic. They meet the words again in the
other three lessons in the cycle and have further opportunities to
use them.
• Groups of new words are introduced meaningfully around a
particular topic, such as money (lesson 49) or computers (lesson
69), or around a particular language area, such as collocations
(lesson 9) or phrasal verbs (lesson 73).
• The new vocabulary is presented through labelled pictures,
‘picture dictionary’ style. As they work through the cycle, students
can easily go back and check new words in the ‘picture dictionary’.
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• Every presentation includes recorded models for students to copy
and repeat.
• Students then practise via a range of simple exercises, to build
confidence with the sound, meaning, and form of the words.
These might include drills, gap-filling, listening comprehension,
and ‘ask and answer’ exercises.
• The exercises move from controlled to freer, often ending with
a Your life exercise, which enables learners to personalize the
language they have learned.
Functional lessons
• The lessons focus on common activities and situations in everyday
life, such as responding to news (lesson 16) and saying thank you
(lesson 80).
• The new language is presented in a model dialogue on the page
which students can listen to and then practise.
• Everyday expressions boxes highlight the essential practical
language that students should learn.
• Students practise the new language in further listening and
speaking exercises.
Grammar
That’s Life! lessons
The Grammar lesson is the second in each cycle of 4 lessons. It
presents and practises new grammar in a clear and structured way.
• The Grammar lessons focus on one aspect of structural grammar,
e.g. past simple statements (lesson 10), or future with ‘will’
(lesson 50).
• The new grammar is presented in everyday contexts through a
short, simple text or dialogue on the page. Often the familiar
characters from the That’s Life! storyline are used in the grammar
presentation texts and dialogues to help students relate new
language to ‘real’ characters and situations.
• New language items are highlighted in blue in the presentation
texts and dialogues, so it’s easy to focus on language patterns.
• Students study the grammar through clear rules and tables.
• Short and simple Language notes emphasize points of form or
usage which students should learn.
• Students practise via a range of simple exercises including drills,
gap-filling, listening comprehension, listen and check exercises,
and ‘ask and answer’ exercises.
• As with the Vocabulary lessons, the activities move from
controlled to freer, often ending with a Your life exercise.
• These lessons deal with everyday social interaction in the fun
context of a soap opera story.
• The story revises the language of the cycle and focuses on useful
phrases for social interaction in the Everyday expressions boxes,
such as expressing doubt (lesson 28) or greeting a visitor (lesson 60).
• Learners read and listen to the story, do a comprehension
exercise, study the useful expressions and finally practise the
story in pairs or groups.
• The engaging story provides an ongoing context which students
can relate to. The story characters also occasionally appear
elsewhere in the course, to introduce new language in interactive
contexts.
Each cycle of 4 lessons has two sub-sections, Pronunciation and
English in the world. These are integrated into the material, in the
most relevant lessons for the teaching point.
Pronunciation
• This focuses on important aspects of English pronunciation that
students often find difficult, such as want and won’t (lesson 54)
and silent letters (lesson 45).
• There is also an introduction to the phonemic alphabet and to
sounds that cause problems, such as the letter ‘o’ (lesson 35) or
/s/ and /z/ (lesson 72).
Skills
Skills lessons are the third lesson in each cycle of 4 lessons. They
give learners the opportunity to see the vocabulary and grammar
from the previous two lessons in the context of a reading or
listening text on the general topic of the cycle.
• Across the course, the lessons provide a balance of the four skills
– reading, listening, speaking, and writing. The lesson heading
always makes it clear which skills students will practise, e.g. Read
and write or Listen and speak.
• Reading and listening texts are carefully graded for length and
complexity, to ensure that students aren’t distracted by too much
information or language they don’t need.
• Reading texts are recorded on the class audio cassettes and CDs,
so your students can listen and read at the same time.
• Comprehension tasks build students’ confidence with reading for
general and detailed meaning, and with coping with different
types of text.
• Skills sections build to either a speaking or writing task based
on the topic of the lesson. Speaking and writing tasks are tightly
controlled and have plenty of support. This makes them easy
to run in class, and confidence-building for the students. The
task can be a simple response to the text or more personalized
practice of the main language focus.
• The Your life sections offer motivating opportunities for students
to talk and write about their own experiences.
English in the world
• This features aspects of English-speaking culture. A wide range of
topics are covered, such as moving house (lesson 11), rush hour
(lesson 59), and transport signs (lesson 19).
• The topics are drawn from aspects of life in English-speaking
countries, and the main aim is to encourage learners to think and
talk about their own culture and language in comparison.
Additional Student’s Book resources
The Student’s Book also has a set of essential learning resources at
the back of the book.
• There is one Review for every two cycles of 4 lessons, i.e. every 8
lessons, with exercises on all four lesson types.
• Wordlists, containing all of the essential vocabulary to learn,
together with phonemic transcriptions.
• Audio scripts for quick checking and revision of listenings and
drills done in class.
• An Irregular verb list, covering all of the essential verbs for a
particular level of English for Life.
• A Pronunciation chart with all of the sounds of English for easy
reference.
English for Everyday Life
Other course components
English for Everyday Life is the fourth lesson in each cycle of 4
lessons. They focus on functional language and how this language
is used in the real world. English for Everyday Life lessons alternate
between functional lessons such as at the doctor’s (lesson 40), and
an episode of the That’s Life! storyline.
Workbook
• Each Student’s Book one-page lesson has one page of practice
material in the Workbook.
• Students consolidate the language of the lesson in simple parallel
contexts.
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• There is no distracting new language work.
• Practise and learn boxes give students an opportunity to
personalize and memorize language they can use in the world
outside the classroom.
• A short review exercise every four lessons allows students to
assess their own progress.
• Each lesson is accompanied by short and simple procedural
notes which aim to help teachers make the most of the material.
These notes should be particularly supportive for those teachers
who are just embarking on a career in TEFL, or who may be
teaching their first pre-intermediate level class. The notes explain
what to do and say at each stage of the lesson. For example,
where teachers are expected to ask questions, elicit language,
give an instruction, or write something, this is highlighted in
bold, e.g.
Write: My name is
on the board.
Elicit: He likes chocolate.
Ask: How many names can you find in the text?
Say: I live in a flat.
• Specific language notes are given in boxes. These raise awareness
of specific problems students might have with grammar and
vocabulary, or draw students’ attention to the differences between
languages, including American and British English. It is important
to encourage students to think about how their language might
affect the way they speak English.
• Answer keys and key audio scripts are provided in the notes
next to each corresponding Student’s Book page. This makes
cross-reference whilst preparing and teaching very easy.
• Drilling is a very useful technique to help build students’
confidence with new language. Throughout English for Life, it is
suggested that you drill as a whole class and individually. Here
are some tips for successful drilling:
1 Provide a clear model at the start using either the audio
or yourself if you prefer. Allow students sufficient ‘listening
time’ before they repeat. Say the item two or three times
if necessary.
2 Do a class drill (choral drilling) first. Ask students to repeat
the items as a group at the same time. Give short, simple
commands: Everyone, Together, Again. Use hand gestures like a
conductor of an orchestra to keep everyone together in a brisk
rhythm. Be enthusiastic and keep up the pace – drilling can be
a lot of fun if done with confidence and in a good spirit.
3 Select a few individuals to say the items (individual drilling)
and give appropriate correction. This is a good time for all
students to listen to the correction being given. Offer lots of
praise and the opportunity for individual students to ‘have
another go’ after correction.
Class Cassettes / CDs
These contain all the audio work from the Student’s Book.
The audio material is shown by this symbol in the Student’s Book:
14.2
MultiROM
• When students want to revisit the key language in a lesson,
because they have had difficulties, or haven’t been able to attend
the lesson, the MultiROM will help them to ‘catch-up’ and revise.
• For students’ computers there are interactive ‘listen-and-do’
exercises for every lesson of the Student’s Book.
• For students’ CD players there are audio models for practising all
of the Pronunciation areas from the Student’s Book.
• Additional learning resources include: a list of the ‘can do’
statements from the Student’s Book to help students assess their
progress, a learning record for each component of the course for
each level, and an attractive ‘bookmark’ with space for students
to record new words and their translation.
Teacher’s Book
• An introduction to the course.
• Page-for-page teaching notes, interleaved with the Student’s Book
lessons, so you only have to carry and consult one book.
• One page of photocopiable classroom activities for every lesson.
• Additional Warm-up and Follow-up activities for every lesson.
• Extra ideas for games to use in class.
• Key audio scripts at the back of the book.
• A customizable Test CD with tests as Word documents or as
downloadable PDFs. There are 20 progress tests and a mid-course
and end-of-course test.
Website
English for Life has a website for teachers, and one for students.
Visit www.oup.com/elt/englishforlife, and you’ll find a wide range of
materials and activities.
For teachers:
• customizable tests
• assessment records for your students
• guidance on English for Life and the CEF
• wordlists and English for Life syllabus documents
• links to the world of Oxford online resources for learning English.
For students:
• separate customizable revision tests
• interactive extension activities based on the That’s Life! story
• individual learning records
• interactive language games.
The Vocabulary lessons
• The ‘picture dictionary’ approach to vocabulary presentations
makes the meaning clear. Each picture is directly labelled with the
appropriate word / phrase.
• Students may well already know some of the words to be learned.
Therefore, before students open their books, encourage them to
supply any words they know on the topic.
• Use the Class Cassette / CD to present and practise the
pronunciation of the new words. Drill each word by playing the
audio or saying the word and then encouraging the students to
repeat the words together and individually. Do this as many times
as necessary, until students feel confident.
• Check the meaning and pronunciation of any useful new words
which aren’t pictured; use translation when you feel it is
appropriate. Some lessons may require additional vocabulary for
the practice stages. These are listed in the teacher’s notes.
• Encourage students to contribute additional words to the
vocabulary area, particularly any that might be useful to their
own life or job.
• Encourage students to keep all of their vocabulary work in a
separate notebook.
• Use the wordlists at the back of the Student’s Book to revise the
new vocabulary. Test students on both meaning and pronunciation.
Teaching with English for Life
General points
The lessons in English for Life have been designed to make teaching
simple, effective, and enjoyable.
• Each lesson in the Teacher’s Book has a clear objective, given at
the top of the page, e.g. Students review and practise question
forms with the verbs be, have, do. (Grammar lesson)
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The Grammar lessons
• Encourage students to learn spoken dialogues by heart and get
them to perform the dialogues in front of the class. This will
increase their confidence in using the language.
• Use the Grammar lesson presentation dialogue to drill the new
language, until students are confident with the form. Students can
drill as a whole class, or in pairs, changing roles in the dialogue.
• Study the rules table and any Language note boxes as a class. Use
translation to explain or check the meaning, when you feel it is
appropriate. Encourage students to write down information that
they should learn.
• It’s often useful to copy the tables onto the board. They can then
be referred to during the lesson to clarify or explain.
• Work through the examples for each of the exercises on the board.
Use the Class Cassette / CD to check answers. You may want to
repeat the correct forms, to give students further practice.
The Pronunciation sections
• Give students as much exposure as you can to a new
pronunciation point by modelling the sounds yourself, as well as
playing the Class Cassette / CD.
• Drill the point as a class, and individually. Ask students to drill
each other in pairs and test each other.
• Encourage students to: think about how sounds are made, with
the mouth, lips, and teeth; clap the rhythm for sentence stress;
show how intonation moves up and down with their hands.
• Ask students to spend five minutes every day repeating new words
and problematic sounds in their own time, for example on the way
to work, or first thing in the morning.
The Skills lessons
• As a general rule, don’t be afraid to go through texts, dialogues,
listenings, etc. several times. Repetition is a very effective means
of learning and it’s very important that students understand
something as fully as possible before moving on. Students will be
greatly reassured by this.
The English in the world sections
• Focus students carefully on any photos / illustrations in the
Student’s Book and encourage them to tell you what they see.
• Encourage pair / group discussion for this part of the lesson so
that the discussion is productive.
• Where aspects of the English language are presented, ask students
to translate into their own languages for comparison.
• If you have a multi-lingual class, get as many comparisons as you
can with what is presented in the Student’s Book.
• Ask students to draw on aspects of their own cultural lives to
support their verbal comparisons.
Reading and Listening
• Pre-teach or elicit any necessary vocabulary. The teacher’s notes
will point out any new words that are needed.
• Use the pictures and the general first task to help students to
get a good idea of the general meaning of the text and a good
awareness of the context / setting for the reading or listening
text. Exploit the pictures for additional information, eliciting
details where helpful.
• Listen to the text as a class. For readings, listen and read at the
same time.
• Go through the text at least twice, with students working alone.
For listenings, students should listen at least three times, as this
will improve their confidence.
• Encourage students to focus on the keywords and the meaning of
the text, rather than on every individual word.
• Discourage students from using dictionaries or worrying about
unknown words in the text until they have read / listened to the
whole text at least once.
• As students become better readers and listeners, encourage them
to find the parts of texts which contain the information they need
to answer the comprehension tasks. For listenings, go through the
audio scripts with the class if necessary.
Vocabulary Activities
Games
Bingo (lessons 13, 19, 29, 62)
Prepare a list of vocabulary that you want to revise.
Go through the items to check that students understand and know
how to pronounce each one.
Ask students to draw a 4 x 4 grid and to write 16 words, one in each
square.
Call out words at random. If students have an item in their grid,
they cross it off.
The winner is the first person to cross off four items in a row
(across, down, or diagonally) and shout ‘Bingo’.
Dominoes (lessons 25, 61)
Speaking and Writing
Make a list of words to revise, for example countries. Prepare some
‘dominoes’ (these are pieces of paper with a line drawn down the
middle). On the right hand side of the domino write the first half
of a word. On the left hand side write the second half of a different
word, e.g. many/Pol and/Ger.
• Clarify what students have to do before they start. Use the board,
if necessary, to help with instructions.
• Encourage students to make notes, working alone or in pairs,
before they start the task.
• Go through their notes as a class. List ideas or useful language on
the board.
• In a Skills lesson, refer students back to the text, to give them a
model to work from.
• When necessary, establish a basic pattern for the writing or
speaking on the board.
• When students have completed a task, ask one or two to read out
their work, or repeat their dialogue, for all of the class. Point out
where they have successfully used new language, to give them
confidence, and focus the class on what they have learned.
• Make a note of any errors that you feel need to be corrected, and
deal with these later if possible.
• Whilst we need to encourage students to use the language
fluently, don’t be afraid to insist on accuracy, especially where
inaccurate usage makes comprehension difficult. There’s no point
in students saying something fluently if their pronunciation
means that people can’t understand what they are saying.
Students mingle to find two more dominoes to complete their words.
Then they arrange themselves in a circle, standing next to the
correct partner, and read through the words.
Hangman (lessons 17, 50, 69)
Choose a word, e.g. ticket. Put six dashes on the board, one for each
letter: _ _ _ _ _ _ .
Students take it in turns to call out
4
5
letters that they think might be in the
3
6
word. If they call out a correct letter,
11
8
write this in the appropriate place, e.g.
7
2
t _ _ _ _ t. If they call out an incorrect
letter, draw a piece of the hangman.
9
10
Students have to guess the word
1
before the hangman is completed.
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Sentence Hangman (lessons 32, 56, 76)
snake on the board). Groups compete to find as many words as
possible in the word snake.
Follow the instructions for Hangman (see page 10) but use sentences
or a short text instead of single words. Each dash represents a word
in the sentence or text.
Using Flashcards
Flashcards are large pictures showing key vocabulary items. Preparing
flashcards can be time-consuming so it’s a good idea to use good
quality card and, if possible, to laminate your cards so they can be
reused. The activities suggested here are for picture flashcards but
you can also make flashcards with words on, either written out
normally or as phonemics, and adapt the activities accordingly.
Noughts and Crosses (lessons 2, 30, 43, 68)
Draw a 3 x 3 grid on the board and write a word in each square.
Divide students into two teams – ‘noughts’ (O) and ‘crosses’ (X).
Teams take it in turns to choose a square and make up a sentence
using the word or phrase in that square. If the sentence is correct,
put a nought or a cross symbol over the word in the square.
The winner is the first team to get their symbol in three squares in a
row (down, across, or diagonally).
Drilling
Hold up each picture. Elicit the target vocabulary and check
pronunciation. Drill each vocabulary item as a class and individually.
An alternative to this is a ‘disappearing drill’. Stick flashcards in a
line on the board. Elicit and drill each word then remove the first
card. Students say the words in order again, including the missing
item. Continue until all of the cards have been removed and students
have to say all of the words from memory.
Sentence Sale (lessons 6, 40, 80)
This game is similar to an auction but prices start high and go down
rather than up.
Prepare twelve sentences (six correct and six incorrect). Make
enough copies for students to work in small teams.
Put students in teams. Tell them there are twelve sentences for sale
and they have $500 to spend. The starting price for each sentence
is $500 but every few seconds, the price drops $50. Teams have
to decide when to bid. If they bid too early, they might run out of
money. If they bid too late, another team may get the sentence.
Give each team a copy of the sentences so they can decide which
sentences to bid on.
Start the game. When a team wins a sentence, tell them if it is
correct or incorrect. If a team wins an incorrect sentence, give them
the opportunity to correct the sentence and win back half of their
money. When students are familiar with the game, you can vary the
amounts that prices drop to make the sale less predictable.
Listening and identifying words
Give each student a flashcard. Say a word. The student with the
matching flashcard holds it up. You could also organize this as a
board race. Stick flashcards on the board. Put students in two teams.
Call out a word. One runner from each team races to collect the
matching flashcard. The team with the most cards at the end is
the winner.
Memory game
Arrange flashcards on the board. Give students a minute to look at,
and memorize, all of the items.
Remove flashcards from the board, then put students in pairs and
tell them to write down the things they remember.
Another version of this activity is to give students time to look at
the items then tell them to close their eyes. Remove one or two
items and mix the rest up, then ask students to look and say what
has been removed.
Vocabulary Snap (lessons 10, 58)
Prepare a list of collocations or phrases to revise, e.g. have
breakfast, get up, get dressed.
Write half of each collocation or phrase on separate pieces of paper.
Use thick paper or card so the writing cannot be seen from the back.
Arrange the pieces of paper face down on a table.
Put students in two teams. Each team takes it in turn to turn over
two pieces of paper. If they turn over a matching pair of words, they
keep the two pieces of paper. If the words don’t match, they replace
the pieces of paper. The team with the most pairs at the end of the
game is the winner.
Organizing words
Mix up flashcards for four different topics and arrange them on the
board. Put students in teams. Give them one topic each, e.g. jobs,
health problems, feelings. Tell them to run to the board and collect
the words which are connected to their topic. Alternatively, use this
as a spelling check. Put students in groups and tell them to look at the
flashcards and write the words in topic groups.
Whiteboard Scrabble (lessons 31, 77)
Choose a vocabulary topic or area to revise, e.g. adjectives and
adverbs. Write a word, e.g. overweight in large letters on the board.
Divide students into two teams. Teams take it in turns to add other
words using one of the letters from overweight, for example they
might use the t to add tall. Words must run across or down.
Teams score a point for each letter in their words, e.g. tall = 4
points. The winning team is the one with the most points.
Putting words in order / Revising the alphabet
Select a mixture of vocabulary / vocabulary topics.
Give each student a flashcard. Tell them to think about how their
item is spelt and then organize themselves in a line in alphabetical
order, e.g. bag, book, bridge, cake, cat, chicken.
Spelling game
Put students in teams. Hold up a flashcard. The first team to say the
word has to spell it. If they spell it correctly, they win the word.
Whispers (lessons 23, 51)
Prepare a list of sentences to practise.
Arrange students in two lines. Whisper a sentence to the students
at the front of each line, e.g. William was washing windows when
Wendy walked in. The students then whisper the sentence to his / her
neighbour. When the sentence reaches the last student he / she
writes what they heard on the board. To keep students interested,
wait until the first sentence has reached the middle of the line and
give the next sentence so there are two or more sentences travelling
down the lines.
Spotting the odd one out
Stick a row of five or six flashcards on the board. All but one should
be connected by topic.
Ask students to guess which is the odd one out and say why. For
example, if your words are bus, taxi, train, plane, bicycle the odd one
out might be bicycle (the only one without an engine), or plane (the
only one with wings). Accept any logical answers.
You can also play this game with:
• words beginning (or ending) with the same letter, e.g. house,
hand, hamburger, hair, apple. Choose letters that your students
regularly misspell.
• words with the same sound, e.g. plural endings: pens, cards,
apples, keys, watches.
Word Snake (lessons 9, 39, 54, 78)
Prepare a group of words to revise. Write out the words with no spaces
or punctuation, e.g. gohavelikeworklistenwearuselookafterrepair.
Make copies for students to work in small groups (or write the word
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1
VOCABULARY
Introductions and nationalities
4a Write the countries.
Country
Nationality
1a 1.1 Read and listen. Where are Michael and Zofia from?
Poland
Canada
Polish
Canadian
Chinese
Brazilian
Irish
Greek
Russian
American
French
Egyptian
Japanese
Spanish
Michael
Zofia
Michael
Zofia
Michael
Zofia
Michael
Zofia
Michael
Zofia
Michael
Hi. My name’s Michael.
Pleased to meet you, Michael. I’m Zofia.
Sorry. What’s your name again?
It’s Zofia – Z-O-F-I-A.
Oh, OK. Nice to meet you, Zofia.
Where are you from, Michael?
I’m from Canada. And you?
I’m from Poland.
Oh, really? Whereabouts?
Krakow. Do you know it?
Yes, I do. I was there last year with my wife.
b 1.3 Listen, check, and repeat.
5
1.4 Drill. Listen. Say the nationalities.
1 Hello. I’m Felipe. I’m from Brazil.
His name’s Felipe. He’s Brazilian.
1 Felipe
2 Effie
3 Akira
4 Kate
5 Ahmed
6 Olga
b Work with a partner. Practise the conversation.
Language note Whereabouts?
A
B
A
B
Where are you from?
I’m from Italy.
Whereabouts?
(I’m from) Rome.
A
B
A
B
Where is she from?
She’s from New York.
Whereabouts?
(She’s from) Brooklyn.
6
Whereabouts? means ‘Where exactly?’.
2
1.2 Listen. Michael introduces a woman to Zofia. Choose the
correct answers.
1 She’s
2 Her name is
3 She’s
a his boss.
a Mia.
a Polish.
b his wife.
b Soshi.
b Canadian.
c his girlfriend.
c Olivia.
c Chinese.
3
Your life Greet some people in your class. Use the
conversation in exercise 1.
Your life Work in a group of three.
Introduce each other. Follow the pattern.
A Hi, Niran. This is my friend, Judit.
B Pleased to meet you. Sorry. What’s your
name again?
C It’s Judit. Nice to meet you, too.
A Niran’s from Thailand.
C Oh, really?
B What about you, Judit? Where are you
from?
C I’m from Hungary.
B Oh, that’s interesting.
1
Now I can ... introduce people and name
some nationalities.
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teacher’s notes
lesson 1
Students review how to introduce other people and say the
names of countries.
Warm-up
b• Play audio 1.3 for students to listen and check.
• You will need a soft ball. Arrange the class in a circle. Say:
My name’s (Connie). Throw the ball to a student. Ask: What’s
your name? The student says My name’s (Hajer), throws the
ball to someone else, and asks What’s your name?.
• Nominate individual students to spell one country each.
Write the correct spellings on the board for students to
check their answers.
• Play the audio again for students to listen and repeat.
Poland, Canada, China, Brazil, Ireland, Greece, Russia, the USA,
France, Egypt, Japan, Spain
1a• Elicit / Teach: party, last year, Poland, Canada.
• Tell students to cover the text. Ask questions about the
picture, e.g. Who can you see? Where are they?
• Focus on the text. Play audio 1.1 for students to read
and listen. Ask: Does Michael know Zofia? Elicit: No, (he
doesn’t).
• Drill each line as a class then individually. Check intonation
and pronunciation.
• Ask questions about the text, e.g. Where is Zofia from? Is
Michael married? Is he in Krakow? Does Michael know Krakow?
When was he in Krakow? Who was he with?
English adjectives which describe nationality are always
capitalized, e.g. Chinese, Irish. You may find that some
students forget to use a capital letter at the beginning
because they don’t need to use one in their own language.
5 • Focus on the pictures. Go through the names.
• Do the example together. Play the first item on audio 1.4 .
Students hear Hello. I’m Felipe. I’m from Brazil, make a
sentence with the third person and the nationality, then
listen and repeat.
b• Ask two students to read the conversation. Check
In English we have nouns and adjectives to describe
nationality and in some cases the noun and adjective
are the same, for example, we can say He’s American or
He’s an American. However, this isn’t always the case, for
example He’s Spanish but He’s a Spaniard. Students may
make the mistake of assuming that all English adjectives
describing nationality can also be used as nouns,
often because this is the case in their L1, and produce
incorrect sentences such as He’s a Spanish.
pronunciation.
• Put students in pairs to practise the conversation. Monitor.
• Focus on the Language note. Drill the pronunciation of
whereabouts.
• Tell students to look at the first conversation. Elicit that
Italy is a country and Rome is a city.
• Nominate two students to read the first conversation.
• Put students in pairs to make a conversation using their
own countries / cities. Ask different pairs of students to act
out their conversations.
• Repeat with the second conversation. Elicit that Brooklyn is
a district of New York.
6
2 • Elicit / Teach: boss, wife, girlfriend.
• Play audio 1.2 for students to listen. Elicit that Michael is
introducing someone to Zofia.
• Read through the statements. Elicit / Point out that the
answers relate to (1) people (2) names (3) nationalities.
• Tell students to listen again and choose the correct answer.
Play the audio again.
• Go through the answers as a class. If necessary, play the
audio again, pausing after each answer.
1 his wife 2 Mia 3 Chinese
3
• Focus students’ attention on the can do statement: Now I
can introduce people and name some nationalities.
Follow-up
• Play Alphabet Countries. Put students in two teams.
Give each team a map of the world showing the different
countries and a board pen. (You can find maps on the
Internet.)
Your life
• Write the letters of the alphabet on the board. Drill each
letter as a class and individually. Write your name on
the board. Say each letter as you write it. Ask different
students to spell their names. Write the names on the board
for students to check / correct their spelling.
• Focus on the conversation in exercise 1. Act out the
conversation with a student using your real names and
countries.
• Put students in pairs. Point to exercise 1. Say: Make a
conversation about you. Nominate a pair of students to act
out their conversation.
• Tell students to stand up and move around, introducing
themselves to different people. Monitor.
• Say: Find a country beginning with H. Teams race to the board
to write a country and win a point. Repeat with different
letters at random.
• The team with the most points is the winner.
• Some suggestions: Australia, Brazil, Canada, Denmark,
Ecuador, France, Greece, Hungary, India, Japan, Kenya, Libya,
Mexico, Nepal, Oman, Paraguay, Qatar, Russia, Spain, Thailand,
Uruguay, Vietnam, Wales, (no countries begin with the letter
X), Yemen, Zimbabwe.
4a• Write: Poland on the board. Ask: What’s the nationality?
Your life
• Focus on the cues. Use them to ask different students
questions, e.g. Sorry. What’s your name again? Where are you
from?
• Nominate two students to act out a conversation with you,
using the cues.
• Put students in groups of three. Point to the cues. Say: Use
the cues. Introduce each other. Monitor.
• Nominate different groups to act out their conversations for
the rest of the class. Check pronunciation.
• Note that you might prefer to avoid difficult letters, e.g.
Q, W, Y, Z, or give extra help by pointing to, or saying, the
continent.
Elicit: Polish.
• Go through the list of nationalities. Drill each item as a
class then individually.
• Point to the list of countries. Put students in pairs. Tell
them to write the countries.
Resource activity pages 174 and 254
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teacher’s notes
lesson 2
Students review and practise question forms with the verbs be,
have, do.
Warm-up
5a• Write: Where
• Play a game of Noughts and Crosses (see page 11) to revise
countries and nationalities.
• Write the first letter of nine countries from lesson 1 in each
of the nine boxes. Teams choose a letter. To win a square they
have to say and spell a country beginning with that letter.
• Play the game again. Write nine countries in the boxes.
Teams choose a country, then say and spell the nationality.
1 Where is he / she from? 2 What’s his / her last name?
3 Is he / she married? 4 When is his / her birthday? 5 Where
was he / she born? 6 Has he / she got any brothers and sisters?
7 Has he / she got a car? 8 Does he / she live near here? 9 What
does he / she do? 10 What does he / she do in his / her free time?
1a• Elicit / Teach: questionnaire.
• Tell students to cover the text. Focus on the title Who are
you? Ask what sort of information the questionnaire might
ask for, e.g. name, job, address, interests.
• Go through the questions. Elicit / Teach key vocabulary, e.g.
last name, birthday, born, near, free time.
• Write: Where (am/is/are) you from? on the board. Point to
the words in brackets. Ask: Which is the correct word? Elicit:
are, because the subject is you.
• Focus on the questionnaire. Put students in pairs to choose
the correct words to complete each question. Monitor.
b• Put students with a new partner to ask and answer
1 are 2 ’s 3 Are 4 is 5 were 6 Have 7 Have 8 Do
9 do 10 do
• Drill the question forms as a class then individually.
2 • Focus on the grammar table. Drill the examples as a class
then individually.
• Go through the rules on Student’s Book page 103.
• Write: Are you from France? Where are you from? on the
board. Explain / Elicit the difference between closed and
open questions (closed questions usually have a yes/no
answer, while open questions can have many different
answers). Nominate students. Ask: Where are you from, (Gil)?
Repeat with different students and different questions from
the table, then put students in pairs to practise. Monitor.
1 • Refer students to the pronunciation chart on page 124. Play
2a• Go through the symbols to elicit each sound.
• Focus on the first pair of words. Write: like, look on the
board. Elicit the pronunciation. Write: /lUk/ on the board.
Ask: like or look? Elicit: look.
• Put students in pairs to choose the correct words.
b• Play audio 2.4 for students to check their answers.
• Go through the answers as a class.
1 look 2 know 3 week 4 man 5 your 6 eight
Students hear You’re a student, say the question, then listen
and repeat. Do the same with the second example.
• Play the rest of the audio.
• Focus students’ attention on the can do statement: Now I
can ask about and give personal information.
Follow-up
• Put students in pairs. Tell them to think of one famous
person, e.g. an actor or a sports star. Ask them to look at the
questions in exercise 1a and make up answers for their person.
4 • Look at the questions in the questionnaire in exercise 1.
audio 2.3 for students to read and listen.
• Write: sun, son on the board. Underline the vowels. Elicit
that they have the same sound. Write /V/ next to the words.
• Repeat with come, home. Elicit that they have different
sounds. Write /@U/ next to home.
3 • Do the examples together. Play the first item on audio 2.2 .
• Elicit / Teach: outside, go cycling
• Read through the paragraph. Ask questions about the text,
e.g. What’s her name? Where is she from?
• Write: My name’s
and I’m from
. on the board. Say:
e.g. My name’s (Anna) and I’m from (England). Ask different
students to say a sentence about themselves.
• Repeat with each sentence of the text.
• Tell students to rewrite the text using information about
themselves. Remind them to use capital letters at the
beginning of a sentence and for names of people and
places, and full stops at the end of a sentence.
•Put students in pairs to read each other’s work and check
spelling, capital letters, and full stops.
Pronunciation
In some languages questions can be marked simply by
repeating a statement and changing the intonation when
speaking, or adding a question mark when writing.
Direct questions in English are formed by placing the
auxiliary verb do before the subject and the main verb
after the subject, e.g. Sam lives here becomes Does Sam live
here? Question words are used before the auxiliary verb,
e.g. Where does Sam live? Note that if who, what, or which
is the subject of a question, we don’t add do, e.g. Who lives
here? NOT Who does live here? If the verb is be, e.g. Jin is
Chinese, we change the word order, i.e. Is Jin Chinese?
questions about their first partner. Monitor.
• Nominate individual students to answer one question about
their partner.
6 Writing
b• Play audio 2.1 for students to listen and check.
you from? on the board. Point to the gap.
Ask: What’s this? Elicit: are. Repeat with Where
he
from? to elicit is.
• Tell students to rewrite each of the questions in the
questionnaire using he or she.
• Go through the questions. Drill each one as a class then
individually.
Drill each one.
• Tell students to use the questions to ask about your life.
Check pronunciation.
• Ask students to read the questions again and write answers
about themselves.
• Go through the questions. Nominate individual students to
answer one question each.
• Put students in pairs to interview each other. Tell them to
write down their partner’s answers. Monitor.
• Tell students to imagine they are the famous person. Put
each student with a new partner to practise asking and
answering the questions in exercise 1a.
• Nominate pairs of students to role-play the activity.
Resource activity pages 175 and 254
14
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EFL PRE_INT TB_12-27.indd 14
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2
GRAMMAR
Question forms: be, have got, do
1a Complete the questions. Choose the correct words.
4 Ask a partner the questions in exercise
1. Write down his / her answers.
Who are you?
A Where are you from?
B I’m from …
5a Change the questions to he / she.
Write them down.
1 Where are you from?
V Where is he / she from?
b Work with a new partner. Ask and
answer about your first partners.
6 Writing Write a paragraph about
yourself. Change the words in bold.
Name
1
2
3
4
5
6
7
8
9
10
My name’s Maria and I’m from Italy.
I’m married and my last name is Valerio.
I was born in Naples and my birthday is
on 14 August. I’ve got two brothers and
one sister. I live outside Naples now
with my husband and two children. I’m
a secretary and I work in an office. At
weekends, I go cycling with my family.
Answer
Where am / is / are you from?
What ’m / ’s / ’re your last name?
Am / Are / Is you married?
When have / is / are your birthday?
Where are / was / were you born?
Have / Has / Do you got any brothers and sisters?
Has / Have / Do you got a car?
Are / Do / Does you live near here?
What are / do / does you do?
What do / are / have you do in your free time?
Pronunciation
The phonemic alphabet
1 2.3 We use a phon
emic alphabet to
show pronunciation (se
e page 124).
different letter,
same sound:
b 2.1 Listen and check.
2 Read the examples. Study the rules on page 103.
same letter,
different sound:
Question forms: be, have got, do
/sVn/
sun
son
/kVm/
/h@Um/
come
home
2a Choose the correct
word to match the
phonemic transcription
.
1 /lUk/
like
look
2 /n@U/
know now
3 /wi;k/ week work
4 /m&n/ man
men
5 /jO;/
you
your
6 /eIt/
eat
eight
Are you from France?
Where are you from?
Have you got any children?
How many children have you got?
Do you live in Paris?
Where do you live?
3
/sVn/
2.2 Drill. Listen. Say the question.
1 You’re a student.
b 2.4 Listen, check,
and repeat.
Are you a student?
2 You’ve got two children.
Have you got two children?
✓
2
Now I can ...
ask about and give personal information.
01 E4L Pre-int 1–16 5P.indd 2
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15
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3
1
SKILLS
Listen and speak
3 Match the ‘official’ terms with the
questions.
1 Surname f
2 Age
3 Nationality
4 Date of birth
5 Marital status
6 No. of dependants
7 Address
8 Occupation
3.1 Listen. Meryem is registering at a language school. Choose
the correct answers.
1 She’s Turkish / Egyptian.
2 She’s a doctor / chemist.
3 She’s single / married.
4 She has / hasn’t got children.
5 Her address is in Brighton / London.
6 She gives a mobile / daytime phone number.
a
b
c
d
e
f
g
h
Language note
Giving your date of birth
2a Use your answers to exercise 1. Complete those parts of the
form.
16 March 1985
We write: 16.03.85
We say: sixteen (oh) three eighty-five
OR
the sixteenth of the third eighty-five
Global Language School
Personal details
Title:
Ms
Gender:
First name(s):
4 Speaking Use the form in exercise 2 and
the questions in exercise 3. Interview
your partner.
Female
Male
Date of birth:
Surname:
English in the world
Saying email addresses
Nationality:
Occupation:
Marital status: Single
Married
Separated
Divorced
Widowed
How old are you?
Where do you live?
When were you born?
What do you do?
Are you married?
What’s your last name?
Have you got any children?
Where are you from?
1 Say the email addre
sses below.
No. of
dependants:
meryem dot yilmaz at a
b c dot com
uk
Contact details
a underscore person at
anywhere dot co dot u k
Address
House number:
Street:
Town/City:
Postcode:
z hyphen antonio at abbi
Telephone/email
Tel. no: (daytime)
(evening)
Mobile:
Email:
dot p t
2 How do you say email
addresses
in your language?
b Listen again. Complete the rest of the form.
3
Now I can ... give information about
myself and complete a form.
Student’s Book p.3
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teacher’s notes
lesson 3
Students practise giving information about themselves and
filling in forms.
Warm-up
• Write the following words from lessons 1 and 2 on flashcards
or an OHT, using the phonemic alphabet (see page 124):
/+"tSIldr@n/ (children) /"m&rId/ (married)
/neIm/ (name) /n&S@n"&l@ti/ (nationality)
/"b3:TdeI/ (birthday) /"hVzb@nd/ (husband)
/"stju:d@nt/ (student) /waIf/ (wife)
/we@/ (where) /"kVntri/ (country)
/m&n/ (man) /wQt/ (what)
4 Speaking
• Put students in small teams. Show them the first word.
Teams win a point for guessing the word and spelling it
correctly. (Note that students can look at the wordlists for
lessons 1 and 2 on Student’s Book page 84.)
1 • Elicit / Teach: Turkish, doctor, address, register.
1 • Focus on the first example. Write:
compare how they say email addresses in their language(s).
If your students are all the same nationality, do this as a
whole class activity using the board.
surname, gender, title, date of birth.
• Tell students to look at the answers they chose for
exercise 1. Say: She’s Turkish. Which part of the form? Tell
students to look at the form and find the correct heading.
Elicit: Nationality.
• Tell students to complete the form with the information
from exercise 1.
Follow-up
Play the audio again.
•Go through the answers as a class. If necessary play the
audio again, pausing after each answer.
First name: Meryem, Surname: Yilmaz, Date of birth: 02.06.80,
Nationality: Turkish, Occupation: chemist, No. of dependants:
2, House number: 55, Street: Gleeson Road, Town/City: London,
Postcode: NW19 7GH, Tel. no: Mobile: 07784 593162, Email
address:
• Put students in small teams to do the quiz.
3 • Focus on the official terms and questions. Write: surname
• Focus students’ attention on the can do statement: Now I
can give information about myself and complete a form.
• Make up a quiz of dates, months, and years. You could
include any of the following: festivals, birthdays / dates of
birth and death of celebrities, public figures, historical figures,
dates of disasters, wars, name / saint’s days, music hits, films,
big news stories, sporting events such as the Olympic Games,
etc. Students will have to guess some of the answers, but try
to include some that they can work out.
• Prepare three possible answers for each question, e.g. Does
the Wimbledon Tennis Tournament start in February, June, or
October? Is Christmas on the 23rd, 24th, or 25th December?
Did Princess Diana die in 1957, 1977, or 1997?
b • Tell students to listen and complete the rest of the form.
on the board. Elicit how to say the address.
• Elicit / Teach: underscore, hyphen. Write: a_person@
anywhere.co.uk on the board. Elicit how to say the address.
Write: on the board. Elicit how to say
the address.
• Dictate some more examples of email addresses. Write them
on the board so students can check their work.
• Tell students to stand up and move around to find out and
write five email addresses. Monitor.
2 • Put students in mixed-nationality pairs or small groups to
2a• Focus on the form. Elicit / Teach key vocabulary, e.g.
• Focus on the form in exercise 2. Say: Write your personal
details. Monitor.
• Use the questions in exercise 3 to ask individual students
about themselves, e.g. What’s your last name? Where do you
live?
• Put students in pairs to interview each other. Monitor.
• Ask individual students to tell the class about the person
they interviewed.
English in the world
• Ask questions about the picture, e.g. Where are the people?
Who are they? What are they doing?
• Explain that the woman is called Meryem and she’s
registering at a language school. Ask: What information
do you have to give when you register at a school? Elicit
examples, e.g. name, age, job, address, etc.
• Play audio 3.1 all the way through. Focus on the
statements. Write: She’s Turkish / Egyptian. on the board.
Tell students to listen and choose the correct answer. Play
the audio again. Elicit: Turkish.
• Play the audio again for students to complete the exercise.
• Go through the answers as a class. If necessary, play the
audio again, pausing after each answer.
1 Turkish 2 chemist 3 married 4 has 5 London 6 mobile
• Read the Language note. Focus on what we write. Dictate
a date and nominate a student to come to the board and
write it. Repeat with a selection of dates.
• Focus on what we say. Nominate individual students. Ask:
What’s your date of birth? Write the dates on the board so
students can check and correct. Check pronunciation.
Resource activity pages 176 and 255
on the board. Ask: What’s the receptionist’s question? Elicit:
What’s your last name?
• Put students in pairs to match the official terms with the
questions.
• Go through the answers as a class.
1 f 2 a 3 h 4 c 5 e 6 g 7 b 8 d
17
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teacher’s notes
lesson 4
Students learn and practise expressions for asking about people.
Warm-up
4 • Tell students to cover the text. Ask questions about the
• Draw two columns on the board. Label the first column male
and the second column female. Put students in small teams
and tell them to copy the columns. Say male and female
words at random, e.g. man, girlfriend, sister, wife, son, etc.
• Teams have to write the words in the correct column. When
they have finished tell them to match the male and female
words, e.g. man / woman, girlfriend / boyfriend.
1 His company / He is moving to new offices this week
2 in Manchester 3 Melanie 4 He’s travelling round the world.
1 • Explain that students will read and listen to a story
throughout the book. In this lesson they meet some of the
characters.
• Elicit / Teach key vocabulary for the pictures, e.g.
picture 1: advertising agency, personal assistant, computer
engineer, actor.
picture 2: magazine company, Singapore.
picture 3: Internet café, owner.
• Write the new words on the board and drill as a class and
individually.
• Tell students to cover the text. Ask some questions about
the pictures to check basic comprehension, e.g.
picture 1: Where are they? What is the man doing?
picture 2: What is the man holding? Who do you think the girl
in the photo is?
picture 3: Where are they? What is the man doing?
• Play audio 4.1 for students to read and listen. Ask some
questions about the text to check comprehension, e.g.
picture 1: What is the girl’s first name? Is she a computer
engineer? Has she got a boyfriend? What’s her boyfriend’s
name? Where is he from? What’s his job?
picture 2: What is the man’s name? Where is he from? Does
he live in the USA? What sort of company does he work for?
Where is his girlfriend from? What’s her name? What does
she do?
picture 3: Who is the woman? Is she married? Where does she
work? What is her daughter’s name? How old is her son?
5 • Focus on the Everyday expressions. Tell students to find
and underline them in the text.
• Write: How
you? on the board. Point to the gap and ask
students to supply the missing word. Elicit: are.
• Ask students to complete the expressions.
• Go through the answers together. Drill each expression as a
class then individually.
are, you, ’s, away
You may find that even at pre-intermediate level
students confuse the questions How is (X)? How does
(X) look? What is (X) like? What does (X) look like? and
respond inappropriately. This may be because when they
translate the questions word for word into their own
language, the meaning is very similar.
When we ask How is / are …? in English, we are asking
about how someone feels or their general condition at a
particular moment in time. Responses might include: I’m
well. He’s busy. The children are very tired.
When we ask How does (X) look?, we’re asking someone
to look at another person and describe their general
condition or guess how they might be feeling, e.g. She
looks very smart in her new coat. He looks angry.
What is (X) like?, is a request for information about his
character, e.g. He’s very nice. He’s friendly.
The question What does (X) look like? is a request for a
description of someone’s appearance, e.g. He’s not very
tall. She’s quite pretty.
2 • Focus on the table. Point to the picture of Lucy and the
pictures, e.g. Where is Peter? Who is he with? Where is
Russell? What is he carrying? How does he look?
• Play audio 4.2 for students to read and listen.
• Focus on the questions. Ask: Why is Peter busy? Elicit:
His company is / He’s moving to new offices this week.
• Tell students to read the text again and answer the
questions. Put them in pairs to compare their answers.
• Go over the answers as a class.
first text. Ask: What’s her name? Elicit: Lucy Patterson.
Repeat with What’s her nationality? What does she do? to
elicit British, personal assistant. Repeat for Jordan.
• Tell students to copy the table, then read about Peter,
Sarah, Cindy, and Ryan and complete the columns.
• Go over the answers as a class.
6 • Focus on the story in exercise 4. Put students in pairs. Tell
1 Lucy Patterson, British, personal assistant; Jordan Morris,
Australian, computer engineer
2 Peter Columbo, American, works for a magazine company; Sarah
Chen, Singaporean, student
3 Cindy Gaskell, British, owns / works in an Internet café; Ryan
Gaskell, Irish, owns / works in an Internet café
them to practise the story, each taking one part.
• Give students an opportunity to practise both roles.
Monitor.
• Ask one pair to act out the story for the rest of the class.
• Focus students’ attention on the can do statement: Now I
can ask how people are and what they’re doing.
Follow-up
3 • Write:
• Put students in pairs. Ask them to draw their own family tree
and describe it to their partner.
• Tell students to exchange their work and find a new partner.
They have to describe their first partner’s family tree to their
new partner.
is Ryan and Cindy’s son on the board. Point to
the text. Ask: Who is Ryan and Cindy’s son? Elicit: Russell.
• Put students in pairs. Tell them to read the text again and
complete the sentences with the correct names.
• Go through the answers as a class. Ask individual students
to read one sentence each. Check pronunciation.
Resource activity pages 177 and 255
1 Russell 2 Lucy 3 Cindy 4 Peter 5 Melanie
6 Cindy and Ryan
18
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4
1
ENGLISH FOR EVERYDAY LIFE
That’s Life! Episode 1
4
4.1 Read and listen.
My name’s Lucy Patterson and I’m
British. I work for an advertising
agency. I’m a personal assistant.
This is my boyfriend. His name’s
Jordan Morris and he’s Australian.
He’s a computer engineer, but he
really wants to be an actor.
I’m Peter Columbo. I’m from the
USA, but I live in London. I work
for a magazine company. This is
my girlfriend, Sarah Chen. She’s
from Singapore and she’s a student
at London University.
4.2 Read and listen to the story. Answer the
questions.
1 Why is Peter busy?
2 Where is Sarah?
3 Who is at university in Manchester?
4 Where is Russell at the moment?
Cindy
Peter
Cindy
Peter
Cindy
Peter
Cindy
My name’s Cindy Gaskell and that’s
my husband, Ryan. I’m from Britain,
but Ryan is from Ireland. This is our
Internet café. We’ve got two children.
Melanie is 21 and Russell is 24.
Peter
Cindy
Morning, Peter. How are you?
Fine, thanks, Cindy. And you?
Yes, OK. Are you busy?
Yes, I am. We’re moving to our new offices
this week.
How’s Sarah? Is she away at the moment?
Yes, she’s in Manchester.
Really? Our daughter, Melanie, is at
university there.
How’s your son these days?
Russell? I don’t know. He’s travelling round
the world. He was in Mexico last month.
Arrival of flight VK964
from Mexico City.
Oh, it’s good
to be home!
2 Read the texts. Copy and complete the table.
Name
1 Lucy Patterson
Nationality
Job
British
personal assistant
2
5 Complete the expressions.
3 Complete the sentences with the correct names.
1
is Ryan and Cindy’s son.
2
is Jordan’s girlfriend.
3
is Ryan’s wife.
4
is Sarah’s boyfriend.
5
is Russell’s sister.
6
are Melanie’s parents.
Everyday expressions Asking about people
How
Are
How
Is she
you?
busy?
Sarah?
at the moment?
6 Work in a group. Practise the story in exercise 4.
4
Now I can ... ask how people are and
what they’re doing.
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5
1
VOCABULARY
Jobs
5.1 Listen and repeat.
Jobs
People
Places
1 a plumber
Verbs
11 wear a uniform
7 a factory
2 an electrician
12 do shift work
8 a hotel
3 a gardener
4 an artist
13 work outdoors
14 repair things
9 a studio
5 a lorry driver
15 look after people
10 a salon
6 a hairdresser
16 use a computer
2 Add two people, places, and verbs to the diagram.
5 Work with a partner.
A Think of a job.
B Ask questions.
A Answer: Yes, I do. OR No, I don’t.
B Try to guess the job.
Language note Word building 1
I drive a lorry.
I clean windows.
V
V
I’m a lorry driver.
I’m a window cleaner.
A
B
A
B
A
3 Give two examples of people who do the things in
the VERBS section of the diagram.
wear a uniform: police officers, flight attendants
4 Write three sentences about each person below.
1
2
3
4
Do you wear a uniform?
No, I don’t.
Do you work in a … ?
Yes, I do.
Are you a … ?
6 Writing Write eight sentences about your
job / studies and your friends / family.
1 I’m an electrician. I work in a hospital.
I repair …
2 My sister is an artist. She works in a
studio in the city. She draws …
– He / She’s a …
– He / She works (in a) …
– He / She does / uses, etc. …
✓
5
Now I can ...
name and describe different jobs.
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teacher’s notes
lesson 5
Students learn a lexical set of job-related vocabulary and
describe people’s jobs.
Warm-up
• Using the board (or an OHT), write out anagrams of workrelated words from lessons 1–4, e.g. sbso (boss), pynamoc
(company), tsimech (chemist), obj (job), korw (work),
sssanttia (assistant), ctoord (doctor), eeeignnr (engineer).
suggested answers
1 She’s a nurse. She works in a hospital / children’s home / old
people’s home. She looks after people.
2 He’s a hairdresser. He works in a salon. He cuts hair.
3 She’s a flight attendant. She wears a uniform. She looks after
people.
4 He’s a gardener. He works outdoors / in a garden / in a park. He
does the gardening / looks after gardens / plants.
• Put students in small groups. Allow them three minutes to
solve the anagrams, then go through the words.
1 • Elicit / Teach: job.
• Focus on People in the diagram. Play the first part of audio
5.1 (to hairdresser) for students to listen and repeat.
• Drill each item as a class and individually.
• Repeat with Places and Verbs.
• Tell students to cover the labels. Ask: What’s number 4?
Elicit: an artist. Repeat with different pictures then put
students in pairs to practise. Monitor.
Students sometimes forget that in English we put a / an
before a job, e.g. I’m a plumber, He’s an artist. This may
be because in their own language indefinite articles
aren’t usually used with jobs.
and verbs to add to the diagram.
• Ask students to call out their ideas. Write new words on the
board. Drill and check comprehension.
5 • Choose a job from exercise 1 but don’t say what it is. Tell
• Focus on the Language note. Read through the examples.
• Write: teach – teacher, drive – driver on the board. Point
to teach and drive and explain / elicit that these are verbs.
Repeat with teacher and driver to elicit nouns.
• Ask students if they know any more jobs that can be made
by adding -er to a verb. Write suggestions on the board.
Possible examples include painter, writer, manager, dancer,
office worker. Point to each job. Ask: What’s the verb? Elicit
the verbs and write them next to the jobs.
Write: wear a uniform on the board. Elicit examples of
people who wear a uniform at work, e.g. police officers,
flight attendants.
• Put students in pairs to write two examples of people who
do each verb.
• Ask students to call out their ideas. Write new words on the
board. Drill and check comprehension.
possible examples
wear a uniform: police officers, flight attendants
do shift work: police officers, taxi drivers
work outdoors: gardeners, postmen
repair things: mechanics, plumbers
look after people: nurses, care assistants
use a computer: teachers, computer programmers
• Focus on the first example. Write notes about your job on
the board, e.g. teacher, language school, teach English. Tell
students to make notes about their job / studies. Help with
vocabulary where necessary.
• Ask questions about students’ jobs, e.g. What’s your job?
Where do you work?
• Use your notes to say sentences about your job, e.g. I’m a
teacher. I work in a language school. I teach English.
• Tell students to write three sentences about their jobs
or studies. Nominate individual students to read their
sentences.
• Read the second example. Ask students to write sentences
about two people they know (friends or family members).
• Put students in pairs to tell each other about their
friends / family. Monitor.
• Focus students’ attention on the can do statement: Now I
can name and describe different jobs.
Follow-up
• Play a game of Spelling Lines using jobs and places from
exercise 1.
4 • Focus on the first picture. Go through the list of cues. Ask:
students to use words and expressions from exercise 1 to
make questions and find out what your job is. Explain that
you can only say Yes, I do or No, I don’t.
• Do two examples, then put students in pairs to practise.
Monitor.
6 Writing
3 • Tell students to look at the verbs in exercise 1 again.
• Write: 1 receptionist, 2 waiter on the board. Put students
in pairs to write three sentences about each job, using
dictionaries if necessary. Monitor.
• Put pairs of students together to compare their sentences,
then go through the answers as a class. Nominate individual
students to read one sentence each. Check pronunciation of
third person s.
suggested answers
1 He / She’s a receptionist. He / She works in an office. He / She
welcomes people / answers the phone.
2 He / She’s a waiter. He / She works in a café / restaurant. He / She
serves food and drinks.
2 • Put students in pairs to think of two more people, places,
• Go through the answers as a class. Ask different students to
say one sentence each.
• Arrange students in two rows – A and B. Say a word. The first
person in Team A says the first letter of the word, the next
person says the second letter. They continue, along the row,
to the end of the word. If a team makes a mistake, the other
team has a chance to finish the word and win the point.
What’s her job? Elicit: She’s a nurse. Repeat with Where
does she work? What does she do? to elicit She works in a
hospital / children’s home / old people’s home. She looks after
people.
• Put students in pairs to write three sentences about the
other pictures. Monitor.
Resource activity pages 178 and 256
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teacher’s notes
lesson 6
Students revise and practise the present simple and talk about
people’s working lives.
Warm-up
1 He lives in Park Road. 2 He works for a computer company.
3 He repairs computers. 4 He drives a van. 5 He starts work at
nine o’clock. 6 He finishes work at 5.30. 7 He often goes to The
Coffee Shop. 8 He meets his friends there.
• Put students in two teams. Prepare some job descriptions,
e.g. receptionist – this person works in an office, doesn’t wear
a uniform, answers the phone, welcomes visitors to the office.
• Read the descriptions out but don’t say the jobs. Teams
compete to guess the jobs and win points. The first team to
get 5 points is the winner.
4 • Do the examples together. Play the first item on audio 6.2 .
1 • Play audio 6.1 for students to read and listen. Ask: Who is
5 • Elicit / Teach key vocabulary, e.g. old people’s home, at night,
Students hear I live near the station, say the negative, then
listen and repeat. Do the same with the second example.
• Play the rest of the audio.
Russell talking about? Elicit: Lucy.
• Elicit / Teach: nice, advertising, usually, every day, gorgeous,
I’m afraid.
• Tell students to cover the text. Ask questions about the
picture, e.g. Who can you see? What are they doing? What’s
Russell thinking?
• Play the audio again while students read and listen.
• Ask questions about the text, e.g. How often does Lucy go to
the café? Who lives in Brent Street?
• Drill each sentence as a class. Check pronunciation.
• Put students in pairs to practise the conversation. Tell them
to practise both roles. Monitor.
normally.
• Read through the text. Write: I normally
at night. Dave
in an office. Point to the first gap. Ask students to
supply the correct form of work. Elicit: work. Repeat with
the second gap to elicit works.
• Ask students to read the text again and write the correct
form of the verbs in brackets.
• Put students in pairs to compare their work, then go
through the answers as a class. Nominate different
students to read one sentence each from the text. Check
pronunciation.
1 work 2 work 3 works 4 doesn’t work 5 finish 6 get
7 don’t take 8 takes 9 go 10 finishes 11 have 12 drive
13 watches 14 goes
As with questions, we use auxiliary verb do in short
answers in English. However, in some languages the main
verb is used in short answers, so students may make
mistakes in English such as Yes, I like. We also use the
auxiliary verb do to form negatives in English, but in
other languages negatives may be formed by adding a
negative word. You may find that students try to form
negatives in English by adding no / not to the verb but
omitting do, e.g. Do you like pasta? No, I not. OR No, I not
like.
6a Speaking
• Write: Where / you / work? on the board. Ask students to
make a question to ask Ellen. Elicit: Where do you work?
• Focus on the cues. Put students in pairs to make questions
for Ellen.
• Go through the answers as a class and nominate individual
students to read one question each. Check pronunciation.
Note that intonation falls in open questions and rises in
closed questions.
2 • Focus on the grammar table. Drill the examples as a class
then individually.
• Go through the rules on Student’s Book page 103.
• Read the first part of the table and the example statements.
Write: She lives near here. on the board and elicit that this
is a permanent state. Repeat with She comes here every day.
to elicit regular activity.
• Go through the questions and answers in the table. Ask
questions about the text in exercise 1 to elicit more short
answers, e.g. Does Lucy go to the café every day? Does Lucy
work for a magazine company?
• Focus on the last part of the table. Ask students about
themselves and their classmates, e.g. Where do you work,
(Lucia)? Where does (Lucia) work?
• Write the following sentences on the board: He don’t live in
Brent Street. She work for an advertising company. What do he
do? Ask students to correct the sentences. Elicit: He doesn’t
live in Brent Street. She works for an advertising company.
What does he do?
1 Where do you work? 2 Do you work at night? 3 What does
your husband do? 4 Does he work at night, too? 5 What time
do you finish work? 6 What do you do during the day? 7 What
time does Dave finish work? 8 What do you do in the evening?
b• Put students in A / B pairs. As are interviewers and Bs are
7
3 • Go through the sentences. Elicit / Teach key vocabulary, e.g.
Ellen. Tell As to ask the questions from exercise 6a and Bs
to use the text to answer the questions. Monitor.
• Give students an opportunity to practise both roles.
van.
• Write: I
in Park Road, He
in Park Road. Ask
students to supply the correct form of live in the first gap.
Elicit: live. Repeat with the second gap to elicit lives.
• Tell students to write eight sentences about Jordan’s life,
then put them in pairs to compare their answers.
• Go through the answers as a class. Write the verbs on the
board for students to check. Remind students that verbs
ending -sh, e.g. finish add -es in the third person.
• Nominate individual students to say one sentence each.
Check pronunciation of third person s.
Your life
• Go through the verbs. Use them to talk about your daily life,
e.g. I work in a school, I get up at 7 a.m. Ask individual
students about their daily life, e.g. What time do you get up,
(Samir)?
• Tell students to write a paragraph about their daily life,
using some of the verbs. Monitor.
• Put students in pairs. Tell them to swap their work and read
about their partner. Nominate individual students to answer
questions about their partner, e.g. When does (Ben) leave
home?
• Focus students’ attention on the can do statement: Now I
can talk and ask about people’s working lives.
Follow-up
• Hold a Sentence Sale (see page 11) to practise present
simple sentences.
Resource activity pages 179 and 256
22
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6
1
GRAMMAR
Present simple
3 Describe Jordan’s life.
6.1 Read and listen. Who is Russell talking about?
1 He lives in Park Road.
1
2
3
4
5
6
7
8
4
I
I
I
I
I
I
I
I
live in Park Road.
work for a computer company.
repair computers.
drive a van.
start work at nine o’clock.
finish work at 5.30.
often go to The Coffee Shop.
meet my friends there.
6.2 Drill. Listen. Say the negative.
1 I live near the station.
I don’t live near the station.
2 He finishes work at six.
He doesn’t finish work at six.
5 Ellen is talking about her life. Complete
the text with the verbs in brackets.
I 1 work (work) in an old people’s home
and I normally 2
(work) at night. My
husband, Dave, 3
(work) in an office.
He 4
(not work) at night. I 5
(finish) work at 7 a.m. and I 6
(get)
home at 7.15. I 7
(not take) the
children to school. Dave 8
(take)
them and I 9
(go) to bed. Dave
10
(finish) work at 5.30. We 11
(have) a meal together. At 10.30, I
12
(drive) to work. Dave normally
13
(watch) TV for an hour and then
he 14
(go) to bed.
Russell Hi, Dad. Can I … Mmm, she’s nice. Does she come
here every day?
Ryan Lucy? Yes, she does. She usually comes in when she
finishes work.
Russell Does she work near here?
Ryan No, she doesn’t, but she lives near here – in Brent
Street.
Russell Oh, right. What does she do?
Ryan She works for an advertising company. Do you like
her?
Russell Yes, I do. I think she’s gorgeous.
Ryan Well, she doesn’t need a boyfriend, I’m afraid.
She’s already got one. It’s Jordan.
Russell Oh!
6a Speaking Make questions for Ellen. Use
the cues.
1 Where / you / work?
2 you / work / at night?
3 What / your husband / do?
4 he / work / at night, too?
5 What time / you / finish work?
6 What / you / do / during the day?
7 What time / Dave / finish work?
8 What / you / do / in the evening?
2 Read the examples. Study the rules on page 103.
Present simple
We use the present simple for:
permanent states She lives near here.
regular activities She comes here every day.
I live in Brent Street.
I don’t work near here.
She lives in Brent Street.
She doesn’t work near here.
Do you come here every day?
Yes, I do.
No, I don’t.
Does she come here every day?
Yes, she does.
No, she doesn’t.
Where do you work?
Where does she work?
b Work with a partner. Ask the questions
and give Ellen’s answers.
7 Your life Write a paragraph about your
daily life. Use some of the verbs below.
work get up have leave drive
start finish go watch
6
Now I can ...
talk and ask about people’s working lives.
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7
1
SKILLS
Read and speak
7.1 Read and listen to the text. What does Arne do? Does he like his job?
My
job
rig, so Arne normally watches five or
six films a week.
About 480 people work on the
rig. It’s like a small village with all
sorts of workers – cleaners, engineers,
plumbers, electricians, chefs,
secretaries, computer engineers,
nurses, painters, and so on.
After two weeks, Arne leaves the
rig and goes home. ‘We have a small
farm, so there are always things to
do,’ he says. He doesn’t usually work
all the time when he’s at home. He
A
rne Henriksen lives in a village
near Stavanger in Norway. He’s
an electrical engineer and he works
on an oil rig in the North Sea.
Arne lives on the rig for two weeks
and then he has two weeks off. For
the first week, he’s on the day shift
from 7 a.m. to 7 p.m. In the second
week, he changes to the night shift.
When he isn’t on duty, he always
sleeps a lot. He usually goes to the
gym, too, and he sometimes plays
table tennis. There’s a cinema on the
4 Make sentences with the adverbs of
frequency about:
1 Arne’s life
2 your own life.
2 Are the statements true (T) or false (F)?
1 He lives in Norway.
2 He goes home every day.
3 He always works on the day shift.
4 A shift is twelve hours.
5 Over four hundred people work on the rig.
6 They’re all engineers.
7 Arne works in a shop when he’s at home.
8 He doesn’t often get seasick in bad weather.
5a Speaking Write six questions to ask Arne.
Where do you work?
Do you do shift work?
b Work with a partner. Interview Arne.
3 Find these things in the text.
– three things he does when he isn’t on duty
– three other jobs that people do on the rig
– two things he does when he’s at home
– two things that he likes about the job
– two problems with the job
English in the world
24/7
Normal working hours in
Britain are 9 a.m.
to 5 p.m. However, a lot
of people work
outside these times becaus
e their workplaces
are open 24/7 – twentyfour hours a day,
seven days a week. For
example:
1 hospitals, power statio
ns, the police
2 bars and clubs
3 a lot of big supermark
ets.
Compare this with your
country.
Language note Adverbs of frequency
0%
never
rarely
sometimes
often
likes fishing, and in the winter he
often goes skiing.
Arne likes his job. The money is
very good and he enjoys the time at
home, but there are problems. ‘The
weather’s often bad in the North
Sea, so the rig moves a lot,’ he says.
‘I rarely get seasick, but it isn’t very
nice when I do. The biggest problem
is the shift work. When I change
from the day shift to the night shift,
I can never sleep. I watch a lot of
films then!’
usually / normally
100%
always
He sometimes plays table tennis.
There are always things to do.
He doesn’t usually work all the time.
7
Now I can ...
ask about and describe someone’s job.
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